ENGL001: English Composition I | Saylor Academy

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Time: 32 hours

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No matter what career you pursue, you must be able to communicate effectively and clearly if you want to be successful. This course will enhance your ability to do so by sharpening your critical thinking and writing skills. We will begin with a unit designed to change the way that you think about writing. First, you will learn to think of writing not as a solitary act but as a conversation between yourself and an audience. In this light, writing becomes a dynamic, interactive, and creative practice rather than a rote one. You will also begin to value writing as a process – an admittedly difficult one – rather than a product. You will come to see that writing is an act of discovery rather than a recitation of prefabricated ideas. Because this course is designed specifically for students in a university setting, the second unit will focus on academic writing. We will learn how to respond to an assignment or test question by using the "PWR-Writing" or "Power-Writing" Method (PWR: prewrite, write, revise) while learning the ins and outs of building a solid thesis and supporting that thesis with evidence. The remaining units will focus on good writing practices, from style to proper citation.
- Select activity Enroll me in this course
  
  Enroll me in this course
- Select activity If English is your second or third language...
  
  If English is your second or third language and you are looking to improve your English language skills, you may consider completing our "English as a Second Language" courses first. You can find those here: sylr.org/ESL
- Select activity Course Syllabus
  
  Course Syllabus Page
Unit 1: What is College-Level Writing?
We begin this course by refining our ideas about what we are doing when we write. Let's begin by acknowledging that writing is a difficult, complex process. It does not come easily; it takes quite a bit of work and thought. Writing is more than words on a page, but a way to communicate ideas.

In college-level writing, we say written communication is rhetorical, which means our rhetorical situation (the purpose and audience of our writing) and our use of rhetorical appeals, such as ethos, logos, and pathos, determine our writing decisions. We define these terms in this unit, discuss how to identify them as you read, and discuss how to incorporate them into your own writing.

Writing is a process, rather than a product. You often need to write your ideas down to organize and clarify what you think about a subject. We discuss ways to use this process to manage your writing, develop your ideas, and make the task of drafting an essay seem less overwhelming.

Throughout Unit 1, we ask you to complete several activities that will culminate in an essay writing assignment. The topic for these activities and the essay is what it takes to succeed in an Internet-based college course. As you develop your response, come up with at least three activities you should do, or characteristics you should employ, to succeed in this and other courses.

Completing this unit should take you approximately 9 hours.
- Select activity Upon successful completion of this unit, you will ...
 Upon successful completion of this unit, you will be able to:
 
 identify the elements of the rhetorical situation and rhetorical appeals;
 
 practice techniques for identifying and writing for specific audiences and purposes;
 
 describe writing as a process and explain how that process influences thinking;
 
 identify and avoid logical fallacies in persuasive writing;
 
 identify and practice the stages of the PWR writing process; and
 
 practice critical thinking and reading skills essential to college writing.
- Select activity Throughout this unit, we will ask you to complete ...
 
 Throughout this unit, we will ask you to complete several activities that will culminate in an essay writing assignment. The topic for these activities and the essay is what it takes to succeed in an Internet-based college course. As you start to think about your response to this topic, come up with at least three activities you should do, or characteristics you should have, to succeed in this and other courses.
- 1.1: Defining the Rhetorical Situation
 - Select activity Research Writing and Argument
 
 Research Writing and Argument Page
 
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 When we write at the college level, we consider more than just the method of writing. The method includes our grammar, punctuation, and vocabulary. Writing in college is rhetorical, which means we consider how the reader will interpret your text. Who will read what you write? Why will he or she read it? What do you hope they gain from reading it? How do you present it to them? All of these elements work together to make up what we call "the rhetorical situation".
 
 Specifically, the rhetorical situation asks you to consider your context. To do this, think about who you are writing for (your audience) and why you are writing to them (your purpose).
 - Select activity Think Rhetorically
 
 Think Rhetorically Page
 
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 Read this article. What advantages can you see by approaching a decision with a rhetorical perspective?
 - 1.1.1: Identifying Your Audience
 
 Select activity What to Think About When Writing for a Particular Audience
 
 What to Think About When Writing for a Particular Audience Page
 
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 The first rhetorical elements that influence the rhetorical situation is your audience: who are you writing to? Considering your audience impacts everything you write, from the tone you use in an email to the sources you integrate into a research paper.
 
 Select activity Rhetorical Appeals
 
 Rhetorical Appeals Page
 
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 Study the definitions and reflective questions in this table. Keep in mind that you should consider who you are writing to (your audience) and why you are writing to them (your purpose). How should your tone vary when writing an argumentative essay versus an informal email?
 
 Select activity Consider Your Audience
 
 Consider Your Audience Page
 
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 Read this article about taking your audience into consideration as you write. Great writers consider their audience first. Ask yourself the audience analysis questions before you begin your next writing assignment.
 
 Select activity Writing to an Audience
 
 Writing to an Audience Quiz
 
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 In this practice exercise, write two brief essays (of around 250 words each) that explain why you want to achieve your dream job: first to a potential employer, and second to a five-year-old.
 - 1.1.2: Identifying Your Purpose
 
 Select activity Purpose
 
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 The second rhetorical element that influences the rhetorical situation is purpose. You have an audience, but why do you want to write for them? What are you trying to achieve? Purpose determines how you write to your audience, but also how your audience receives your writing. Aside from thinking about your own purpose, think about why the audience may be interested in reading your work. Read this article and think about the different types of purposes you might see in academic writing. How would each of these purposes change the way you write an academic essay?
 
 Select activity Consider Your Purpose
 
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 Before you start writing, it is important to determine your purpose. Knowing what you want to achieve will help guide your ideas you draft. Read this article and think about how purpose influences what and how you write.
 - 1.1.3: Identifying Your Medium
 
 Select activity Consider Your Media
 
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 An often overlooked element of the rhetorical situation is medium. Medium (or the plural "media") is the means or way an author uses to present a composition to their audience. This can be through a written essay, a video, an email, or a social media post, to name a few. Medium is directly impacted by your audience and purpose, since the medium you select should be the one that best engages your readers and holds their attention.
 In your own experience, how do you see media used to engage with an audience and present a purpose? How does changing media impact the rhetorical situation?
- 1.2: What is a Rhetorical Appeal?
 - Select activity Rhetorical Analysis
 
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 In his fourth century treatise "Rhetoric", Aristotle presented four appeals speakers and writers use to effectively persuade an audience:
 
 Ethos (the composer’s credibility);
 
 Pathos (the emotional pull of the composition);
 
 Logos (the logical support for the composition); and,
 
 The less frequently noted kairos (the timeliness of the composition).
 
 The first three appeals work in balance with one another in some call the "rhetorical triangle".
 
 As you read this chapter, consider these questions: How are the rhetorical appeals used in balance? What might occur if one appeal was left out? How does re-balancing the appeals (say, by making logos stronger than pathos) affect a composition?
 - 1.2.1: Ethos
 
 Select activity Ethos
 
 Ethos Page
 
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 Ethos is the Greek word for character, and rhetorically ethos refers to a writer or speaker's credibility. When a writer has a strong ethos, readers trust his or her ideas and are inclined to concur with the argument's line of reasoning. Read this article to better understand ethos and the strategies you can employ to build your own ethos as a writer.
 
 Select activity Defining Ethos
 
 Defining Ethos Page
 
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 Ethos is something the author builds through the choices they make as a writer. When a writer shows goodwill to the reader or audience, the reader is able to trust the writer. Read this article about ethos and think about the three ways writers can show goodwill to their audience.
 
 Select activity Letter from a Birmingham Jail
 
 Letter from a Birmingham Jail Page
 
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 Dr. Martin Luther King Jr.'s "Letter from a Birmingham Jail" offers clear examples of ethos. For example, by addressing the letter to "my fellow clergymen", Dr. King places himself among a group of leaders. Seeing him as a leader allows the reader to trust his statements. Read "Letter from a Birmingham Jail" and list the statements that evoke ethos.
 - 1.2.2: Pathos
 
 Select activity Pathos
 
 Pathos Page
 
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 Pathos is the Greek word for "emotion", and the rhetorical method of pathos refers to appealing to the emotions of one's audience in order to persuade. Without offering evidence, pathos can be little more than an invalid, emotional response in your writing; however, using all rhetorical appeals (ethos, logos, and pathos) is the best way to strengthen an argument. Make sure to provide appropriate evidence when using pathos in your arguments.
 - 1.2.3: Logos
 
 Select activity Logos
 
 Logos Page
 
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 Logos is the Greek word for "logic". Logos refers to a logical rhetorical appeal when making an argument.
 
 Select activity Logical Appeals
 
 Logical Appeals Page
 
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 This article explains logos through the use of inductive and deductive reasoning.
 - 1.2.4: Kairos
 
 Select activity Kairos
 
 Kairos Page
 
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 Kairos is a fourth rhetorical appeal, but it is not included in the rhetorical triangle. Kairos appeals to the timeliness of an argument, but can be difficult to pin down. When considering kairos, think about why an audience would need the information you are presenting right now. What is important about your purpose in this exact moment?
 
 As you read this article, think about how the purpose of an argument can change with time. How might an audience adapt over time, changing the way a message is presented or received?
 - 1.2.5: Avoiding Logical Fallacies
 
 Select activity Logical Fallacies
 
 Logical Fallacies Page
 
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 Read this article to learn about logical fallacies and how to avoid them. Logical fallacies occur when the chain of reasoning breaks down, which invalidates the conclusion. Try to identify any logical fallacies in your writing by revisiting one of the writing activities for this course or another course.
 
 Select activity Identifying Logical Fallacies
 
 Identifying Logical Fallacies Page
 
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 Watch these videos on logical fallacies. As you watch, think about how the narrator finds logical fallacies used in persuasive appeals. How can you use these same skills as you read and conduct research?
- 1.3: The PWR (Prewrite, Write, and Revise) Method
 - Select activity Research Writing as a Process
 
 Research Writing as a Process Page
 
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 Writing does not occur in a vacuum. That is to say, writing is a process that involves more than sitting down at a desk and plugging words into a computer. When we write, we brainstorm and prewrite, we draft, we ask for feedback, we revise, we ask for feedback again, and we revise some more.
 The process is recursive, meaning that is ongoing and turns back on itself frequently. For example, you may have a great idea for an essay and begin by brainstorming. After a bit of brainstorming you realize your idea is too broad and needs to be narrowed down. Then you do some research into your newly narrowed topic. The research you find makes you go back again and change the way you stated your topic’s main idea. As you begin drafting you realize some of your research fits nicely, but other pieces of research are of no use and you need to go back and do more research. And so on...
 Read the following chapter and answer the following questions: How does the process approach differ from the product approach? Which do you prefer when writing an essay? Do you find that you follow any of the steps in these chapters when writing essays? Which prewriting activity works best for you?
 - Select activity Introduction to Writing Processes
 
 Introduction to Writing Processes Page
 
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 Read this article on the writing process from prewriting to publishing. Do you find that you follow these steps when writing essays? Which prewriting activity works best for you?
 - 1.3.1: Prewriting
 
 Select activity Plan Your Writing
 
 Plan Your Writing Page
 
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 Asking friends and classmates for their opinions can be a helpful step in the writing process. Try the suggestion in this article about using Microsoft Word's tracking and commenting features to help organize your peers' feedback.
 - 1.3.2: Just Write – Freewriting
 
 Select activity Freewrite
 
 Freewrite Page
 
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 Read this article on the pre-writing method called freewriting, and watch the linked video. Have you ever suffered from writer's block? Do you think freewriting would be a helpful technique to combat writer's block? Why or why not?
 - 1.3.3: Brainstorming Methods
 
 Select activity Brainstorming
 
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 Read this article to learn about several methods of brainstorming. Previously, we took a look at freewriting to help combat writer's block. This article reviews the freewriting method and several other techniques, such as creating lists, developing concept maps, thinking of journalistic questions, identifying topic levels, and cubing. Which of these techniques do you feel will be the most helpful when starting an essay?
 - 1.3.4: Outlines and Blueprints
 
 Select activity Outlining
 
 Outlining Page
 
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 Read this page. Why is outlining important? Try the exercises at the bottom of the page to increase your outlining skills.
 
 Select activity Create an Outline
 
 Create an Outline Quiz
 
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 In this practice exercise, use the prewriting and writing techniques you have just reviewed to create an outline for the essay you will write for Unit 1:
 
 "What does it take to succeed in an Internet-based college course?"
 
 We encourage you to post your work to the course discussion forum so that your classmates can see your work. Also, take some time to comment on your classmates' posts.
 
 You are not required to post your work to the forum, and this activity will not count towards your grade.
- 1.4: Why Write?
 - 1.4.1: Critical Reading and Writing as Complementary Activities
 
 Select activity Reading to Write
 
 Reading to Write Page
 
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 Read this article to learn about effective reading, note-taking, and writing strategies. Which of these writing strategies will work best for you?
 
 Select activity Literary Criticism
 
 Literary Criticism Page
 
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 Read this article on reading and interpreting literature, which will help improve your own writing skills.
 - 1.4.2: Learning to Think Critically
 
 Select activity Improve Your Writing by Studying Critical Thinking
 
 Improve Your Writing by Studying Critical Thinking Page
 
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 Read this article about the link between writing and critical thinking. As we write critically, we also develop skills to think and interpret more deeply. As you read, consider how you need to rethink topics and issues as you write about them. How does your thinking change as you plan, research, and draft an essay?
 
 Select activity The New Colossus
 
 The New Colossus Page
 
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 This sonnet by Emma Lazarus starts a conversation about the Statue of Liberty. While it and Dan Sanchez's article below discuss same topic, they do so in different ways. The purpose, audience, tone, and context is different in each example. How they use ethos, logos, pathos, and kairos differs as well.
 
 Select activity Mass-Producing Huddled Masses
 
 Mass-Producing Huddled Masses Page
 
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 This article by Dan Sanchez continues the conversation about the Statue of Liberty. The purpose, audience, tone, and context is different than Lazarus' sonnet. How does it use ethos, logos, pathos, and kairos differently?
 
 Select activity Compare Rhetorical Appeals
 
 Compare Rhetorical Appeals Quiz
 
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 In this practice exercise, write an essay of 500 to 750 words that examines the use of the rhetorical appeals in the two sources you read about the Statue of Liberty: Emma Lazarus' "The New Colossus" and Dan Sanchez's "Mass Producing Huddled Masses".
 
 Your essay should address these questions:
 
 Which work uses rhetorical strategies more effectively?
 
 Which rhetorical strategy is more powerful in terms of supporting the author's claim or main idea?
 
 Support your argument with specific examples from each work.
 
 We encourage you to post your work to the course discussion forum so that your classmates can see your work. Also, take some time to comment on your classmates' posts.
 
 You are not required to post your work to the forum, and this activity will not count towards your grade.
- Unit 1 Essay
 - Select activity Unit 1 Essay
 
 Unit 1 Essay Quiz
 
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 Using the techniques you have reviewed in Unit 1, write an essay of five to seven paragraphs that answers this question:
 
 "What does it take to succeed in an Internet-based college course?"
 
 We encourage you to post your work to the course discussion forum so that your classmates can see your work. Also, take some time to comment on your classmates' posts.
 
 You are not required to post your work to the forum, and this activity will not count towards your grade.
- Unit 1 Assessment
 - Select activity Unit 1 Assessment
 
 Unit 1 Assessment Quiz
 
 Students must
 
 Receive a grade
 
 Take this assessment to see how well you understood this unit.
 
 This assessment does not count towards your grade. It is just for practice!
 
 You will see the correct answers when you submit your answers. Use this to help you study for the final exam!
 
 You can take this assessment as many times as you want, whenever you want.
Unit 2: What Makes Academic Writing Unique?
University students need to know how to write an effective academic essay. At its core, any academic essay is essentially an argument. This does not mean you are penning a series of aggressive verbal attacks; rather, you are using language to persuade someone to adopt a certain perspective.
For example, you may be asked to write an essay on how the revolution changed the culture in your country. Your response is an argument, in which you try to persuade your audience that the war changed cultural norms in three or four specific ways. As you create your argument, think about your writing as a conversation between yourself and an audience.
The way you choose to build and support your argument has a great deal to do with how you see yourself as part of the conversation. If you envision your work as a response to an existing prompt, the reader with whom you are "speaking" should shape the way you write.
For example, imagine someone asks you why a politician acted in a certain way. You will probably respond in one way if the questioner is your five-year-old cousin, another way if they are a friend who is your same age, and yet another if they are your boss. You should approach every writing project with this same awareness of audience. Keep these ideas about argument and conversation in mind as we explore how to develop an academic essay.
The rhetorical situation we discussed in Unit 1 should influence the argument you choose, the type of essay you write, and the way you organize your ideas. In Unit 2 we review these issues in detail and discuss a highly-structured approach to writing an argument. By the end of this unit, you should be ready to write an academic essay.
Throughout Unit 2 we ask you to complete a number of activities which will culminate in writing an argumentative essay. Choose one point you promoted in your Unit 1 essay topic and develop it further. The assigned topic for the Unit 2 activities and the essay is how your selected activity or characteristic affects success in an Internet-based college course.
Completing this unit should take you approximately 11 hours.
- Select activity Upon successful completion of this unit, you will ...
  Upon successful completion of this unit, you will be able to:
  
  identify various genres in academic writing;
  
  identify and practice developing the essential components of a written argument;
  
  identify academic tone;
  
  explain how academic writing is a conversation between different writers and researchers:
  
  practice techniques for identifying the rhetorical situation and forming persuasive rhetorical appeals;
  
  demonstrate competence in various rhetorical strategies and logical structures by developing, analyzing, and revising original essays; and
  
  practice techniques for using research to support various logical structures and rhetorical strategies, including analysis, discussion, and comparison/contrast.
- Select activity Throughout this unit, you will be asked to complet...
  
  Throughout this unit, you will be asked to complete a number of activities that build up to writing an argumentative essay. Select one point from your Unit 1 essay topic and develop it further. The topic the essay in this unit is:
  "How does my selected activity or characteristic affect success in an Internet-based college course?"
- 2.1: Argument and Thesis
  - Select activity Argument Requirements
    
    Argument Requirements Page
    
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    How will you inform or persuade your audience? For example, is your purpose of your research paper to offer background information or to frame an argument so your audience will render a judgment regarding an historical event or current practice? Perhaps you are writing to persuade your audience to change its previous beliefs or to act in a certain way to improve their lives or help them avoid a certain danger.
    
    What information does your audience need to know to make a decision or render a point of view? What opinions do they already have about your topic? How will you persuade them – do you want them to simply agree with your argument, or are you trying to provoke them to act in a certain way?
    
    These study materials review how you can present your argument to your readers. You may also wish to review Research Writing and Argument from Unit 1.
  - Select activity Academic Writing
    
    Academic Writing Page
    
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    Read this article and review the list of academic genres you could be expected to write in.
  - 2.1.1: Creating an Argument
    
    Select activity Understanding Arguments
    
    Understanding Arguments Page
    
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    Read this article about how to craft an argument.
    
    Select activity The Guiding Idea and Argumentative Thesis Statement
    
    The Guiding Idea and Argumentative Thesis Statement Page
    
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    Read this article and complete the exercises to learn about crafting a guiding idea or a thesis statement, depending on the genre of writing. Every essay needs a main point, regardless of the genre. How are the guiding idea and the thesis statement different?
  - 2.1.2: Warrant – How Do Your Reasons Support Your Claim?
    
    Select activity Five Essential Parts of an Argument
    
    Five Essential Parts of an Argument Page
    
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    Read article on the parts of an argument, especially warrants. How do warrants differ from reasons and evidence?
    
    Select activity Create a Warrant
    
    Create a Warrant Quiz
    
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    In this practice exercise, create a warrant you might use to help make your case in the argumentative essay you will write for this unit:
    
    "How does my selected activity or characteristic affect success in an Internet-based college course?"
  - 2.1.3: Qualify Your Claim
    
    Select activity Argumentation and the Toulmin Method
    
    Argumentation and the Toulmin Method Page
    
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    Read this article to review the Toulmin method and qualifiers. Do you need to qualify your claim to avoid overgeneralization (assertions that are too broad)?
    
    Select activity Develop a Claim
    
    Develop a Claim Quiz
    
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    In this practice exercise, write an introductory paragraph in which you develop a claim that will later be the basis for your Unit 2 essay:
    
    "How does my selected activity or characteristic affect success in an Internet-based college course?"
    
    Remember to include a strong thesis statement, which is a one-sentence claim or argument of the position you will take in your essay. Try to go beyond simply announcing your topic and listing the discussion points you plan to make in the body of your paper; keep in mind that you will work to prove your thesis in the body of your essay.
- 2.2: An Overview of Academic Genres
  - 2.2.1: Personal Narrative
    
    Select activity In the Moment
    
    In the Moment Page
    
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    Read this article, which looks at an example of a personal narrative. How does this type of writing differ from literary analysis or a research paper? When is this type of writing appropriate?
  - 2.2.2: Comparison and Contrast
    
    Select activity Comparison and Contrast
    
    Comparison and Contrast Page
    
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    Read this article to learn about compare and contrast essays. How is this form of writing important beyond the classroom? Attempt the exercises to test your understanding.
    
    Select activity Create a Comparison Outline
    
    Create a Comparison Outline Quiz
    
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    In this practice exercise, sketch a comparison outline for your essay topic from the perspective of a comparison essay. The topic is:
    
    "How does my selected activity or characteristic affect success in an Internet-based college course?"
    
    What topics would you be comparing, and why? Think also about how you would adapt your claim according to these comparisons.
  - 2.2.3: Cause and Effect Analysis
    
    Select activity Causes and Effects
    
    Causes and Effects Page
    
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    Read this article to learn about cause and effect and how it compares to correlation. How can type of writing help you beyond the classroom? What professions rely on cause and effect reasoning?
    
    Select activity Using Cause and Effect
    
    Using Cause and Effect Page
    
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    Read this article to learn how cause and effect can influence your writing.
    
    Select activity Create a Causation Outline
    
    Create a Causation Outline Quiz
    
    Students must
    
    Mark as done
    
    In this practice exercise, sketch an outline for your essay topic from the perspective of a causation essay. The topic is:
    
    "How does my selected activity or characteristic affect success in an Internet-based college course?"
    
    What would be the causes of your claim? What would be the effects of the claim? Adapt your claim accordingly.
  - 2.2.4: Academic Tone
    
    Select activity Use Appropriate Academic Language
    
    Use Appropriate Academic Language Page
    
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    Read this article on using an academic tone in your writing. Why is it important to use appropriate academic language in college-level writing?
    
    Select activity Analyze an Article
    
    Analyze an Article Quiz
    
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    In this practice exercise, read an article, either online or in print, that discusses a current event. Identify the author's claim, audience, purpose, and tone.
    
    In three to five paragraphs, explain your reaction to the article. For example, you might consider the following questions:
    
    Do you agree with the author's claim?
    
    Do you think you are a member of the intended audience?
    
    Does the tone of the article seem appropriate to the intended audience and purpose?
    
    If not, what would you change to better accomplish the author's purpose?
    
    After you complete this activity, identify the audience of your own argumentative essay. The topic is:
    
    "How does my selected activity or characteristic impact success in an Internet-based college course?"
- 2.3: Academic Writing as an Ongoing Conversation
  - Select activity Understanding How Conversations Change Over Time
    
    Understanding How Conversations Change Over Time Page
    
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    Read this article to learn how conversations develop over time and how writers enter into a conversation when making claims in their writing. As you begin to write, keep the questions in this article in mind to help you consider how you might add new insights to the conversation through your writing. How can considering the conversation about your topic help during the research process of your writing?
- 2.4: Organizing Ideas
  - 2.4.1: Introduction – the Funnel Approach
    
    Select activity Introductions
    
    Introductions Page
    
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    Read this article to learn more about the role of introductions and effective strategies for developing your opening paragraph. The introduction is the most important part of an essay because it provides first impressions for your audience. In general, your introduction should provide an overview of your topic and should lead into your thesis statement. Try using one of the "attention grabber" suggestions in the reading for the exercise below.
    
    Select activity Write an Introduction
    
    Write an Introduction Quiz
    
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    In this practice exercise, use the prewriting and writing techniques you know from Unit 1 to write an introductory paragraph for your essay for this unit. The topic is:
    
    "How does my selected activity or characteristic affect success in an Internet-based college course?"
  - 2.4.2: Body – the Skeleton of Your Paper
    
    Select activity Using Paragraphs
    
    Using Paragraphs Page
    
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    Read this article, which will help you understand how to organize paragraphs in the body of your essay to help make your paragraphs cohesive and to smoothly transition between one discussion point to the next. Keep in mind that the paragraphs in the body of your essay should work to prove or address your main purpose or argument set out by your thesis statement.
    
    Select activity Point, Illustration, Explanation
    
    Point, Illustration, Explanation Page
    
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    Read this article about the PIE method of structuring and organizing body paragraphs. This method breaks a paragraph into three parts: the point, the illustration, and the explanation. By using this method, you can keep your paragraphs focused and connected to your thesis.
  - 2.4.3: Conclusion – What is in the Conclusion, and What is Not?
    
    Select activity Conclusions
    
    Conclusions Page
    
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    Read this article on how to write a conclusion. Conclusions can be just as important as introductions. A conclusion provides the last opportunity to make your point to your audience. Which of the strategies provided in the reading do you feel would make the strongest conclusion? Which strategy would be best for an argumentative essay and why?
    
    Select activity Write a Conclusion
    
    Write a Conclusion Quiz
    
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    In this practice exercise, use the prewriting and writing techniques you know from Unit 1 to write a concluding paragraph for your essay for this unit. The topic is:
    
    "How does my selected activity or characteristic affect success in an Internet-based college course?"
- 2.5: The Anatomy of a Sentence
  - Select activity This is the first of two "Grammar Capsules" in thi...
    
    This is the first of two "Grammar Capsules" in this course. While the writing process is primarily concerned with the big issues of an essay (the thesis and argument, supporting evidence, organized thoughts, and so on), you want to be sure your writing is easy to read. This grammar capsule and the one in the next unit will cover common grammar and punctuation errors found in academic writing. Take your time through these capsules and make sure you're comfortable with the concepts before moving on.
  - 2.5.1: Subjects and Predicates
    
    Select activity Finding the Subject
    
    Finding the Subject Page
    
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    Read this article to learn about the components that make a complete sentence. Every sentence needs a subject (noun or pronoun) and a predicate (verb). What is the subject of an imperative sentence? Pick a literary work, article, or one of your own essays, and try to identify the subject and predicate in 5–10 different sentences.
  - 2.5.2: Parsing the Constituents of a Sentence
    
    Select activity Sentence Construction
    
    Sentence Construction Page
    
    Students must
    
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    Read this article. Varying sentence structure in your writing helps your writing flow for your audience and can help keep your readers' interest.
  - 2.5.3: Identifying Fragments and Run-On Sentences
    
    Select activity Avoid Sentence Fragments
    
    Avoid Sentence Fragments Page
    
    Students must
    
    Mark as done
    
    Read this article on sentence fragments.
    
    Select activity Avoid Run-on Sentences
    
    Avoid Run-on Sentences Page
    
    Students must
    
    Mark as done
    
    Read this article on run-on sentences.
    
    Select activity Fragments and Run-ons
    
    Fragments and Run-ons Page
    
    Students must
    
    Mark as done
    
    If you feel you need additional help with fragments and run-ons, read this guide.
  - 2.5.4: Subject-Verb Agreement
    
    Select activity Subject-Verb Agreement
    
    Subject-Verb Agreement Page
    
    Students must
    
    Mark as done
    
    Subject-verb disagreement, where the conjugation of the verb does not match the point of view (first, second, or third) and number (singular or plural) of the subject, is a common error in writing.
    
    Select activity Review Subject-Verb Agreement
    
    Review Subject-Verb Agreement Page
    
    Students must
    
    Mark as done
    
    Review this page on subject-verb agreement.
  - 2.5.5: Verb Tenses
    
    Select activity Verb Tenses
    
    Verb Tenses Page
    
    Students must
    
    Mark as done
    
    Read this article about when to use the present simple, past simple, and present perfect verb tenses. A common mistake in writing is to shift verb tenses, such as by writing in the present tense and then shifting to the past tense. To avoid this, try to choose the appropriate verb tense and use it consistently throughout your writing.
- Unit 2 Essay
  - Select activity Unit 2 Essay
    
    Unit 2 Essay Quiz
    
    Students must
    
    Mark as done
    
    Write an essay (500 to 1,000 words) in which you assert and defend your opinion on the topic for this unit:
    
    "How does my selected activity or characteristic affect success in an Internet-based college course?"
    
    Use the prewriting techniques we reviewed in Unit 1 to develop a thesis for your paper and identify supporting reasons and evidence for your argument. Try to develop a rough outline that you can flesh out to create a first draft. When you have completed your first draft, use the questions in the Toulmin method to evaluate your argument. Then, revise your essay as needed to reflect the results of your analysis.
    
    Reading aloud to yourself can help you finalize your work when you do not have someone else to edit or grade it for you. As you read, jot notes about anything that does not seem to fit logically or that sounds incorrect to you.
- Unit 2 Assessment
  - Select activity Unit 2 Assessment
    
    Unit 2 Assessment Quiz
    
    Students must
    
    Receive a grade
    
    Take this assessment to see how well you understood this unit.
    
    This assessment does not count towards your grade. It is just for practice!
    
    You will see the correct answers when you submit your answers. Use this to help you study for the final exam!
    
    You can take this assessment as many times as you want, whenever you want.
Unit 3: How Do I Use Sources?
A well-placed reference, quotation, or paraphrase from an outside expert can make all the difference when you are making an argument. In fact, many academic writing assignments require you to include these types of supporting arguments to support your case. These supporting arguments can convince your reader that other respected, intelligent individuals share your perspective; it can argue your point with winning style or rhetorical power; and it can prop up your argument where you may need help.
In this unit, we explore how to leverage the work of others to strengthen your argument, while you ensure that you (and not the individual you reference) take the spotlight. We also address plagiarism and the steps you can take to avoid it.
Completing this unit should take you approximately 7 hours.
- Select activity Upon successful completion of this unit, you will ...
  Upon successful completion of this unit, you will be able to:
  
  explain how to appropriately and effectively use outside sources in persuasive writing;
  
  practice determining source credibility and describing source relevance;
  
  practice incorporating counter-argument and defending a position;
  
  demonstrate competence in critical reading and comprehension of source material;
  
  practice incorporating rhetorically appropriate quotations, paraphrases, and summaries into academic writing;
  
  identify the risks of plagiarism and practice techniques for avoiding it; and
  
  practice the basic requirements of MLA, APA, and Chicago styles and formatting.
- 3.1: Integrating Sources
  - Select activity Types of Evidence
    
    Types of Evidence Page
    
    Students must
    
    Mark as done
    
    Read this article. You can incorporate evidence into your essays in a number of ways. Try using various types of evidence in your writing including quotations, summaries, paraphrases, data, illustrations, and photographs.
  - Select activity Annoying Ways People Use Sources
    
    Annoying Ways People Use Sources Page
    
    Students must
    
    Mark as done
    
    Read this chapter and take note of how sources can be used poorly. How can you avoid this in your own writing?
  - Select activity Evidence
    
    Evidence Page
    
    Students must
    
    Mark as done
    
    Read this article and watch the video. Is it possible to quote too much? How do you know if you are choosing the best information for your essay?
  - Select activity Distinguishing Between Main Points and Sub-claims
    
    Distinguishing Between Main Points and Sub-claims Page
    
    Students must
    
    Mark as done
    
    Read this article on main points and sub-claims. How do main points differ from sub-claims? How can you support sub-claims in your writing?
  - Select activity Provide Additional Support for This Point
    
    Provide Additional Support for This Point Page
    
    Students must
    
    Mark as done
    
    Read this article about supporting claims in your writing. Why is it important to provide support for every point or claim in your writing? Where can you find additional support?
  - 3.1.1: Evaluating Sources
    
    Select activity Evaluating Information
    
    Evaluating Information Page
    
    Students must
    
    Mark as done
    
    Read this article about selecting good sources. Why is it important to evaluate your sources before using them in an essay? What problems may arise if you do not evaluate your sources for currency, relevance, authority, accuracy, and purpose?
  - 3.1.2: Engaging Strong Counterarguments
    
    Select activity Counterarguments
    
    Counterarguments Page
    
    Students must
    
    Mark as done
    
    It may sound strange, but an important element of argument writing is anticipating what people who disagree with you might say. By acknowledging that there is a alternate opinion and then refuting that opinion, you build your ethos as a writer. When we show the reader that we understand the full conversation surrounding a topic and can hold our ground in a debate, the reader is more inclined to trust our argument.
    Read this article about the reasons we use counterarguments and strategies for integrating them into your own writing.
- 3.2: Why Cite?
  - Select activity Citing Sources: An Overview
    
    Citing Sources: An Overview Page
    
    Students must
    
    Mark as done
    
    Citing in academic writing serves a variety of purposes. First, it holds you accountable to your research and clarifies what you wrote and what someone else wrote. This avoids the problem of plagiarism, because you've given credit to those whose research you used. Second, proper citation differentiates where your sources leave off and your own ideas begin. Writing is a lot of work, and you've thought long and hard about your topic – make sure you get credit for your ideas and connections. Third, it builds your ethos as a writer.
    
    When a reader knows that the writer conducted research into a subject, the reader can be confident that they're reading credible information. Read this overview about the reasons we cite and the different types of citation styles used in academic writing.
  - 3.2.1: Avoiding Plagiarism
    
    Select activity Plagiarism
    
    Plagiarism Page
    
    Students must
    
    Mark as done
    
    Plagiarism is when a writer uses the words and ideas of someone else and passes them off as his or her own. Put simply, plagiarism is stealing the work of others. Properly integrating source material and citing allows writers to use ideas while still giving appropriate credit to the original author. When does paraphrasing turn into plagiarism? How can you avoid plagiarism when incorporating the works of others into your writing?
    
    Select activity Use Solely Your Own Words to Paraphrase
    
    Use Solely Your Own Words to Paraphrase Page
    
    Students must
    
    Mark as done
    
    This article explains how writers can paraphrase properly without accidentally committing plagiarism. This skill takes some practice, but can be accomplished by using your own words even when describing someone else's ideas. As you read, think about the best ways to integrate source material into your own writing. How will you use your sources appropriately in your essay?
  - 3.2.2: Quoting
    
    Select activity Follow MLA Guidelines for Block Quotations
    
    Follow MLA Guidelines for Block Quotations Page
    
    Students must
    
    Mark as done
    
    While it's best to use your own words whenever possible, there are times when it becomes necessary to include large amounts of cited material. For example, when an author defines a specific term, or an well-known expert made an important statement. To cite large amounts of material, use a block quotation to set it apart from your own words. Read the following article for instructions on how to format a block quotation in MLA format.
    
    Select activity Block Quotations (APA)
    
    Block Quotations (APA) Page
    
    Students must
    
    Mark as done
    
    Read this article to learn about formatting longer quotations as block quotes in APA format.
    
    Select activity Short Quotations (APA)
    
    Short Quotations (APA) Page
    
    Students must
    
    Mark as done
    
    Read this article to learn how to format shorter quotations.
  - 3.2.3: Paraphrasing and Summarizing
    
    Select activity When to Quote and When to Paraphrase
    
    When to Quote and When to Paraphrase Page
    
    Students must
    
    Mark as done
    
    Read this article to learn when to paraphrase and when to quote. What is the difference between quoting and paraphrasing? When should you choose one over the other?
    
    Select activity Mix Quotes with Paraphrasing
    
    Mix Quotes with Paraphrasing Page
    
    Students must
    
    Mark as done
    
    There are times when you will want to paraphrase a source, but you still need to quote some parts of it. This is done by mixing quotes with paraphrasing. Read this article for instructions on how to do this and how to correctly format the citation that follows.
- 3.3: How to Cite
  - 3.3.1: Selecting a Citation Style
    
    Select activity Citation and Documentation
    
    Citation and Documentation Page
    
    Students must
    
    Mark as done
    
    Citation styles serve different purposes and have different emphasis. APA, for example, requires writers to include dates, so the reader is aware of the currency of information. MLA emphasizes page numbers for easy look-up. Chicago style uses footnotes so that in-text citations don't distract the reader. Read this overview on locating reference information to familiarize yourself with the different types of citation styles used in academic writing.
  - 3.3.2: MLA Citation
    
    Select activity Formatting In-text Citations (MLA)
    
    Formatting In-text Citations (MLA) Page
    
    Students must
    
    Mark as done
    
    Read this article to learn the correct way to format in-text citations using MLA style. MLA (Modern Language Association) style is one way to format an essay and document sources. MLA is commonly used in the humanities. Each citation style values something different and MLA values location (for example, what book was referenced and where you may find a quote in that book). What kind of essay would you write that would use MLA style?
    
    Select activity Formatting the Works Cited Page (MLA)
    
    Formatting the Works Cited Page (MLA)
    
    Students must
    
    Mark as done
    
    Read this article on the correct way to format your Works Cited pages using MLA citation.
    
    Select activity Format Using MLA
    
    Format Using MLA Quiz
    
    Students must
    
    Mark as done
    
    In this practice exercise, proofread and finalize the essay you prepared in Unit 1 following the MLA style guidelines. The topic for that essay is:
    
    "What does it take to succeed in an Internet-based college course?"
  - 3.3.3: APA Citation
    
    Select activity APA Style
    
    APA Style Page
    
    Students must
    
    Mark as done
    
    APA style is commonly used in education, social science, and psychology. Each citation style values something different, and APA values the currency of information (when it was written or produced). When do you think APA style would be useful for you?
    
    Select activity Formatting In-Text Citation (APA)
    
    Formatting In-Text Citation (APA) Page
    
    Students must
    
    Mark as done
    
    Read this article to learn the correct way to format in-text citations using APA style.
    
    Select activity Formatting the References Page (APA)
    
    Formatting the References Page (APA)
    
    Students must
    
    Mark as done
    
    Read these guidelines on APA formatting.
    
    Select activity Reference Page Template (APA)
    
    Reference Page Template (APA)
    
    Students must
    
    Mark as done
    
    Review this page on the correct format for APA reference pages.
  - 3.3.4: Chicago Citation
    
    Select activity Chicago Style
    
    Chicago Style Page
    
    Students must
    
    Mark as done
    
    Chicago style is another way to format an essay and document sources. Writers often use Chicago style to document the sources of historical research. Chicago style values readability by putting in-text citations in footnotes rather than in the paragraph. When do you think you might use Chicago style?
    
    Select activity Chicago Notes and Bibliography
    
    Chicago Notes and Bibliography Page
    
    Students must
    
    Mark as done
    
    Read this article to learn the correct way to format citation notes and bibliographies using Chicago style.
- 3.4: Sentence-Level Sloppiness
  - Select activity This is the second "Grammar Capsule" in this cours...
    
    This is the second "Grammar Capsule" in this course. While the writing process is primarily concerned with the big issues of an essay (the thesis and argument, supporting evidence, organized thoughts, and so on), you want to be sure your writing is easy to read. This grammar capsule will cover common grammar and punctuation errors found in academic writing. Take your time and make sure you're comfortable with the concepts before moving on.
  - 3.4.1: Misplaced Modifiers
    
    Select activity Avoid Misplaced Modifiers
    
    Avoid Misplaced Modifiers Page
    
    Students must
    
    Mark as done
    
    Read this article. Placing modifiers properly makes your writing more clear.
  - 3.4.2: Pronoun-Antecedent Disagreement
    
    Select activity Subject-Pronoun Agreement
    
    Subject-Pronoun Agreement Page
    
    Students must
    
    Mark as done
    
    Read this article. Pronouns and their antecedents must agree in number and gender.
- Unit 3 Essay
  - Select activity Hetch Hetchy Valley, The Yosemite
    
    Hetch Hetchy Valley, The Yosemite Page
    
    Students must
    
    Mark as done
    
    For this assignment, you will read and respond to this excerpt by John Muir.
  - Select activity Unit 3 Essay
    
    Unit 3 Essay Quiz
    
    Students must
    
    Mark as done
    
    Write an essay (750 to 1,000 words) that analyzes "Hetch Hetchy Valley, The Yosemite" by John Muir.
    
    You might include your responses to the following in your essay:
    
    Why do you think Muir wrote this book?
    
    For what audience did he intend his work?
    
    What is Muir's tone?
    
    How does that tone affect your interpretation of his work?
    
    Are his points relevant to both written and spoken English?
    
    How do you think the social mores of Muir's era affected the way he chose to make his point?
    
    Do you think this viewpoint is relevant today?
    
    Feel free to search the Internet to learn more about John Muir's life and work, and some of the social conventions he discusses, to respond more thoroughly to these questions. Use the editorial process we discussed regarding prewriting and academic writing as you write your essay. Remember to incorporate focus, cohesion, and style to make your writing more effective to your audience.
    
    After you have completed your first draft, use the Toulmin method to evaluate your argument (claim, grounds, warrant, qualifier, and rebuttal). Revise your essay as needed. After you have completed your second draft, read your essay aloud to someone else. Revise and edit your work to address any relevant suggestions and questions. As always, remember to properly cite the authors or copyright holders of any material you reference or paraphrase. It can be especially useful to read your work aloud, to yourself or to a friend.
- Unit 3 Assessment
  - Select activity Unit 3 Assessment
    
    Unit 3 Assessment Quiz
    
    Students must
    
    Receive a grade
    
    Take this assessment to see how well you understood this unit.
    
    This assessment does not count towards your grade. It is just for practice!
    
    You will see the correct answers when you submit your answers. Use this to help you study for the final exam!
    
    You can take this assessment as many times as you want, whenever you want.
Unit 4: Finishing Touches
Your writing style refers to the way you write a sentence and how you assemble your arguments within a sequence of sentences so they make sense to your audience. A "sound" writing style is not a luxury; it is necessary to communicate your ideas clearly and effectively. For example, you may write with perfect grammar, but if your style needs work, your audience may not understand what you are trying to convey.

While opinions on the best type of writing style is inherently subjective and may even be based on cultural standards or preferences, in this unit we provide you with some guidelines that are most academics generally agree upon. Our first goal is to learn how to write as clearly, persuasively, and elegantly as possible. Our second goal is to apply these skills and learn how to revise and edit our work. Revision and editing are important stages of the writing process. It allows you to fine-tune your ideas so your reader can easily follow your argument.

Completing this unit should take you approximately 5 hours.
- Select activity Upon successful completion of this unit, you will ...
  Upon successful completion of this unit, you will be able to:
  identify and apply concepts of style to academic writing;
  practice applying stylistic techniques to a variety of writing exercises and assignments based on unique rhetorical situations;
  apply techniques for using research to support various logical structures and rhetorical strategies, including analysis, discussion, and comparison/contrast; and
  demonstrate competence in analysis, persuasion, and stylistic variation by developing, analyzing, and editing essays that embody various rhetorical, stylistic, and logical requirements.
- 4.1: Academic Writing Style
  - 4.1.1: Sentence Patterns
    
    Select activity Sentence Patterns
    
    Sentence Patterns Page
    
    Students must
    
    Mark as done
    
    Read this article, which reviews how to use different sentence patterns in your writing.
  - 4.1.2: Wordiness and Concision
    
    Select activity Word Choice
    
    Word Choice Page
    
    Students must
    
    Mark as done
    
    Read this article about word choice.
  - 4.1.3: Parallel Structure
    
    Select activity Use Parallel Structure
    
    Use Parallel Structure Page
    
    Students must
    
    Mark as done
    
    Read this article. Why is parallel structure important?
  - 4.1.4: Active vs. Passive Voice
    
    Select activity Passive Voice
    
    Passive Voice Page
    
    Students must
    
    Mark as done
    
    Read this article about passive voice. When is passive voice an appropriate choice for writing? When should you use active voice?
    
    Select activity Avoid Unnecessary "to be" Verbs
    
    Avoid Unnecessary "to be" Verbs Page
    
    Students must
    
    Mark as done
    
    Read this article. How can using stronger verbs in your writing keep your audience interested?
  - 4.1.5: Word Use
    
    Select activity What Word Would Be More Appropriate Here?
    
    What Word Would Be More Appropriate Here? Page
    
    Students must
    
    Mark as done
    
    Read this article to learn how to improve your diction (that is, your word choice) in your writing. Choosing appropriate words in your writing gives your readers a sense of harmony and makes it easier for them to understand your ideas.
    
    Select activity Use Language That Is Sensitive to Your Audience
    
    Use Language That Is Sensitive to Your Audience Page
    
    Students must
    
    Mark as done
    
    Review this article. Since you want your writing to be inclusive, it is important to use language that is sensitive to your audience.
  - 4.2: Reviewing, Revising, and Editing Drafts
    
    Select activity Revising Drafts
    
    Revising Drafts Page
    
    Students must
    
    Mark as done
    
    Revision is an important stage of the writing process. You may find yourself revising multiple times throughout the writing process. Writing is a recursive process, and revising allows us the opportunity to go back and change things we already wrote, as necessary. How is revision different from proofreading?
    
    Select activity Reorganizing Drafts
    
    Reorganizing Drafts Page
    
    Students must
    
    Mark as done
    
    Read this article to learn strategies for better organizing the ideas in your essay, and how outlining can be helpful before, during, and after you write.
    
    Select activity Editing
    
    Editing Page
    
    Students must
    
    Mark as done
    
    Editing and revising are very different practices. When we revise we look at the big issues in our writing (often referred to as "global concerns"). These may include the strength of the thesis statement, the validity and relevance of the supporting evidence, and the logical structure of the organization. Editing looks at lower-level concerns, such as sentence clarity, grammar, punctuation, and word use. Editing is the final step in the writing process before publication.
    This article gives tips on proofreading and editing your paper to enhance your style of writing, make your writing more concise, and ensure that you are using proper punctuation. How are revision, proofreading, and editing similar? How are they different?
    
    Select activity Read Your Paper Aloud to Check for Cohesiveness
    
    Read Your Paper Aloud to Check for Cohesiveness Page
    
    Students must
    
    Mark as done
    
    A common method for catching errors and editing your own writing is reading aloud. This strategy helps you hear any errors that your eye may pass over if just reading.
- Unit 4 Activities
  - Select activity Revise Your Unit 1 Essay
    
    Revise Your Unit 1 Essay Quiz
    
    Students must
    
    Mark as done
    
    In this practice exercise, read the essay you drafted in Unit 1 aloud, taking time to make notes about any areas that seem weak, poorly constructed, illogical, or that just do not "sound right". Then, edit your essay one more time for structure, clarity, and style. Try to use the strategies you learned about editing in Unit 4.
    
    The topic for that essay was:
    
    "What does it take to succeed in an Internet-based college course?"
  - Select activity Format Your Unit 3 Essay Using MLA
    
    Format Your Unit 3 Essay Using MLA Quiz
    
    Students must
    
    Mark as done
    
    In this practice exercise, review the essay you wrote for Unit 3 on "Hetch, Hetchy Valley, Yosemite" by John Muir and demonstrate you know how to use MLA style by reformatting your paper according to MLA standards. Be sure to convert all citations and bibliographic entries to MLA style.
- Unit 4 Essay
  - Select activity Unit 4 Essay
    
    Unit 4 Essay Quiz
    
    Students must
    
    Mark as done
    
    Write an essay (1,000 to 1,300 words) in which you explain how online tools and social media affect Internet-based learning. Consider the claims you made in your other essays to determine how students in Internet-based programs can be successful. Do online tools and social media help or hinder an Internet-based college student? Think about how rhetorical strategies you've seen before can help you develop your argument. What audience are you writing to and what is your purpose?
    
    Use the prewriting techniques you learned in Unit 1 to focus your topic and refine your thesis. Use research where necessary to bolster your argument and respond to any counterarguments. Be sure to cite and document your research in accordance with MLA style standards.
    
    After you have completed your first draft, use the Toulmin method to evaluate your argument (claim, grounds, warrant, qualifier, and rebuttal). Revise your essay as needed. After you have completed your second draft, read your essay aloud to someone else. Revise and edit your work to address any relevant suggestions and questions. As always, remember to properly cite the authors or copyright holders of any material you reference or paraphrase. It can be especially useful to read your work aloud, to yourself or to a friend. As you read, pay attention to anything that seems illogical or sounds incorrect.
- Unit 4 Assessment
  - Select activity Unit 4 Assessment
    
    Unit 4 Assessment Quiz
    
    Students must
    
    Receive a grade
    
    Take this assessment to see how well you understood this unit.
    
    This assessment does not count towards your grade. It is just for practice!
    
    You will see the correct answers when you submit your answers. Use this to help you study for the final exam!
    
    You can take this assessment as many times as you want, whenever you want.
Study Guide
This study guide will help you get ready for the final exam. It discusses the key topics in each unit, walks through the learning outcomes, and lists important vocabulary terms. It is not meant to replace the course materials!
- Select activity ENGL001 Study Guide
  
  ENGL001 Study Guide Book
Course Feedback Survey
Please take a few minutes to give us feedback about this course. We appreciate your feedback, whether you completed the whole course or even just a few resources. Your feedback will help us make our courses better, and we use your feedback each time we make updates to our courses.

If you come across any urgent problems, email contact@saylor.org.
- Select activity Course Feedback Survey
  
  Course Feedback Survey URL
Certificate Final Exam
Take this exam if you want to earn a free Course Completion Certificate.

To receive a free Course Completion Certificate, you will need to earn a grade of 70% or higher on this final exam. Your grade for the exam will be calculated as soon as you complete it. If you do not pass the exam on your first try, you can take it again as many times as you want, with a 7-day waiting period between each attempt.

Once you pass this final exam, you will be awarded a free Course Completion Certificate.
- Select activity ENGL001: Final Composition Exercise
  
  ENGL001: Final Composition Exercise Quiz
  
  Students must
  
  Receive a grade
- Select activity ENGL001: Certificate Final Exam
  
  ENGL001: Certificate Final Exam Quiz
  
  Students must
  
  Receive a grade
  
  Receive a passing grade

COURSE INTRODUCTION

Course Syllabus

Unit 1: What is College-Level Writing?

1.1: Defining the Rhetorical Situation

Research Writing and Argument

Think Rhetorically

1.1.1: Identifying Your Audience

What to Think About When Writing for a Particular Audience

Rhetorical Appeals

Consider Your Audience

Writing to an Audience

1.1.2: Identifying Your Purpose

Purpose

Consider Your Purpose

1.1.3: Identifying Your Medium

Consider Your Media

1.2: What is a Rhetorical Appeal?

Rhetorical Analysis

1.2.1: Ethos

Ethos

Defining Ethos

Letter from a Birmingham Jail

1.2.2: Pathos

Pathos

1.2.3: Logos

Logos

Logical Appeals

1.2.4: Kairos

Kairos

1.2.5: Avoiding Logical Fallacies

Logical Fallacies

Identifying Logical Fallacies

1.3: The PWR (Prewrite, Write, and Revise) Method

Research Writing as a Process

Introduction to Writing Processes

1.3.1: Prewriting

Plan Your Writing

1.3.2: Just Write – Freewriting

Freewrite

1.3.3: Brainstorming Methods

Brainstorming

1.3.4: Outlines and Blueprints

Outlining

Create an Outline

1.4.1: Critical Reading and Writing as Complementary Activities

Reading to Write

Literary Criticism

1.4.2: Learning to Think Critically

Improve Your Writing by Studying Critical Thinking

The New Colossus

Mass-Producing Huddled Masses

Compare Rhetorical Appeals

Unit 1 Essay

Unit 1 Essay

Unit 1 Assessment

Unit 1 Assessment

Unit 2: What Makes Academic Writing Unique?

2.1: Argument and Thesis

Argument Requirements

Academic Writing

2.1.1: Creating an Argument

Understanding Arguments

The Guiding Idea and Argumentative Thesis Statement

2.1.2: Warrant – How Do Your Reasons Support Your Claim?

Five Essential Parts of an Argument

Create a Warrant

2.1.3: Qualify Your Claim

Argumentation and the Toulmin Method

Develop a Claim

2.2.1: Personal Narrative

In the Moment

2.2.2: Comparison and Contrast

Comparison and Contrast

Create a Comparison Outline

2.2.3: Cause and Effect Analysis

Causes and Effects

Using Cause and Effect

Create a Causation Outline

2.2.4: Academic Tone

Use Appropriate Academic Language