Heartland Community College
Master Course Syllabus
Division: Liberal Arts and Social Sciences
COURSE PREFIX & NUMBER: ENGL 102
COURSE TITLE: Multimodal Composition
DATE PREPARED: August 16, 1995
DATE REVIEWED:
DATE REVISED: November 2014
PCS/CIP/ID NO: 1.1-231301
IAI NO.: C1 901R
EFFECTIVE DATE OF FIRST CLASS: 8/15
CREDIT HOURS: 3
CONTACT HOURS: 3
LECTURE HOURS: 3
LABORATORY HOURS: 0
CATALOG DESCRIPTION:
Prerequisite:
Placement into college level English and reading
AND
Completion of ENGL 101 with a grade of C or better
In English 102, students will put rhetorical principles into useful cultural practice via
researching, designing, creating, and sharing multimodal composition projects that contribute to
real academic or career purposes and audiences. Conceptual knowledge of genre, textual control,
document design, writer responsibility, and collaboration will be applied as students research
academic or career interests. Students will learn and apply both primary and secondary research
skills, and will compose projects that successfully employ genre-appropriate reasoning, formats,
and structures.
TEXTBOOKS:
English 102 Course Guide (provided by Instructor)
Or a comparable text that addresses, at a minimum, the topics listed in the Course Outline and
that provides students with the opportunity to achieve the learning outcomes for this course.
RELATIONSHIP TO ACADEMIC DEVELOPMENT PROGRAMS AND
TRANSFERABILITY:
ENGL 102 fulfills 3 of the semester hours of credit in Communication required for the A.A.
or A.S. degree. This course should transfer as part of the General Education Core Curriculum
described in the Illinois Articulation Initiative to other Illinois colleges and universities
participating in the IAI. However, students should consult an academic advisor for transfer
information regarding particular institutions. Refer to www.iTransfer.org for information.
Learning Outcomes
Course Outcomes
Analyze & utilize multiple modes of
information simultaneously
Effectively navigate rhetorical situations
via production of texts that employ
genre-appropriate formats & structures
Design & share texts for external
communities to meet a variety of
audience needs & rhetorical purposes
Demonstrate an awareness of how
audiences are likely to read and/or “take
up” information in a given genre
Incorporate evidence & ideas from
different kinds of texts to support ideas
or positions, to illustrate alternative
perspectives, & to provide additional
contexts
Critically read and effectively synthesize
a variety of texts.
Employ multiple strategies for
generating, revising, editing,
proofreading & sharing texts
Develop fluency with a variety of tools
of technology, including the ability to use
communication tools in ethical ways
Demonstrate effective collaboration skill
throughout the composing process
Control the appropriate surface features
of a text, including (but not limited to)
syntax, grammar, punctuation, spelling,
& documentation
Essential
Program Range of Assessment Methods
Competencies Outcomes
PO1
Projects such as an essay, blog
post, feature article, persuasive
editorial, etc.
PO1
CO6
PO2
CT 2
PO3
CT 3
PO4
PO4
CO 3
PO4
CO 5
PO5
CO 4
DI 2
PO6
Process Assignments, which
may include but are not limited
to, invention exercises (e.g.,
listing, concept mapping, claim
structure outlining, etc.), topic
proposals, annotated
bibliographies, drafting, peer
review, documentation
practice, revision, editing, inclass assignments (individual
and collaborative), class
discussion of writing or
readings, attendance, and
quizzes.
PO7
Essential Competencies:
DI 2 (Diversity Outcome 2): “Students consider the views of others in light of those persons’
experiences and particular understandings.”
CO 3 (Communications Outcome 3):”Students listen in order to comprehend information,
critique and evaluate a message, show empathy for the feelings expressed by others, and/or
appreciate a performance.”
CO 4(Communications Outcome 4): “Students are self-reflective of the communications
process.”
CO 5 (Communications Outcome 5): “Students communicate ethically through monitoring their
behavior and interactions with others.”
CO 6 (Communications Outcome 6): “Students can recognize and negotiate differences.”
CT 2 (Critical Thinking Outcome 2): “Students determine value of multiple sources or strategies
and select those most appropriate in a given context.”
CT 3(Critical Thinking Outcome 3): “Students generate an answer, approach, or solution through
an effective synthesis of diverse sources and arguments and provide a rationale.”
Program Outcomes:
1. Teach students to recognize and critique the constructed nature of information
2. Teach students how to employ appropriate multi-modal strategies
3. Identify and demonstrate to students how to transfer learning and understanding between
genres via metacognition
4. Model and foster intellectual curiosity by exploring and building upon new ideas, questions,
and topics
5. Teach students to locate and synthesize a wide range of ideas and perspectives
6. Introduce and engage in collaboration
7. Teach students appropriate writing features and processes
COURSE/LAB OUTLINE:
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Elements of the writing process
Principles of design
Principles of organization and development
Identifying purpose and audience
Research approaches in specific disciplinary communities
Writing conventions for specific disciplinary communities (genres)
Technology for composing in specific disciplinary communities
METHOD OF EVALUATION: Student assessment will be based on the following:
Projects: 50%
Students will compose 1-2 major projects with a total of at least the equivalent of 12 pages (3500
words) in revised form and include multiple sources.
Process Assignments: 50%
Process assignments may include but are not limited to invention exercises (e.g., listing, concept
mapping, claim structure outlining, etc.), topic proposals, annotated bibliographies, drafting, peer
review, documentation practice, revision, editing, in-class assignments (individual and
collaborative), class discussion of writing or readings, attendance, and quizzes.
Final grades will be determined according to the following scale:
90 to 100% = A
80 to 89% = B
70 to 79% = C
60 to 69% = D
Below 59% = F
REQUIRED WRITING AND READING:
English 102 focuses on assignments that take concepts of rhetorical strategies and genre
expectations and applies them to real audiences using real genres in real contexts. Students will
compose 1-2 major projects with a total of at least the equivalent of 12 pages (3500 words) in
revised form.*
Readings from textbooks and other sources are assigned and can average 35 pages per week.
* Estimate is based on a 16 week course schedule. Please note if your class is not a 16 week class your
weekly reading assignment will be increased.