ENG101 English Composition I Chapter 1

 As you embark on ENG101, it's essential to grasp an overview of the course structure and the learning approach you'll encounter.

The course is organized into 8 units, with the pace of coverage contingent on whether you're enrolled in an 8-week or 16-week semester. Your instructor will furnish a schedule delineating assignments and tasks to ensure you stay on track for the duration of the semester.

Each unit comprises Lecture Notes, Assignment Information, and occasionally, Discussion Questions. Here's how each component functions:

Lecture Notes:

These notes encapsulate the core content of the course. They serve as the foundation for understanding writing concepts applicable to assignments and future classes. Additionally, students will find links to supplementary tools and videos online to further aid their learning.

Assignment Information:

This section elucidates the intricacies of the writing assignment associated with each unit. Assignments are designed to afford you practical experience applying the unit's content and serve as a metric for assessing how effectively learning outcomes are met.

Discussion Questions:

Some units will include discussion questions, fostering interaction among students and with the instructor. These discussions revolve around prompts or questions, stimulating discourse on various writing situations and strategies.

It's crucial to recognize that, like any accredited online class, ENG101 demands a time commitment. In addition to completing writing assignments, students should dedicate time to peruse lecture notes and external resources, as well as view course videos.

Taking an online class requires self-discipline, involving the commitment to read and view materials regularly. Comparatively, in a traditional on-campus setting, students would spend 2.5 hours per week in a 16-week semester or 5 hours per week in an 8-week semester acquiring course content. In the online format, this time is spent engaging with materials via reading and viewing, emphasizing the importance of allocating the recommended hours per week to effectively comprehend and absorb the course material.

Chapter 1 Reading:

Undoubtedly, you possess the ability to write. In the era of Facebook and smartphones, you may find yourself engaged in writing more frequently than verbal communication. Given the abundance of text in today's digital age, it's possible that your proficiency in writing led to an exemption from a college-level composition course.

However, the question arises: Why invest additional time and effort in refining writing skills? Research indicates that deliberate practice, a focused effort to improve one's skills, significantly influences performance outcomes. Simply producing pages of text in a routine manner is less effective than revisiting and honing the craft of writing, particularly in the early stages of college. Developing into an excellent communicator not only enhances your academic performance but also proves invaluable in your career, fosters better relationships, and contributes to an overall higher quality of life. Devoting time to refine your writing skills is a judicious use of your limited time.

Consider this perspective as well: A 2009 survey conducted by the Association of American Colleges and Universities found that 89 percent of employers believe that colleges and universities should prioritize "the ability to effectively communicate orally and in writing." This skill was identified as the single most favored in the survey. Furthermore, other valued skills, such as critical thinking, analytical reasoning, problem-solving, and information evaluation, are rooted in effective written communication. This emphasis on communication reflects the evolving nature of work in various professions. Employers emphasized that employees must take on more responsibilities, employ a broader set of skills, coordinate with other departments, address more complex challenges, and leverage higher levels of learning and knowledge.

If your aspirations involve being a professional who frequently collaborates with others—likely, given your college enrollment—you must be adept at anticipating and solving complex problems and coordinating work effectively with others. All these elements hinge on your proficiency in effective communication.

Aly Button astutely observes, "Writing is one of the most important skills to our society, and it almost always has been." The ability to write is not just a personal skill but a fundamental aspect that distinguishes history from pre-history—an impactful realization. However, navigating through different professors' expectations can be tricky due to their varied preferences.

A key strategy, as Button wisely suggests, is paying close attention to the comments instructors provide on your papers. These comments serve as invaluable insights into their expectations and grading criteria. By using these comments as a reference point for subsequent assignments, you can tailor your writing to align more closely with your professors' preferences.

In my approach to writing, I find inspiration in Button's emphasis on adaptability. Recognizing and adjusting to the distinctive styles and preferences of each professor can enhance the effectiveness of your communication. This adaptability not only demonstrates a keen awareness of your audience but also showcases a commitment to delivering work that aligns seamlessly with their expectations.

In essence, Aly Button's advice encourages a proactive and attentive approach to writing, promoting continual improvement and alignment with the unique expectations of each profess

Enhancing your writing proficiency pays off long before you don the graduation cap. Picture this: throughout your pursuit of a 120-credit bachelor's degree spanning approximately 40 courses, each generating an average of 2500 words of formal writing. Even with a conservative estimate, you're poised to pen 100,000 words—akin to a substantial 330-page book—over your collegiate journey. Investing a few hours refining your writing acumen will significantly ease and enrich the creation of this voluminous body of work.

The significance of adept writing extends beyond mere academic requisites. Every professor, irrespective of their perception of their courses as writing-centric or not, values polished writing. In the academic realm, formal written expression is the accepted currency. The core purpose of the academy—to generate and disseminate knowledge—is intrinsically tied to the act of writing. While you may have received commendation for your writing prowess prior to college, it's crucial to recognize that collegiate writing possesses unique attributes reflective of the foundational principles of higher education.

The origins of higher education

College may seem reminiscent of high school, and you likely have a grasp on navigating your role as a student in this environment. However, beneath the surface, fundamental distinctions set the two educational stages apart. While high school is mandatory, universally accessible, and a legal entitlement, college assumes an elective stance, demands a financial investment, and is contingent on academic performance. The stakes are higher; failure to meet a designated academic threshold can lead to dismissal.

Delving deeper, these disparities trace their roots to the evolution of the university system. Originally, universities in ancient and medieval times were bastions of scholarship, existing under the patronage of the crown, church, or state. Though the concept of centers of study dates back to ancient Mesopotamia around 2500 years BCE, it was the Islamic and European universities of the first and second millennium CE that laid the groundwork for the modern university model. In those early institutions, the privileged few who attended weren't conventional students in the contemporary sense. Instead, they functioned as fledgling scholars, immersing themselves in extensive reading, attending lectures delivered by esteemed scholars, and, if fortunate and perhaps charismatic, receiving feedback on their work or assisting established scholars in their pursuits.

These historical nuances highlight that, in its infancy, higher education positioned students not as passive recipients of instruction but as the junior-most participants in a community of scholars. Their unique privilege lay in direct interaction with the academic luminaries of their time, shaping a dynamic where students engaged with learning as independent, albeit novice, contributors to the scholarly enterprise. The subtle disparities between college and high school mirror the evolutionary journey of the university, where the contemporary student experience has evolved from the ancient traditions of scholarship.

Contemporary colleges and universities place a strong emphasis on catering to student needs, a departure from historical models. However, the foundational concept of the university as a hub for scholarly pursuit and knowledge exchange continues to influence their functioning today. Here are some key points illustrating this:

Professors as Scholars and Artists:

Most professors are, first and foremost, scholars and artists in their respective fields. Their training is predominantly centered around their scholarly or creative endeavors, with limited formal education in pedagogy. While they may have taught during their graduate studies, their expertise lies in the theories, methods, and significant findings within their disciplines. Despite being relative novices in teaching, professors approach this aspect of their role with the same intellectual fervor that led them to their fields. Actively engaging in conferences, such as The Lilly Conference, AAC&U, or the American Educational Research Association, professors strive to enhance their teaching methods. They maintain journals and portfolios to reflect on their teaching, and they delve into literature covering cognitive neuroscience, higher education trends, and the social contexts of their students. Although there are some who adhere to the classical model of content delivery through lectures and evaluation via exams or papers, this approach is becoming increasingly uncommon. Most professors are committed to exploring innovative and captivating pedagogical approaches.

Competing Obligations of Professors:

While students often perceive professors primarily as educators, these instructors have diverse responsibilities. Beyond teaching, they are engaged in activities such as collecting data, writing books and articles, producing films, creating poetry, consulting with businesses and organizations, or inventing new concepts. Even those who dedicate a significant portion of their time to teaching identify themselves fundamentally as scholars or artists who happen to teach. The scholarly and creative outputs of professors are integral contributions that colleges and universities make to society. In addition to producing educated graduates, higher education institutions generate ideas, discoveries, and innovations. In contrast, high school teachers, though dedicated to teaching, typically undergo more formal training in instruction. They are more inclined to see themselves primarily as educators, even if they engage in activities such as writing articles, ecological restoration, or composing music on the side.

Professors Designing Courses:

In the realm of education, a pivotal distinction lies in how college professors and high school teachers approach their classes. Public high school educators, bound by contractual obligations, often find themselves mandated to adhere to a specific curriculum and, in some instances, prescribed teaching methods. The content they cover is frequently dictated by state regulations, local boards of education, and school administrators. While there is room for innovation, the current emphasis on educational standards sometimes diminishes the autonomy and respect afforded to teachers as skilled practitioners. In contrast, higher education instructors enjoy considerably more latitude. While certain concepts or textbooks may be prescribed, they possess substantial freedom in determining what students learn, the methods employed for learning, and how achievements are assessed. Consequently, two sections of the same college course, such as Ancient World History, can vary significantly, offering a degree of flexibility rarely found in parallel high school sections.

Student-Driven Learning:

A fundamental shift in instructional philosophy distinguishes high school from college. In high school, the prevailing assumption positions the teacher as the catalyst for learning, resulting in extensive face-to-face instruction. Homework serves as a means for reinforcing the day's material, often accompanied by specific assignments, diligent follow-up on incomplete work, and close monitoring of students' progress. Conversely, college instruction operates on the premise that students are the driving force behind their own learning, with the most significant educational gains occurring independently outside the classroom. College classes typically convene only 1-3 times a week, totaling around 3 hours. As such, professors view these sessions as an opportunity to equip students for the substantial intellectual work awaiting them on their own. While occasional direct instruction may occur, the emphasis is often on supplementing reading materials or fostering active learning experiences. The expectation is that, akin to their medieval counterparts, students possess the skills and motivation to meticulously engage with all assigned texts. Professors, analogous to personal trainers crafting exercise routines, lay out a learning path, but it is ultimately the students' responsibility to undertake the challenging work independently.

Although modern university systems have unmistakably embraced student-centered approaches, the core identity of colleges and universities remains rooted in the notion of communities of scholars, with faculty as seasoned members and students as burgeoning contributors. Your professors are not only ardent experts in their respective fields but also enthusiastic about imparting their knowledge to you in the most impactful way possible. Nevertheless, they recognize that your presence in their classes is a voluntary choice, and they inherently anticipate that you will assume full accountability for your own learning journey. In this dynamic educational environment, the exchange of knowledge is a collaborative endeavor where professors aspire to inspire, but the onus of active engagement and responsibility rests squarely on the shoulders of the students.

College writing is different

Understanding the origins of the university sheds light on why even adept wordsmiths stand to gain from scrutinizing the assumptions and expectations underpinning college-level writing. The collegiate educational model represents a distinctive paradigm, leading to distinct purposes and anticipations regarding written expression. While your academic journey has equipped you with foundational skills in formal written communication, the time has come to elevate your writing to a more advanced level.

Upon reaching the culmination of high school, you likely honed essential conventions of standard academic English, including paragraph structure, sentence-level mechanics, and the art of constructing a compelling thesis statement. The essay component of standardized tests like the SAT gauges critical skills such as organizing evidence within paragraphs that coalesce around a lucid, unwavering thesis, and employing language and sentence structures to convey meaning effectively. These skills, bestowed upon you by your educators, serve as a valuable foundation.

However, the shift to college-level writing tasks demands more than the application of well-established techniques. Professors assign papers with the expectation that you will engage in rigorous and profound contemplation of significant questions within their respective fields. In the academic arena, writing is not merely a vehicle for elucidating ideas; rather, it is a tool for grappling with intricate concepts. A paper that might secure a top score on the SAT could find itself in the realm of a C or D within a college class if it falls short of showcasing original and ambitious thinking. The transition is not merely about proficiency in established conventions but also about the ability to apply those skills to navigate novel intellectual challenges, fostering a realm where writing becomes a vehicle for the exploration and articulation of intricate ideas.

Professors regard you as independent junior scholars, envisioning your writing process as one driven by genuine curiosity and a desire to tackle complex questions. They anticipate you approaching assignments without a pre-established thesis, urging you to delve into the evidence, contemplate various explanations, and construct an original, insightful argument that genuinely captures your interest. This scholarly approach typically involves crafting a rough draft, where you develop an ambitious thesis and outline the scope of your argument. Subsequently, a wholly rewritten second draft emerges, presenting a comprehensive argument anchored by a refined thesis. During this iterative process, you identify gaps in your argument, address counter-arguments, and highlight important implications. As the paper nears completion, additional revisions focus on tightening the writing and ensuring clarity. The goal is not to arrive at a definitive "right answer" conforming to basic conventions; rather, it's about actively participating in an academic conversation with an original contribution born out of rigorous thought.

However, my experience as an instructor reveals that many students deviate from this envisioned approach. Instead of engaging in a thoughtful, iterative process, some students first formulate their thoughts and then hastily transcribe them, relying on a quick proofreading round to conclude the task. The aversion to genuine revision, perceived as discarding hard-won text, is a common sentiment among students. Consequently, when faced with the prospect of revising an essay, many students limit their focus to correcting mechanical errors or making superficial changes without engaging in substantial rethinking or major overhauls. This tendency can be a source of frustration for professors. Some instructors structure assignments explicitly to compel a true revising process, while others leave the responsibility to the students. Regardless of the approach, the overarching expectation from professors is rooted in the belief that writing is a dynamic process—a means of learning, developing, and thinking—rather than a static expression of established ideas.In my inaugural college paper venture, anxiety gripped me. Uncertain of the expectations and unaware of my professor's preferences, my primary preoccupation was the looming question of whether my efforts would earn a favorable grade. Yet, fear not! As the day concluded, I proactively engaged in a discussion with my professor about ways to refine my writing. It's imperative to understand that professors genuinely appreciate inquiries and relish the opportunity to interact with students. Should you ever find yourself in need of guidance, don't hesitate to seek advice on how to elevate your performance.

In my inaugural college paper venture, anxiety gripped me. Uncertain of the expectations and unaware of my professor's preferences, my primary preoccupation was the looming question of whether my efforts would earn a favorable grade. Yet, fear not! As the day concluded, I proactively engaged in a discussion with my professor about ways to refine my writing. It's imperative to understand that professors genuinely appreciate inquiries and relish the opportunity to interact with students. Should you ever find yourself in need of guidance, don't hesitate to seek advice on how to elevate your performance.

The profound shift to a junior-scholar role brings with it a significant challenge: not only must you learn to write with the precision expected of a scholar, but you also find yourself navigating the distinct expectations of various disciplines—perhaps transforming into a political scientist, a chemist, an art historian, and a statistician all within the confines of a single semester. Although many academic writing conventions span across disciplines, subtle variations exist. Immersed in their respective fields, your professors may overlook the diverse demands you face, neglecting to dedicate class time to elucidate the specific conventions of each discipline.

In essence, every new field of study becomes akin to exploring a foreign culture, necessitating your adaptation to diverse linguistic norms and scholarly practices. While the benevolence of locals (in this case, professors) may occasionally provide guidance, much like a traveler, you'll often find yourself independently uncovering the intricacies of each disciplinary landscape.

So what do professors want?

At various points in their academic journey, most students encounter the frustration of a professor's apparent reluctance to straightforwardly declare, "This is what I want!" It's a sentiment that's entirely natural and, at times, justified. Despite a shared desire among professors to facilitate your success, articulating their expectations can be challenging. This challenge often arises from their struggle to recall the experiences of being a novice in the field.

However, a more compelling reason behind their reluctance to prescribe a definitive path lies in the nature of many assignments—they don't seek a specific "answer" from you. Instead, they aim to elicit your ambitious and meticulous analysis. Some students mistakenly assume that crafting a paper and formulating its thesis should be a rapid task, expecting clarity within minutes of receiving the assignment. When this doesn't happen, they may label the assignment as unclear. Conversely, other students believe that each professor operates with a unique set of expectations, transforming writing papers into an intricate guessing game dictated by entirely subjective and idiosyncratic standards. Contrary to these assumptions, well-constructed writing assignments are intentionally designed to be challenging. Professors, above all, are interested in witnessing your self-motivated intellectual exploration. Writing, in this context, is not a mere task; it is an opportunity for you to engage in thoughtful, independent analysis and contribute to the intellectual discourse of the discipline.

Despite some disciplinary nuances, college instructors are applying comparable standards when assessing student work. Notably, the Association of American Colleges and Universities (AAC&U) has convened faculty members nationwide to deliberate on the fundamental knowledge and skills integral to liberal arts education. Through this collaborative effort, benchmarks of success have been established, particularly in the realm of written communication, as encapsulated in the AAC&U rubric. While it's uncommon for instructors to explicitly reference this rubric during grading, rest assured that these criteria encapsulate the expectations shared by the majority of professors.

Highlighted within the rubric, the language in the "capstone" column vividly articulates the scholarly mindset and independent work habits professors anticipate from students:

A "thorough understanding of context, audience, and purpose,"

"Mastery of the subject,"

"Detailed attention" to writing conventions,

A "skillful use of high-quality, credible, relevant sources," and

The application of "graceful language."

These criteria serve as a comprehensive guide, offering insights into the qualities and competencies that elevate student work to the highest standards in the eyes of educators across diverse academic disciplines.

Professors aim to witness the depth of your problem-solving analysis, appreciating the dedication you invest in articulating your thoughts with precision.

The subsequent chapters in this book aim to solidify these principles. Commencing with the foundational aspects, such as the assignment's purpose and the thesis, the chapters progress through organizational strategies and culminate in refining sentence-level expression. While the expectations outlined may initially appear challenging—and perhaps even seemingly unreasonable, considering that only a minority will pursue an academic career—the essence lies beyond personal expression. Effective communication extends beyond self-expression; it is the conduit for forging connections with others. Ultimately, it is the people in our lives—families, partners, communities, and colleagues—that sculpt the most pivotal experiences we encounter.

Unit 1 Discussion

In most classes, it is important that students and instructors get to know each other. That is sometimes easy in an on-campus class when students and instructors are able to interact in person. Knowing each other can be more of a challenge online, but the class discussion board is a place where students and the instructor can interact with each other.

In this first unit, please introduce yourself to the class. You may discuss your major and your educational and/or career goals and anything else about yourself that you would like to share.

Also, please share how you feel about writing and English classes. What positive aspects do you see with writing? What don't you like about writing?

Your post should be at least one paragraph of 5-7 sentences. You are not required to respond to posts by your classmates in this course. You are certainly not discouraged from responding to posts by your classmates, but you are not required to respond to posts by your classmates in order to receive full credit for your discussion assignments. Civility, courtesy, and a constructive tone are expected at all times in the Discussion Boards. I will not be grading you on your grammar or punctuation, but if your post is too confusing to understand it could reduce your participation points.

MLA and APA Formatting Exercise - Title Page/First Page of Assignments

Your Current Assignment 

The first exercise (presented here) focuses on the formatting of the beginning of your assignments.

This assignment will be submitted through two separate file submissions. One for your APA formatting and one for your MLA formatting. Your MLA file submission will consist of only one page; your APA submission will consist of two pages. The reason for having two pages in APA is that APA requires a title page where MLA does not.

You will use the same file submission area for both of your file submissions. Submit one file for your MLA submission and another file for your APA submission. 

You will not submit actual essay content, you are merely demonstrating a proper understanding of the different formatting styles for setting up your papers.

Please see the examples below for what is expected. You will only use these examples as guides and include your own name, instructor's name, etc. when submitting your assignments. 

Again, this is simply a formatting exercise to ensure that you understand how to properly set up your papers in both APA and MLA styles before beginning your actual essay assignments. You will submit two files for this assignment. One file for your APA formatted submission and one for your MLA formatted submission. Both assignment submissions will have the same due date. Make sure that each submission is clearly labeled. For your file titles, you can simply title your assignments Formatting Exercise APA and Formatting Exercise MLA.

No essay content is required for this introductory formatting assignment. You are just submitting files to demonstrate an understanding of formatting as viewed in the examples provided above. After completing this assignment, you will be able to select which style (either MLA or APA) you would like to use when formatting your assignment submissions for the course.

Note: In order to remain consistent, please use Times New Roman 12 point as the official typeface for all assignments in this class. Also, please submit files that are either Microsoft Word or PDF files. If you are submitting files with a different file extension, please contact your instructor for permission before submitting.

As always, if you have any questions, please do not hesitate to contact your instructor. 

APA example  

title page need number in top right corner

APA Formatting Exercise

 

 

Your Name

 

Department of English, Your Name College

 

ENG101: English Composition I

 

Instructor Name

 

November 26, 2021

 Body page:

APA Formatting Exercise

 

 

 

 

 Reference page:

References

           

MLA Format Example:

Name with page number goes in top right corner

Your Name

Instructor name

English Composition I

October 30, 2022

MLA Formatting Exercise

                                                               Body page

 

                                                                         Work cited page:

Work Cited