ENG 123 Syllabus

Course Description

This course is the second part of a two-course sequence that is equivalent to English 110, English Composition. The course continues students’ introduction to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses and are introduced to fundamental skills of information literacy. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Prerequisites: ENG 122. 3.000 Credit Hours 3.000 Credit hours.  SAS 011 Writing Lab is optional, but recommended.

Required Texts

  • Miller, Richard and Ann Jurecic. Habits of the Creative Mind. Boston: Bedford St. Martin’s. 2016. ISBN 978-1-4576-8181-3.
  • Graff, Gerald and Cathy Birkenstein. They Say, I Say. 3rd ed. New York:  W.W. Norton & Company. 2014.  ISBN 978-0-393-93584-4.
  • Bullock, Richard, Michal Brody, and Francine Weinberg. The Little Seagull Handbook, 2nd ed. New York:  W.W. Norton & Company. 2014. ISBN 978-0-393-93580-6.

Please note: students may be required to print designated articles for class and will be notified in advance. Print at the library or computer lab since most articles will be multiple pages.

Course Objectives

In this course, students will

  • Prepare both informal and formal texts, using a range of writing process elements.
  • Complete a range of assignments that provide hands-on experience with various approaches to integrating their ideas with those of others.
  • Engage in active, careful, critical reading of challenging texts.
  • Complete a series of peer review activities to participate in a collaborative learning environment and practice a central feature of the writing process in academic and professional environments.
  • Practice identifying types of sources commonly used in college-level writing and documenting source use through both in-text and end-of-text citation.
  • Identify individualized patterns of sentence-level error and practice techniques for addressing those patterns.

Student Learning Outcomes

Students who complete English 123 should be able to

  • Demonstrate ability to approach writing as a recursive process that requires substantial revision of drafts for content, organization, and clarity (global revision), as well as editing and proofreading (local revision).
  • Effectively integrate their ideas with those of others using summary, paraphrase, quotation, analysis, and synthesis of relevant sources.
  • Employ techniques of active reading, critical reading, and informal reading response for inquiry, learning, and thinking.
  • Demonstrate their ability to critique their own and others’ work by emphasizing global revision early in the writing process and local revision later in the process.
  • Document their work using appropriate conventions (MLA).
  • Control individualized patterns of sentence-level error (grammar, punctuation, spelling).

Major Assignments and Course Schedule

See the Course Outline page.


Please know that you are needed and wanted in this course! Your ideas and contributions deepen our discussions and enrich the learning experience for everyone. Much of this course is collaborative and workshop-based, and so it will be difficult for you to keep up if you miss more than three classes. Do not expect to pass the course if you miss more than four classes. Please be in touch with me right away if you encounter extenuating circumstances (illness, family emergency, etc.) so we can make a plan regarding your coursework.

Final Grade Range

See Evaluation in College Reading and Writing for important information about how grading in ENG 122 and ENG 123 differs from traditional grading.

  • A = 93-100
  • A- = 90-92.9
  • B+ = 87-89.9
  • B = 83-86.9
  • B- = 80-82.9
  • C+ = 77-79.9
  • C = 73-76.9
  • C- = 70-72.9
  • D = 60-69.9
  • F = <60
  • I = Nearly all work completed; fewer than 4 absences
  • WP = Withdrawal while passing after first two-thirds of the term
  • WF = Withdrawal while failing after first two-thirds of the term
  • W = Withdrawal during first third of the term

Academic Integrity (Including Plagiarism) Statement

This course is an important introduction to college-level reading and writing. As an emerging college-level writer, you will develop your ability to read responsibly and critically, to work with texts appropriately, and to write in ways that are valued and respected within the community. We will conduct ourselves with integrity by doing our own work, by acting as responsible peers in (and out of) class, and by working with sources in ways appropriate to the academic community of which we are a part. It is understood that we are learning to work within the norms of our community, and so we will work on these matters.

Students enrolled in English 110, 122 or 123 are strongly encouraged to take a few minutes to complete the nationally recognized Academic Integrity 101 Self Test (http://www.une.edu/studentlife/plagiarism/self-test) to familiarize themselves with the issue.

UNE has a clear policy on academic integrity and a multi-step procedure for addressing cases of suspected academic dishonesty. Both the policy and the procedure are distributed as a two-page handout at the beginning of the term. They are also available on the UNE website under the Academic Integrity Policy (Student Handbook, p. 47) and the Procedure for Reporting Alleged Academic Dishonesty.

In our class, the policy applies to all of our work, from homework to formal papers. The policy does not inhibit robust collaboration.

Midterm Academic Progress Reports

The University of New England is committed to the academic success of its students.  At the midterm of each semester, instructors will report the performance of each student as SATISFACTORY (S) or UNSATISFACTORY (U).  Instructors will announce when these midterm academic progress reports will be available for viewing via U-online.  This early alert system gives all students important information about progress in their courses. Students who receive an UNSATISFACTORY midterm report should take immediate action by speaking with their instructor to discuss suggestions for improvement such as utilizing the services of academic advising, the Student Academic Success Center, Counseling Services, and Residential Education.

Student Academic Success Center

The Student Academic Success Center offers a range of free services to support your academic achievement, including tutoring, writing support, test-prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com or visit the SASC. To access our online resources, including links, guides, and video tutorials, visit https://sites.google.com/a/une.edu/student-academic-success-center.

Students with Disabilities

The University of New England will make reasonable accommodations for students with documented disabilities. Any student eligible for and needing academic adjustments or accommodations because of a disability is requested to speak with the professor at the beginning of the semester. Registration with Disability Services, located in Stella Maris 131 (ext. 2815) on the Biddeford Campus and the Lower Level of Ginn Hall (ext. 4418) on the Portland Campus, is required before accommodation requests can be granted.