Freshman Composition Course Overview: Key Topics, Policies, and Requirements
Course Philosophy and Goals
The instructor emphasizes that this course is built around discussion rather than traditional lectures. A core aim is to develop your ability to read carefully and to think critically about what you read. The idea is not just to absorb information but to engage with texts through evaluation, interpretation, and dialogue. The speaker notes that many employers prize critical thinking and communication skills, and cites survey results indicating that a significant share of graduates are perceived as lacking these abilities. Specifically, the discussion mentions that some surveys report that , , and up to of employers feel college graduates do not consistently demonstrate critical thinking or communication skills. The instructor therefore frames the course around cultivating adaptability, flexibility, and robust critical thinking, so students can make informed evaluations and contribute to textual discussions rather than passively absorbing content. The overarching message is that reading is foundational to developing the analytical and interpretive skills that will be useful in any field, including nursing, psychology, science, education, history, and more.
Course Description and Learning Outcomes
The course is described as literary in nature. Students will produce papers that analyze literature or analyze the experiences an author brings to bear on a text. An example discussed in class is Nathaniel Hawthorne’s Young Goodman Brown, which explores whether a forest journey represents demonic worship or a dream, and ties to Hawthorne’s own family history with the Salem witch trials. The professor explains that Hawthorne changed his surname to distance himself from his ancestor who was a harsh judge during the trials. This background illustrates how authorial context informs interpretation and critique. The course resources include a traditional textbook and additional materials on Canvas. Some readings, such as The Black Cat, will appear on Canvas in addition to the printed text. The instructor reveals a fondness for darker themes, noting that some readings will be grim or disturbing, but all are chosen for their analytical potential. The Black Cat is described as a story about a man who murders his first cat, encounters a second mysterious cat that haunts him, and thereby becomes a focal point for analysis of guilt and narration. If a reading isn’t in the physical book, it will be available on Canvas, and the Canvas library should be well stocked with readings throughout the term. The plan is to expose students to a range of genres—short stories, drama, poetry—and to demonstrate how literary works convey meaning through structure, voice, imagery, and theme. The course will also touch on how these works address broader human experiences and ethical questions, including the use of darkness as a literary device and its emotional or moral effects on readers.
Texts, Resources, and Access to Readings
Course materials include the textbook and Canvas where some readings will be posted. For example, Friday’s assigned reading is likely a short story titled The Black Cat accessible on Canvas. The professor emphasizes that if a text isn’t in the physical book, it will be available on Canvas, so students should check Canvas regularly. The instructor also highlights the availability of The Tell-Tale Heart on Project Gutenberg as an accessible alternative when needed. He suggests using Project Gutenberg as a backup source for free texts if any readings are unavailable or if there are access issues. To supplement reading, the instructor recommends audio options on YouTube for those who prefer listening: audiobooks can help with dense or lengthy texts. The instructor shares a humorous anecdote about a misreading of a poet’s name to illustrate careful attention to detail during assignments. A student note about a potential issue with a text is acknowledged, and the instructor provides practical advice for accessing readings from multiple sources to ensure everyone can participate.
Assessments, Deadlines, and Grading Structure
The course includes several distinct assessment components. Discussion and participation make up of the grade, underscoring the emphasis on engagement and dialogue rather than mere attendance. Weekly thought responses function as reading quizzes, described as open-note and open-book exercises that require quoting from the text and engaging in critical thinking rather than memorization. The instructor emphasizes that these are departmental requirements and that students should be prepared to discuss textual evidence and analysis. Two major research essays are required, each with its own Works Cited page and at least three peer-reviewed sources. A library visit will be scheduled to assist with locating credible academic sources. Topics for the essays are open but must relate to material covered in class, with the instructor highlighting Poe and Hawthorne as strong examples to critique. The first research essay is due on Friday, , and the second on . After submitting the first essay, the class will suspend for one week for focused workshopping and then hold conferences on the papers. The overarching aim is to ensure that freshman composition students produce work that is representative of college-level research and writing they will encounter in later courses across disciplines such as psychology, nursing, political science, history, and education. Each essay will require a Works Cited page and adherence to academic conventions.
Two Writing Essays: Topics, Length, and Process
The course requires two research essays, each with a length of , and both must include a Works Cited page and at least peer-reviewed sources. Early preparation is encouraged, with topics open but anchored to what is being studied in class. The instructor suggests Poe and Young Goodman Brown as good starting points for essay topics due to their analytical richness and clear connections to class readings. A library visit will provide access to required academic journals and guidance on locating credible peer-reviewed sources. After the submission of the first essay, the class will take a one-week break from regular sessions to allow for paper conferences, recognizing the importance of individualized feedback and revision in strengthening writing quality. The second essay will then be due on the designated date, and the course will transition toward final exam preparation afterward.
Academic Integrity, AI Policy, and Tools
Academic integrity is emphasized as a core expectation. Grammarly can earn students extra credit (two points) if used, and Grammarly is described as a helpful tool for checking grammar, spelling, syntax, and writing style. However, the instructor explicitly warns against relying on artificial intelligence to write papers. He notes that there is an AI detector called Copyleaks that is used to assess originality, replacing Turnitin in this program, and that students are expected to submit original work. The policy is clear: students should not use AI tools to write their papers. The professor argues that students should rely on their own cognitive abilities and critical thinking rather than outsourcing writing to AI. He stresses academic honesty and mentions the psychological and administrative burden of academic integrity violations, including twenty-three documented offenses the previous year at the institution. The instructor shares personal experiences and a warning about the consequences of cheating, including potential referrals to academic integrity processes. Students are trusted to act honorably, but the policy is also backed by institutional tools such as Copyleaks to detect AI-assisted writing. In addition to Grammarly’s potential for extra credit, students are encouraged to use legitimate sources and to quote from texts in their critical thinking and analysis.
Course Schedule, Content Highlights, and Reading Selections
The course schedule has a variety of readings and genres, including dark stories like The Lottery, which portrays a community ritual that results in death, provoking questions about conformity and ethical responsibility. The instructor notes that not all readings will be as brutal, but several will be dark or unsettling to provoke thoughtful discussion. After exploring short stories, the course will move into drama and then poetry, exposing students to a broad spectrum of literary forms. The instructor mentions Oedipus Rex as a foundational piece of tragedy and discusses how poetry and drama expand students’ critical and interpretive abilities. The schedule hints at the pace of the term, acknowledging how quickly time passes in class and emphasizing the importance of proactive engagement. The plan also includes opportunities for students to workshop essays, receive feedback, and prepare for a final exam, which will cover grammar and mechanics in a three-part format.
Office Hours, Accessibility, and Support
The instructor provides revised office hours indicating availability from daily, and on Mondays and Wednesdays. He notes that there may be ESL scheduling considerations and that some times may be less ideal due to student needs, but he remains available for consultation. Students are encouraged to use office hours for questions about readings, writing, or the assignments. The class welcomes student inquiries and aims to create an approachable, interactive learning environment where students can seek guidance and clarification as needed.
Getting Started: Reading, Access, and Study Recommendations
To help those who struggle with dense readings or access issues, several practical suggestions are offered. If a text is not readily available in the physical book, students are advised to use Canvas or Project Gutenberg to find free digital copies. For students who prefer audio, YouTube offers free audiobook versions of many stories, enabling different modes of engagement. The instructor also mentions a potential backup plan if access problems persist, ensuring that all students have viable options to complete assignments. A writing sample is requested early in the term, inviting students to share information about themselves, their majors, summer activities, or an embarrassing moment as a means to understand their writing voice and background. An academic integrity contract will be circulated to formalize expectations and remind students of the Copyleaks policy. This initial writing sample serves as a baseline for assessing writing proficiency, and the contract reinforces the seriousness of integrity in the course.
Quick Study Tips and Real-World Relevance
Throughout the course, students are encouraged to engage with texts beyond passive reading. The instructor repeatedly emphasizes critical thinking, textual engagement, and the ability to quote and analyze primary sources. The practical implications of these skills extend to professional settings where analysis, evaluation, and effective communication are essential. Students should plan their time to accommodate two major essays, weekly thought responses, and active class participation. Resources such as the library, campus workshops, and writing centers should be leveraged to strengthen research and citation abilities. In summary, the course blends reading, discussion, research, and writing to develop transferable skills that align with real-world expectations in higher education and the workforce.