English 101 Essays Reading And Writing
ENGLISH 101 Course Basics
General Education Requirement
The satisfactory completion of English 101 with a grade of C- or better meets block A of the Communication general education requirements.
English 101 is a five credit course that meets MWF at 8:30, 10:00, 11:30, 1:00, and 2:30 for 80 minutes each class. Multiple sections are scheduled fall, winter, and spring quarters. English 101 is not offered as an on-line course.
All sections of English 101 meet in a regular classroom for two sessions and the computer lab for one session every week.
English 101 is capped at 24 students.
English 101 is not a large lecture course where students won't be missed if they don't attend. Class time is most often spent on whole class discussion, small group dialogues, in-class writing, reading, and reflection activities, peer response, and activities designed to enhance critical and technological literacy. Because of the interactive nature of the class, attendance is absolutely vital. Instructors expect that students will come on time to each class session ready to speak and ready to hear what others have to say. Because the English 101 program feels so strongly about the importance of being physically and mentally present and engaged in this course, attendance is part of the evaluation policy. All sections of English 101 adhere to a strict attendance policy.
Regularly Scheduled Teacher-Student Conferences
Students in all sections of English 101 meet with their instructors individually or in small groups outside of class time at least two times during the quarter to discuss their writing in progress.
The texts for English 101 vary each year. They typically include an anthology of essays and may also include a book on academic writing and analysis. (In some years, the program aligns its course reading selections with the Western Reads book for the year).
In order to join the conversation with other thinkers, students typically read and discuss a series of 4-6 inter-related essays and visual texts. This reading becomes the fodder for students' own thinking and writing, as students learn to join these ongoing conversations and come to terms with, extend and counter the ideas of others.
Students move through a series of drafts and spend substantial time rethinking and reworking their ideas in response to their continued reading and feedback from others. Final essays run in the vicinity of 5-7 double-spaced, typed pages. Students also engage in a series of shorter, more informal writing assignments that include informal reading responses, peer responses, reflective commentaries, and summary abstracts. Generally, students produce 6-8 pages of formal and informal writing every week.
Students receive written and oral feedback to their work throughout the course, however, much of their final course grades are based on their final revised projects at the end of the quarter. Missed or incomplete work during the term, however, will greatly reduce students' final grades. When evaluating formal papers, the program uses either an analytic grading guide or a form of descriptive grading to evaluate student work and provide detailed feedback about the writing's strengths and needs.
We believe that writing is both a serious, powerful activity and a highly pleasurable one. Writing can be powerful because the writing you do matters: it affects people. It is pleasurable because putting pen to paper (or fingers to keyboard) to shape sentences, paragraphs and essays engages one with the tones, rhythms, and textures of language. It is also pleasurable to communicate successfully something that matters to others.
We also approach writing as a social, even ethical, activity because, when we write, we have to think carefully about the relations we already have with one another and about the ways the choices we make in our writing may bring about new or different relationships. Sometimes when we write, we write to figure out what we want to say: we write to learn or to discover, without thinking of the writing as communication. But mostly when we write, we write to other people because we want or need to do something that only writing can enable us to do.
We hope, then, that in your writing classes you both take writing seriously and have some fun with it. Continue to play with words and sentences as you have been doing since you first began to speak (and later write).
Finally, we make a request of you: please remember that these are classes about writing and communication, so please communicate throughout the semester with each other in class and with us. Let us know what you think about your composition classes and what you think about the writing you are doing here at UWM.
Goals for First-Year Writers
While each composition course has a set of specific goals and practices that are particular to its place in the sequence of courses, all composition classes share a common set of goals:
Critical Reading/Critical Writing Connections: Writers will use writing and reading for inquiry, learning, thinking, and communicating.
Writing Process Strategies: Writers will use their writing as a means of developing a critical perspective on their reading.
Shaping and Communicating Meaning: Writers will develop purposeful essays that provide adequate context for readers.
Knowledge of Academic Writing Practices: Writers will develop knowledge of academic writing conventions.
Critical Reflective Practice: Writers will reflect critically on, evaluate, and revise their own reading and writing practices in light of academic and other reading and writing practices and course goals.
Sequence of First-Year Writing Courses
English 100 – Introduction to College Writing and Reading
(4 credits, 4 graduation credits)
English 100 introduces students to college-level reading and writing strategies in a supportive workshop community. Components of the course include a three-credit reading and writing course, a one-credit weekly discussion lab, and required attendance at the UWM Writing Center. Through a sequence of assignments, students will critically interpret texts and reflect upon their interpretations. In doing so, students will develop skills of rhetorical analysis and essay writing, culminating in a final portfolio of revised written work.
English 101 – Introduction to College Writing
(3 credits, 3 graduation credits)
English 101 introduces students to college reading and writing practices through a sequence of writing assignments that integrates critical reading, writing, and reflection. Thus, the course is intended not only to build on but also to complicate students’ knowledge of texts and reading and writing practices.
English 102 – College Writing and Research
(3 credits, 3 graduation credits)
English 102 introduces students to academic research writing through a sequence of assignments in which students pose and investigate questions in response to their reading of course texts. The course builds on and complicates students’ understanding of the purposes and practices of research writing by asking students to investigate and engage in academic inquiry and presents academic inquiry as a process of positioning and developing one’s ideas in relation to others. Additionally, the course asks students to critically reflect on their reading, writing, and research strategies and those of their peers.
ESL 118 – Advanced College Writing in English as a Second Language
(3 credits, 3 graduation credits)
ESL 118 is equivalent to English 101 and is taught by instructors who are experienced working with writers whose first language is not English. Class size is limited to 16, and instruction is designed to help students strengthen their reading and writing in English.
Students qualify for ESL 118 by taking the ESL-PIC test or by passing a lower level ESL writing course. Find more information about the ESL-PIC test and ESL writing courses here: http://www4.uwm.edu/esl/.
Virginia Burke Writing Contest
The Virginia Burke Writing Contest honors first-year writers whose essays are judged the best of the year. It is named in honor of the late Professor Virginia Burke, an outstanding professor of English Composition who was devoted to undergraduate writing instruction at UWM. At the annual awards ceremony, first-place winners read their essays aloud; a reception follows the awards ceremony. This event brings students, teachers, administrators, family, and friends together to celebrate the academic achievements of UWM students.
Writing Program Administrators
- Shevaun Watson (email@example.com), Director
- Deb Siebert (firstname.lastname@example.org), Lead Coordinator
- Brooke Barker (email@example.com), Composition Program Assistant
- Molly Ubbesen (firstname.lastname@example.org), 101 Coordinator
- Chris Lyons (email@example.com), 102 Coordinator
- Joan Ruffino (firstname.lastname@example.org), 100 Coordinator
- Terry Thuemling (email@example.com), Lead Mentor
- Kristin DeMint Bailey (firstname.lastname@example.org), Digital Literacies Specialist
- Robert Bruss (email@example.com), Teaching Mentor
- Jeremy Carnes (firstname.lastname@example.org), Teaching Mentor
- Adam Andrews (email@example.com), Assessment Specialist
- Vicki Bott (firstname.lastname@example.org), Basic Writing Specialist
- Marci Bigler (email@example.com), Basic Writing Specialist
- Neil Simons (firstname.lastname@example.org), Basic Writing Specialist