quiltlef.gif (8176 bytes)VCCS Litonline Introduction to Literature
English 112 (English Composition II)

Competencies

Target Competencies 

Reading Objectives ] Critical Thinking ] Research Objectives ] Writing Objectives ] Beliefs ] New Words ] Argument ]

Several competencies defined by the ENG 111 team at the May 2003 Symposium also apply to English 112.*  Among those competencies (numbered below) and their corresponding learning activities (bulleted below), the following apply to the webs at  Litonline.  The second bullet for each competency below addresses Litonline examples.

  • [100] Engage in an analytic process to enhance comprehension and create personal meaning when reading text.
    • Through verbal response, the student will annotate, question, agree or disagree with, summarize, and critique texts.  
      • The sitemap for each instructional web includes a document file in three formats that captures each of the writing tasks used in context throughout the web.
      • The discussion forums invite students to respond to teacherly questions, but a few require students to respond to each other or work in groups, notably the forums on Trifles and on "Dover Beach," which involved collaboration across colleges.

  • [101] Apply critical thinking skills to support inferences and draw logical conclusions based on textual features.
bullet 
bullet[102] Identify basic beliefs, perspectives and philosophical assumptions underlying an authorís work  
  • The student will identify points of view, attitudes and the values conveyed by specific use of language.  
    • The most thorough web to address cultural issues at Litonline is the  instructional web on A Farewell to Arms, which includes study guide and research questions on the history, geography, medical practices, and military efforts during the era of the novel, along with considerations of Hemingway's biography, literary issues, and attempts to capture the story on film.  

Other Competencies

Competencies 103 - 111 on learning words and on writing stages and style will certainly be reinforced by the writing activities of the instructional webs, but these basic skills are not per se targets of these webs.  The same is true for the competencies that reflect on argument competencies 126 - 137 or 138), since writing in ENG 112 about readings is most often persuasive writing, even when it involves personal response.  The competencies involving revising and group/peer critiques (roughly competencies 138 or 139 to 145) might be addressed by discussion forums.  Research into secondary sources is most thoroughly involved in the instructional web on A Farewell to Arms, which contains objectives, tasks, and sample papers Research topics also are suggested for Oedipus the Wreck, having been culled from the Oedipus forum during archiving.

* Follow the instructions at the VCCS Instructional Technology web to open Blackboard for Commonwealth Courses and read the "Course Document" that lists competencies.  See also the FAQ about Commonwealth Courses, a Word document.  Or view the list in the table below.

 

 

Course

ENG111-112

ENG 111 

 

 

Course Structure

 

 

 

 

 

 

 

 

 

Competency #

Competency Description

Module Number

Learning Activities

100.00

__________

Engage in an analytic process to enhance comprehension and create personal meaning when reading text (SFS).

2,3,4

Through verbal response, the student will annotate, question, agree or disagree with, summarize, and critique texts.

101.00

__________

Apply critical thinking skills to support inferences and draw logical conclusions based on textual features.

5,6,7

Through verbal response, the student will seek evidence in text, format, language use, expository structures and arguments

102.00

__________

Identify basic beliefs, perspectives and philosophical assumptions underlying an authorís work.

3,4,5

The student will identify points of view, attitudes and the values conveyed by specific use of language.

103.00

__________

Exercise a variety of strategies to understand the origins and meanings of new words.

1

The student will  analyze word roots and determine derivations of words.

104.00

__________

Use reading skills and strategies to understand the contextual relationships and meanings of new words.

all

The student will demonstrate subject-area terminology; connotative and denotative meanings; idiomatic meanings, cognates, and contextual clues.

105.00

__________

Read and interpret visual images.

5,6,7

The student will demonstrate understanding of visual imagery in a verbal response.

106.00

__________

Apply basic conventions of grammar, punctuation,  capitalization, and spelling.

all

 The student will demonstrate manual editing skills as well as use spellcheck and grammar check functions in word processing software.

107.00

__________

Use prewriting strategies.

all

The student will develop a focus; determine the purpose; plan a sequence of ideas; use structured overviews; and create outlines.

108.00

__________

Use appropriate paragraph structure in writing.

3,4,5,6,7

The student will construct coherent paragraphs and arrange paragraphs in logical order.

109.00

__________

Use a variety of sentence structures appropriately in writing.

3 through 7

The student will construct compound, complex, compound-complex, parallel, repetitive, and analogous sentence structures.

110.00

__________

Present ideas to achieve overall coherence and logical flow in writing.

3 through 7

The student will use appropriate techniques such as transitions and repetition to maximize cohesion.

111.00

__________

Demonstrate a controlled, unique style and voice in writing.

3 through 7

The student will use effective diction, syntax, and tone.

112.00

__________

Apply the Modern Language Association (MLA) conventions.

4,5,6,7

The student will  create documentation formats in a manner consistent with the MLA manual.

113.00

__________

Use writing to communicate ideas, concepts, emotions and descriptions to the reader.

2,3,4,5,6,7

 

114.00

__________

Differentiate between a topic and a thesis.

3,4,5,6,7

 

115.00

__________

Articulate a position through a thesis statement and advance it using evidence, examples and counterarguments that are relevant to the audience or issue at hand.

5,6,7

 

116.00

__________

Use a variety of methods to develop arguments, including compare-contrast reasoning; logical arguments (inductivedeductive); and alternation between general and specific (e.g., connections between public knowledge and personal observation and experience).

5,6,7

 

117.00

__________

Write to persuade the reader by anticipating and addressing counterarguments, by using rhetorical devices and by developing an accurate and expressive style of communication that moves beyond mechanics to add flair and elegance to writing.

5,6,7

 

 

__________

Use a variety of strategies to adapt writing across the disciplines for different audiences and purposes, such as including appropriate content and using appropriate language, style, tone and structure.

2 through 7

 

118.00

__________

Distinguish between formal and informal styles, for example, between academic essays and personal essays.

2 through 7

 

119.00

__________

Use appropriate organizational patterns, formal language and tone.

3 through 7

 

120.00

146.00

Use appropriate strategies to write expository essays that employ supporting evidence; use information from primary and secondary sources; incorporate graphics where appropriate; anticipate and address readersí biases and expectations.

5,6,7

 

121.00

147.00

Use and prioritize a variety of strategies to revise and edit written work to achieve maximum improvement in the time available.

3 through 7

 

122.00

148.00

Employ basic editing skills proficiently to identify obvious mechanical errors, clarify and improve the structure of the piece and sharpen language and meaning.

3 through 7

 

123.00

149.00

Review ideas and structure in substantive ways to improve depth of information and logic of organization.

3 through 7

 

124.00

150.00

Reassess appropriateness of writing in light of genre, purpose and audience.

2 through 7

 

125.00

151.00

Use feedback from others to revise written work.

all

 

126.00

152.00

Understand and use research methodologies.

5,6,7

 

127.00

153.00

Formulate research questions, refine topics, develop a plan for research and organize what is known about the topic.

5,6,7

 

128.00

154.00

Use research to support and develop their own opinions, as opposed to simply restating existing information or opinions.

5,6,7

 

129.00

155.00

Identify claims in their writing that require outside support or verification.

5,6,7

 

130.00

156.00

Find a variety of sources and use them properly.

5,6,7

 

131.00

157.00

Collect information to develop a topic and support a thesis.

5,6,7

 

132.00

158.00

Distinguish between primary and secondary sources.

5,6,7

 

133.00

159.00

Use a variety of print or electronic primary and secondary sources including books, magazines, newspapers, journals, periodicals and the Internet.

5,6,7

 

134.00

160.00

Understand the concept of plagiarism and how (or why) to avoid it and understand rules for paraphrasing, summarizing and quoting, as well as conventions for incorporating information from Internetbased sources in particular.

3 through 7

 

135.00

161.00

Evaluate sources of information located on the Internet in particular to ascertain their credibility, origin, potential bias, and overall quality.

5,6,7

 

136.00

162.00

Select relevant sources when researching topics and appropriately include information from such sources; logically introduce and incorporate quotations; synthesize information in a logical sequence; identify different perspectives; identify complexities and discrepancies in information; and offer support for conclusions.

5,6,7

 

137.00

163.00

Evaluate sources critically, discerning the quality of the materials and qualifying the strength of the evidence and arguments, as well as determining credibility, identifying bias and perspective of the author and using prior knowledge of the source.

5,6,7

 

138.00

164.00

Discuss how personal experiences and values affect reading comprehension and interpretation.

3,4

 

139.00

165.00

Demonstrate an ability to make connections between the component parts of a text and the larger theoretical structures, including presupposition, audience, purpose, writerís credibility or ethos, types of evidence or material being used and style.

2,3,4

 

140.00

166.00

Formulate and express their own ideas with confidence.

all

 

141.00

167.00

Support their arguments with logic and evidence relevant to their audience and that explicates their position as fully as possible.

4 through 7

 

142.00

168.00

Understand the scope of their arguments and the claims underlying them.

6,7

 

143.00

169.00

Reflect on and assess the strengths and weaknesses of their ideas and the expression of those ideas.

all

 

144.00

170.00

Facilitate writing through group collaboration.

all

 

145.00

171.00

Give/receive constructive criticism non-defensively.

all

 

Reading Objectives ] Critical Thinking ] Research Objectives ] Writing Objectives ] Beliefs ] New Words ] Argument ]


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