What This Document Is
This is a syllabus for an introductory-level English composition course, specifically English 131, as offered during the Winter term of 2006. It outlines the expectations, grading criteria, and policies for students enrolled in the course. While originating from a specific course instance, the core principles addressed are broadly applicable to foundational writing instruction at the college level. It’s designed to provide a comprehensive overview of how the course will be structured and assessed.
Why This Document Matters
This syllabus is essential for any student considering or enrolled in a college-level writing course. It’s particularly valuable for those seeking to understand the components of a successful writing program, including the balance between formal assignments and ongoing class participation. Students can use this to gauge the emphasis placed on different skills – from research and critical thinking to oral communication and technical proficiency – and to prepare for the workload and expectations of a college writing course. It’s also helpful for understanding how grades are determined and what constitutes appropriate classroom behavior.
Common Limitations or Challenges
This syllabus represents a specific instructor’s approach to teaching English composition and may not reflect the policies or content of all similar courses. It details a course from a particular academic term and therefore won’t include updated resources or current events. The specific assignments and readings are not included here; access to the full syllabus is required for that information. It also doesn’t offer direct instruction on writing skills, but rather outlines how those skills will be developed within the course.
What This Document Provides
* A clear outline of the course objectives, focusing on skill development in writing, research, and communication.
* Information regarding the grading breakdown, including the weight assigned to essays, presentations, and class participation.
* Details on the expected classroom conduct and policies regarding technology use.
* A description of the required course materials, including the primary textbook.
* A statement regarding academic honesty and the importance of original work.
* Connections to broader associate degree outcomes related to communication, critical thinking, and technology skills.