First Year Composition

 

English 101: First Year composition

This syllabus is for an ENG 101 course that I taught which was focused on asking students to multiple understand viewpoints-- their own and others'. The first project asks students to write about a strong opinion they held. They then did primary research: they interviewed someone who influenced their opinion such as a family member, friend, or mentor. Following their primary research, they write a reflective essay in which they examine the values and beliefs that formed their opinions. The second writing project asks students to write an unbiased informational report on a voting issue. Students were split into groups, and each group researched a topic in which they were interested (healthcare, clean energy, women's rights, etc.). At the end of the project, each group creates a presentation in which they teach their classmates about their voting issue. So, they each wrote an individual paper that they synthesized into a group presentation. The third project asks them to think critically about another person's viewpoint. We read work by Claudia Rankine, Sandra Cisneros, and a chapter of Fun Home by Alison Bechdel. Using Focault's concept of power as a lens (specifically pp. 92-96 of History of Sexuality), students examined the many ways in which power worked their choice of one of the three pieces we read as a class.


ENG 102: First Year Composition

This ENG 102 iCourse helps students to 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 some pieces about media literacy, so in effect students have an opportunity to read and process the theory and subsequently practice the theory in their own research.  The third project then 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 and understanding of the genre of online writing by creating a fully digital piece of writing in their ASU Digication ePortfolios.