English (ENGL) 255
Introductory Composition (Revision 7)
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Area of Study: Humanities
Prerequisite: Students who have not done any formal writing for some time or who feel that their basic skills might be weak should consider taking ENGL 155 or, for ESL needs, ENGL 177 or ENGL 187. Students who feel uncertain which course to choose may consult the course coordinator or do a self assessment test, English Language Assessment.
Télé-université du Québec equivalency: ANG 4005: Effective Written Communication
ENGL 255 has a Challenge for Credit option.
ENGL 255 focuses on essay writing at the university level. In order to improve the necessary skills, students study examples of good writing, do a brief introductory assignment, write two short summaries, participate in online discussion forums, and complete three essays covering a spectrum of styles and purposes. The course is designed to recognize students’ personal interests, objectives, and learning styles and to provide flexible scheduling options.
ENGL 255 provides some grammar review but assumes at least a senior high school level of competency in both grammar and composition.
By the end of this course, you should be able to
- summarize essays.
- use effective research methods and proper documentation technique.
- adapt to various writing requirements calling for a range of rhetorical approaches.
- think and write critically.
- write effective essays meeting first-year university expectations for content, organization, style, mechanics, and grammar.
- Unit 1: Writing Paragraphs
- Unit 2: Writing to an Audience: Discussion forum
- Unit 3: Writing a Summary
- Unit 4: Writing an Essay and Incorporating Research
- Unit 5: Writing an Argumentative Essay
- Unit 6: Writing a Rhetorical Analysis
To receive credit for ENGL 255, receive “D” (50 percent) or higher on the examination and an overall average of “D” (50 percent) or higher to pass the course. Assignments not submitted by the course contract completion date (end of active registration) receive a grade of 0. The weighting of the course assignments is as follows:
|Assignment||Weight Value||Length Requirement (double spaced)|
|1. Writing Paragraphs||0%||Two paragraphs of 9-12 sentences each|
|2. Writing to an Audience: Discussion Forum||15%||See Unit 2|
|3. Writing a Summary||10%||Two summaries of 9-12 sentences each|
|4. Writing an Essay and Incorporating Research||15%||1000-1200 words|
|5. Writing an Argumentative Essay||20%||1000-1200 words|
|6. Writing a Rhetorical Analysis||20%||1000-1200 words|
Note: Weighting in most grouped-study offerings is somewhat altered to accommodate a classwork component.
The final examination for this course must be taken online with an AU approved exam invigilator at an approved invigilation centre. It is your responsibility to ensure your chosen invigilation centre can accommodate online exams. For a list of invigilators who can accommodate online exams, visit the Exam Invigilation Network.
To learn more about assignments and examinations, please refer to Athabasca University's online Calendar.
Brundage, David & Michael Lahey. Acting on Words: an Integrated Rhetoric, Reader, and Handbook. Toronto: Pearson, 2011.
A print version of the eText can sometimes be purchased from the publisher through a direct-to-student link provided on the course website; you can also acquire the textbook on your own if you wish.
The Challenge for Credit process allows students to demonstrate that they have acquired a command of the general subject matter, knowledge, intellectual and/or other skills that would normally be found in a university-level course.
Full information for the Challenge for Credit can be found in the Undergraduate Calendar.
|Rhetorical Analysis Essay||Exam||Total|
Undergraduate Challenge for Credit Course Registration Form
If you are interested in the English 255 Challenge for Credit option, please e-mail the Challenge Coordinator, Adien Dubbelboer, at firstname.lastname@example.org.
Athabasca University reserves the right to amend course outlines occasionally and without notice. Courses offered by other delivery methods may vary from their individualized-study counterparts.
Opened in Revision 7, September 12, 2013.
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