Year Writing Program
Mission Statement: Devoted to meeting the diverse needs of the student body in a rapidly changing and diverse global community, the Writing Program teaches students critical reading, writing, and thinking strategies that will assist them in achieving writing effectiveness in their academic, professional, and personal writing endeavors. Using a diversity of readings, the recursive writing process, and critical inquiry and research, the Writing Program teaches students to adapt their written communication to the needs of their audience, subject matter, and authorial purpose.
Program Outcome: Graduates will be able to produce an e-portfolio of selected writings culled from their coursework in English 1301-1302 that demonstrates writing effectiveness.
ENGL 1301: English Composition I
Student Learning Outcomes: By the end of the semesters, students will:
- Know and be able to use several rhetorical strategies and purposes.
- Be familiar with several pre-writing, invention, revision, and editing strategies.
- Be able to compose essays employing the features of a given genre.
- Be able to articulate the concept of “writing as a process.”
- Be able to write an effective introduction or opening that establishes focus, purpose, main idea, and direction; be able to create a body to any writing assignment that is organized, unified, and developed; be able to create an effective conclusion, one comparable in depth and precision to the introduction.
- Be able to identify and eliminate major grammatical errors from all writing.
ENGL 1302: English Composition II
Student Learning Outcomes: By the end of the semester, students will:
- Be able to write, employing several rhetorical strategies, purposes, and features of a given genre and using several pre-writing, drafting, revising, and editing strategies.
- Be able to eliminate grammatical, mechanical, and usage errors from all writing.
- Be able to document sources accurately in MLA and APA formats.
- Be able to identify, evaluate, and effectively incorporate appropriate sources into their own prose.
- Be able to summarize and paraphrase effectively.
- Be able to make cogent, logical, and effective arguments in writing.
- Understand research principles and strategies needed at the university level.
Dr. Deborah Scaggs firstname.lastname@example.org
Writing Program Director
Dr. Sue Bishop email@example.com
Dr. Lila Lisa Canizales firstname.lastname@example.org
Dr. John Dean email@example.com
Mr. Warren Graffeo firstname.lastname@example.org
Ms. Zretta Lewis email@example.com
Ms. Shannon Mcburnette-Arguelles firstname.lastname@example.org
Ms. Kimberly Thomas email@example.com
Director of the Writing Center
(Sold as a package at the TAMIU bookstore.)
- Aaron, Jane E.B The Little Brown Handbook Brief. 4th ed. New York: Pearson/Longman, 2011. Print. 0-205-75113-X
- Ballenger, Bruce.B The Curious Writer (Brief). 2nd ed. New York: Pearson/Longman, 2008. Print. 0-205-53213-6
- Neuleib, Janice, Kathleen Shine Cain, and Stephen Ruffus, eds. The Mercury Reader. New York: Pearson/Longman, 2010. Print. (Has an apple on the cover.) 0-558-07690-4
- MyCompLab access (comes free when packaged with the ENGL 1301/1302 bundle but also sold separately on the web at www.pearsoncustom.com/tamiu_english).