Composition I

Course Number:
WR 121Z
Transcript Title:
Composition I
Created:
May 25, 2022
Updated:
Aug 16, 2023
Total Credits:
4
Lecture Hours:
40
Lecture / Lab Hours:
0
Lab Hours:
0
Satisfies Cultural Literacy requirement:
No
Satisfies General Education requirement:
No
Grading Options
A-F, P/NP, Audit
Default Grading Options
A-F
Repeats available for credit:
0
Prerequisites

IRW 115 or WR 115 or equivalent placement

Course Description

Engages students in the study and practice of critical thinking, reading, and writing. Focuses on analyzing and composing across varied rhetorical situations and in multiple genres. Provides the opportunity to apply key rhetorical concepts flexibly and collaboratively throughout the writing and inquiry processes. Prerequisite: IRW 115 or WR 115 or equivalent placement. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Apply rhetorical concepts through analyzing and composing a variety of texts.
  2. Engage texts critically, ethically, and strategically to support writing goals.
  3. Develop flexible composing, revising, and editing strategies for a variety of purposes, audiences, writing situations, and genres.
  4. Reflect on knowledge and skills developed in this course and their potential applications in other writing contexts.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Department suggestions:
  • Written assignments designed to promote integration of class material.
  • Written or oral assignments designed to stimulate critical thinking.
  • Multiple choice, short answer, and essay questions that require integration, application, and critical examination of material covered in class.
  • Active participation in class discussion.
  • In-class participation in individual and group exercises, activities, or class presentations.
  • Written essays.
  • Design and completion of a research project.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Apply rhetorical concepts through analyzing and composing a variety of texts.

  • Thesis development/clarity of focus

  • Drafting and Organizing ideas for different genres (graphic organizers, outlines, etc.)

  • Paragraph development (integrating and explicating evidence, creating topic sentences)

  • Presentation of ideas using academic standards

Outcome #2: Engage texts critically, ethically, and strategically to support writing goals.

  • Targeted close reading (includes focused examination of textual features such as syntax, diction, argument, plot, organization, etc.)  

  • Summaries of Model Texts

  • Reading Analysis and Responses

  • Use of CGCC library resources:  books, journals, databases, videos

  • Evaluation activities (CRAAP test, etc.)

  • Identification and use of scholarly sources

Outcome #3: Develop flexible composing, revising, and editing strategies for a variety of purposes, audiences, writing situations, and genres.

  • Generating ideas for a variety of writing (includes brainstorming, free-write, research, interviews)
  • Organizing and Composing for different purposes, audiences, writing situations, and genres. 
  • Editing and Revising (including critiquing peer essays, analyzing comments, formulating a global revision and editing plan)

Outcome #4: Reflect on knowledge and skills developed in this course and their potential applications in other writing contexts.

  • Reflection (composing reflection essays)
  • Wrap-up activities (including application of skills to diverse situations, understanding how writing skills covered support larger learning goals.)

Suggested Texts and Materials

Materials may include a variety of articles, essays, info-graphs and other sources representing a wide range of purposes, strategies and arguments from diverse authors on significant, meaningful, and (often) contemporary issues. These sources may be drawn from scholarly journals, reputable news sources, textbooks, podcasts, other media, and OER resources. Grammar handbooks--print or online/OER may be useful.

No specific texts are required. Our department recommends using OER materials whenever possible. There are many, with more being produced all the time. Two places to locate OER materials include oercommons.org and openoregon.org. Suggested titles for English Composition are: