ENGL 1101 provides foundational instruction in rhetoric, process, and multimodality by focusing on written communication in a variety of genres and rhetorical situations. With a strong basis in written communication, students then move into truly multimodal communication with the collaborative project at the end of the semester.
Broadly, instructors of 1101 should gear their instruction toward these areas:
- Introducing rhetoric, process, genre, and argumentation
- Providing instruction in writing (e.g., organization, evidence, voice, tone, incorporating other voices/sources, paragraphing)
- Introducing collaboration, critical thinking/analysis, and multimodality
More specific outcomes for the course are detailed below.
Learning Outcomes for ENGL 1101
These learning outcomes are adapted from the Council of Writing Program Administrators (WPA) Outcomes Statement for First-Year Composition (3.0).
| Category | Outcomes |
|
Rhetorical Knowledge Rhetorical knowledge focuses on the available means of persuasion, considering factors such as context, audience, purpose, genre, medium, and conventions. |
Explore and use with purpose key rhetorical concepts through analyzing and composing a variety of written texts. These concepts include:
Develop an understanding of the ways in which rhetorical concepts can be transferred to multimodal artifacts Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure |
|
Critical Thinking, Writing, and Composing Critical thinking is the ability to analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts. |
Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts Read a diverse range of written texts, attending especially to relationships between assertion and evidence, to patterns of organization, to the interplay between verbal and nonverbal elements, and to how these features function for different audiences and situations Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer’s ideas with those from appropriate sources |
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Processes Writers use multiple strategies, or composing processes, to conceptualize, develop, finalize, and distribute projects. Composing processes are recursive and adaptable in relation to different rhetorical situations. |
Understand that writing is a process Develop a writing project through multiple stages Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing Use composing processes and tools as a means to discover and reconsider ideas Experience the collaborative and social aspects of writing processes Learn to give and to act on productive feedback to works in progress Reflect on the development of composing practices and how those practices influence their work |
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Knowledge of Conventions Conventions are the formal rules and informal guidelines that define genres, and in so doing, shape readers’ and writers’ perceptions of correctness or appropriateness. |
Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising Learn common formats and/or design features for different kinds of written texts Explore the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions |
Projects
Within the course outcomes and requirements discussed below, ENGL 1101 instructors have a lot of flexibility with their assignment design and are encouraged to experiment.
Students should produce at least 5,000 words of graded writing in the course. Outside of the common first week and portfolio assignments, instructors develop projects using the requirements below.
- ENGL 1101 common first week assignment: 500 words – use programmatic assignment sheet
- Primarily written projects: 2,500 words total – instructors develop projects
- At least one single-authored artifact in a primarily written genre that includes the ethical use of sources and revised at least once based on peer or instructor feedback
- Any other artifacts should be in primarily written genres
- Multimodal collaborative project: equivalent to 1,000 words – instructor develops project
- Ex: podcast, website, presentation, video, etc.
- ENGL 1101 portfolio – use programmatic assignment sheet
- Reflective essay: 1,000 words
“Primarily-written Projects”
Note that “primarily written projects” does not necessarily mean “academic essays” or “essays” (though essays certainly can be included in your project sequence). Following from the course outcomes—which emphasize “composing a variety of written texts” and “composing in several genres”—think about the range of primarily written genres. For example, here are some of the assignments used in previous writing-focused 1101s:
- Personal Narrative
- Analysis Paper
- Argumentative Essay
- Research Paper
- Literacy Narrative
- Annotation Assignment
- Memo
- Magazine Article
- Annotated Bibliography
Beyond these, you can probably imagine many more, such as these:
- Blog Post
- Formal Report
- Book/album/film review
- Website
- Social Media Profile/Posts
- Proposal
- Scientific Writing
- Business Plan
- Reference Work
- Op-ed
- Technical Description
- Letter
- Manifesto
- White Paper
- Instructions
- Promotional copy
- Artist/Author Statement
- Script
- Textbook
- Guidebook
- Case Study
- Grant Proposal
- Newsletter
- Press Release
- Brochure
- Liner Notes
- Film Treatment
- Travel Writing
- Journalism
- Policy Paper
- Biography
The Importance of Genre
Textbooks
ENGL 1101 has two required textbooks.
- Georgia Tech Writing and Communication Program, WOVENtext Open Educational Resource: woventext.lmc.gatech.edu
- Lunsford, Andrea. The Everyday Writer. Accessed through The Bedford Bookshelf.
Instructors are also welcome to require additional books or resources beyond these two required books.
WOVENtext Open Educational Resource
Use the WOVENText OER for:
- Introducing/framing the WOVEN curriculum (e.g., Ch. 1, Ch. 2)
- Supporting learning about collaboration (Ch. 6)
The Everyday Writer
Use Everyday Writer for most other instruction in
- Rhetoric
- Process
- Critical thinking/analysis
- Constructing arguments
- Carrying out research
- Writing – paragraphing, organization, style
Course Themes
Instructors develop the thematic content of the course, given that the course uses the required course outcomes, general project requirements, and textbooks discussed above.
Course Description Example/Template
As with all WCP course descriptions, the ENGL 1101 course description should prioritize the writing and communication outcomes of the course rather than the theme or topic. The following example can be used as a template, may be adapted to your needs, or otherwise serve as a model of how to appropriately prioritize the course outcomes over the theme. See Developing Your Course Topic for more information.
This course provides opportunities for you to become a more effective communicator as you refine your thinking, writing, speaking, designing, collaborating, and reflecting. As part of the WOVEN (written, oral, visual, electronic, and nonverbal communication) curriculum, ENGL 1101 emphasizes developing your strategic processes in written communication, including issues of rhetoric, argumentation, critical thinking, process, and writing genres. In this section of the course, you’ll investigate [the course topic/focus/theme] as you employ writing and other WOVEN modes to create projects about [the course topic/focus/theme] in a range of writing-focused genres. [More information about the course topic/focus/theme.]