Composition II

Last Updated: Sun, 01/04/2026
Course prefix:
ENGL
Course number:
1102
Semester:
Spring
Academic year:
2026
Course description:

A composition course that develops writing skills beyond the levels of proficiency required by ENGL 1101, that emphasizes interpretation and evaluation, and that incorporates a variety of more advanced research methods. Develops communication skills in networked electronic environments, emphasizes interpretation and evaluation of cultural texts, and incorporates research methods in print and on the Internet.

Course learning outcomes:

ENGL 1102 ENGL COMPOSITION II

This is a Core IMPACTS course that is part of the Writing area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  •  How do I write effectively in different contexts?

Completion of this course should enable students to meet the following Learning Outcomes:

  • Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions.
  • Students will appropriately acknowledge the use of materials from original sources.
  • Students will adapt their written communications to purpose and audience.
  • Students will analyze and draw informed inferences from written texts.

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Critical Thinking
  • Information Literacy
  • Persuasion
Required course materials:

Required Course Materials

  • The WOVENText Open Educational Resources, available at woventext.lmc.gatech.edu.
  • Writer/Designer: A Guide to Making Multimodal Projects by Cheryl E. Ball et al. (Available through Bedford Bookshelf)
  • Gertrude Stein, Tender Buttons, The Corrected Centennial Edition, City Lights Books, 2014 ISBN 978-0-87286-635-5
  • Other readings provided as pdf’s or links through Perusall* on Canvas.

* Perusall is an online social annotation platform that we will be using to access and annotate our course readings. Reading assignments will be posted on the course schedule on Canvas and accessible through the Perusall site (accessed through our Canvas page). 

Grading policy:

Grades for this course, including the final grade, will adhere to the following scale:  

A: 90% - 100%  

B: 80% - 89%  

C: 70% - 79%  

D: 60% - 69%  

F: 59% or below  

Attendance policy:

Attendance and participation are essential to success in courses in the Writing and Communication Program. Because of this, you are expected to attend class in person.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Writing area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  •  How do I write effectively in different contexts?

Completion of this course should enable students to meet the following Learning Outcomes:

  • Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions.
  • Students will appropriately acknowledge the use of materials from original sources.
  • Students will adapt their written communications to purpose and audience.
  • Students will analyze and draw informed inferences from written texts.

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Critical Thinking
  • Information Literacy
  • Persuasion
Instructor First Name:
Jacqueline
Instructor Last Name:
Kari
Section:
J6
CRN (you may add up to five):
35058
View PDF
Department (you may add up to three):
Literature, Media, and Communication

Composition II

Last Updated: Sun, 01/04/2026
Course prefix:
ENGL
Course number:
1102
Semester:
Spring
Academic year:
2026
Course description:

A composition course that develops writing skills beyond the levels of proficiency required by ENGL 1101, that emphasizes interpretation and evaluation, and that incorporates a variety of more advanced research methods. Develops communication skills in networked electronic environments, emphasizes interpretation and evaluation of cultural texts, and incorporates research methods in print and on the Internet.

Course learning outcomes:

ENGL 1102 ENGL COMPOSITION II

This is a Core IMPACTS course that is part of the Writing area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  •  How do I write effectively in different contexts?

Completion of this course should enable students to meet the following Learning Outcomes:

  • Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions.
  • Students will appropriately acknowledge the use of materials from original sources.
  • Students will adapt their written communications to purpose and audience.
  • Students will analyze and draw informed inferences from written texts.

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Critical Thinking
  • Information Literacy
  • Persuasion
Required course materials:

Required Course Materials

  • The WOVENText Open Educational Resources, available at woventext.lmc.gatech.edu.
  • Writer/Designer: A Guide to Making Multimodal Projects by Cheryl E. Ball et al. (Available through Bedford Bookshelf)
  • Gertrude Stein, Tender Buttons, The Corrected Centennial Edition, City Lights Books, 2014 ISBN 978-0-87286-635-5
  • Other readings provided as pdf’s or links through Perusall* on Canvas.

* Perusall is an online social annotation platform that we will be using to access and annotate our course readings. Reading assignments will be posted on the course schedule on Canvas and accessible through the Perusall site (accessed through our Canvas page). 

Grading policy:

Grades for this course, including the final grade, will adhere to the following scale:  

A: 90% - 100%  

B: 80% - 89%  

C: 70% - 79%  

D: 60% - 69%  

F: 59% or below  

Attendance policy:

Attendance and participation are essential to success in courses in the Writing and Communication Program. Because of this, you are expected to attend class in person.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Writing area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  •  How do I write effectively in different contexts?

Completion of this course should enable students to meet the following Learning Outcomes:

  • Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions.
  • Students will appropriately acknowledge the use of materials from original sources.
  • Students will adapt their written communications to purpose and audience.
  • Students will analyze and draw informed inferences from written texts.

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Critical Thinking
  • Information Literacy
  • Persuasion
Instructor First Name:
Jacqueline
Instructor Last Name:
Kari
Section:
E6
CRN (you may add up to five):
35059
View PDF
Department (you may add up to three):
Literature, Media, and Communication

English Composition II

Last Updated: Sun, 01/04/2026
Course prefix:
ENGL
Course number:
1102
Semester:
Spring
Academic year:
2026
Course description:

A composition course that develops writing skills beyond the levels of proficiency required by ENGL 1101, that emphasizes interpretation and evaluation, and that incorporates a variety of more advanced research methods. Develops communication skills in networked electronic environments, emphasizes interpretation and evaluation of cultural texts, and incorporates research methods in print and on the Internet. 

Course learning outcomes:

Critical Thinking

Critical thinking involves understanding social and cultural texts and contexts in ways that support productive communication and interaction.

  • Analyze arguments.
  • Accommodate opposing points of view.
  • Interpret inferences and develop subtleties of symbolic and indirect discourse.
  • Use writing and reading for inquiry, learning, thinking, and communicating.
  • Integrate ideas with those of others.
  • Understand relationships among language, knowledge, and power.
  • Recognize the constructedness of language and social forms.

 

Rhetoric

Rhetoric focuses on available means of persuasion, considering the synergy of factors such as context, audience, purpose, role, argument, organization, design, visuals, and conventions of language.

  • Adapt communication to circumstances and audience.
  • Produce communication that is stylistically appropriate and mature.
  • Communicate in standard English for academic and professional contexts.
  • Sustain a consistent purpose and point of view.
  • Use a variety of technologies to address a range of audiences.
  • Learn common formats for different kinds of texts.
  • Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics.
  • Control such surface features as syntax, grammar, punctuation, and spelling.
  • Create artifacts that demonstrate the synergy of rhetorical elements.
  • Demonstrate adaptation of register, language, and conventions for specific contexts and audiences.
  • Apply strategies for communication in and across both academic disciplines and cultural contexts in the community and the workplace.

Process

Processes for communication—for example, creating, planning, drafting, designing, rehearsing, revising, presenting, publishing—are recursive, not linear. Learning productive processes is as important as creating products.

  • Find, evaluate, analyze, and synthesize appropriate primary and secondary sources.
  • Develop flexible strategies for generating, revising, editing, and proofreading.
  • Understand collaborative and social aspects of writing processes.
  • Critique their own and others’ works.
  • Balance the advantages of relying on others with [personal] responsibility.
  • Construct and select information based on interpretation and critique of the accuracy, bias, credibility, authority, and appropriateness of sources.
  • Compose reflections that demonstrate understanding of the elements of iterative processes, both specific to and transferable across rhetorical situations.

 

Modes and Media

Activities and assignments should use a variety of modes and media—written, oral, visual, electronic, and nonverbal (WOVEN)—singly and in combination. The context and culture of multimodality and multimedia are critical.

  • Interpret content of written materials on related topics from various disciplines.
  • Compose effective written materials for various academic and professional contexts.
  • Assimilate, analyze, and present a body of information in oral and written forms.
  • Communicate in various modes and media, using appropriate technology.
  • Use digital environments for drafting, reviewing, revising, editing, and sharing texts.
  • Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official (e.g., federal) databases; and informal electronic networks and internet sources.
  • Exploit differences in rhetorical strategies and affordances available for both print and electronic composing processes and texts.
  • Create WOVEN (written, oral, visual, electronic, and nonverbal) artifacts that demonstrate interpretation, analysis, synthesis, evaluation, and judgment.
  • Demonstrate strategies for effective translation, transformation, and transference of communication across modes and media.
Required course materials:

The Bedford Bookshelf (ISBN: 9781319530327) 

WOVENText Open Educational Resource (https://woventext.lmc.gatech.edu)

Grading policy:

Common First Week Video: 5% of total grade 

Project One: 20% of final grade 

Project Two: 20% of final grade 

Project Three: 20% of final grade 

Final Portfolio: 20% of final grade 

Participation: 15% of final grade

 

A: 90-100

Superior performance—rhetorically, aesthetically, and technically—demonstrating

advanced understanding and use of the media in particular contexts. An inventive spark

and exceptional execution.

 

B: 80-89

Above-average, high-quality performance—rhetorically, aesthetically, and

technically.

 

C: 70-79

Average (not inferior) performance. Competent and acceptable—rhetorically,

aesthetically, and technically.

 

D: 60-69

Below-average performance. Needs substantive work — rhetorically, aesthetically,

and/or technically.

 

F: 0-59

Unacceptable performance. Failure to meet minimum criteria rhetorically,

aesthetically, and/or technically.

Attendance policy:

Students may miss up to 4 classes without penalty. Any missed class counts as an absence; there are no excused absences except in the case of participation in official Georgia Tech athletics, religious observance, or a personal or family crisis confirmed by documentation from the Dean of Students. For any absences in excess of the allotted 4, 2% will be deducted from the Preparation, Participation, and Attendance grade. Six or more absences may result in failing the course.  

Students who arrive late for a class will be counted as tardy. Two late marks will count as one absence.

If you are unable to attend because of illness, or some extraordinary event, notify me as soon as possible—preferably before the class. It is the students' responibility to find out what information they missed during an absence. 

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.  

  

This course should direct students toward a broad Orienting Question: 

  • How do I write effectively in different contexts?  

  

Completion of this course should enable students to meet the following Learning Outcomes: 

  • Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions. 
  • Students will appropriately acknowledge the use of materials from original sources. 
  • Students will adapt their written communications to purpose and audience. 
  • Students will analyze and draw informed inferences from written texts.  

  

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: 

  • Critical Thinking 
  • Information Literacy 
  • Persuasion
Instructor First Name:
Sean
Instructor Last Name:
Dolan
Section:
D1
CRN (you may add up to five):
30290
View PDF
Department (you may add up to three):
Literature, Media, and Communication

English Composition II

Last Updated: Sun, 01/04/2026
Course prefix:
ENGL
Course number:
1102
Semester:
Spring
Academic year:
2026
Course description:

A composition course that develops writing skills beyond the levels of proficiency required by ENGL 1101, that emphasizes interpretation and evaluation, and that incorporates a variety of more advanced research methods. Develops communication skills in networked electronic environments, emphasizes interpretation and evaluation of cultural texts, and incorporates research methods in print and on the Internet. 

Course learning outcomes:

Critical Thinking

Critical thinking involves understanding social and cultural texts and contexts in ways that support productive communication and interaction.

  • Analyze arguments.
  • Accommodate opposing points of view.
  • Interpret inferences and develop subtleties of symbolic and indirect discourse.
  • Use writing and reading for inquiry, learning, thinking, and communicating.
  • Integrate ideas with those of others.
  • Understand relationships among language, knowledge, and power.
  • Recognize the constructedness of language and social forms.

 

Rhetoric

Rhetoric focuses on available means of persuasion, considering the synergy of factors such as context, audience, purpose, role, argument, organization, design, visuals, and conventions of language.

  • Adapt communication to circumstances and audience.
  • Produce communication that is stylistically appropriate and mature.
  • Communicate in standard English for academic and professional contexts.
  • Sustain a consistent purpose and point of view.
  • Use a variety of technologies to address a range of audiences.
  • Learn common formats for different kinds of texts.
  • Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics.
  • Control such surface features as syntax, grammar, punctuation, and spelling.
  • Create artifacts that demonstrate the synergy of rhetorical elements.
  • Demonstrate adaptation of register, language, and conventions for specific contexts and audiences.
  • Apply strategies for communication in and across both academic disciplines and cultural contexts in the community and the workplace.

Process

Processes for communication—for example, creating, planning, drafting, designing, rehearsing, revising, presenting, publishing—are recursive, not linear. Learning productive processes is as important as creating products.

  • Find, evaluate, analyze, and synthesize appropriate primary and secondary sources.
  • Develop flexible strategies for generating, revising, editing, and proofreading.
  • Understand collaborative and social aspects of writing processes.
  • Critique their own and others’ works.
  • Balance the advantages of relying on others with [personal] responsibility.
  • Construct and select information based on interpretation and critique of the accuracy, bias, credibility, authority, and appropriateness of sources.
  • Compose reflections that demonstrate understanding of the elements of iterative processes, both specific to and transferable across rhetorical situations.

 

Modes and Media

Activities and assignments should use a variety of modes and media—written, oral, visual, electronic, and nonverbal (WOVEN)—singly and in combination. The context and culture of multimodality and multimedia are critical.

  • Interpret content of written materials on related topics from various disciplines.
  • Compose effective written materials for various academic and professional contexts.
  • Assimilate, analyze, and present a body of information in oral and written forms.
  • Communicate in various modes and media, using appropriate technology.
  • Use digital environments for drafting, reviewing, revising, editing, and sharing texts.
  • Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official (e.g., federal) databases; and informal electronic networks and internet sources.
  • Exploit differences in rhetorical strategies and affordances available for both print and electronic composing processes and texts.
  • Create WOVEN (written, oral, visual, electronic, and nonverbal) artifacts that demonstrate interpretation, analysis, synthesis, evaluation, and judgment.
  • Demonstrate strategies for effective translation, transformation, and transference of communication across modes and media.
Required course materials:

The Bedford Bookshelf (ISBN: 9781319530327) 

WOVENText Open Educational Resource (https://woventext.lmc.gatech.edu)

Grading policy:

Common First Week Video: 5% of total grade 

Project One: 20% of final grade 

Project Two: 20% of final grade 

Project Three: 20% of final grade 

Final Portfolio: 20% of final grade 

Participation: 15% of final grade

 

A: 90-100

Superior performance—rhetorically, aesthetically, and technically—demonstrating

advanced understanding and use of the media in particular contexts. An inventive spark

and exceptional execution.

 

B: 80-89

Above-average, high-quality performance—rhetorically, aesthetically, and

technically.

 

C: 70-79

Average (not inferior) performance. Competent and acceptable—rhetorically,

aesthetically, and technically.

 

D: 60-69

Below-average performance. Needs substantive work — rhetorically, aesthetically,

and/or technically.

 

F: 0-59

Unacceptable performance. Failure to meet minimum criteria rhetorically,

aesthetically, and/or technically.

Attendance policy:

Students may miss up to 4 classes without penalty. Any missed class counts as an absence; there are no excused absences except in the case of participation in official Georgia Tech athletics, religious observance, or a personal or family crisis confirmed by documentation from the Dean of Students. For any absences in excess of the allotted 4, 2% will be deducted from the Preparation, Participation, and Attendance grade. Six or more absences may result in failing the course.  

Students who arrive late for a class will be counted as tardy. Two late marks will count as one absence.

If you are unable to attend because of illness, or some extraordinary event, notify me as soon as possible—preferably before the class. It is the students' responibility to find out what information they missed during an absence. 

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.  

  

This course should direct students toward a broad Orienting Question: 

  • How do I write effectively in different contexts?  

  

Completion of this course should enable students to meet the following Learning Outcomes: 

  • Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions.
  • Students will appropriately acknowledge the use of materials from original sources.
  • Students will adapt their written communications to purpose and audience.
  • Students will analyze and draw informed inferences from written texts.  

  

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: 

  • Critical Thinking
  • Information Literacy 
  • Persuasion
Instructor First Name:
Sean
Instructor Last Name:
Dolan
Section:
M2
CRN (you may add up to five):
30408
View PDF
Department (you may add up to three):
Literature, Media, and Communication

English Composition II

Last Updated: Sun, 01/04/2026
Course prefix:
ENGL
Course number:
1102
Semester:
Spring
Academic year:
2026
Course description:

A composition course that develops writing skills beyond the levels of proficiency required by ENGL 1101, that emphasizes interpretation and evaluation, and that incorporates a variety of more advanced research methods. Develops communication skills in networked electronic environments, emphasizes interpretation and evaluation of cultural texts, and incorporates research methods in print and on the Internet.

Course learning outcomes:

Critical Thinking

Critical thinking involves understanding social and cultural texts and contexts in ways that support productive communication and interaction.

  • Analyze arguments.
  • Accommodate opposing points of view.
  • Interpret inferences and develop subtleties of symbolic and indirect discourse.
  • Use writing and reading for inquiry, learning, thinking, and communicating.
  • Integrate ideas with those of others.
  • Understand relationships among language, knowledge, and power.
  • Recognize the constructedness of language and social forms.

 

Rhetoric

Rhetoric focuses on available means of persuasion, considering the synergy of factors such as context, audience, purpose, role, argument, organization, design, visuals, and conventions of language.

  • Adapt communication to circumstances and audience.
  • Produce communication that is stylistically appropriate and mature.
  • Communicate in standard English for academic and professional contexts.
  • Sustain a consistent purpose and point of view.
  • Use a variety of technologies to address a range of audiences.
  • Learn common formats for different kinds of texts.
  • Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics.
  • Control such surface features as syntax, grammar, punctuation, and spelling.
  • Create artifacts that demonstrate the synergy of rhetorical elements.
  • Demonstrate adaptation of register, language, and conventions for specific contexts and audiences.
  • Apply strategies for communication in and across both academic disciplines and cultural contexts in the community and the workplace.

 

Process

Processes for communication—for example, creating, planning, drafting, designing, rehearsing, revising, presenting, publishing—are recursive, not linear. Learning productive processes is as important as creating products.

  • Find, evaluate, analyze, and synthesize appropriate primary and secondary sources.
  • Develop flexible strategies for generating, revising, editing, and proofreading.
  • Understand collaborative and social aspects of writing processes.
  • Critique their own and others’ works.
  • Balance the advantages of relying on others with [personal] responsibility.
  • Construct and select information based on interpretation and critique of the accuracy, bias, credibility, authority, and appropriateness of sources.
  • Compose reflections that demonstrate understanding of the elements of iterative processes, both specific to and transferable across rhetorical situations.

 

Modes and Media

Activities and assignments should use a variety of modes and media—written, oral, visual, electronic, and nonverbal (WOVEN)—singly and in combination. The context and culture of multimodality and multimedia are critical.

  • Interpret content of written materials on related topics from various disciplines.
  • Compose effective written materials for various academic and professional contexts.
  • Assimilate, analyze, and present a body of information in oral and written forms.
  • Communicate in various modes and media, using appropriate technology.
  • Use digital environments for drafting, reviewing, revising, editing, and sharing texts.
  • Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official (e.g., federal) databases; and informal electronic networks and internet sources.
  • Exploit differences in rhetorical strategies and affordances available for both print and electronic composing processes and texts.
  • Create WOVEN (written, oral, visual, electronic, and nonverbal) artifacts that demonstrate interpretation, analysis, synthesis, evaluation, and judgment.
  • Demonstrate strategies for effective translation, transformation, and transference of communication across modes and media.
Required course materials:

The Bedford Bookshelf (ISBN: 9781319530327) 

WOVENText Open Educational Resource (https://woventext.lmc.gatech.edu)

Grading policy:

Common First Week Video: 5% of total grade 

Project One: 20% of final grade 

Project Two: 20% of final grade 

Project Three: 20% of final grade 

Final Portfolio: 20% of final grade 

Participation: 15% of final grade

 

A: 90-100

Superior performance—rhetorically, aesthetically, and technically—demonstrating

advanced understanding and use of the media in particular contexts. An inventive spark

and exceptional execution.

 

B: 80-89

Above-average, high-quality performance—rhetorically, aesthetically, and

technically.

 

C: 70-79

Average (not inferior) performance. Competent and acceptable—rhetorically,

aesthetically, and technically.

 

D: 60-69

Below-average performance. Needs substantive work — rhetorically, aesthetically,

and/or technically.

 

F: 0-59

Unacceptable performance. Failure to meet minimum criteria rhetorically,

aesthetically, and/or technically.

Attendance policy:

Students may miss up to 4 classes without penalty. Any missed class counts as an absence; there are no excused absences except in the case of participation in official Georgia Tech athletics, religious observance, or a personal or family crisis confirmed by documentation from the Dean of Students. For any absences in excess of the allotted 4, 2% will be deducted from the Preparation, Participation, and Attendance grade. Six or more absences may result in failing the course.  

Students who arrive late for a class will be counted as tardy. Two late marks will count as one absence.

If you are unable to attend because of illness, or some extraordinary event, notify me as soon as possible—preferably before the class. It is the students' responibility to find out what information they missed during an absence. 

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.  

  

This course should direct students toward a broad Orienting Question: 

  • How do I write effectively in different contexts?  

  

Completion of this course should enable students to meet the following Learning Outcomes: 

  • Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions.
  • Students will appropriately acknowledge the use of materials from original sources.
  • Students will adapt their written communications to purpose and audience.
  • Students will analyze and draw informed inferences from written texts.  

  

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: 

  • Critical Thinking
  • Information Literacy
  • Persuasion
Instructor First Name:
Sean
Instructor Last Name:
Dolan
Section:
H2
CRN (you may add up to five):
21776
View PDF
Department (you may add up to three):
Literature, Media, and Communication

College Composition II

Last Updated: Mon, 01/05/2026
Course prefix:
ENGL
Course number:
1102
Semester:
Spring
Academic year:
2026
Course description:

A composition course that develops writing skills beyond the levels of proficiency required by ENGL1101, that emphasizes interpretation and evaluation, and that incorporates a variety of more advanced research methods. Develops communication skills in networked electronic environments, emphasizes interpretation and evaluation of cultural texts, and incorporates research methods in print and on the Internet.

Course learning outcomes:

Critical Thinking 

Critical thinking involves understanding social and cultural texts and contexts in ways that support productive communication and interaction. 

  • Analyze arguments.
  • Accommodate opposing points of view.
  • Interpret inferences and develop subtleties of symbolic and indirect discourse.
  • Use writing and reading for inquiry, learning, thinking, and communicating.
  • Integrate ideas with those of others.
  • Understand relationships among language, knowledge, and power.
  • Recognize the constructedness of language and social forms. 

 

Rhetoric 

Rhetoric focuses on available means of persuasion, considering the synergy of factors such as context, audience, purpose, role, argument, organization, design, visuals, and conventions of language. 

  • Adapt communication to circumstances and audience.
  • Produce communication that is stylistically appropriate and mature.
  • Communicate in standard English for academic and professional contexts.
  • Sustain a consistent purpose and point of view.
  • Use a variety of technologies to address a range of audiences.
  • Learn common formats for different kinds of texts.
  • Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics.
  • Control such surface features as syntax, grammar, punctuation, and spelling.
  • Create artifacts that demonstrate the synergy of rhetorical elements.
  • Demonstrate adaptation of register, language, and conventions for specific contexts and audiences.
  • Apply strategies for communication in and across both academic disciplines and cultural contexts in the community and the workplace. 

 

Process 

Processes for communication—for example, creating, planning, drafting, designing, rehearsing, revising, presenting, publishing—are recursive, not linear. Learning productive processes is as important as creating products. 

  • Find, evaluate, analyze, and synthesize appropriate primary and secondary sources.
  • Develop flexible strategies for generating, revising, editing, and proofreading.
  • Understand collaborative and social aspects of writing processes.
  • Critique their own and others’ works.
  • Balance the advantages of relying on others with [personal] responsibility.
  • Construct and select information based on interpretation and critique of the accuracy, bias, credibility, authority, and appropriateness of sources.
  • Compose reflections that demonstrate understanding of the elements of iterative processes, both specific to and transferable across rhetorical situations. 

 

Modes and Media 

Activities and assignments should use a variety of modes and media—written, oral, visual, electronic, and nonverbal (WOVEN)—singly and in combination. The context and culture of multimodality and multimedia are critical. 

  • Interpret content of written materials on related topics from various disciplines.
  • Compose effective written materials for various academic and professional contexts.
  • Assimilate, analyze, and present a body of information in oral and written forms.
  • Communicate in various modes and media, using appropriate technology.
  • Use digital environments for drafting, reviewing, revising, editing, and sharing texts.
  • Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official (e.g., federal) databases; and informal electronic networks and internet sources.
  • Exploit differences in rhetorical strategies and affordances available for both print and electronic composing processes and texts.
  • Create WOVEN (written, oral, visual, electronic, and nonverbal) artifacts that demonstrate interpretation, analysis, synthesis, evaluation, and judgment.
  • Demonstrate strategies for effective translation, transformation, and transference of communication across modes and media. 
Required course materials:
Grading policy:

This term your grades will be determined based on the labor you put into the class, and that labor is defined in this contract. Your grade is based exclusively on the satisfactory completion of the assigned work this semester. You are evaluated on the sustained effort you put into the process of learning rather than only your final deliverables.

If you meet the expectations of the labor-based grading contract, you will be assured an A for the semester. If you fail to meet the base expectations your final grade will be reduced. This doesn’t mean the class is an “easy A,” but instead an expression of your consistent effort and labor.  

Attendance policy:

You may miss up to 4 classes without any penalty. You may make up two additional absences by doing reading responses (see Canvas assignment for more details). Absence 0-4–no penalty. Absences 5-6 with no reading response are –1 step each. More than 7 absences will each accrue a step of a letter grade penalty each.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Writing area.  

   

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.   

   

This course should direct students toward a broad Orienting Question:  

  • How do I write effectively in different contexts?   

   

Completion of this course should enable students to meet the following Learning Outcomes:  

  • Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions.  
  • Students will appropriately acknowledge the use of materials from original sources.  
  • Students will adapt their written communications to purpose and audience.  
  • Students will analyze and draw informed inferences from written texts.   

   

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:  

  • Critical Thinking  
  • Information Literacy  
  • Persuasion   
Instructor First Name:
Rachel
Instructor Last Name:
Dean-Ruzicka
Section:
M1
CRN (you may add up to five):
33245
View PDF
Department (you may add up to three):
Literature, Media, and Communication

College Composition II

Last Updated: Mon, 01/05/2026
Course prefix:
ENGL
Course number:
1102
Semester:
Spring
Academic year:
2026
Course description:

A composition course that develops writing skills beyond the levels of proficiency required byENGL1101, that emphasizes interpretation and evaluation, and that incorporates a variety of more advanced research methods. Develops communication skills in networked electronic environments, emphasizes interpretation and evaluation of cultural texts, and incorporates research methods in print and on the Internet.

Course learning outcomes:

Critical Thinking 

Critical thinking involves understanding social and cultural texts and contexts in ways that support productive communication and interaction. 

  • Analyze arguments. 
  • Accommodate opposing points of view. 
  • Interpret inferences and develop subtleties of symbolic and indirect discourse. 
  • Use writing and reading for inquiry, learning, thinking, and communicating. 
  • Integrate ideas with those of others. 
  • Understand relationships among language, knowledge, and power. 
  • Recognize the constructedness of language and social forms. 

 

Rhetoric 

Rhetoric focuses on available means of persuasion, considering the synergy of factors such as context, audience, purpose, role, argument, organization, design, visuals, and conventions of language. 

  • Adapt communication to circumstances and audience. 
  • Produce communication that is stylistically appropriate and mature. 
  • Communicate in standard English for academic and professional contexts. 
  • Sustain a consistent purpose and point of view. 
  • Use a variety of technologies to address a range of audiences. 
  • Learn common formats for different kinds of texts. 
  • Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics. 
  • Control such surface features as syntax, grammar, punctuation, and spelling. 
  • Create artifacts that demonstrate the synergy of rhetorical elements. 
  • Demonstrate adaptation of register, language, and conventions for specific contexts and audiences. 
  • Apply strategies for communication in and across both academic disciplines and cultural contexts in the community and the workplace. 

 

Process 

Processes for communication—for example, creating, planning, drafting, designing, rehearsing, revising, presenting, publishing—are recursive, not linear. Learning productive processes is as important as creating products. 

  • Find, evaluate, analyze, and synthesize appropriate primary and secondary sources. 
  • Develop flexible strategies for generating, revising, editing, and proofreading. 
  • Understand collaborative and social aspects of writing processes. 
  • Critique their own and others’ works. 
  • Balance the advantages of relying on others with [personal] responsibility. 
  • Construct and select information based on interpretation and critique of the accuracy, bias, credibility, authority, and appropriateness of sources. 
  • Compose reflections that demonstrate understanding of the elements of iterative processes, both specific to and transferable across rhetorical situations. 

 

Modes and Media 

Activities and assignments should use a variety of modes and media—written, oral, visual, electronic, and nonverbal (WOVEN)—singly and in combination. The context and culture of multimodality and multimedia are critical. 

  • Interpret content of written materials on related topics from various disciplines. 
  • Compose effective written materials for various academic and professional contexts. 
  • Assimilate, analyze, and present a body of information in oral and written forms. 
  • Communicate in various modes and media, using appropriate technology. 
  • Use digital environments for drafting, reviewing, revising, editing, and sharing texts. 
  • Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official (e.g., federal) databases; and informal electronic networks and internet sources. 
  • Exploit differences in rhetorical strategies and affordances available for both print and electronic composing processes and texts. 
  • Create WOVEN (written, oral, visual, electronic, and nonverbal) artifacts that demonstrate interpretation, analysis, synthesis, evaluation, and judgment. 
  • Demonstrate strategies for effective translation, transformation, and transference of communication across modes and media. 
Required course materials:
Grading policy:

This term your grades will be determined based on the labor you put into the class, and that labor is defined in this contract. Your grade is based exclusively on the satisfactory completion of the assigned work this semester. You are evaluated on the sustained effort you put into the process of learning rather than only your final deliverables.

If you meet the expectations of the labor-based grading contract, you will be assured an A for the semester. If you fail to meet the base expectations your final grade will be reduced. This doesn’t mean the class is an “easy A,” but instead an expression of your consistent effort and labor.  

Attendance policy:

You may miss up to 4 classes without any penalty. You may make up two additional absences by doing reading responses (see Canvas assignment for more details). Absence 0-4–no penalty. Absences 5-6 with no reading response are –1 step each. More than 7 absences will each accrue a step of a letter grade penalty each.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Writing area.  

   

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.   

   

This course should direct students toward a broad Orienting Question:  

  • How do I write effectively in different contexts?   

   

Completion of this course should enable students to meet the following Learning Outcomes:  

  • Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions.   
  • Students will appropriately acknowledge the use of materials from original sources.   
  • Students will adapt their written communications to purpose and audience.   
  • Students will analyze and draw informed inferences from written texts.   

   

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:  

  • Critical Thinking   
  • Information Literacy   
  • Persuasion   

 

Instructor First Name:
Rachel
Instructor Last Name:
Dean-Ruzicka
Section:
H1
CRN (you may add up to five):
31590
View PDF
Department (you may add up to three):
Literature, Media, and Communication

Writing and Rhetoric in Fan Spaces

Last Updated: Sun, 01/04/2026
Course prefix:
ENGL
Course number:
1101
Semester:
Spring
Academic year:
2026
Course description:

Whether it is fantasy football or fanfiction, being a fan is, for many people, a way of life. In this class we will explore what it means to be a fan and why people find joy in dedicating so much of their life to fan identity using examples of fan love as well as readings from the field of fanstudies. We will take extra time to explore the idea of fanfiction, a field of writing that is so popular that there are multiple popular fiction books which started out as fanfiction. With a focus on writing, we will learn to read and write our way through these fan spaces, identifying and appreciating the vivid world created by people coming together who all love the same thing.

Course learning outcomes:

Rhetorical Knowledge

Rhetorical knowledge focuses on the available means of persuasion, considering factors such as context, audience, purpose, genre, medium, and conventions.

Explore and use with purpose key rhetorical concepts through analyzing and composing a variety of written texts. These concepts include:

 

  •  
    • Rhetorical situation: purpose, audience, context
    • Genre
    • Argumentation: controlling purpose, evidence

Develop an understanding of the ways in which rhetorical concepts can be transferred to multimodal artifacts

Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes

Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure

Critical Thinking, Writing, and Composing

Critical thinking is the ability to analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts.

Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts

Read a diverse range of written texts, attending especially to relationships between assertion and evidence, to patterns of organization, to the interplay between verbal and nonverbal elements, and to how these features function for different audiences and situations

Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer’s ideas with those from appropriate sources

Processes

Writers use multiple strategies, or composing processes,to conceptualize, develop, finalize, and distribute projects. Composing processes are recursive and adaptable in relation to different rhetorical situations.

Understand that writing is a process

Develop a writing project through multiple stages

Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing

Use composing processes and tools as a means to discover and reconsider ideas

Experience the collaborative and social aspects of writing processes

Learn to give and to act on productive feedback to works in progress

Reflect on the development of composing practices and how those practices influence their work

Knowledge of Conventions

Conventions are the formal rules and informal guidelines that define genres, and in so doing, shape readers’ and writers’ perceptions of correctness or appropriateness.

Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising

Learn common formats and/or design features for different kinds of written texts

Explore the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions

Required course materials:
  • The Everyday Writer, available through The Bedford Bookshelf
  • The WOVENText Open Educational Resources, available at woventext.lmc.gatech.edu.
Grading policy:

Assignments

  • Common First Week Letter: 5% of final grade
  • Project 1: 15% of final grade
  • Project 2: 20% of final grade
  • Project 3: 20% of final grade
  • Final Portfolio: 20% of final grade
  • Participation: 20% of final grade

 

A: 90-100

Superior performance—rhetorically, aesthetically, and technically—demonstrating advanced understanding and use of the media in particular contexts. An inventive spark and exceptional execution.

 

B: 80-89

Above-average, high-quality performance—rhetorically, aesthetically, and technically

 

C: 70-79

Average (not inferior) performance. Competent and acceptable—rhetorically, aesthetically, and technically.

 

D: 60-69

Below-average performance. Needs substantive work — rhetorically, aesthetically, and/or technically.

 

F: 0-59

Unacceptable performance. Failure to meet minimum criteria rhetorically, aesthetically, and/or technically.

Attendance policy:

Attendance and participation are essential to success in courses in the Writing and Communication Program. Because of this, you are expected to attend class in person. Not attending a scheduled class session in-person results in an absence.

 

There may be times when you cannot or should not attend class, such as if you are not feeling well, have an interview, or have family responsibilities. Therefore, this course allows a specified number of absences without penalty, regardless of reason. After that, penalties accrue. Exceptions are allowed for Institute-approved absences (for example, those documented by the Registrar) and situations such as hospitalization or family emergencies (documented by the Office of the Dean of Students).

 

Your instructor can communicate with you about how to access materials or make up work you may have missed during your absence or suggest ways to participate in class remotely and/or asynchronously. Students may miss a total of four (4) classes for T/Th or M/W classes or six (6) for M/W/F classes over the course of the semester without penalty. Each additional absence after the allotted number deducts 2% from a student’s final grade.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

ENGL 1101 ENGL COMPOSITION I

This is a Core IMPACTS course that is part of the Writing area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  • How do I write effectively in different contexts?

Completion of this course should enable students to meet the following Learning Outcomes:

  • Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions.
  • Students will appropriately acknowledge the use of materials from original sources.
  • Students will adapt their written communications to purpose and audience.
  • Students will analyze and draw informed inferences from written texts.

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Critical Thinking
  • Information Literacy
  • Persuasion
Instructor First Name:
Caitlin
Instructor Last Name:
Anderson
Section:
B1
CRN (you may add up to five):
29542
View PDF
Department (you may add up to three):
Literature, Media, and Communication

Writing and Rhetoric in Fan Spaces

Last Updated: Sun, 01/04/2026
Course prefix:
ENGL
Course number:
1101
Semester:
Spring
Academic year:
2026
Course description:

Whether it is fantasy football or fanfiction, being a fan is, for many people, a way of life. In this class we will explore what it means to be a fan and why people find joy in dedicating so much of their life to fan identity using examples of fan love as well as readings from the field of fanstudies. We will take extra time to explore the idea of fanfiction, a field of writing that is so popular that there are multiple popular fiction books which started out as fanfiction. With a focus on writing, we will learn to read and write our way through these fan spaces, identifying and appreciating the vivid world created by people coming together who all love the same thing.

Course learning outcomes:

Rhetorical Knowledge

Rhetorical knowledge focuses on the available means of persuasion, considering factors such as context, audience, purpose, genre, medium, and conventions.

Explore and use with purpose key rhetorical concepts through analyzing and composing a variety of written texts. These concepts include:

 

  •  
    • Rhetorical situation: purpose, audience, context
    • Genre
    • Argumentation: controlling purpose, evidence

Develop an understanding of the ways in which rhetorical concepts can be transferred to multimodal artifacts

Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes

Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure

Critical Thinking, Writing, and Composing

Critical thinking is the ability to analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts.

Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts

Read a diverse range of written texts, attending especially to relationships between assertion and evidence, to patterns of organization, to the interplay between verbal and nonverbal elements, and to how these features function for different audiences and situations

Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer’s ideas with those from appropriate sources

Processes

Writers use multiple strategies, or composing processes,to conceptualize, develop, finalize, and distribute projects. Composing processes are recursive and adaptable in relation to different rhetorical situations.

Understand that writing is a process

Develop a writing project through multiple stages

Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing

Use composing processes and tools as a means to discover and reconsider ideas

Experience the collaborative and social aspects of writing processes

Learn to give and to act on productive feedback to works in progress

Reflect on the development of composing practices and how those practices influence their work

Knowledge of Conventions

Conventions are the formal rules and informal guidelines that define genres, and in so doing, shape readers’ and writers’ perceptions of correctness or appropriateness.

Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising

Learn common formats and/or design features for different kinds of written texts

Explore the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions

Required course materials:
  • The Everyday Writer, available through The Bedford Bookshelf
  • The WOVENText Open Educational Resources, available at woventext.lmc.gatech.edu.
Grading policy:

Assignments

  • Common First Week Letter: 5% of final grade
  • Project 1: 15% of final grade
  • Project 2: 20% of final grade
  • Project 3: 20% of final grade
  • Final Portfolio: 20% of final grade
  • Participation: 20% of final grade

 

A: 90-100

Superior performance—rhetorically, aesthetically, and technically—demonstrating advanced understanding and use of the media in particular contexts. An inventive spark and exceptional execution.

 

B: 80-89

Above-average, high-quality performance—rhetorically, aesthetically, and technically

 

C: 70-79

Average (not inferior) performance. Competent and acceptable—rhetorically, aesthetically, and technically.

 

D: 60-69

Below-average performance. Needs substantive work — rhetorically, aesthetically, and/or technically.

 

F: 0-59

Unacceptable performance. Failure to meet minimum criteria rhetorically, aesthetically, and/or technically.

Attendance policy:

Attendance and participation are essential to success in courses in the Writing and Communication Program. Because of this, you are expected to attend class in person. Not attending a scheduled class session in-person results in an absence.

 

There may be times when you cannot or should not attend class, such as if you are not feeling well, have an interview, or have family responsibilities. Therefore, this course allows a specified number of absences without penalty, regardless of reason. After that, penalties accrue. Exceptions are allowed for Institute-approved absences (for example, those documented by the Registrar) and situations such as hospitalization or family emergencies (documented by the Office of the Dean of Students).

 

Your instructor can communicate with you about how to access materials or make up work you may have missed during your absence or suggest ways to participate in class remotely and/or asynchronously. Students may miss a total of four (4) classes for T/Th or M/W classes or six (6) for M/W/F classes over the course of the semester without penalty. Each additional absence after the allotted number deducts 2% from a student’s final grade.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

ENGL 1101 ENGL COMPOSITION I

This is a Core IMPACTS course that is part of the Writing area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  • How do I write effectively in different contexts?

Completion of this course should enable students to meet the following Learning Outcomes:

  • Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions.
  • Students will appropriately acknowledge the use of materials from original sources.
  • Students will adapt their written communications to purpose and audience.
  • Students will analyze and draw informed inferences from written texts.

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Critical Thinking
  • Information Literacy
  • Persuasion
Instructor First Name:
Caitlin
Instructor Last Name:
Anderson
Section:
N1
CRN (you may add up to five):
35468
View PDF
Department (you may add up to three):
Literature, Media, and Communication

ENGL 1102 English Composition II

Last Updated: Mon, 01/05/2026
Course prefix:
ENGL
Course number:
1102
Semester:
Spring
Academic year:
2026
Course description:

A composition course that develops writing skills beyond the levels of proficiency required by ENGL 1101, that emphasizes interpretation and evaluation, and that incorporates a variety of more advanced research methods. Develops communication skills in networked electronic environments, emphasizes interpretation and evaluation of cultural texts, and incorporates research methods in print and on the Internet.

 

Course learning outcomes:

Critical Thinking
Critical thinking involves understanding social and cultural texts and contexts in ways that support productive communication and interaction.
•    Analyze arguments.
•    Accommodate opposing points of view.
•    Interpret inferences and develop subtleties of symbolic and indirect discourse.
•    Use writing and reading for inquiry, learning, thinking, and communicating.
•    Integrate ideas with those of others.
•    Understand relationships among language, knowledge, and power.
•    Recognize the constructedness of language and social forms.

Rhetoric
Rhetoric focuses on available means of persuasion, considering the synergy of factors such as context, audience, purpose, role, argument, organization, design, visuals, and conventions of language.
•    Adapt communication to circumstances and audience.
•    Produce communication that is stylistically appropriate and mature.
•    Communicate in standard English for academic and professional contexts.
•    Sustain a consistent purpose and point of view.
•    Use a variety of technologies to address a range of audiences.
•    Learn common formats for different kinds of texts.
•    Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics.
•    Control such surface features as syntax, grammar, punctuation, and spelling.
•    Create artifacts that demonstrate the synergy of rhetorical elements.
•    Demonstrate adaptation of register, language, and conventions for specific contexts and audiences.
•    Apply strategies for communication in and across both academic disciplines and cultural contexts in the community and the workplace.

Process
Processes for communication—for example, creating, planning, drafting, designing, rehearsing, revising, presenting, publishing—are recursive, not linear. Learning productive processes is as important as creating products.
•    Find, evaluate, analyze, and synthesize appropriate primary and secondary sources.
•    Develop flexible strategies for generating, revising, editing, and proofreading.
•    Understand collaborative and social aspects of writing processes.
•    Critique their own and others’ works.
•    Balance the advantages of relying on others with [personal] responsibility.
•    Construct and select information based on interpretation and critique of the accuracy, bias, credibility, authority, and appropriateness of sources.
•    Compose reflections that demonstrate understanding of the elements of iterative processes, both specific to and transferable across rhetorical situations.

Modes and Media
Activities and assignments should use a variety of modes and media—written, oral, visual, electronic, and nonverbal (WOVEN)—singly and in combination. The context and culture of multimodality and multimedia are critical.
•    Interpret content of written materials on related topics from various disciplines.
•    Compose effective written materials for various academic and professional contexts.
•    Assimilate, analyze, and present a body of information in oral and written forms.
•    Communicate in various modes and media, using appropriate technology.
•    Use digital environments for drafting, reviewing, revising, editing, and sharing texts.
•    Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official (e.g., federal) databases; and informal electronic networks and internet sources.
•    Exploit differences in rhetorical strategies and affordances available for both print and electronic composing processes and texts.
•    Create WOVEN (written, oral, visual, electronic, and nonverbal) artifacts that demonstrate interpretation, analysis, synthesis, evaluation, and judgment.
•    Demonstrate strategies for effective translation, transformation, and transference of communication across modes and media.
 

Required course materials:

The Bedford Bookshelf (ISBN: 9781319530327)
WOVENText Open Educational Resource (https://woventext.lmc.gatech.edu)

Grading policy:

Assignments
Common First Week Letter: 5% of final grade
Project 1: 20% of final grade
Project 2: 20% of final grade
Project 3: 25% of final grade
Final Portfolio: 15% of final grade
Participation: 10% of final grade

A: 90-100
Superior performance—rhetorically, aesthetically, and technically—demonstrating
advanced understanding and use of the media in particular contexts. An inventive spark
and exceptional execution.
B: 80-89
Above-average, high-quality performance—rhetorically, aesthetically, and
technically.
C: 70-79
Average (not inferior) performance. Competent and acceptable—rhetorically,
aesthetically, and technically.
D: 60-69
Below-average performance. Needs substantive work — rhetorically, aesthetically,
and/or technically.
F: 0-59
Unacceptable performance. Failure to meet minimum criteria rhetorically,
aesthetically, and/or technically.

 

Attendance policy:

Attendance and participation are essential to success in courses in the Writing and Communication Program. Because of this, you are expected to attend class in person.
Not attending a scheduled class session in-person results in an absence. There may be times when you cannot or should not attend class, such as if you are not
feeling well, have an interview, or have family responsibilities. Therefore, this course allows a specified number of absences without penalty, regardless of reason. After that,
penalties accrue. Exceptions are allowed for Institute-approved absences (for example, those documented by the Registrar) and situations such as hospitalization or family
emergencies (documented by the Office of the Dean of Students). Your instructor can communicate with you about how to access materials or make up work you may have missed during your absence or suggest ways to participate in class remotely and/or asynchronously. Students may miss a total of four (4) classes for T/Th or
M/W classes or six (6) for M/W/F classes over the course of the semester without penalty. Each additional absence after the allotted number deducts 2% from a student’s final grade.
 

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

One serious kind of academic misconduct is plagiarism, which occurs when a writer,
speaker, or designer deliberately uses someone else’s language, ideas, images, or other original material or code without fully acknowledging its source by quotation marks as appropriate, in footnotes or endnotes, in works cited, and in other ways as appropriate (modified from WPA Statement on “Defining and Avoiding Plagiarism”). If you engage in plagiarism or any other form of academic misconduct, you will fail the assignment in which you have engaged in academic misconduct and be referred to the Office of Student Integrity, as required by Georgia Tech policy. We strongly urge you to be familiar with these Georgia Tech sites:
Honor Challenge — https://osi.gatech.edu/students/honor-code

Office of Student Integrity — http://www.osi.gatech.edu/index.php/

 

Core IMPACTS statement(s) (if applicable):

ENGL 1102 ENGL COMPOSITION II

This is a Core IMPACTS course that is part of the Writing area. 
 
Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.  
 
This course should direct students toward a broad Orienting Question: 
•    How do I write effectively in different contexts?  
 
Completion of this course should enable students to meet the following Learning Outcomes: 
•    Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions.  
•    Students will appropriately acknowledge the use of materials from original sources.  
•    Students will adapt their written communications to purpose and audience.  
•    Students will analyze and draw informed inferences from written texts.  
 
Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: 
•    Critical Thinking  
•    Information Literacy  
•    Persuasion  
 

Instructor First Name:
NAMRATA
Instructor Last Name:
DEY ROY
Section:
J2
CRN (you may add up to five):
35048
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Department (you may add up to three):
Literature, Media, and Communication
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