This course is the first part of a two-course sequence that is equivalent to English 110, English Composition. The course begins 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 a recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Students enrolled in the course must also register for SAS 011, Engaging with Text Writing Lab, a one-credit lab that supports work in ENG 122. Placement into this course is determined by entering SAT (or ACT) writing scores. Corequisites: SAS 011. 3.000 Credit hours.
Special Note Regarding SAS 011: Students enrolled in ENG 122 must also be enrolled in SAS 011, Engaging with Text Writing Lab, an individualized, student-support course that works in tandem with ENG 122. If your current class schedule does not include SAS 011, please see someone in the Student Academic Success Center to get registered for the course. If you drop SAS 011, you will be dropped from ENG 122.
- 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.
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 122 should be able to
- Demonstrate some 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).
- Begin to 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 growth in 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.
- Reasonably 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 I for important information about how grading in ENG 122 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 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.
- All disability-related inquires can be directed to email@example.com on the Biddeford campus or firstname.lastname@example.org on the Portland campus.