Composition Program Courses

EG 101 - Composition I

Composition I is designed to help students strengthen their writing, reading, discussion, and critical thinking skills through an intensive introduction to rhetoric-- the art of communicating effectively. The course also provides students with introductions to library research for academic purposes, as well as the roles and responsibilities of being a successful student at Emporia State University.

EG 102 - Composition II

Composition II is a continuation of Composition I with a greater emphasis on academic research, persuasive writing and argumentation, analysis and synthesis of sources, and effective documentation. The course asks students to write longer, more critical essays while continuing to practice the skills of rhetoric (the art of communicating effectively) and applying these skills in varied academic writing situations, tasks, and genres.

Multilingual Composition (MA Sections)

These courses are offered for multilingual students, those whose first language is other than English. The MA sections differ from mainstream sections in two ways:

• Taught by instructors with TESOL training and experience working with multilingual populations
• Lower course cap (12-14 students instead of 16-18 students)

Multilingual students may choose to enroll in either multilingual or mainstream courses. You must be specially enrolled in a multilingual section; talk to your advisor to enroll.

Honors Composition (EG 103 Comp I and EG 104 Comp II)

These courses are designed to allow students who have demonstrated exemplary preparation in critical reading, writing, and thinking to challenge themselves academically. Students who have earned an ACT English score of 24 or above and an ACT Reading score of 24 or above are eligible to enroll in Honors sections.

According to the Honors College Advisory Council at ESU, honors courses should:

• Be measurably broader, deeper, or more complex than comparable courses;
• Promote community engagement, civic leadership, and/or pursuit of the common good;
• Include a distinctive learner-directed environment and philosophy;
• Help students develop effective written, oral, and/or interpersonal communication skills;
• Help students become independent and critical thinkers;
• Develop collaborative relationships between students and faculty AND students and each other; and
• Result, if feasible, in the production of a scholarly or creative product suitable for sharing with others outside of class through some scholarly venue.