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ENGL 100 - Academic Writing
Course Details

Course Code:

ENGL 100


Calendar Description:
English 100 provides an introduction to university-level academic writing across the disciplines. While discipline-based coverage may reflect programs at individual campuses, emphasis is placed on the kinds of written communication that actually occur in the humanities, social sciences, and/or natural sciences. Thus, English 100 imparts a greater understanding of the practices and voices that characterize both academic and professional communities. This is not a remedial course.

Date First Offered:

Total Hours: 45
Lecture Hours: 3

Total Weeks:

This course is offered online:
Depending on semester schedules, this course may be available online. Please consult the Academic Timetables.

"Applicants who do not have at least a 'B' in English 12 (or English Literature 12) or at least a 'C' in a university-level English course must complete the NLC Writing Assessment and discuss the results with a Recruiter at Student Services before registering in 100-level English courses. Recruiters consider performance on the Assessment in conveying recommendations about appropriate courses.

Non-Course Pre-Requisites:
See above.


Rearticulation Submission:


Course Content:
Introduction to the Course and Genre Theory
• Overview of the course package
• Discussion of a sample paper
• Discussion of genre theory

Formulating a Topic and Conducting Research
• Elements of a scholarly topic
• Initial discussion of potential research sites
• Survey of more sample papers
• Conducting preliminary research on article databases
• Full orientation to research databases
• Compiling a portfolio of sources

Brief Review of Foundational Writing Skills and Reading as a Researcher
• Review of basic grammatical principles
• The formality of scholarly prose
• Strategies for note-taking
• Summary as a writing task in academic culture
• Paraphrase and quotation
• Developing critical perspectives

Topic Proposal and Formatted List of Sources
• Rhetorical features that typically appear in scholarly proposals
• Emphasis on theoretical frameworks
• Sample proposals
• Formatting a list of references

Week 7: Scholarly Introductions
• Common rhetorical features: traditions of inquiry, specific forecasting, thesis claims, etc.
• Typical sequential patterns among introductory rhetorical features
• Analyses of sample introductions

Report Format in the Sciences and Methods of Development in the Humanities
• An overview of ANSI recommendations for scientific format
• Theorizing report format as a reflection of the scientific method
• Sample research in report format
• Methods of development in the humanities: exemplification, comparison, etc.

Organizing the Core of a Research Paper in the Humanities and Avoiding Plagiarism
• Paragraph topography
• Guiding-sentence outlines and thesis-driven narrative coherence
• Managing other voices and styles of documentation
• The nuances of reported speech
• Analyses of sample core paragraphs
• Defining and theorizing plagiarism
• Case studies of plagiarism
• Avoiding plagiarism

Academic Conclusions
• Common rhetorical features in academic conclusions: recapping the knowledge claim, statements of relevance, a call to action, etc.
• Typical sequential patterns among concluding rhetorical features
• Analyses of sample conclusions

Revision and Proofreading
• Revision and proofreading as critical components of the writing process
• Group analysis of a sample draft
• Peer revision session

Preparation for the Final Exam
• Review
• Sample Questions

Learning Outcomes:
English 100 introduces students to the conventions of academic writing in disciplines ranging from anthropology to Women’s Studies. Students will be expected to:

1) use contemporary genre theory to provide a social rationale for the distinctive features of academic writing
2) recognize research sites in the work of other scholars; select a research site for a self-guided research project
3) identify prestige abstractions that establish the scholarly relevance of research across the academic disciplines; identify a prestige abstraction for self-guided research
4) distinguish primary from secondary sources
5) identify web-based archival catalogues that present opportunities for academic research
6) use web-based library indexes to locate journal articles and books for self-guided research (emphasis will be placed on scholarly periodical indexes such as Academic Search Premier)
7) describe the report format used to present research in the sciences and adopt this model where topic and personal interests are suitable
8) summarize and evaluate the work of other scholars
9) prepare front matter (abstracts, titles, epigraphs, etc.) that reflect disciplinary norms
10) analyze and compose introductory rhetorical features such as a tradition of inquiry, an indication of a knowledge deficit, topic, specific forecasting, definition of key terms, thesis claim, etc. (emphasis will be placed on the stylistic and conceptual qualities of theoretical frames and methods sections)
11) construct an argument using rhetorical strategies typical of the humanities, such as the reinstatement of high-level abstractions, methods of development (exemplification, comparison, chronology, etc.), and thesis-driven guiding sentences for core paragraphs
12) compose core paragraphs in which guiding sentences are augmented by supporting details
13) adequately document supporting details using standard patterns of attribution and an appropriate style of documentation (CBE, APA, MLA, or Chicago style)
14) discuss plagiarism from theorized perspectives that consider culture and genre
15) recognize and avoid practices associated with plagiarism in the academic disciplines
16) recognize and employ rhetorical features that typically appear in scholarly conclusions, such as recapping the knowledge claim, a statement of relevance, solutions to a problem, opportunities for further research, etc.
17) recognize and employ nominalization and other sentence-level features associated with academic writing
18) describe discursive similarities and differences among the humanities, social sciences, and natural sciences
19) describe current intellectual trends in academic culture, including feminism and postmodernism
20) practice effective revision and proofreading

Ultimately, students who successfully complete English 100 acquire core research and writing skills that will promote success in their ongoing academic and/or professional development.

Grading System:

Passing Grade:
D (50%)

Grading Weight:
Final Exam: 20 %
Assignments: 70 %
Participation: 10 %

Number of Assignments:

Nature of Participation:
Contributions to class discussion.

Writing Assignments:
Writing assignments include summaries, critical summaries, a topic proposal and annotated bibliography, draft versions of the research paper, and the completed paper.

Percentage of Individual Work:

Percentage of Group Work:

Other Pertinent Information:
Simon Fraser University has certified English 100 as a "W" course.

Course Offered in Other Programs:

Other Programs:
Associate of Arts Diploma - Fine Arts, Academic Associate of Arts Degree, Associate of Arts - Criminology Specialization, Education Assistant , Elementary Education, Academic Engineering, Humanities, Pre-Medicine, Social Sciences

Additional Comments:
Attendance: Regular attendance is expected. Students who do not regularly attend class will likely jeopardize their ability to meet assignment criteria.

Due-Dates: Assignments are due on scheduled due-dates, by scheduled times. Normally, half a letter grade per day will be deducted from late assignments; however, this deduction may be waived where sufficient cause for lateness is presented.

Word Processing Software, Security against Loss, and Submission Procedure: If you are not using a version of Microsoft Word as your word processor, save all assignments in Rich Text format. As security against loss, store back-up copies of all work on the college “Z” drive, a disc, jump stick, and/or e-mail server. Note that most assignments must be submitted to the designated assignment drop box on our D2L course home-page.

Plagiarism: Plagiarism is regarded as a form of academic dishonesty and occurs when writers do not adequately acknowledge their sources (see Designs for Disciplines 220-222; Pocket Style Manual 115-118). The consequences for plagiarism can be serious, including failure on an assignment, failure in a course, and/or expulsion from the college. In this class, assignments that involve plagiarism will receive a zero. Depending on individual circumstances, additional action may be taken. To avoid plagiarism, pay careful attention to discussions and readings about strategies for attribution.

Multiple Submission: There are diverse views on the appropriateness of handing in essentially the same work for more than one course, a practice sometimes referred to as “multiple submission” or “double submission.” Accordingly, college policy states that students are expected to obtain permission from instructors before submitting basically the same work for more than one course. This policy extends to courses in different semesters and courses at different institutions. In English 100, multiple submission is not permitted. Moreover, where there is distinct overlap between assignments, English 100 students are expected to acknowledge such overlap.

Weekly Study Time: Students should expect to spend approximately three hours per week preparing for class. An additional three hours per week should be devoted to tasks involved in the development of the research paper.
Students who submit little or no work throughout the term and do not withdraw by the withdrawal date will receive an “F” unless evidence is provided of exceptional, unforeseen reasons for non-completion.
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