Instructor: Michael J. Cripps

Meeting Days/Rooms

  • Tuesday/Thursday, 12:30-1:50PM (Marcil 121)
  • Individual Conferences (TBA in Marcil 26)

Office Hours (26 Marcil Hall)

  • Tuesday/Thursday, 8:30-9:30 & 11-12:30
  • By Appointment (please ask!)

Course Description

This course is the second part of a two-course sequence that is equivalent to English 110, English Composition. The course continues 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 and are introduced to fundamental skills of information literacy. Students work individually and collaboratively, participate in peer review, and learn to take more responsibility for their writing development. Prerequisites: ENG 122. 3.000 Credit Hours

Special Note Regarding SAS 011: Students 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.

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

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

  • 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).

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

Required Texts

Buying used can often save us a good deal of money and so I’m all for used books! But please don’t buy the wrong book or you’ll have some trouble. Use the ISBN to help you out, especially if you try to buy a book outside of the bookstore!

  • 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)

Buy The Little Seagull and  They Say, I Say and use them through college. They’re a small investment.

Other readings will be available through the use of online search tools and through the UNE library.


In College Reading and Writing, you are evaluated on your writing development over the term, with a focus on the course’s learning outcomes. Rather than think of the grading as based on specific assignments, we treat the collection of activities that lead up to and include a formal writing project as the basis for evaluation. In the end, we use the following breakdown and link grading to our evaluation of your course engagement and learning outcomes achievement:

  • 20% of your final grade will be based on engagement in the work of the course
  • 20% of your final grade will be based on achievement of the writing as a recursive process outcome
  • 20% of your final grade will be based on achievement of the integrate ideas with others learning outcome
  • 15% of your grade will be based on achievement of the active reading, critical reading, and informal reading response learning outcome
  • 15% of your grade will be based on achievement of the critique their own and others’ work learning outcome
  • 5% of your grade will be based on achievement of the document work using appropriate conventions learning outcome
  • 5% of your grade will be based on achievement of the control individualized error patterns learning outcome

We have a separate “Evaluation in English 123” handout that details our approach.

Notes on Attendance: Attendance is mandatory. We will not engage in distinctions between “excused” and “unexcused” absences. Our attendance policy permits the equivalent of a full week of absences with no penalty. But miss more than a week’s worth of class and expect a reduction in your course grade; miss more than two weeks’ worth of class and expect not to pass the course.

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.

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.