English 123-C: College Reading and Writing II
Spring 2017| MW 2-3:20 | Marcil 121

Prof. Cathrine O. Frank, PhD | Marcil 109 | x.2709 |
Office hours: MW 1-2,  F 2-4

Course Description
This course is the first part of a two-course sequence that is equivalent to English 110, English Composition. The course begins students’ introduction to writing as a conscious and developmental activity. Students learn to read, think, and write in response to a variety of texts, to integrate their ideas with those of others, and to treat writing as recursive process. Through this work with texts, students are exposed to a range of reading and writing techniques they can employ in other courses. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Students enrolled in the course must also register for SAS 011, Engaging with Text Writing Lab, a one-credit lab that supports work in ENG 122. Placement into this course is determined by entering SAT (or ACT) writing scores. Co-requisites: SAS 011. 3.000 Credit hours.

Successful completion of ENG 122 & ENG 123 fulfills a requirement in the CAS Core Curriculum and the WCHP Common Curriculum.

Special Note Regarding SAS 011Students enrolled in ENG 123 may elect to register for SAS 011, Engaging with Text Writing Lab, an individualized, student-support course that works in tandem with ENG 123. I encourage each student to consider enrolling in SAS 011.

Course Objectives

In this course, students will

  • Prepare both informal and formal texts, using a range of writing process elements.
  • Complete a range of assignments that provide hands-on experience with various approaches to integrating their ideas with those of others.
  • Engage in active, careful, critical reading of challenging texts.
  • Complete a series of peer review activities to participate in a collaborative learning environment and practice a central feature of the writing process in academic and professional environments.
  • Practice identifying types of sources commonly used in college-level writing and documenting source use through both in-text and end-of-text citation.
  • Identify individualized patterns of sentence-level error and practice techniques for addressing those patterns.

Student Learning Outcomes
Students who complete English 123 should be able to


  • Demonstrate the ability to approach writing as a recursive process that requires substantial revision of drafts for content, organization, and clarity (global revision), as well as editing and proofreading (local revision).
  • Be able to integrate their ideas with those of others using summary, paraphrase, quotation, analysis, and synthesis of relevant sources.
  • Employ techniques of active reading, critical reading, and informal reading response for inquiry, learning, and thinking.
  • Be able to critique their own and others’ work by emphasizing global revision early in the writing process and local revision later in the process.
  • Be able to find, evaluate, and use material located through the library’s online catalog, through subscription databases, and through internet search.
  • Document their work using appropriate conventions (MLA).
  • Control sentence-level error (grammar, punctuation, spelling).

Required Texts

  • Bullock, Richard, Michal Brody, and Francine Weinberg. The Little Seagull Handbook. 2nd ed. New York: W.W. Norton, 2014. (ISBN: 978-0-393-93580-6)
  • Graff, Gerald, and Cathy Birkenstein. They Say, I Say: The Moves that Matter in Academic Writing. 3rd ed. New York: W. W. Norton, 2014. (ISBN: 978-0-393-93584-4)
  • Miller, Richard, and Ann Jurecic, Habits of the Creative Mind. Boston: Bedford/St. Martin’s, 2016. (ISBN: 978-1-4576-8181-3)

Other readings will be available through the use of online search tools and through the UNE library, or as handouts available through the course site.

Evaluation in ENG 123 

Your final course grade will be based on the body of work that leads up to and includes your written projects. A full description of our approach in ENG 123 is available here along with our “Novice to Master” evaluation rubric which provides a spectrum of progress.

Learning Outcomes (80%)

  • Approach writing as a recursive process (20%)
  • Integrate ideas with those of others (20%)
  • Active reading, critical reading & informal reading response (15%)
  • Critique own and others’ work (15%)
  • Document Work using appropriate conventions (5%)
  • Control individualized Error Patterns (5%)

Engagement (20%)

Students demonstrate strong engagement by

  • Attending class, paying attention and participating
  • Embracing practice and work as keys to learning
  • Trying new approaches and taking risks
  • Persisting in the face of struggle, challenge, and error
  • Seeing mistakes as opportunities for reflection, learning and growth

Final Grade Range

  • A = 93-100
  • A- = 90-92.9
  • B+ = 87-89.9
  • B = 83-86.9
  • B- = 80-82.9
  • C+ = 77-79.9
  • C = 73-76.9
  • C- = 70-72.9
  • D = 60-69.9
  • F = <60
  • I = Nearly all work completed; fewer than 4 absences
  • WP = Withdrawal while passing after first two-thirds of the term
  • WF = Withdrawal while failing after first two-thirds of the term
  • W = Withdrawal during first third of the term

Mid Term Academic Reporting: The University of New England is committed to the academic success of its students.  At the midterm of each semester, instructors will report the performance of each student as SATISFACTORY (S) or UNSATISFACTORY (U).  Instructors will announce when these midterm academic progress reports will be available for viewing via U-Online.  This early alert system gives all students important information about progress in their courses. Students who receive an UNSATISFACTORY midterm report should take immediate action by speaking with their instructor to discuss suggestions for improvement such as utilizing the services of academic advising, the Student Academic Success Center, Counseling Services, and Residential Education


Please share your name and contact information with two other members of the class. It is your responsibility to remain up-to-date and informed of our daily activities and of any changes made to the readings or assignments. If you have missed a class, you should consult the syllabus on the course site and/or your contacts to find out what you need to do.

How to Contact me
My office hours and telephone number are listed at the top of the syllabus. Please feel free to stop by during those hours to discuss assignments, class discussions, etc. If you want to be certain that I will be available, however, it never hurts to schedule an appointment. It is generally easiest to reach me by email, but please do not expect me to be “on call.” I generally do not check email in the evening, so please do not expect a response until the next day. Note that I will not comment on drafts of papers the night before they are due.

A Note on Etiquette: When you send an email, please provide a clear subject line, a salutation, and a signature that includes your name. Please use the same tone in your email that you would use to me or your peers in class.

Student Academic Success Center
The Student Academic Success Center offers a range of free services to support your academic achievement, including tutoring, writing support, test-prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to or visit the SASC. To access our online resources, including links, guides, and video tutorials, visit

Students with Disabilities
The University of New England will make reasonable accommodations for students with documented disabilities. Any student eligible for and needing academic adjustments or accommodations because of a disability is requested to speak with the professor at the beginning of the semester. Registration with Disability Services, located in Stella Maris 131 (ext. 2815) on the Biddeford Campus and the Lower Level of Ginn Hall (ext. 4418) on the Portland Campus, is required before accommodation requests can be granted.


Your engagement in the course presupposes regular class attendance.  University policy states that a student may fail a course if he or she misses more than the equivalent of one week of classes. In this class, students who miss more than the equivalent of two weeks (that’s four absences in a MW section) should not expect to pass the course. Students who miss more than three classes may expect a reduction in their final course grade.

Assignments are due on the dates listed in the schedule. Because the schedule will be adjusted throughout the semester, it’s important to attend class and visit the course site regularly to remain alert to changes. Detailed writing prompts and guidelines will be provided.

Academic Integrity (Including Plagiarism) Statement
This course is an important introduction to college-level reading and writing. As an emerging college-level writer, you will develop your ability to read responsibly and critically, to work with texts appropriately, and to write in ways that are valued and respected within the community. We will conduct ourselves with integrity by doing our own work, by acting as responsible peers in (and out of) class, and by working with sources in ways appropriate to the academic community of which we are a part. It is understood that we are learning to work within the norms of our community, and so we will work on these matters.

Students enrolled in English 110 are strongly encouraged to take a few minutes to complete the nationally recognized Academic Integrity 101 Self Test ( to familiarize themselves with the issue.

UNE has a clear policy on academic integrity and a multi-step procedure for addressing cases of suspected academic dishonesty. Both the policy and the procedure are distributed as a two-page handout at the beginning of the term. They are also available on the UNE website under the Academic Integrity Policy (Student Handbook, p.47) and the Procedure for Reporting Alleged Academic Dishonesty.

In our class, the policy applies to all of our work, from homework to formal papers. The policy does not inhibit robust collaboration.