Associate of Arts · Humanities · Liberal Arts
ENGL 101 Introduction to Composition
ENGL-101
- FA2 2021
- Section All
- 3 Credits
- 11/01/2021 to 12/24/2021
- Modified 09/15/2021
Course Description
In this course, students are introduced to composition at the university level. Particular attention is paid to developing an effective writing process, writing for an audience, developing an academic voice and position, and articulating ideas through thesis and topic sentences.
Who We Are
Purpose/Mission Statement
Los Angeles Pacific University exists to deliver high quality, accessible Christ-centered education to students everywhere.
Adult Learning
Required Texts and Resources
- Availability: LAPU Bookstore9781319169404
- Hacker, D. & Sommers, N. (2020). A writer’s reference (10th ed.). Bedford-St. Martins.
As a core organizational principle, Los Angeles Pacific University is committed to economic affordability. To this end, students are free to choose the textbook format that best suits their needs. Formats include: rental or purchase of e-textbooks (in most cases the most affordable option), used paperback or hardcover textbooks, or new paperback or hardcover textbooks.
Outcomes
| Course Learning Outcomes | Method of Assessment | |
| 1 | Students will be able to evaluate prior writing process practices for efficiency and effectiveness and develop a writing process that will assist them in producing university-level artifacts. | Discussions, Practice Forums, Grammar Quizzes |
| 2 | Students will be able to critique writing approaches based on the type and purpose of the audience. | Discussions, Practice Forums |
| 3 | Students will be able to develop their own “academic voice.” | Discussions, Practice Forums, Essays, Grammar Quizzes |
| 4 | Students will be able to improve their concept of thesis and topic sentences and discuss the importance of these two elements in their own writing. | Discussions, Practice Forums, Essays, Grammar Quizzes |
| 5 | Students will be able to evaluate a writing prompt for the writing situation and response expectations. | Discussions, Practice Forums, Essays, Values Assessment |
Course Requirements
Review Materials
Students review learning resources such as articles, media, and online resources as well as textbook readings that provide a foundation for concepts, principles, skills, and attitudes required for the well-informed and knowledgeable practitioners in the field. A range of topics is covered such as genres of writing, thesis statements, developing an academic voice, writing for an audience, and the writing process.
Discussions
Students discuss issues of relevance within writing and reflect on their own practice of writing. Students share strategies and ideas with each other. Discussion topics include where to seek out help for writing, the student’s process for writing to a specific audience, and the importance of reading diverse topics and authors.
Essays
Students will write two essays, one from each of the two genres covered in this course. Students will read instructional materials catered to each of the two types of essays, and a sample essay. Students will compose an essay in APA style formatting and respond to a diversity of topics related to their own personal experience and expertise.
Values Assessment
Students will complete this exercise to instill feelings of integrity and self-efficacy from an educational perspective. This activity will help students practice basic writing skills and will enhance positivity upon beginning the course.
Practice Forums
Students practice important writing skills and share the results and reflections within a separate forum. Practice forum topics include exercises in developing an academic voice, practicing reading writing assignments and determining approach, and evaluating thesis statements.
Grammar Quizzes
Grammar topics and APA formatting are addressed in these activities and quizzes. Students will learn grammar techniques and practice them through a modeling approach in the quizzes.
Evaluation
An assessment instrument (checklist, rubric, etc.) will accompany each major graded assignment. See the course website for specific assignment criteria and the accompanying grading instruments.
Final Grades
The following scale will be used when calculating final grades:
| A | 93%-100% | B- | 80%-82% | D+ | 67%-69% |
| A- | 90%-92% | C+ | 77%-79% | D | 63%-66% |
| B+ | 87%-89% | C | 73%-76% | D- | 60%-62% |
| B | 83%-86% | C- | 70%-72% | F | < 60% |
| FN | Students who have not attempted at least 50% of the coursework (based on the total possible points) and who also after week 5 have not submitted an assignment or discussion forum post or initiated contact with a faculty member to ask a course-related question about the subject matter, which could impact financial aid. | ||||
Checking Grades
Be sure to check your grades often via the grade book.
Course Assessment
| Categories/Groups of Activities | Points Possible |
| Discussions | 320 |
| Values Affirmation | 60 |
| Practice Forums | 140 |
| Essays | 400 |
| Grammar Quizzes | 80 |
| TOTAL | 1000 |
Course Policies
Student Participation
Los Angeles Pacific University sees active participation as a means to build an effective learning community within an online environment. Engagement among students and the facilitating instructor is foundational to a successful academic experience.
Students who dialog with their peers and instructor on a regular basis and in a meaningful fashion typically do well in their learning experiences. Relationship building can occur in many ways, including (but not limited to) participation in group assignments and course discussions and the formation of study groups. Instructors are available for more personal discussions as well. Academic growth and development are achieved not only through the completion of scholarly work but also through participation in the academic community.
Students should expect a study workload that includes online and offline study averaging 4.67 hours per week per credit (e.g., 14 hours per week for a 3-credit course).
Accessibility Statement
Los Angeles Pacific University is committed to creating courses that are inclusive and accessible in their design. If you encounter barriers, please notify the Accessible Education and Resource Manager immediately so we can determine if there is a design adjustment or accommodation that can be made.
If you have or think you may have a disability, you may also reach out to the Accessible Education and Resource Manager to request an official accommodation. You can find more information at https://www.lapu.edu/resources/accessibility/.
Academic Policies
- Expectations for Student Behavior in the Learning Environment (opens in a new window)
- Academic Integrity (opens in a new window)
- Grading & Incomplete Grades (opens in a new window)
- Late Work Policy - Undergraduate (opens in a new window)
- Late Work Policy - Graduate (opens in a new window)
- Disability Accommodations (opens in a new window)
- Other Academic Policies (opens in a new window)
Withdrawals, Add/Drops, Grade Appeals, etc.
Academic policies governing course withdrawals, grade appeals, and other issues appear in the University catalog, which can be accessed on the Los Angeles Pacific University website.
Copyright Notice
Materials used in connection with this course may be subject to copyright protection. Students and faculty are both authors and users of copyrighted materials. As a student, you must know the rights of both authors and users with respect to copyrighted works to ensure compliance. It is equally important to be knowledgeable about legally permitted uses of copyrighted materials. Information about copyright compliance, fair use and websites for downloading information legally can be found on the APU Library copyright information page (opens in a new window).
Additional Items
Assessment Rubric: Discussions
| Criteria | Beginning (0–69%) | Developing (70–79%) | Accomplished (80–89%) | Exemplary (90–100%) | Possible Score |
| Critical Thinking (Initial Post) - Application - Analysis - Evaluation |
Not attempted, or the analysis, evaluation, or synthesis of the topic suffers from incoherence, incomplete thinking, and/or inaccurate understanding. | Analysis, evaluation, or synthesis of the topic demonstrates incomplete thinking or inaccurate understanding. | Presents an analysis, evaluation, or synthesis of the topic in a sufficient manner. Understanding is not seriously impeded by omissions. Perspective may not challenge conventional thinking or assumptions on the topic. | Presents an analysis, evaluation, or synthesis of the topic in a comprehensive and insightful manner, delivering all relevant information necessary for full understanding. Presents sound perspectives that challenge conventional thinking or assumptions on the topic. | 18 |
| 0-12 | 13-14 | 15-16 | 17-18 | ||
| Engagement - Number of posts |
No peer responses are attempted for the discussion activity. | One of the required peer responses is attempted for the discussion activity. | The required number of peer responses (2) are attempted for the discussion activity. | The number of peer responses exceed the minimum requirement (2) for the discussion activity. | 6 |
| 0-3 | 4 | 5 | 6 | ||
| Contributions to Discussion (Peer Responses) |
The peer responses do not offer insight; neither extending the position of the original post, nor providing an alternate point of view. Responses offer no contrary points of view, and/or no scholarly sources are cited to support their thinking (where required). | The peer responses offer little or no new insight; neither extending the position of the original post, nor providing an alternate point of view. Responses offer few contrary points of view, and/or no scholarly sources to support their thinking (where required). | The peer responses offer insight largely by restating the view of the original post. New perspectives or alternate points of view are underdeveloped and require further elaboration to fully extend the conversation. Responses are respectful and take into account others' point of view. Sources cited (where required) may be insufficient in number and/or lacking in scholarly rigor. | The peer responses offer significant insight by extending or elaborating upon others' responses. Responses offer original and creative perspectives and a clearly alternate point of view that fosters further thinking, reflection, or perspective on the discussion topic. Responses provoke others to deeper thinking and offer respectful contrary points of view. All required number of sources cited support responses, and are authoritative and/or scholarly (where required). | 12 |
| 0-8 | 9 | 10 | 11-12 | ||
| Writing, Mechanics, and Citation Format | Writing contains many grammar and spelling errors. Uses language that often impedes meaning because of errors in usage. Does not use proper APA citation methods for citing scholarly sources (where applicable). | Writing contains several grammar and spelling errors. Uses language that sometimes impedes meaning because of errors in usage. Does not use proper APA citation methods for citing scholarly sources (where applicable). | Uses language that generally conveys meaning to readers with clarity, although writing includes some spelling and grammar errors. Use of APA citation for citing scholarly sources (where applicable), contains multiple errors. | Uses straightforward language that clearly conveys meaning to readers. The language has few errors. Use of proper APA citation methods for citing scholarly sources (where applicable), with few errors. | 4 |
| 0-1 | 2 | 3 | 4 | ||
| Total | 40 | ||||
Assessment Rubric: Practice Forums
|
Performance Levels |
Beginning | Developing | Accomplished | Exemplary | Points Possible |
| Ideas and Support | Minimal presentation of ideas/support, or not attempted. | Partial presentation of ideas/support. Ideas are not clearly stated, or support lacks vital details, definitions, and/or descriptions. | Adequate presentation of ideas/support. Ideas are clearly stated; details, definitions, and/or descriptions are mostly present. | Clear presentation of ideas; ideas supported with substantive details, definitions, and/or descriptions. | 20 |
| 0–13 | 14-15 | 16-17 | 18-20 | ||
| Writing Conventions | Many minor or major errors are present in the response; style is inappropriate to the audience and occasion, or not attempted. | Some minor errors are present in the response; style is occasionally inappropriate to the audience and occasion. | Few minor errors are present in the response; style is adequate to the audience and occasion. | Reflects correct spelling, punctuation, grammar and syntax; uses formal style appropriate to the audience and occasion. | 7 |
| 0- 4 | 5 | 6 | 7 | ||
| Peer Responses | Minimal response to peers; or not attempted | Partial response to peer(s); response(s) may be surface level or simple statement(s). | Adequate responses to peers; Responses indicate the author has read and understood the original post; language is respectful. | Substantive responses to peers; Responses are detailed, exhibit analysis and synthesis of original post; language is respectful. | 8 |
| 0–5 | 6 | 7 | 8 | ||
| TOTAL | 35 | ||||
Assessment Rubric: Values Assessment
| Criteria | Incomplete | Complete | Possible Score |
| Thoughtful Completion of Values Affirmation | Not attempted, or insufficient evaluation of student's values. | Comprehensive and critical response to the Values Affirmation prompts. Worksheet is complete and student has completed a thoughtful evaluation of personal values. | 60 |
| 0 | 60 | ||
| Total | 60 | ||
Assessment Rubric: Essay | Part 1 - Outline
| Criteria | Incomplete | Complete | Possible Score |
| Completed Introduction Outline | Outline document contains minimal or insufficient information in the introduction section. | Outline document is complete and contains all necessary information for the essay in the introduction section. | 15 |
| 0 | 15 | ||
| Completed Body Paragraph Outline | Outline document contains minimal or insufficient information in the body paragraph section. | Outline document is complete and contains all necessary information for the essay in the body paragraph section. | 20 |
| 0 | 20 | ||
| Completed Conclusion Outline | Outline document contains minimal or insufficient information in the conclusion section. | Outline document is complete and contains all necessary information for the essay in the conclusion section. | 15 |
| 0 | 15 | ||
| Total | 50 | ||
Assessment Rubric: Essay | Part 2 - Draft Submission
| Criteria | Incomplete | Complete | Possible Score |
| Written Communication The ability to express one’s ideas through a variety of writing styles | Not attempted or insufficient attempt of essay draft. | Essay draft is complete and contains adequate and pertinent information to the topic. Topic is thoroughly discussed and illustrated. | 40 |
| 0 | 40 | ||
| Use of Tutor.com | Student did not include Tutor.com feedback at the bottom of their essay. | Student has included feedback from Tutor.com at the bottom of their essay. | 10 |
| 0 | 10 | ||
| Total | 50 | ||
Assessment Rubric: Essay | Part 3 - Final Submission
| Criteria | Beginning (0–69%) | Developing (70–79%) | Accomplished (80–89%) | Exemplary (90–100%) | Possible Score |
| Context of and Purpose for Writing Includes considerations of audience, purpose, and the circumstances surrounding the writing task(s). | Demonstrates minimal (if any) attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience). | Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience). | Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions). | Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context). | 20 |
| 0-13 | 14-15 | 16-17 | 18-20 | ||
| Content Development | Uses minimally (if any) appropriate and relevant content to develop simple ideas in some parts of the work. | Uses appropriate and relevant content to develop simple ideas in some parts of the work. | Uses appropriate and relevant content to develop and explore ideas through most of the work. | Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work. | 40 |
| 0-27 | 28-31 | 32-35 | 36-40 | ||
| Genre and Disciplinary Conventions Formal and informal rules inherent in the expectations for writing in particular forms and/or academic fields. | Minimally (if at all) attempts to use a consistent system for basic organization and presentation. | Attempts to use a consistent system for basic organization and presentation. | Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation. | Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices. | 20 |
| 0-13 | 14-15 | 16-17 | 18-20 | ||
| Control of Syntax and Mechanics, APA formatting | Uses language that often impedes meaning because of errors in usage. Paper is not formatted in APA format. | Uses language that sometimes impedes meaning because of errors in usage. Paper is formatted in APA format in a few areas. |
Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. Paper is mostly formatted in APA format, although 1–2 elements may be missing or incorrect.
|
Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors. Paper is correctly and completely formatted in APA format. | 20 |
| 0-13 | 14-15 | 16-17 | 18-20 | ||
| Total | 100 | ||||