ENG 200 - Writing Seminar II (3 Semester Hours)

Variable theme composition course focused on academic discourse, research, and argumentation. Instruction and practice in developing reading, writing, and research skills introduced in ENG100 and employed across the curriculum. Emphasis is on rhetorical analysis and a process approach to writing effective academic arguments.

Prerequisite(s): ENG 100 (or ENG 100A and B) and sophomore standing, or placement as determined by the Dean’s office.

Focus: ENG 200, the second-year writing seminar, is designed for students who completed ENG 100 in their first year at UD. This course is a variable theme composition course focused on academic reading and writing as well as research and argumentation. In this course, students should further develop their reading, writing, research, and critical thinking abilities as they come into contact with the ways that at least three disciplines engage a particular theme. In addition, by studying scholarship across disciplines students should develop rhetorical awareness about the arguments, approaches, and other conventions of these disciplines. Students should also develop a process approach to writing such that by the end of the course it has become the process that they use for all of their writing at the University.

ENG200 Course Themes for Spring 2014 - Coming Soon!

ENG 200 Student Learning Outcomes

Although ENG 200 is a course within the Common Academic Program (CAP), it is not a course within the Humanities Commons. That is because ENG 200 is taught only to second‐year students. As a result it includes most but not all of the outcomes included in ENG 200H.

Upon completion of ENG 200, students should be able to:

1. Write about primary and secondary texts on the course theme in a manner that reflects the ability to read critically

2. Engage in a process approach to writing college‐level prose

3. Produce rhetorically effective college‐level expository prose

4. Produce well researched academic arguments and appeals that are documented in

accordance with the MLA style manual

5. Examine one topic from at least three disciplinary perspectives, two of which are in the Humanities Commons

6. Examine one topic with attention to differences such as race, class, gender, and/or



ENG 200 Reading and Textbooks

All sections of ENG 200 are required to use The Everyday Writer, 5th ed., by Andrea Lunsford.  In addition to the handbook, faculty are required to assign scholarly readings from each of the three disciplines through which the course theme is explored.


ENG 200 Writing Requirements

Informal Writing Assignments

A Diagnostic Essay: All students are required to write a brief (1‐2 page) diagnostic essay in response to a prompt of the instructor’s choosing. The diagnostic essay may be written inside or outside of class but should be collected by the instructor no later than the second class meeting. The primary purpose of the diagnostic essay is to give the instructor a sense of students’ writing abilities early in the course so that the instructor can teach as effectively as possible to each class.

Formal Writing Assignments

In addition to the diagnostic essay, students must write at least four formal essays totaling at least 18 pages of university‐level prose (not counting revisions). One of these formal writing assignments must involve significant library research including the use of the Roesch Library catalogue and databases. The remaining formal writing assignments may take a variety of appropriate forms of college‐level prose and should be designed as well as sequenced to enable students to achieve the learning outcomes for this course.

Sample Syllabi & Assignments