Upon completion of this course, students should be able to write polished, organized expository essays (essays that explain something) on familiar topics in an academic way. Students should be able to recognize and produce writing that includes a Controlling idea (an argument that is expressed in a topic sentence for a paragraph and a thesis statement for essays), Organizing patterns (such as enumeration and compare-contrast), and Detailed Evidence (using examples, statistics, anecdotes, etc.). Students’ writing should also include Signals (also called “transitions”) that make English writing more fluent, and the writing should have Original ideas—creative content that is not just repeating common or trite thinking. The writing should be Unified with logical coherence, pronoun reference, and repetition of key elements. Finally, students should understand that writing is a Process.In the end of Composition I course, the students should be able to:
1 use different strategies for generating ideas, such as brainstorming, free-writing, and clustering
2 recognize and produce writing that has a main idea (topic sentence & thesis statement) and supporting details
3 write narrative paragraphs that are organized in chronological order
4 write descriptive paragraphs that are organized in spatial order
5 write expository paragraphs that are organized in the order of importance/familiarity/time
6 use transitions to increase coherenceUpon completion of this course, students should be able to write polished, organized expository essays (essays that explain something) on familiar topics in an academic way. Students should be able to recognize and produce writing that includes a Controlling idea (an argument that is expressed in a topic sentence for a paragraph and a thesis statement for essays), Organizing patterns (such as enumeration and compare-contrast), and Detailed Evidence (using examples, statistics, anecdotes, etc.). Students' writing should also include Signals (also called “transitions”) that make English writing more fluent, and the writing should have Original ideas—creative content that is not just repeating common or trite thinking. The writing should be Unified with logical coherence, pronoun reference, and repetition of key elements. Finally, students should understand that writing is a Process.In the end of Composition I course, the students should be able to:
1 use different strategies for generating ideas, such as brainstorming, free-writing, and clustering
2 recognize and produce writing that has a main idea (topic sentence & thesis statement) and supporting details
3 write narrative paragraphs that are organized in chronological order
4 write descriptive paragraphs that are organized in spatial order
5 write expository paragraphs that are organized in the order of importance/familiarity/time
6 use transitions to increase coherence
CompOral 1 is a required first-year writing and speaking course. The composition component, which introduces students to the writing process and to the conventions of written English, teaches students to write grammatically accurate sentences, well-formed paragraphs with clear topic sentences and supporting details, and coherent short essays. The oral component helps students improve their ability to communicate in accurate, fluent English. Written assignments may include journals, paragraphs, and short essays while oral assignments may include pronunciation exercises, role－play activities, panel discussions, group discussions, impromptu presentations, and planned speeches.
CompOral 1 is a required first-year writing and speaking course. The composition component, which introduces students to the writing process and to the conventions of written English, teaches students to write grammatically accurate sentences, well-formed paragraphs with clear topic sentences and supporting details, and coherent short essays. The oral component helps students improve their ability to communicate in accurate, fluent English. Written assignments may include journals, paragraphs, and short essays while oral assignments may include pronunciation exercises, role-play activities, panel discussions, group discussions, impromptu presentations, and planned speeches.
Refining Composition Skills: Rhetoric and Grammar, 5th edition, by Smalley, Ruetten, & Kozyrev
Refining Composition Skills: Rhetoric and Grammar, 5th edition, by Smalley, Ruetten, & Kozyrev
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Graded writing assignmentsGraded writing assignments Graded writing assignments |
60 | |
| Exams (midterm, final)Exams (midterm, final) Exams (midterm, final) |
40 |
