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ENGL001: English Composition I

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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

Analyze an Article

2.3: Academic Writing as an Ongoing Conversation

Understanding How Conversations Change Over Time

2.4.1: Introduction – the Funnel Approach

Introductions

Write an Introduction

2.4.2: Body – the Skeleton of Your Paper

Using Paragraphs

Point, Illustration, Explanation

2.4.3: Conclusion – What is in the Conclusion, and What is Not?

Conclusions

Write a Conclusion

2.5: The Anatomy of a Sentence

2.5.1: Subjects and Predicates

Finding the Subject

2.5.2: Parsing the Constituents of a Sentence

Sentence Construction

2.5.3: Identifying Fragments and Run-On Sentences

Avoid Sentence Fragments

Avoid Run-on Sentences

Fragments and Run-ons

2.5.4: Subject-Verb Agreement

Subject-Verb Agreement

Review Subject-Verb Agreement

2.5.5: Verb Tenses

Verb Tenses

Unit 2 Essay

Unit 2 Essay

Unit 2 Assessment

Unit 2 Assessment

Unit 3: How Do I Use Sources?

3.1: Integrating Sources

Types of Evidence

Annoying Ways People Use Sources

Evidence

Distinguishing Between Main Points and Sub-claims

Provide Additional Support for This Point

3.1.1: Evaluating Sources

Evaluating Information

3.1.2: Engaging Strong Counterarguments

Counterarguments

3.2: Why Cite?

Citing Sources: An Overview

3.2.1: Avoiding Plagiarism

Plagiarism

Use Solely Your Own Words to Paraphrase

3.2.2: Quoting

Follow MLA Guidelines for Block Quotations

Block Quotations (APA)

Short Quotations (APA)

3.2.3: Paraphrasing and Summarizing

When to Quote and When to Paraphrase

Mix Quotes with Paraphrasing

3.3.1: Selecting a Citation Style

Citation and Documentation

3.3.2: MLA Citation

Formatting In-text Citations (MLA)

Formatting the Works Cited Page (MLA)

Format Using MLA

3.3.3: APA Citation

APA Style

Formatting In-Text Citation (APA)

Formatting the References Page (APA)

Reference Page Template (APA)

3.3.4: Chicago Citation

Chicago Style

Chicago Notes and Bibliography

3.4: Sentence-Level Sloppiness

3.4.1: Misplaced Modifiers

Avoid Misplaced Modifiers

3.4.2: Pronoun-Antecedent Disagreement

Subject-Pronoun Agreement

Unit 3 Essay

Hetch Hetchy Valley, The Yosemite

Unit 3 Essay

Unit 3 Assessment

Unit 3 Assessment

Unit 4: Finishing Touches

4.1.1: Sentence Patterns

Sentence Patterns

4.1.2: Wordiness and Concision

Word Choice

4.1.3: Parallel Structure

Use Parallel Structure

4.1.4: Active vs. Passive Voice

Passive Voice

Avoid Unnecessary "to be" Verbs

4.1.5: Word Use

What Word Would Be More Appropriate Here?

Use Language That Is Sensitive to Your Audience

4.2: Reviewing, Revising, and Editing Drafts

Revising Drafts

Reorganizing Drafts

Editing

Read Your Paper Aloud to Check for Cohesiveness

Unit 4 Activities

Revise Your Unit 1 Essay

Format Your Unit 3 Essay Using MLA

Unit 4 Essay

Unit 4 Essay

Unit 4 Assessment

Unit 4 Assessment

Study Guide

ENGL001 Study Guide

Course Feedback Survey

Course Feedback Survey

Certificate Final Exam

ENGL001: Final Composition Exercise

ENGL001: Certificate Final Exam

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Saylor Academy © 2010-2025 except as otherwise noted. Excluding course final exams, content authored by Saylor Academy is available under a Creative Commons Attribution 3.0 Unported license. Third-party materials are the copyright of their respective owners and shared under various licenses. See detailed licensing information. Saylor Academy®, Saylor.org®, and Harnessing Technology to Make Education Free® are trade names of the Constitution Foundation, a 501(c)(3) organization through which our educational activities are conducted.