ENG-132: College Writing and Research

Liberal Arts
English Literature & Composition
Academic Level
Course Subject
Course Number
Course Title
College Writing and Research
Credit Hours
Instructor Contact Hours Per Semester
47.00 (for 15-week classes)
Student Contact Hours Per Semester
47.00 (for 15-week classes)
Grading Method
ENG-131 with a C or better
Catalog Course Description

ENG-132 is the second college-level composition course in a two-semester sequence. Students will continue to write, read, think critically, and use information at the college level. In particular, students will be exposed to a range of literary texts and will be instructed in ethical, effective research writing.

Goals, Topics, and Objectives

Goal Statement

To prepare students to write clearly, read thoughtfully, think critically, and use information ethically at the college level.

Core Course Topics
  1. WRITE: compose clearly, using rhetorical strategies and processes for analysis and research writing.

    Students’ achievement of the outcome will be measured by their ability to

    • analyze literary works with attention to themes, conventions, and/or connections to personal or public contexts;
    • incorporate material from multiple sources, using direct quotation, paraphrase, and summary, as well as appropriate documentation; and
    • compose a coherent researched argument with a specific focus, supporting evidence, and a defensible conclusion.
  2. READ: apply reading strategies to understand literary texts as well as college-level research texts.

    Students’ achievement of the outcome will be measured by their ability to

    • summarize the main ideas of a text;
    • respond to and critique documents, including published and student texts; and
    • utilize information from assigned course materials and/or individual research to fulfill a purpose.
  3. THINK CRITICALLY: compare and evaluate diverse viewpoints on a variety of topics and reach conclusions based on researched information and evidence.

    Students’ achievement of the outcome will be measured by their ability to

    • evaluate sources for reliability, relevance, and usefulness;
    • make connections between texts and contexts related to a specific topic; and
    • synthesize ideas from multiple sources to analyze or further interpret a topic.
  4. USE INFORMATION: utilize research strategies to identify and locate appropriate college-level sources and successfully integrate them into the student’s own written work.

    Students’ achievement of the outcome will be measured by their ability to

    • develop effective search strategies to find and evaluate information;
    • synthesize source material with their own ideas as part of a researched argument;
    • navigate source documentation style guides; and
    • document sources using formal citation styles to enhance credibility and avoid plagiarism.

Assessment and Requirements

Assessment of Academic Achievement

All assessment of student writing is based on the above course outcomes and is left to the discretion of the individual instructor. Assessment should focus on student development of academic reading, writing, and research skills, and should involve conversation with students.

General Course Requirements and Recommendations


  • Students will read three to six full-length works, which can include fiction, non-fiction, poetry, plays, etc.
  • Students must produce several essays, including at least one graded in-class writing assignment.
  • Students will receive instruction in research skills including search strategies, evaluation and synthesis of sources, and ethical documentation practices.
  • Students must produce a documented research essay (suggested length: five to eight pages) demonstrating the above skills, documented in either MLA or APA style, and worth a significant portion of the final course grade.


Instructors are highly encouraged to

  • choose course texts that invite students into meaningful reading experiences and will expand their potential as college writers.
  • provide supportive feedback through activities such as workshops, conferences, revision practices, and portfolios;
  • equip students for navigating college culture;
  • welcome and support the diverse identities, backgrounds, and academic experience of our students as essential foundations for college community;
  • provide information to students about academic success resources on campus, such as the Writing Center, Learning Lab, and Assisted Learning Services; and
  • visit Eshleman Library for research instruction.

Every two years, the College Writing Committee will approve a common writing handbook for English-132 classes.


General Education Categories
  • English Composition
  • English Composition or Communications
Institutional Outcomes
  • Communication
  • Critical Thinking and Information Literacy
MTA Categories
  • Category 1: English Composition
  • Category 2: English Composition or Communications
Satisfies Wellness Requirement
Effective Term
Fall 2019