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Goals for ENC 1101
Composition I, ENC 1101, "is designed to develop composition skills. It
emphasizes the development of the multi-paragraph essay including
practice in information retrieval from electronic and other sources, and
in the selection, restriction, organization and development of topics. It
also offers the student opportunities to improve abilities with sentence
structure, diction, and mechanics. Selected writing samples are
examined as models of form and as sources of ideas for the student’s
own writing." (Catalog description)
In order to inform the students of the minimum standards for
expectations and activities in the course, the English faculty has
developed the following set of goals. After each goal is a list of criteria
which will delineate further the acceptable levels of accomplishment in
each area.
Students should understand that all written assignments must use
standard English and must observe the conventions of grammar,
spelling, punctuation, and capitalization as specified in the handbook
required for the course.
Students whose present level of achievement in these areas is below that
which can reasonably be expected for successful completion of the
course will need to remedy any such deficiencies on their own. In some
cases, it may be advisable for students to take ENC 0010 and ENC 0020
(Basic Writing Skills I and/or II) before enrollment in ENC 1101.
You must make a minimum grade of "C" in this course if you wish it
to transfer to another institution.
ENC 1101 Writing Assignments
All ENC 1101 students will submit a number of writings:
1. At least three in-class writings before the final exam.
2. A minimum of two multi-paragraph writings with outline (at least
three-level) of which one should be a comparison/contrast paper.
3. Final Examination a multi-paragraph essay with outline (in class).
4. Additional writings and exercises as assigned by instructor.
Instructors may assign additional exercises and materials for teaching
the above specified composition skills.
Goal #1 Thesis Statement
After a discussion of the characteristics of the Thesis Statement,
examination of samples, and practice in writing, the student will write a
Thesis Statement which observes criteria specified by the instructor. (The
thesis statement is a sentence).
1. It should have a subject/verb/partitionable-word thesis with the
partitions of the major idea clearly expressed in the predicate.
2. It should clearly express the writer’s approach to the subject which
will be expository with an argumentative edge.
3. It should be, preferably, a simple sentence; it may be complex, but it
may not be compound.
4. It should have an active voice verb whenever appropriate.
5. It should utilize the third person objective point of view.
6. It should avoid negatives (no, not, none, never, etc.) whenever possible.
7. It should avoid conditional verbs with auxiliaries (can, could, might,
may, will, would) whenever possible.
8. It should be limited enough to scope to be treated completely in the
length allotted yet also contain significant subject matter, suitable for
development.
Goal #2 Topic Sentence
After discussion of the characteristics of a Topic Sentence, examination of
samples, and practice in writing, the student will write a Topic Sentence
which observes criteria specified by the instructor.
1. The topic sentence is the controlling idea of the paragraph.
2. The topic sentence gives direction to the development of details in the
paragraph.
3. The topic sentence should control the scope of the central ideal of the
paragraph.
4. The topic sentence points to the precise sequence of examples or
reasons used to support the central ideal of the paragraph.
5. The topic sentence usually occurs at the beginning of the paragraph.
6. The topic sentence should exhibit the criteria of No. 2 through 8 of
Goal #1 (Thesis Statement).
Goal #3 Outline
After discussion of the characteristics of an Outline, examination of
samples, and practice in writing, the student will write a three-level
sentence outline which observes criteria specified by the instructor and
follows the format in the current English handbook.
(The English faculty requires the sentence outline as a basic standard in
all courses. Individual instructors may permit topic outlines.)
1. An outline consists of (a) Title, (b) Thesis, and (c) Body.
2. Do not mix topic and sentence outline. The statement in item I
establishes the outline as either a topic or sentence outline, and every
other item must be consistent in form.
3. Place periods after all numerals, letters, and complete sentences. Do
not place periods after the fragments in a topic outline.
4. Capitalize the first word of all items, even topic items.
5. Do not include the introduction nor the conclusion in the outline.
6. The T of the word Thesis establishes the left-hard margin. Observe
block form precisely.
7. Items in the same level and division should be constructed in a
parallel form if possible. However, remember content supercedes form.
8. Single-space all outlines. Double-space before the thesis and before
level one items (Roman numerals).
9. Since outlines are based on the principle of division, there can never
be an item one without a two, nor an A without a B.
10. Ordinarily, outlines should not include specific details and examples.
11. Maintain a consistent subject throughout the outline. A shift in
subject will destroy coherence in the composition.
12. In most cases, the content of each Roman numeral division will
become a developmental paragraph in the composition.
Goal #4 Introductory Paragraph
After a discussion of the characteristics of an Introductory Paragraph,
examination of samples, and practice in writing, the student will write an
introductory paragraph which observes criteria specified by the instructor..
1. It will contain a thesis statement which will be the last sentence in the
paragraph.
2. It must contain more than one sentence and be approximately 50-100
words in length. The length should be proportionate to the length of the
essay.
3. The preceding sentences should lead smoothly into the thesis
statement.
Goal #5 Developmental Paragraphs
After discussion of the characteristics of Developmental Paragraphs,
examination of samples, and practice in writing, the student will write
developmental paragraphs which observe criteria specified by the
instructor.
1. Each developmental paragraph will contain a topic sentence, at or
near the beginning, which observes criteria specified previously.
2. It will contain specific, concrete details which sufficiently support the
topic sentence.
3. It will be clearly and logically organized.
4. It will exhibit characteristics of unity and coherence.
5. In the matter of grammar, it will
a. Reveal a consistent point of view,
b. Exhibit variety in sentence structure,
c. Use strong, colorful verbs; the verbs "to be" and "to have"
as well as weak state-of-being verbs and verbs in the passive
voice should be used sparingly.
6. If it is an isolated paragraph, it should contain a "clincher" sentence
which is not a restatement of the topic sentence. If it is a paragraph
within an essay, it should contain such transitions as are necessary to
link it effectively to the preceding paragraph.
Goal #6 Concluding Paragraph
After discussion of the characteristics of a Concluding Paragraph,
examination of samples, and practice in writing, the student will write a
concluding paragraph which observes criteria specified by the instructor.
1. It should summarize the main points made in the developmental
paragraphs.
2. It should restate the main idea of the thesis.
3. It should be appropriate in length, usually between 35 and 50 words.
4. It should not introduce any idea not explained in the body of the
paper.
5. It should not begin with a trite transition. The writer should avoid "In
conclusion it can be seen that. . ." and other such clumsy phrases.
Example (Sample Thesis)
A mother dreads Christmas shopping because it
is time consuming, exhausting, and expensive.
(Sample Conclusion)
So this year, as Christmas approaches, a mother
remembers well her past years of holiday
shopping. She remembers beginning too late,
tiring before she could finish, and panicking
because she exceeded her budget. But she
knows that she will have to face the same
obstacles again next year.
Goal #7 Essay
After discussion of the characteristics of an Essay, examination of
samples, and practice in writing, the student will write a 500-or-more-word
essay with a three-level sentence outline, thesis statement, introductory
paragraph, tow or more developmental paragraphs, and a concluding
paragraph.
To be satisfactory, the 500-word essay must adhere to the following
requirements
1. Selection of suitable topic agreed on by the student and the instructor.
2. Evidence of unity and coherence in both the outline and the text
(body) with close correlation maintained between outline and text.
3. Adequate development and clear organization.
4. Variety in sentence structure.
5. Appropriately selected title indicative of the general content of paper.
6. Evidence of adherence to all standards as set forth in Goals 1 through
6.
General Rules for Themes
I. FORMAT: Please follow your instructor’s guidelines as they may
differ from these rules.
A. For in-class writings, use blue or black ink. Never use pencil. For out-
of-class assignments, please type.
B. Submit written work on standard size lined or unlined paper unless
your instructor specifies otherwise.
C. Double-space and proofread typewritten work on unlined paper.
D. Use one side of the paper; do not fold it.
E. Use a title page when your instructor so directs.
F. Use the department heading in the upper right hand corner of page 1
of essays without title pages.
Example: Sue Sanders
ENC 1101
January 2, 2004
Write the date you submit late essays under the due date.
G. Center titles on line 1 of lined paper and two inches from the top of
unlined paper. Original titles are neither underlined nor set off in
quotation marks. If your instructor distributes "Rules for Titles," follow
these rules.
H. Skip a space between title and text on lined paper and four spaces
between title and text on unlined paper.
I. Number and initial all pages except the first in the upper right hand
corner.
J. Observe the following margins on typed paper 2" at the top, 1-1/2" at
the left, and approximately 1" at the right and the bottom.
K. On lined loose-leaf paper. use the top blue line; omit the bottom two
lines.
II. LENGTH: Instructors make assignments in number of words,
sentences, paragraphs, or pages. A page normally contains
approximately 150 words. Except for introductory and concluding
paragraphs, a fully developed paragraph normally contains 150-200
words. Therefore, fully developed paragraphs usually equal at least one
page. If you type an out-of-class paper, you will find that each double-
spaced typewritten page contains approximately 250 words. Length is
definitely secondary to content and form.
III. SOURCE OF MATERIAL: The Department of English assumes the
integrity of its students. Nonetheless, students must take every care to
avoid any kind of plagiarism, a major offense in the academic
community. Plagiarism - stealing or passing off as one’s own the ideas or
words of another - extends past letting another person prepare one’s
assignments for him; it includes any planning, editing, or rewriting done
by anyone other than the student who signs his name to his assignment.
Hence, the student must work independently. Whenever research is
required, the student must study carefully the proper methods for
documentation explained in the text or in notes provided by the
instructor. The Communications Department requires the use of Modern
Language Association (MLA) guidelines.
IV. PUNCTUALITY: When assignments are on time, they receive full
credit; when they are late, the instructor may penalize the student’s
grade according to the announced policy for the course. If their policies
so state, some instructor may not accept late work. Students must
correct or revise every essay as the instructor directs.
V. METHOD OF CORRECTION: Each instructor specifies the method for
student use in correcting and revising essays. The instructor may use
revisions in determining the final grade in the course. Failure to return
corrected work promptly (and the revision when required) may result in
the student’s receiving an incomplete or failing grade for the course.
Instructors may keep essays corrected satisfactorily in the student’s
folder for conference purposes. They become the property of the
department.
VI. GRADES :A student earns grades for thought (organization,
effectiveness of expression, coherence) as well as for form (spelling,
grammar, punctuation, capitalization, sentence structure, neatness.) To be
eligible for a passing grade, the student must correct and revise, when
requested, all assigned work. The department appreciates and respects
both intelligence and effort, but grades on results, not the student’s
potential or on the amount of time he uses to prepare his work.
Grading Criteria for English Composition
Item an "A" paper a "B" paper a "C" paper a "D" paper an "F" pape
Thesis Precisely Exactly stated Adequate Too general, Too broad,
focused stated vague weakly
defined
Organization Logically Logically Broadly Illogically Poorly
structured structured structured structured structured
Development Excellent use Detailed use Not enough Ineffective Lacks
of details, of specific detail Some Lacks necessary
examples examples and support sufficient details and
and support with details and support
supporting evidence of examples
evidence. critical
Vivid thinking
imagery,
clear critical
thinking
Coherence Consistent Minor subject Some shifts Frequent Numerous
point of view shifts not interfering shifts shifts
No subject interfering with reader’s interfering interfering
shifts nor with reader’s understanding with reader’s with reader
inappropriate understanding understanding understand
change of
tenses
Unity Excellent Good Acceptable Weak Poor
Sentence Variety, good Some variety Not much Simplistic, Lacks clari
Structure use of variety faulty, or and/or var
stylistic Pedestrian repetitive form
devices structure
Diction Singular Vocabulary Occasional Trite Lacks skill
word choice appropriate to clichés expressions ordinary,
topic Simplistic Wordy idiomatic
word choice English
Mechanics Virtually no A few errors A number of Frequent Excessive
errors errors errors in errors in
mechanics basics
