Composition I

Students taking English 100 will grow in their respective ability write with strength, clarity, and confidence. Through writing assignments that span what one might find as “college-level writing,” students will be asked to especially consider their readers’ experiences and the most effective way to share ideas with them.

For this particular section of English 100 with me, Professor Karyl Garland, I can personally promise a fun and engaging class every day with in-class activities that enrich our collective learning while building bridges and celebrating the University of Hawai‘i at Mānoa. You will truly enjoy learning all you can through this in person (not online) afternoon course.

At the course’s beginning and end, students will be asked to reflect on the process they go through as they write and will be invited to consider their history as writers—their strengths and weakness, their favorite kinds of writing, and how they see themselves as a writers in the future.

With Modern Language Association (MLA) formatting as the foundation for research-based writing for English 100, I will ask that you create time for writing that will be sufficient for composing written pieces that are thoughtful, clear, and well revised.

The Course Student Learning Outcomes (SLOs) are as follows.

  • Compose a text to achieve a specific purpose and respond adeptly to an identifiable audience.
  • Provide evidence of effective strategies for generating, revising, editing, and proofreading a text in order to produce finished prose.
  • Compose a text that makes use of source material that is relevant and reliable and that is integrated in accordance with an appropriate style guide.
  • Compose writing that expresses the writer’s viewpoint and is supplemented by outside sources.
  • Produce at least 5000 words of finished prose, equivalent to approximately 20 typewritten/printed pages.

By the end of the semester, each student should be able to do the following regarding course goals.

  • Identify and put into practice the basic concept of what makes strong writing (i.e., organization, complexity of thought, substantiality of development, facility with language, and strong grammar and usage) and how to achieve such writing through a process that has been carefully crafted and individualized for the particular writer.
  • Apply these principles to the writing of essays that include the following elements: intriguing leads, purposeful transition sentences, strong thesis statements, clear topic sentences, and conclusions do not simply repeat what has already been stated but that end with strength and purpose.
  • Understand how to conduct college-level research using scholarly sources and how to use and cite these sources accurately and appropriately.
  • Refine general principles and practice regarding grammar, punctuation, and usage within the English language and apply these principles while learning how to use powerful, clear, and concise rhetorical patterns in your own writing.
  • Develop greater confidence as a writer whose work is more reader-based than writer-based.
  • Build on already established skills as a writer along with other Composition 1 students.

Questions regarding this course can be directed to the instructor at the following email address: (noting that the letter before the 8 is a lowercase “l” and not the numeral “1”).