ENGL 1113 — Composition 1

At Oklahoma State University, we use an outcomes based approach to the teaching of composition. Our program outcomes are loosely derived from the Council of Writing Progam Administrator's Outcomes Statement for First-Year Composition. Our outcomes articulate what we want our students to know and to do by the end of each course.

The outcomes for each course must be included verbatim on your syllabus. We also recommend, but do not require, that you write course-specific outcomes that articulate what you intend to know and to do in order to earn the points available in your course outside the standard assignment sequence. If you have any questions about outcomes language or how to write outcomes, you should first consult our program handbook. Beyond that, you should speak with a program director and/or graduate director for help with outcomes.

English 1113 Outcomes

By the end of English 1113, all students will:

  • Recall and describe vivid details through a narrative that shapes and expresses those details for a general/public audience.
  • Interpret and explain vivid details through inquiry and observation, and then characterize those details in the form of a profile constructed for a general/public audience.
  • Break down and analyze the rhetorical moves made in a primary text, and then arrange and assemble those details in an essay explaining their overall purpose/effect for a specialized/academic audience.
  • Research a selected topic through guided inquiry and develop an evidence-based argument that evaluates sources through analysis that is attentive to rhetorical considerations including--but not limited to--audience, purpose, situation, and exigency.
  • Read, summarize, analyze, synthesize, and evaluate texts in a variety of styles, genres, and mediums, demonstrating the ability to do so in forms that may include—but are not limited to—class discussions, quizzes, annotations, and writing about writing.
  • Revise and edit multiple drafts to produce writing that is well organized, mechanically and grammatically sound, and mostly error free.



Lunsford, Andrea, et al. Everyone's an Author: with Readings. 2nd ed. New York: Norton, 2016.

everyones an author cover image

Sample Syllabi

Assignment Sequence & Samples

A full explaination of the assignment sequence—including suggested readings from the textbook—can be found in the program handbook. Below, you will find a breakdown of how much each assignment counts for the students' final grades, as well as sample syllabi, assignment sheets, and grading rubrics.

Below, you will find sample assignment sheets from a variety of instructors for all the required assignments in the program’s sequence. These assignment sheets should not be considered perfect models nor should instructors in the program believe that their own assignment sheets must  adhere to a standard laid out by these. For the purpose of our program, we believe an effective assignment sheet will do the following:

  • First, an effective assignment sheet should describe the rhetorical situation to which students will enter and respond. This could be a particular problem that students for which the assignment offers some solution. For example, in teaching the profile essay, you might have students respond to the rhetorical situation of the library doing a speaker series, and your students are tasked with writing profiles to advertise those speakers. Put another way, your assignment sheet should be less about the formal properties of the essay (such as its point of view, its generic conventions, and so on) and more about what students will actually do (how they will select and organize details or conduct analysis, for example).

  • Second, assignment sheets must adhere to the Curricular Outcomes for FYC. This means that your assignment sheet should describe to students the type of work they will be doing in each unit to demonstrate that they have met particular outcomes.

  • Third, all assignment sheets must include all elements on the assignment sheet checklist found in the First-Year Composition Instructor Handbook. You should have received a handbook during orientation, and the current version can be found on the homepage of this website.

  • Fourth, assignment sheets should be mostly professional in tone. Although this may shift some depending on the particular classroom demeanor and community you cultivate, remember that these are ultimately professional documents that should describe the writing your students will actually do.

 Literacy Narrative (10%)


 Profile Essay (15%) 


 Rhetorical Analysis (20%)


 Evaluating Controversies (20%)

 Final Exam (5%)

Instructors must hold a final evaluative experience during the final exam time scheduled by the university. Instructors may determine the nature and form of this exam at their own discretion. Previous instructors have used such forms as reading exams, timed writing, and presentations. You may not simply have student turn in a pre-prepared portfolio or paper during the exam.

Course Specific (30%)

Instructors should create homework, assignments, or activities to account for the discretionary percentage of points for each course they teach. These points could be allocated through some combination of class participation, peer review, homework assignments, reading quizzes, and so on.