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English 105

English 105 is an honors course that satisfies both the English 101 and English 102 requirements. To enroll in the course, incoming first-year students must have an ACT composite score of 28 or higher or the equivalent SAT score of 1240 (composite math and verbal scores) and a high school grade point average (GPA) of 3.5. Because English 105 is the only first-year writing course honors students are required to take, it needs to cover the rhetorical and writing process concerns of English 101 as well as the writing with research concerns of English 102. Instructors teaching English 105 should also review the Learning Outcomes for English 101 and English 102. A student in English 105 should expect to write and revise essays in multiple genres, each with a clear purpose and sense of the writer’s presence and position. The student should also expect to create and answer questions through research and writing that draws upon written texts and other sources. A student in English 105 can expect to write four to six papers during the term, including at least one extended research essay, totaling about 20 to 25 pages of text.

Outcomes for English 105

Rhetorical Knowledge (responding appropriately to a variety of rhetorical situations)

By the end of English 105, students should demonstrate the ability to produce writing that

• Focuses on a clear and consistent purpose

• Analyzes and responds to the needs of different audiences

• Employs a tone consistent with purpose and audience

• Uses a variety of genres or adapts genres to suit different audiences and purposes, including writing with research sources

• Chooses detail and evidence, including evidence from research sources, consistent with purpose and audience

Critical Reading and Thinking (analyzing rhetorical positioning of texts)

By the end of English 105, students should demonstrate the ability to produce writing that

• Demonstrates awareness of the role of genre in making meaning from a given text

• Demonstrates understanding of knowledge and information, including information from research sources, as existing within a broader context

• Represents and responds to multiple points of view, including the positioning of research sources

Processes

By the end of English 105, students should demonstrate the ability to produce writing that

• Identifies a research question and develops a research strategy

• Identifies, evaluates, and uses research sources to discover and focus a thesis

• Demonstrates through reflection awareness of their own writing processes across multiple drafts

• Demonstrates strategies of invention, drafting, and revision

• Demonstrates ability to critique own work and work of peers

Conventions

By the end of English 105, students should demonstrate the ability to produce writing that

• Demonstrates control over conventions of format and presentation for different purposes and different audiences

• Demonstrates control of such surface features as syntax, grammar, punctuation, and spelling

• Uses conventions of structure and format appropriate to the rhetorical situation, including purposes and conventions of documentation and multiple methods of citation