Required Curriculum Elements
The required curriculum elements listed here provide continuity between sections. They connect to writing research and best practices in the field of composition and rhetoric. Each element is elaborated in the Instructors’ Guide and/or in the Course Reader.
1. English 100 Course Readings. Although English 100 does not require a print textbook, we do require that instructors use our Course Readings website, which relies on Open Educational Resources, as a way to promote consistency across sections.
To begin with, all instructors should assign “Introduction to English 100,” “English 100 Program Policies and Resources,” and “Approaches to Rhetoric, Writing, and Revision in English 100.” These three readings are available through the Canvas site blueprint and also on the Course Readings website.
Other common readings include Student Award Winning Essays, which we strongly recommend as examples for discussion. Additionally, with access to diverse authors in mind, we have prepared a folder of readings, shared through Canvas, that have worked well in past English 100 classes. Because these readings are protected by copyright, you may only distribute them through the Canvas website or as links (if online).
2. The three-sequence curriculum as developed in the model syllabus. In general, first-time instructors rely on the model syllabus and calendar as well as the sample writing assignments in the Instructors’ Guide. Experienced instructors who have taught English 100 at least one semester may do more customizing of their syllabus, calendar, and assignments based on their own experiences, interests, and sense of adventure.
No matter the degree of customization, all E100 students must have the same opportunities to learn from and complete assignments that incorporate the standard three-sequence curriculum, as described in this Instructors’ Guide and the “Introduction to English 100” and “Approaches to Rhetoric . . .”. readings.
3. Low-stakes short writing assignments and three longer, more demanding writing projects that provide opportunities for planning, drafting, and revision. Ideally, the short writing assignments should help develop approaches and/or skills that will be used in the longer assignments. The criteria for Comm-A courses asks for “frequent assignments in writing and speaking totaling 25-30 pages of clear, revised prose, including at least one researched essay…” Keeping in mind that short assignments, multimodal assignments, and prepared oral presentations can count toward the page total, this criterion is easily accomplished in English 100.
4. Multiple opportunities to practice formal as well as informal speaking and listening, including at least one planned oral presentation by each student. Oral communication skills, like writing, are developed through practice in a range of situations: whole class discussions, small group workshops, partnered discussions, and formal research presentations, among other things. Activities that focus specifically on speaking and listening can incorporate written reflection and self-assessment to help students develop in these areas. However, students should have the opportunity to plan, practice, and orally present their work, as rehearsal of this skill is a required element of a Comm-A course. However, students may present their work in a variety of genres, including multimodal work like podcasts, videos, and recorded presentations.
5. An information literacy component that includes researched writing assignments and Sift & Winnow: Libraries@UW, a blended learning Canvas module with online activities and a Library Day. Instructors can help students develop their understanding and skills related to finding information and using sources throughout English 100, but especially during Sequence 2. On a day that will be scheduled for your class, a librarian will provide instruction that builds from the online asynchronous “Sift & Winnow” activities your students will complete beforehand. You may have the option to choose an online Canvas module instead of an in-person Library Day. Regardless of the mode, the session or module will be customized by the librarian assigned to your section.
6. A portfolio grading system. A portfolio system asks you to consider process as well as product and to assess student work over time, holistically, and individually. The program uses portfolio grading in order to capture the various dimensions of effective writing, to allow students to demonstrate growth in their work, and to encourage drafting and revision. Portfolios include reflective writing (e.g., a Writer’s Memo), which allows students to think through their writing choices and encourages self-assessment. We include two sample portfolio rubrics in the Guide. You are not required to use these specific rubrics, but your grading should remain consistent with their general approach and values.
7. Writing workshops or other formalized opportunities for peer response. Instructors play an important role in setting up productive opportunities for peer response and in creating positive attitudes toward writing workshops. We know that all writers need readers, and this includes student writers, who need to have the chance to experience how their writing and ideas affect other people, not only an instructor. Writing workshops, which can be useful at any stage in the writing process, allow time for students to generate and share ideas with each other, as well as to give and get feedback on drafts.
8. Conferences with you, at least two with each student. Time for conferencing is built into your workload for English 100. Conferences can be used at any stage in the writing process—for instance, to talk through ideas for a long project, to provide feedback on a draft, or to discuss ways to move from a written text to an oral presentation. Whenever they are scheduled, your students will benefit from one-on-one discussions with you about their writing and progress in the course. In addition, as the instructor, you can learn a great deal about an individual student’s work through conferencing.