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EH 101:  Objectives and Requirements

The primary goal of EH 101 is to prepare you to write in other courses at ³Ô¹Ï±¬ÁÏ. Therefore, EH 101 seeks

• to help you with specific academic genres assigned at ³Ô¹Ï±¬ÁÏ and most colleges;
• to help you develop your writing process and adapt it to particular writing situations;
• to familiarize you with the rhetorical situation and its importance to writing;
• to help you develop your identity as a writer.

To achieve these goals, EH 101 has the following minimum requirements:

• rhetorical analysis;
• writing as a process (planning, drafting, and revising your ideas and writing);
• lectures, readings, and assignments that give you an understanding of the Composition Program’s Shared Criteria for Evaluating Writing;
• realistic purposes for writing actually used across campus (summarizing, analyzing, evaluating, informing, persuading);
• a minimum of 5,000 words of formal, revised prose; 
• each formal paper will require students to practice one or more of the following academic genres: summary, exposition, analysis, critique, evaluation, argument;  
• at least one paper that incorporates outside research;
• at least one paper with a primary aim of presenting an effective argument; 
• at least one assignment that requires students to reflect on their development as writers;
• opportunities for student/teacher conferences;
• collaborative learning throughout the writing process; and 
• sample readings that support and reflect the requirements above.

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EH 102 & EH 105:  Objectives and Requirements

The ultimate goal of EH 102 and EH 105 (Honors Composition) is to prepare you to write across the curriculum. Consequently, it will further your understanding of some elements of writing covered in EH 101, such as helping you

• plan, draft, and revise writing based on your analysis of the rhetorical situation, your knowledge of the subject matter, and feedback from your peers and your instructor;
• understand a variety academic genres by examining the basic characteristics that define each type;
• evaluate your writing and others’ by drawing on criteria that apply to most writing;
• conduct credible academic research and use it support carefully planned, developed, and organized arguments; 
• reflect on and evaluate your development as a writer; 
• explore a range of ideas through writing, reading, and discussion in order for you to grow intellectually.

To achieve the aforementioned goals, EH 102 and EH 105 courses focus on the following center around the following skills, tasks, and requirements:

• rhetorical analysis, emphasizing several elements of the rhetorical situation;
• writing as a process of planning, drafting, and revising your ideas and writing;
• lectures, readings, and assignments that provide an understanding of the Composition Program’s Shared Criteria for Evaluating Writing;
• student/teacher conferences;
• collaborative learning throughout the writing process;
• readings that reflect and encourage the above skills and tasks and that encourage and model academic inquiry;
• a minimum of 6,500 words of formal, revised prose – at least two papers with a primary aim of argumentation;
• an emphasis on genres related to and supportive of argumentation; 
• substantial practice in academic research in support of arguments and other academic genres.

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Information for Students

CompPAL classes are designated EH 101 sections that serve students who have slightly lower ACT English scores and who in the past would have been required to remediate through a writing and/or reading course. Instead, students receive the additional instruction and support they need while getting the opportunity to c