| Most 101-201 courses deal with a developmental
sequence, moving from fairly easy topics to more complicated topics
which draw upon, build upon, the earlier steps. The overall idea is
Read-Write-Think and do it again and do it again and again, in a cycle
of increasing intensity and depth. Ideally, English 101 and 201 are two
parts of a sequenced program of intellectual development. English
102 is a stand-alone second-semester course for students who place out
of English 101. |
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ENGLISH
101
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ENG 102 AND 201
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Critical Skills |
Critical Skills |
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Ability
to observe closely, to cite details, to infer, and to generalize. |
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Familiarity with standard purposes (to explain or to persuade or both). |
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Familiarity
with standard modes of thinking and writing: narrative, description,
comparison and contrast, example, cause and effect, factor analysis,
deliberate mixtures of modes. |
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Outlining and essay interpretation and evaluation. |
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Ability
to think critically and to make intellectual discriminations. The
student should have some reflexive knowledge about the
thinking-writing process. |
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Ability
to recognize and apply introductory level learning and methods of
logic and argumentation. |
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Ability
to complete a process of observation, inference, and generalization
with accuracy and precision. The subject matter may include works of
literature or other kinds of texts. |
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Ability to maintain some intellectual independence at a level of
University discourse. The student should be able to sustain either
side of a debate with some agility. |
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Organizational
Skills |
Organizational
Skills |
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Ability to stick to a central idea. |
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Conscious
control of paragraph structure, with clear thesis or topic sentences
and supporting details. |
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Deliberate control of emphasis and importance
(subordination and coordination of ideas). |
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Ability
to form a restricted arguable thesis and organize supporting points.
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Ability
to develop and sustain an exposition and/or argument over a longer,
5-10 page, paper.
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Ability to research primary and secondary sources,
including familiarity with the resources in the University
Libraries, and to integrate research into a thesis. |
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Usage and
Rhetorical Skills |
Usage and
Rhetorical Skills |
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University-level control of English usage. |
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Some
effective variety of sentence length and structure. |
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Some
control of tone, connotation, and coherence. |
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Introductory
knowledge of the writing and revision process. |
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Introductory
knowledge of persuasion and argumentation. |
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Presentation of evidence, debate techniques, sensitivity to bias. |
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Ability
to complete a paper without distracting mechanical errors. |
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Ability
to document a research paper properly.> |
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Ability to sustain a consistent tone, with variations appropriate to the
audience and purpose of the essay. |
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English 201 Only |
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Humanities Credit
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Ability
to conceptualize and interpret human experience. |
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Ability to analyze the meaning and significance of creative works. |
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