Department of English

English 2010

The second of the GE writing courses emphasizes the development of an effective academic style in argumentative essays that makes use of traditional rhetorical patterns, culminating in a major research paper. Subtopics will vary. Students with ACT English scores below 29 must take ENGL 1010 before enrolling in ENGL 2010.

Student Learning Outcomes

Written Communication

Construct arguments that demonstrate rhetorical awareness of purpose, audience, and context

    • Employ accurate and diverse diction, appropriate tone, and construct sentences varied in structure
    • Define the scope of the research question or thesis completely and determine key concepts.
    • Design and construct arguments for specific audiences with an emphasis on organizing, sustaining, and maintaining consistency
    • employ standard grammatical usage, including correct punctuation for discipline, and adhere to a specific style guide

Information Literacy

Identify, locate, evaluate, and effectively and responsibly use and share information to achieve an intended purpose.

    • Access and document information and relevant sources using a variety of search strategies
    • Correctly use primary and secondary sources (including paraphrase, summary, and quotations) in ways that are true to the original text

Inquiry and Analysis

Systematically explore issues through the collection and analysis of evidence that result in informed conclusions and judgments.

    • Break complex topics or issues into parts to gain a better understanding of them. 
    • Arrange and synthesize evidence to reveal insightful patterns, differences, or similarities related to focus

In English 2010, instructors will

    • Prepare and distribute a syllabus that includes Essential Learning Outcomes (ELOs), activities and assignments related to ELOs, and an assessment grid that articulates relationships between ELOs and activities
    • Assign at least 2-4 pages of formal or informal writing that reflects the student’s understanding of the writing process
    • Require 18-20 pages of polished writing, which must include
    • A persuasive writing project of 3-6 pages that includes at least four cited sources
    • At least one other short writing that requires multiple drafts, which could include narrative work or annotated bibliography
    • A research paper of at least 10 pages of text with at least seven appropriately documented sources  (according to an appropriate style guide)
    • Require multiple drafts on all major papers, including instructor and peer response to student writing, as well as student revision.
    • Assign approximately 10-15 pages of informal writing, which might include exploratory writing, journal writing, annotated bibliography, and responses to assigned readings.
    • Require at least 150 pages of reading, including authors representing diverse perspectives that contribute to a student’s understanding of the course content but should not be the focus of the class.