Department of English Language and Literature   SIUE
Rhetoric and Composition Studies

The Writing Program @ SIUE

Objectives and Outcomes

In ENG 102, students will continue to build upon the skills and knowledge developed in ENG 101, as outlined in the ENG 101 Objectives & Outcomes statement. Each ENG 102 goal is also designed to foster one or more of SIUE's College of Arts & Sciences (CAS) "Desired Characteristics and Capabilities of Graduates." These desired characteristics reflect the college's and university's commitment to the intrinsic value of a well-rounded undergraduate education.


Goal #1: Students will gain an understanding of elements of formal argumentation.
Related Objectives:
  • Examine accepted methods of academic argumentation
  • Read critically a variety of argumentative texts in order to discuss claims and issues from those readings
  • Evaluate academic arguments for logical effectiveness, validity, and soundness
  • Explore the ways in which argumentation is used in the discourse of various disciplines
  • Examine and analyze peers' written arguments for the effective use of structures of academic argument, avoidance of logical fallacies and other errors in reasoning, and the ethical use of sources
This goal and its related objectives are designed to foster the development of the following "Desired Characteristics and Capabilities of Graduates.":
Goal #2: Students will write using principles of formal argumentation and learn to apply these principles in various academic disciplines.
Related Objectives:
  • Examine the structures of academic argumentation in print and online sources
  • Analyze the tactics of academic argumentation in order to identify and avoid the dangers of logical fallacies and various other errors in reasoning
  • Analyze how writers present their ideas in view of their apparent purpose(s), audience(s), and occasion(s)
  • Explore problems and issues from multiple perspective
  • Write a variety of argumentative reading- and/or research-based essays using argumentative appeals of ethos, logos, and pathos
This goal fosters this CAS "Desired Characteristic":
Goal #3: Students will locate, read, analyze, and synthesize sources in order to write papers incorporating source material.
Related Objectives:
  • Formulate questions to focus research, explore all sides of an issue, create a working claim, and draw conclusions from research
  • Explore a variety of informative and persuasive sources relevant to a particular argument
  • Assess the effectiveness of various sources for use in developing a written argument
  • Evaluate sources for authenticity and academic credibility
  • Integrate and synthesize outside source material into students' own writings according to standard conventions
  • Present students' own ideas as related to but clearly distinguished from those of others
  • Write an extended argumentative research essay on an approved topic
This goal fosters these CAS "Desired Characteristics":
Goal #4: Students will develop an awareness of various citation formats and be able to use at least one of them correctly.
Related Objectives:
  • Recognize that different citation formats exist for different disciplines
  • Document sources according to a particular style guide, with attention to its various rhetorical and stylistic features
This goal fosters these CAS "Desired Characteristics":
Goal #5: Students will learn about and engage in ethical academic research.
Related Objectives:
  • Conduct ethical academic research projects using a variety of research methodologies
  • Quote, paraphrase, and summarize accurately
  • Integrate information and arguments from sources in ethical ways
This goal fosters these CAS "Desired Characteristics":


The following outcomes for ENG 102 reflect the governing mission of the First-Year Writing Program as well as the ENG 102 Goals & Objectives set forth by the program and listed above.

It is important to note that as students move beyond English 101, "their writing abilities do not merely improve. Rather, students' abilities not only diversify along disciplinary and professional lines but also move into whole new levels where expected outcomes expand, multiply, and diverge" (Writing Program Administrators Outcomes Statement). It is our desire that students continue developing as writers long after they leave English 101, that they continue to be life-long writers in their academic, civic, and professional lives. English 102 is designed to facilitate this development.


  • Purpose of the essay is clear and appropriate to the assignment
  • Essay addresses an appropriate research question (for research papers).
  • Introduction engages the reader and creates interest.
  • Students will be able to report accurately on the information and arguments presented in a variety of texts.
  • Essay maintains interest by the creative choices made in content selection.


  • Organization is effective in developing and supporting a debatable claim.
  • Introduction includes an "essay map" (forecasting statement) and/or a clearly stated claim.
  • Discussion paragraphs employ elements of formal argumentation
  • Essay concludes smoothly and powerfully.


  • Discussion paragraphs present a coherent, logical case in support of the claim, using appropriate rhetorical strategies, examples, definitions, explanations, and other credible evidence from outside sources.
  • Discussion paragraphs avoid logical fallacies and errors in reasoning.
  • As appropriate, discussion paragraphs critically respond to, analyze, and synthesize other written texts.

Research Methods

  • Essay uses an appropriate documentation style consistently and correctly.
  • Outside source material is incorporated into the essay according to the conventions of an appropriate style guide.
  • Outside source material is quoted, paraphrased, and/or summarized accurately and integrated effectively into the text.
  • Outside source material is used ethically.


  • Language, content, and persona are appropriate to subject, audience, and purpose.
  • Essay exhibits sophisticated control of language and syntactic structures.


  • Essay uses Edited American English and includes features of other dialects only when they serve particular rhetorical purposes.

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