Maricopa Community Colleges  ENG101   19886-19895 
Official Course Description: MCCCD Approval: 01/01/01
ENG101 19886-19895 LEC 3 Credit(s) 3 Period(s)
Freshman English
Standard English writing skills. Emphasis on expository composition. Prerequisites: Appropriate English placement test score or (a grade of "C" or better in ENG071).
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MCCCD Official Course Competencies:
ENG101   19886-19895 Freshman English
1. Limit a general topic to one suitable for development in an essay of a specified length and for a specific audience. (I)
2. Compose a thesis statement suitable for development in an essay of a specified length and for a specific audience. (I)
3. Compose topic sentences related to a thesis statement and provide support for them. (I)
4. Use a thesis statement and support to develop a well-organized outline. (I)
5. Write an introduction to an essay which creates interest, states the thesis, and suggests the method of development. (II)
6. Write support paragraphs which develop the thesis statement of the essay; contain topic sentences; display unity, coherence, and completeness; and contain specific information and concrete detail. (II)
7. Write a conclusion which follows logically from the body of the essay. (II)
8. Use diction which sustains a consistent level of formality, and which demonstrates originality, avoiding triteness, cliches, and jargon. (II)
9. Use diction which has appropriate connotations and denotations, and which reflects effective, appropriate, and original imagery. (II)
10. Write an essay which has a thesis supported by examples and/or reasons. (II)
11. Write an essay which uses comparison/contrast, employing an alternating or divided pattern of development. (II)
12. Write an essay which uses classification, dividing the subject matter into major, mutually exclusive, and complete categories. (II)
13. Write an essay which uses causal analysis, explaining cause and effect relationships. (II)
14. Write a descriptive essay which creates a dominant impression, uses relevant details, and uses original similes, metaphors, and personifications where appropriate. (II)
15. Write an essay which is a process analysis for an uninformated reader, which divides the process into clear, chronological steps, names and explains any special terms and equipment, and explains each step thoroughly, including any precautionary measures. (II)
16. Write an essay which is an extended definition which supports a specific thesis about one or more meanings of a word. (II)
17. Write an argumentative essay which demonstrates sound logical development. (II)
18. Write an essay which is a well-organized, concise, and accurate response to a test question. (II)
19. Revise the draft of an essay to address a specific audience; develop ideas logically; improve unity, development, and coherence; use effective diction; employ consistent tone, persona, and style; include an appropriate title; and eliminate errors in mechanics. (III)
20. Revise the draft of an essay to eliminate errors in mechanics. (III)
21. Revise the draft of an essay to expand basic sentences (subject and predicate) by adding modifiers, and to reduce simple sentences by combining parts through coordination. (III)
22. Revise the draft of an essay to coordinate sentence elements into effective parallel form, and to combine and subordinate sentence elements to form complex and compound-complex sentences. (III)
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MCCCD Official Course Outline:
ENG101   19886-19895 Freshman English
    I. Prewriting
        A. Limiting a general topic
          1. For specified essay length
          2. For a specific audience
        B. Composing a thesis statement
        C. Composing topic sentences
          1. Related to thesis statement
          2. Supportive of thesis statement
        D. Developing a well-organized outline
      II. Writing
          A. The introduction to an essay
            1. Creates interest
            2. States the thesis
            3. Suggests the method of development
          B. Support paragraphs
            1. Develop the thesis statement of the essay
            2. Contain topic sentences
            3. Display unity, coherence, and completeness
            4. Contain specific information and concrete detail
          C. The conclusion
          D. Diction
            1. Sustaining level of formality
            2. Originality
            3. Appropriate connotations and denotations
            4. Imagery
          E. Rhetorical patterns
            1. Support for thesis
            2. Comparison/contrast
            3. Classification
            4. Causal analysis
          F. Types of essays
            1. Descritive
            2. Process analysis
            3. Extended definition
            4. Argumentative
            5. Answer to test question
        III. Revising
            A. Content
              1. Audience addressed
              2. Logical development of ideas
              3. Unity, development, and coherence
              4. Effective diction
              5. Tone, persona, and style
              6. Title
            B. Mechanical errors
            C. Sentences
              1. Adding modifiers
              2. Reducing simple sentences
              3. Coordinating into effective parallel form
              4. Combining into complex and compound-complex sentences
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