English 1010 and 2010 Outcome Goals

Composition Mission Statement

The composition core required by the Utah State Board of Regents is a two-semester sequence of courses: English 1010 and English 2010. The overarching goal of composition is to prepare students to enter the discourse communities of the university and larger society.
Students in English 1010 should produce a minimum of 4000 words of revised prose; students in English 2010 should produce a minimum of 5000 words of revised prose. Students must exit both courses with a C or better in order to receive credit.
Because the following competencies are the combined outcomes for English 1010 and 2010, it is not expected that each course, individually, will meet all outcomes. Students successfully completing the sequence should be able to

Rhetorical Situation

  • Adapt their writing to a variety of purposes, audiences, and composing situations by selecting and using the most appropriate genres.
  • Produce a variety of formal and informal kinds of writing, emphasizing the most common academic genres.
  • Demonstrate an understanding of how rhetorical expectations vary from discipline to discipline. 
  • Use technologies appropriate to purpose and audience.
  • Demonstrate an understanding of how emerging technologies create emerging genres.


  • Demonstrate an ability to read and understand texts of a variety of genres, styles and complexity. 
  • Demonstrate an understanding of how texts are structured in specific ways for specific reasons.
  • Demonstrate an ability to understand and evaluate a text's organization.


  • Use writing and reading for inquiry, learning, thinking, and communicating.
  • Recognize personal and authorial bias when approaching texts, issues, and ideas.
  • Recognize contradictions and logical problems in texts.
  • Demonstrate an understanding of the relationships between language, knowledge, and power.
  • Recognize complex ideas and positions in arguments and attempt to understand diverse perspectives.
  • Ask constructive questions that could lead to meaningful inquiry.
  • Identify connections between and among texts and their ideas.




  • Compose writing that is structurally coherent and unified. 
  • Compose writing assignments with a clear thesis or main idea.
  • Control such surface features as syntax, grammar, punctuation, and spelling.
  • Use a style manual to find answers to grammar or usage questions. 


  • Demonstrate an understanding of how effective writing is a recursive process.
  • Develop flexible pre-writing, drafting, peer response, and revision strategies in composing written assignments.
  • Continue to practice writing as a process.
  • Demonstrate an understanding of how electronic technologies can enhance the way we compose and share texts.


Research and Argumentation (emphasized in 2010 but may also occur in 1010)

  • Use library resources to locate appropriate sources for research.
  • Evaluate potential source material for credibility and usefulness.
  • Use sources to make arguments.
  • Summarize, paraphrase, and use quotations appropriately.

  • Use MLA and introduce one other citation method (preferably APA).