Course ePortfolio

WR 1010: Composition

The First-year Composition course plays a central role in crafting the foundation of a four-year education at New England College. The central goal of the composition curriculum is to produce confident writers who are “rhetorically aware,” who analyze the social contexts that create occasions for writing, consider the needs of potential audiences, and make wise choices about content, format, and style. This course emphasizes a process approach to writing that involves critical thinking, drafting, and revising. In order to be successful in any discipline, students are going to be required to demonstrate their knowledge and abilities through writing.

Composition 1010 is an evidence-based, writing intensive course designed to improve critical thinking, reading, and writing proficiencies through guidance in a variety of academic formats. Students will develop strategies for turning their experience, observations, and analyses into evidence suitable for academic writing. Over the course of the semester, students will build upon their developing critical thinking skills to learn the processes necessary for gathering and incorporating research material in their writing. Students will learn how to evaluate, cite, and document primary and secondary research sources, as well as how to develop arguments and support them with sound evidence.


Pedagogical Approach

A learning-centered approach will be employed by creating a balance between teacher lectures and learner driven activities and exploration. 

Learning Outcomes

By the end of first year composition, students will:

Rhetorical Knowledge: 

  • Focus on a purpose
  • Respond appropriately to different kinds of rhetorical situations
  • Use conventions of format and structure appropriate to the rhetorical situation
  • Adopt appropriate voice, tone, and level of formality

Critical Thinking, Reading, and Writing:

  • Use writing and reading for inquiry, learning, thinking, and communicating
  • Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources
  • Integrate their own ideas with those of others
  • Understand the uses of writing as a critical thinking method
  • Understand the interactions among critical thinking, critical reading, and writing


  • Be aware that it usually takes multiple drafts to create and complete a successful text
  • Develop flexible strategies for generating, revising, editing, and proof-reading
  • Understand the collaborative and social aspects of writing processes
  • Learn to critique their own and others' works
  • Use a variety of technologies to address a range of audiences

Knowledge of Conventions:

  • Practice appropriate means of documenting their work
  • Control such surface features as syntax, grammar, punctuation, and spelling

Composing in Electronic Environments:

  • Use electronic environments for drafting, reviewing, revising, editing, and sharing texts
  • Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources


Rubrics will be utilized to facilitate and promote objective assessment of all written work, including writing experiments (quick writes), 1-2 page analytical essays, and four longer genre-based essays: narrative, informative/analytical, persuasive, and reflective. 

In addition to assessing students' ability to articulate ideas through writing, students will be assessed on their ability to complete work on time and participate in course activities (both in and out of class). 

Other Information


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