May 26, 2024  
College Catalog 2023-2024 
College Catalog 2023-2024 [ARCHIVED CATALOG]

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ENGL 1180 - Communications 1

Credit Hours: 4.00

Prerequisites: Acceptable course recommendation/placement method

No credit after ENGL 1210. The focus of this course is college-level expository and argumentative writing. This course places extensive emphasis on organization and development of essays along with the study of grammar and mechanics. This course develops competence in English sentence elements and skill in organizing, proofreading, and revising essays. Students who have completed ENGL 1210  successfully should NOT take ENGL 1180. Students will NOT receive credit for both.

Billable Contact Hours: 4

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Michigan Transfer Network (MiTransfer) - Utilize this website to easily search how your credits transfer to colleges and universities.
Outcome 1: Upon completion of this course, students will be able to use various forms of discourse, such as narration, description, exposition, and argument.

Outcome 2: Upon completion of this course, students will be able to write full essays that incorporate a controlling idea stated in an introduction, developed in the essay, and summarized in a conclusion.

Outcome 3: Upon completion of this course, students will be able to write sentences that are reasonably free of run ons, comma splices, fragments, and agreement errors, and will demonstrate a satisfactory mastery of standard spelling, diction, and usage.


In the final essays written for the course the student should be able to fulfill the following requirements:

  1. Include an introduction that coherently leads to a statement of the main idea (thesis) of the essay.
  2. Paragraph the essay by a logical plan (e.g. by general steps to a process, by causes, by effects, etc.).
  3. Link the body paragraphs by transitions, repetition, leading sentences, or parallelism.
  4. Include topic sentences that accurately state the subdivisions or supporting generalizations of the essay’s main idea.
  5. Include in body paragraphs only that development which is governed by the topic sentence.
  6. Use examples, details, definitions, or comparisons to develop the paragraph.
  7. Include a conclusion that either restates the main idea or summarizes the subtopics or suggests the implications of the subject.
  8. Avoid sentence structure errors (awkwardness, comma splices, fused sentences, fragments, misplaced modifiers, faulty parallelism, illogical subordination).
  9. Avoid grammatical errors (agreement, case, pronoun reference, verb forms).
  10. Maintain a consistent point of view.
  11. Apply the conventions of punctuation (commas, semi‐colons, colons, apostrophes, italics, quotation marks).
  12. Avoid misspellings.
  13. Maintain an appropriate level of diction.
  14. Use conventional manuscript form.
  15. Abide by deadlines.

  • Communication: The graduate can communicate effectively for the intended purpose and audience.
  • Critical Thinking: The graduate can make informed decisions after analyzing information or evidence related to the issue.
  • Global Literacy: The graduate can analyze human behavior or experiences through cultural, social, political, or economic perspectives.
  • Information Literacy: The graduate can responsibly use information gathered from a variety of formats in order to complete a task.
  • Quantitative Reasoning: The graduate can apply quantitative methods or evidence to solve problems or make judgments.
  • Scientific Literacy: The graduate can produce or interpret scientific information presented in a variety of formats.
CDO marked YES apply to this course:
Communication: YES
Critical Thinking: YES

  1. Organization of Essays
    1. Introduction
      1. Definition of Introduction
      2. Function of Introduction
      3. Tone in the Introduction
      4. Definition and function of thesis
      5. Scope of thesis
      6. Relationship of the thesis to the organizational structure of the essay
      7. Placement of thesis in Introduction
      8. Length of introduction
    2. Middle paragraphs
      1. Definition and function of topic sentences
      2. Placement of topic sentences in paragraph
      3. Relationship of middle paragraphs to the introduction and to the thesis
      4. Length of middle paragraphs
    3. Conclusion
      1. Function of the conclusion
      2. Length of the conclusion
  2. Development of Essays
    1. Patterns of development
      1. Exposition (required)
        1. causation
        2. classification
        3. definition
        4. analogy
        5. comparison
        6. illustration
        7. process analysis
      2. Narration
      3. Argumentation
      4. Description
        1. Transitions
        2. Define and illustrate adequate detail
        3. Define and illustrate specific detail
        4. Define devices of emphasis
        5. Sentence variety
  3. Grammar and Punctuation
    1. Define and illustrate fragments
    2. Identify ways of correcting fragments
    3. Define and illustrate run‐ons
    4. Identify ways of correcting run‐ons
    5. Define and illustrate comma splices
    6. Identify ways of correcting comma splices
    7. Identify common usage errors and illustrate ways of correcting them.
    8. Require standard spelling in essays
    9. Show students how to use spelling checkers and grammar checkers in Word or other word processing programs
    10. Point out problems and cautions with using these checkers
    11. Define and illustrate agreement errors (subject‐verb; pronoun‐antecedent)
    12. Identify ways of correcting agreement errors.
    13. Define and illustrate simple, complex, and compound sentences
    14. Illustrate the use of each type of sentence
    15. Explain the connection of sentence type to logic (i.e. compound sentences are used for ideas of equal importance; complex sentences subordinate less important ideas).
    16. Define, illustrate, and explain when to use parallel structure
    17. Encourage the development of vocabulary and precision in word choice
    18. Explain denotation and connotation
    19. Define trite phrasing, jargon, slang, euphemism, and vulgarity suggesting ways to avoid or correct these problems
    20. Define and illustrate figurative language

Primary Faculty
Karlis, Sarah
Secondary Faculty
McGee, Nancy
Associate Dean
Ternullo, Annette
Pritchett, Marie

Primary Syllabus - Macomb Community College, 14500 E 12 Mile Road, Warren, MI 48088

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