Goals:

• The most important goal of English 101 is to help students work through a variety of writing processes in the context of an academic setting. Students shall learn how to generate and develop ideas, to draft and to revise, and to evaluate papers in workshops that emphasize the way writing is influenced by context, genre, purpose, and audience.
  
• In creating 101 assignments, instructors shall aim to help students write college-level papers that confidently assert and support significant theses. Although instructors shall emphasize traditional organizational patterns, they also shall be careful not to give students the impression that the form of an essay is more important than its content.
  

Requirements:

• Students must write and revise FOUR MAJOR ESSAYS.
• At least two of those essays must be three or more pages long.
• At least one of those essays must be based on sources other than personal experience. (For example, a problem/solution paper might be based on interviews with campus experts; a literary analysis, on a short story; a cause/effect essay, on magazine articles.)
• That essay must include MLA-style parenthetical citations and a short "Works Cited" listing.
• At least two of the essays must be written in third person.

Priority list for teaching rhetorical patterns:

1. Expressive patterns expressing a first-person point of view must not occupy more than a fourth of the quarter's class time or make up more than 25 percent of the final grade. No more than one major paper emphasizing the following forms shall be assigned:
   • Description
   • Narration
   • Dialogue
   
   
   
   
   
2. Informative and explanatory modes featuring deductively organized essays with clear thesis statements supported by well-developed examples, reasons, and evidence will be strongly emphasized.
   
   • Instructors must discuss and demonstrate all of the patterns listed below (except for the optional process analysis and analogy assignments). Students must complete at least two major informative papers during the quarter. Instructors may ask students to follow designated patterns or to combine modes in whatever way best suits the ideas being explored.
   
   
   High priority patterns:
   1. Exemplification (also called thesis/example or illustration)
   2. Comparison/contrast
   3. Definition
   
   
   Medium priority patterns:
   1. Summary
   2. Classification
   
   
   Low priority modes (instructors may opt not to discuss these):
   1. Analogy
   2. Process analysis
   
   
   
   
   
3. Analytical modes featuring papers requiring students to support their interpretation of a text or situation shall receive a moderate emphasis.
   • Instructors must choose from the following patterns in requiring students to complete one major analytical assignment:
   1. Cause/effect
   2. Problem/solution
   3. Literary analysis

Comments?
E-mail the director of composition


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