First Year Composition

English 101: First Year composition

This syllabus is for an ENG 101 course focuses on asking students to understand multiple viewpoints—their own and others'. The first project asks students to write a short opinion editorial about a strong opinion they hold. They then complete primary research about their opinion by interviewing someone who influenced this opinion such as a family member, friend, or mentor. Following their primary research, they write a reflective essay in which they draw connections between the values and beliefs established in their primary research and their current opinions. The second writing project asks students to write an “unbiased” informational report on a voting issue, which encourages students to gather and understand multiple viewpoints. Students are split into groups, and each group researches a topic in which they are interested (healthcare, clean energy, women's rights, etc.). Students each write an individual paper that they synthesize into a group presentation. At the end of the project, students deliver group presentations with the intention to teach their classmates about their voting issue. The third project asks students to think critically about another person's viewpoint. We read work by Claudia Rankine, Sandra Cisneros, and Alison Bechdel. After parsing Focault's concept of power (specifically pp. 92-96 in History of Sexuality), students examine the many ways in which power works in their chosen short story.

ENG 102: First Year Composition

This ENG 102 iCourse that I designed to help students gain a rhetorical understanding of media literacy. In the first project, we read, talk about, and then write a rhetorical analysis of a heavily biased news article. The second project asks them to research a social issue to gain a broad understanding of their chosen issue. They complete an annotated bibliography, paying special attention to vetting each source, the evidence the sources use, and the authors of the sources. We also read and discuss media literacy during this project. In effect, students have an opportunity to both process and apply media literacy theory in their own research. The third project asks them to synthesize their research from the second project in order to compose an well-informed, well-reasoned opinion editorial on their topic. The third writing project is a chance for them to further enact their media literacy skills and demonstrate their understanding of the genre of online writing by creating a fully digital essay in ASU’s Digication ePortfolio program.