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In English 1121, we will continue the work we began in English 1101. We will work on developing critical reading and writing skills as we write about works of literature. We will discuss three literary genres: non-fiction essays, poetry, the novel. Assignments will require students to write in different styles such as summary, citation, exposition, analysis, comparison and research. In addition, we will utilize a new digital platform called OpenLab, which help us to engage with each other’s writing and world outside of the classroom.

In English 1121, we will continue the work we began in English 1101. We will work on developing critical reading and writing skills as we write about works of literature. We will discuss three literary genres: non-fiction essays, poetry, the novel. Assignments will require students to write in different styles such as summary, citation, exposition, analysis, comparison and research. In addition, we will utilize a new digital platform called OpenLab, which help us to engage with each other’s writing and world outside of the classroom.

English 1101 serves as the introductory composition course, and it aims to develop students’ reading, writing and analytical skills while fostering awareness of their own discursive practices. The course aims to have students critically reflect on their own literacy practices and to attend to them in order to become more nuanced language practitioners. Students begin the course in a fairly conventional way, by writing what are usually called literacy narratives, though these may be broadly defined by individual Instructors to include larger concerns such as language diversity, orality, and language and technology. While academic discourse may play a role in the course, the program’s primary emphasis is with students’ ability to negotiate multiple contexts and writing situations rather than becoming familiar with only academic language.

English 1101 serves as the introductory composition course, and it aims to develop students’ reading, writing and analytical skills while fostering awareness of their own discursive practices. The course aims to have students critically reflect on their own literacy practices and to attend to them in order to become more nuanced language practitioners. Students begin the course in a fairly conventional way, by writing what are usually called literacy narratives, though these may be broadly defined by individual Instructors to include larger concerns such as language diversity, orality, and language and technology. While academic discourse may play a role in the course, the program’s primary emphasis is with students’ ability to negotiate multiple contexts and writing situations rather than becoming familiar with only academic language.