FOR STUDENTS
Courses We Offer
The following courses are offered through Lower Division Studies. Included here are brief descriptions of these courses and their objectives.
English 1101: English Composition I
This course is designed to increase the student’s ability to construct written prose of various kinds. It focuses on methods of organization, analysis, research skills and the production of short expository essays; readings consider issues of contemporary social and cultural concern. A passing grade is C.
Learning Outcomes
By the end of this course, students will be able to:
- Engage in writing as a process, including various invention heuristics (brainstorming, for example), gathering evidence, considering audience, drafting, revising, editing and proofreading, engage in the collaborative, social aspects of writing and use writing as a tool for learning
- Use language to explore and analyze contemporary multicultural, global and international questions
- Demonstrate how to use writing aids, such as handbooks, dictionaries, online aids and tutors
- Gather, summarize, synthesize and explain information from various sources
- Use grammatical, stylistic and mechanical formats and conventions appropriate for a variety of audiences
- Critique their own and others’ work in written and oral formats
- Produce coherent, organized, readable prose for a variety of rhetorical situations
- Reflect on what contributed to their writing process and evaluate their own work
Previous Sections
Instructors in English 1101 tend to emphasize expository writing, the writing process, short essays drawn from a few sources and an introduction to rhetorical strategies. Most English 1101 sections focus on an introduction to college writing; however, we must remember that students come to us with varied experience and skills. Some sections have focused not on academic writing but on civic writing and service learning, ethnographic description, or personal essays. Most tend to take a rhetorical approach to this course, encouraging students to write with rhetorical strategies in mind (purpose, logos, ethos, pathos, arrangement, patterns, audience awareness, situated writing, etc.). Some sections are part of Freshman Learning Communities, groups of students who take the same courses based on an area of interest. Thus, they’ll have a theme and you’ll relate assignments to the other courses. But the primary goal for this course is clear, logical writing within a specified context or situation and with a specific audience in mind.
In 1101, we want students to think about writing as a motivated, purposeful activity and we try to develop assignments to meet that goal. We also introduce students to research activities, the library, the Internet, computer-based writing and other means of communication. And of course, we intend for them to review (and if necessary, learn) the conventions of academic writing, including what some of us call grammar and Standard English but also developing paragraphs and effective topic sentences, using transitions and reader-friendly prose, summarizing sources, drawing conclusions from sources and synthesizing sources effectively. Assignments for writing cover a variety of writing types and purposes, some narrative, some expository and some argument.
English 1102: English Composition II
Prerequisite: grade of C or higher in English 1101. This course is designed to develop writing skills beyond the levels of proficiency required by English 1101. It stresses critical reading and writing and incorporates several research methods; readings will be drawn from a wide variety of texts. A passing grade is C.
Learning Outcomes
In addition to the skills acquired in English 1101, by the end of the course, students will be able to:
- Analyze, evaluate, document and draw inferences from various sources
- Identify, select and analyze appropriate research methods, research questions and evidence for a specific rhetorical situation
- Use argumentative strategies and genres in order to engage various audiences
- Integrate others’ ideas with their own
- Use grammatical, stylistic and mechanical formats and conventions appropriate to rhetorical situations and audience constraints
- Produce well reasoned, argumentative essays demonstrating rhetorical engagement and reflect on what contributed to their writing process and evaluate their own work
Previous Sections
Previous sections of English 1102 have focused in more depth on argumentative writing, from civic writing and political arguments to literary response and essays. Instructors have introduced students to the study of argument and rhetorical theories by using texts that either 1) focus on rhetorical theory, types of argument and a variety of nonfiction essays or 2) teach students to create arguments about topics that draw from literature or both.
In 1102, we want students to try out a variety of arguments that draw on different types of sources as evidence. Although we have introduced them to research and library work in English 1101, we offer additional research instruction and guidance for particular assignments. English 1102 offers more practice writing from sources, including summary and paraphrase, quoting and citing sources, evaluating and drawing conclusions from sources, synthesizing sources and other techniques for researched writing. Students learn more sophisticated argumentative strategies, including developing appeals to fact or reason, values, character and emotion; building credibility; developing effective reasons; using appropriate evidence; and analyzing and developing various types of argument.
We also find that students continue to need help with academic usage and structures. However, English 1102 offers more attention to style and usage as rhetorical strategies. Rhetorical strategies covered in English 1101 become practical considerations for English 1102.
English 1103: Advanced Composition
English 1103 (3) Prerequisite: admission by permission of the department or Honors Program. A passing grade is C. This course is designed to develop students’ ability to construct written texts on a sophisticated level. It emphasizes critical reading and writing of various sources and incorporates advanced research methods. In addition, it emphasizes more advanced rhetorical issues, including invention strategies, arrangement, selecting and analyzing evidence and developing appropriate style.
Learning Outcomes
By the end of this course, students will be able to:
- Understand and engage in writing as a process, including various invention heuristics, gathering evidence, drafting, revising, editing and proof-reading
- Understand the collaborative, social aspects of writing, including the ability to use writing as a tool for learning
- Analyze, evaluate and draw inferences from information from various sources
- Identify, select, analyze and appropriate research methods, research question and evidence for a specific rhetorical situation
- Use grammatical, stylistic and mechanical formats and conventions appropriate to various rhetorical situations
- Integrate others’ ideas with their own and produce well-reasoned, logical argumentative essays with evidence appropriate to the rhetorical situation
Previous Sections
English 1103 is offered to students who have exempted English1101 and 1102 and who are placed in this course through testing, SAT scores, or AP scores. English 1103H is an honors course for Honors Students only and functions as a Freshman Learning Community. The content of the course is not different from English 1103, however, unless the Honors freshman community has a specific theme attached to it. This advanced composition course assumes reading and writing skill on the part of the students.
English 2110: World Literature
The World Literature survey (ENGL 2110) provides an overview of world literatures (as opposed to surveying a single national literature, such as American or British). Thus, the course includes writing from India, Asia, South America and other parts of the world as well. 2110 provides an option for fulfilling the university core humanities requirement but is not a required course for English majors. Still, many English majors take the class in order to fulfill the humanities requirement, as 2120 and 2130 cannot be used by an English major in that capacity.
General Outcomes
- Identify and explain the fundamental features of the genres of poetry, fiction, non-fiction and drama
- Define key literary terms/concepts and implement these in oral/written discussion as well as in literary interpretation describe, examine and evaluate their own reading practices and oral/written critical analyses
- Analyze literature and explain how various components of literature work together to create meaning
- Apply writing and revision as tools for understanding literature and its interpretation
Specific Outcomes
- Differentiate between Western and non-Western literature
- Recognize, describe and analyze the influence of various cultures in literary works
English 2120: British Literature
The British Literature survey (ENGL 2120) provides both a historical survey and an overview of literatures from the British Isles. 2120 is both an option for fulfilling the university's core humanities requirement and a required course for all English majors.
General Outcomes
- Identify and explain the fundamental features of the genres of poetry, fiction, non-fiction and drama
- Define key literary terms/concepts and implement these in oral/written discussion as well as in literary interpretation
- Describe, examine and evaluate their own reading practices and oral/written critical analyses
- Analyze literature and explain how various components of literature work together to create meaning.
- Apply writing and revision as tools for understanding literature and its interpretation
Specific Outcomes
- Recognize and describe British literary history as chronological, developmental (moving through time periods) and generic/thematic
- Recognize and interpret relationships between British literature and its literary history and culture
English 2130: American Literature
The American Literature survey (ENGL 2130) provides both a historical survey and an overview of literatures of the United States. 2130 is both an option for fulfilling the university core humanities requirement and a required course for all English majors.
General Outcomes
- identify and explain the fundamental features of the genres of poetry, fiction, non-fiction and drama
- define key literary terms/concepts and implement these in oral/written discussion as well as in literary interpretation
- describe, examine and evaluate their own reading practices and oral/written critical analyses
- analyze literature and explain how various components of literature work together to create meaning.
- apply writing and revision as tools for understanding literature and its interpretation
Specific Outcomes
- recognize and describe American literary history as chronological, developmental (moving through time periods) and generic/thematic
- recognize and interpret relationships between American literature and its literary history and culture
English 3130: Business Writing
Business Writing is a multi-disciplinary course informed by the needs of students, educators, business, and society at large. As a result of course readings, lectures, discussions, and projects, each student should be able to:
- View writing as situated action (people acting through writing within organizations)
- Make ethical writing choices
- Write in contexts that are realistic and sophisticated
- Recognize how technology impacts where and how people work and write
- Use technology in rhetorically appropriate ways
- Advocate reader/user needs
- Collaborate effectively
- Argue visually and verbally
- Understand and plan research strategies for business writing
- Design and implement appropriate research strategies
- Follow and adjust conventions of business writing
- Understand company internal and external communications
Credit Transfers
According to Georgia State policy, students may be allowed to transfer credit from a previously attended university in order to satisfy a course offered at Georgia State. If you have previously taken some English classes at another institution, you may apply to transfer the credits as long as the courses are similar in content coverage and in intellectual rigor to the English courses offered here. You must follow the petition process and email all materials to Andrea Jurjević, Associate Director of First Year Writing. The directors will review the materials and make a decision. Since the review is a privilege granted by the directors, that decision is final.
The following materials are needed for your petition:
- Petition for Credit Transfer Form
- A copy of the course syllabus or a course description from the previously attended university
- Degree Works Academic Evaluation. To access Degree Works, log into your PAWS account. Under the Academic Evaluation tab, select the current term and your desired program, then click on Generate Request.
- Submit all the above materials to Alex Sladky at [email protected].
If we need additional materials, such as written work from this course or from a more recent (or advanced) course, we may request it after reviewing the syllabus and the Degree Works Academic Evaluation.
Course Exemptions
Exemptions from first-year English courses may be granted, but please understand that such exemptions are rare.
English 1101: English Composition I
Exemptions from English 1101 may be obtained through one of two options.
Option 1: AP Exam Score
A score of 3 or 4 on the AP exam in English Language and Composition or English Literature and Composition will exempt a student from English 1101. (A score of 5 will exempt you from both English 1101 & 1102.)
Option 2: CLEP Exam
A student may take the CLEP exam to try to exempt from English 1101.
English 1102: English Composition II
Exemptions from English 1102 may be obtained through the AP exam only. A score of 5 on the AP exam in English Language and Composition or English Literature and Composition will exempt a student from English 1102 as well as English 1101.
Clep Examp
CLEP is a program administered by the CollegeBoard that offers exams in various subjects, including English composition and literature. A passing grade on these exams often may exempt you from the corresponding courses these exams are designed for.
For First Year Writing in English, the following CLEP exams are accepted for their corresponding courses for possible course exemptions:
| English Course | CLEP Exam Required |
| English 1101, English Composition I | College Composition |
| English 2120, Introduction to British Literature | British Literature with Essay |
| English 2130, Introduction to American Literature | American Literature with Essay |
For detailed information about the various CLEP exams, please visit CollegeBoard’s website.
To take any of the CLEP exams, you need to contact Georgia State's Testing Center, which administers CLEP exams on behalf of CollegeBoard. For specific test dates and other information, please visit the Georgia State Testing Center website.
Grade Appeals
Appeals Policies and Procedures For Lower Division Studies
The appeals and complaints policies and procedures outlined below are based on the Arts and Sciences’ statement of policies and procedures. The policies below cover grade appeals and complaints for First Year Writing in English ONLY (1000- and 2000-level courses taught in the Department of English).
Information Studies
For a grade appeal to be considered, you the student must prove that your instructor has issued a grade in a capricious, arbitrary, or discriminatory manner. Refer to the following definitions of these terms:
Arbitrary refers to a grading decision for which there is no sound academic reason or a decision based solely on preference or whim.
Capricious refers to a grading decision not resulting from a reasonable and announced grading policy and procedure.
Discriminatory refers to a grading decision reflecting differential treatment based on race, religion, color, age, sex, sexual orientation, disability, or national origin.
According to university policy, unless there is capricious, arbitrary, or discriminatory behavior, the professional judgment of the instructor is not a matter that can be challenged or appealed in this process. It is your responsibility as the student to prove that the grade was issued in an arbitrary, capricious, or discriminatory manner.
You may only appeal after having officially received the final grade in the course.
All appeals must be initiated no later than the mid-point of the semester (as indicated by the last day to withdraw with a W) immediately following the semester during which the alleged grievance occurred, whether or not you are enrolled that semester.
Remember that the syllabus is a contractual agreement between you and your instructor. By staying enrolled in the class, you tacitly accept the policies and terms outlined in the syllabus. Therefore, all matters having to do with Department policy or with curriculum and program requirements are not appealable, nor are any of the instructor’s stated classroom policies such as attendance and behavior policies.
If you feel certain that your instructor has issued a course grade in a capricious, arbitrary, or discriminatory manner, you must complete these steps:
- Talk to your instructor about the situation. You may also request a meeting with the instructor and the Chair of the Appeals Committee if you think a mediating presence would be helpful. Only after attempting informally to resolve the situation by meeting with the instructor can you initiate a formal grade appeal procedure.
- If the complaint remains unsolved, you may initiate the appeal process by submitting a written statement of the grievances to the Chair of the Appeals Committee and to the instructor who assigned the grade in question. The statement must include the following elements:
- Explain informal attempts to resolve the issue.
- Allege that you were the object of capricious, arbitrary, or prejudicial behavior.
- Include copies of any evidence to which you allude (course syllabus, graded papers, tests, etc.)
- List any witnesses, their names, addresses and telephone numbers.
- Explain the specific outcome you would like to see happen.
First Year Program FAQs
All university students will need to take both English 1101 and 1102 during their first year at Georgia State. However, some students will receive credit for these courses based on their AP exam scores or via CLEP exams. For more information, read Course Exemptions.
You may reach out to your adviser and consult our credit transfer procedure.
Georgia State's First Year Writing Program does not approve of overrides into first year composition sections that are already full. Our classes are capped at 25 to support students’ academic success. If you need assistance with registering for an ENGL 1101 or ENGL 1102 course, please consult Registration Assistance.
While there is no pre-determined rule for how much you will write in your First Year Writing course, most of our instructors typically assign three major projects for the semester that may range from three to eight pages, along with frequent informal in-class writing and a reflection.
If you have concerns about your ENGL 1101 or ENGL 1102 class, your first step is to meet with your instructor. If you are not satisfied with your conversation with your instructor, you may reach out to the Director or Associate Director of First Year Writing.
Students with questions about final grades should first discuss those questions with their instructors. If the problem cannot be resolved in that discussion, students may prepare a grade appeal. More information about the grade appeal procedure.
Contact Us
The First Year Writing Program
Office Hours:
Monday - Friday
8:30 a.m. - 5:15 p.m.
Director
Senior Writing Program Director
Assistant Directors
Storm Murray
Office/Delivery Address
25 Park Place NE
23rd Floor
Atlanta, GA 30303
USPS Mailing Address
Lower Division Studies
Department of English
P.O. Box 3970/38 Peachtree Center Avenue
Georgia State University
Atlanta, GA 30302-3970