English 1003

English 1003 (English for Non-native Speakers), while closely linked to our First-Year Writing seminars, is a separate course with very difference goals and considerations. This three-credit course is intended for:

  • Students whose home language is not English
  • Students who wish to gain experience and confidence composing for an American academic audience
  • Students who have a combined TOEFL score below 100 (with attention paid to reading & writing subscores)

The course introduces international students and multilingual students to American university discourse by emphasizing classroom participation, discussion, and writing to help develop facility with English in the academy. The course is not primarily a language course, although grammar and pronunciation will be addressed when appropriate.

Note: Any student who needs to improve basic English language skills should begin by taking courses with UCAELI.

Students enrolled in ENGL 1003 must successfully complete that course before enrolling in ENGL 1004 or other First-Year Writing courses; please do not enroll in ENGL 1003 and ENGL 1004 concurrently.  Your ENGL 1003 instructor will help students decide when they are ready to move on to subsequent First-Year Writing courses. Students may be advised to remain in ENGL 1003 another term, or to register for ENGL 1004, ENGL 1010, or ENGL 1011. While ENGL 1003 is open to graduate students by petition, ENGL 1004, ENGL 1010, and ENGL 1011 are open only to undergraduates.

Concepts, Skills, Experiences

As you assess your students' writing in ENGL 1003, conceive of the work of this classroom as expanding students' repertoires, not remediating deficiencies. The standard here is “emergent.”

Students should be able to recognize, execute, and/or have experience in the following areas by the end of ENGL 1003.

1. Consider the writing situation

  • Understand Writing Assignment Prompts
  • Understand and work with writing in response to the particulars of a rhetorical situation
    • Audience
    • Occasion/situation
    • Context (wider cultural context)
    • Purpose/objectives
    • Subjectivity (ethos, “situating themselves”)
  • Some particularities of our program
    • Situate self in terms of other writers
    • Contribution
      • e.g., by coming to terms with the writer’s critical vocabulary, using it with another text to see how that text does or does not fit the “case” the second text provides; finally, speculating on the reasons for or accounting for those things that don’t fit the first text’s critical vocabulary
      • Developing their own critical vocabular
    • Emergent complexity
      • Considering possibilities and opening conversation rather than limiting the work to staking [already existing] claim and defending it.

    Analyze the “tensions between different norms and literate practices, their strategies in negotiating them” (Canagarajah 5).

2. Work with texts

  • Selecting relevant, “useful” artifacts
  • Reading not just for information but for what the text can help them do, say, or analyze (its critical vocabulary, its approach, its aims, its methods)
  • Reading closely—i.e., taking apart the assumptions behind the way something is said in an academic text
  • Selecting the “useful” and recasting it (coming to terms)
  • Using other means of gathering artifacts, evidence
    • Interviewing others/experts or just those who have an experience that they can work with
    • Documenting one’s own experiences
      • Directed (not open-ended) in-class responses [or even journaling, but also directed rather than open ended and “expressive”)
  • Understanding the conventions of academic texts they read
    • Conventions and community or disciplinary expectations in different sorts of texts
    • See how the moves of an essay work, the effects of crafting on the audience
  • Developing strategies for engagement
    • Rhetorical moves like “forwarding,” “countering,” see Joseph Harris

3. Emergent self-awareness and control over writing (reflective, reflexive)

  • Understanding where they have most challenges and where they might find resources
    • Rhetorical
    • Linguistic
      • E.g., error patterns
  • Developing processes for writing
  • Developing awareness of relationships among purpose, effects, meaning—and how they can produce effects, make clear their purpose, invite an audience to participate in meaningful discussion.

Please see our pages on Working with Multilingual Writers for suggestions, resources, and guidelines for working with multilingual and international students in the context of English 1003 and the FYW seminars.