Loyola University Chicago

Department of English

Course Descriptions


English 100 (Developmental Writing) is a basic writing course that provides instruction in fundamental composition skills to prepare the student for UCWR 110. The course emphasizes mastery of grammar, usage, and punctuation. The course also offers extensive practice in all stages of the writing process—invention, drafting, peer-editing, and revision.

Textbooks: All students should own a suitable desk dictionary. The choice of readers, handbooks, and supplementary software such as My Writing Lab, Pearson's course management software, will be determined by the individual instructor of each course.

Structure and Objectives: To prepare students for UCWR 110, English 100 stresses that the writing process is a way of learning, and that different topics, purposes, and audiences require different methods of presentation. Students will learn to read critically both professional and student-generated texts that stimulate their ideas and present models of effective writing. Students will also write their own essays based on ideas they have read about and discussed. Finally, students will do extensive revision at both sentence and paragraph level to produce clear and correct English prose. Instructors will emphasize the following principles and techniques:

  • Writing with a clear audience and purpose in mind
  • Developing a clearly stated thesis which acts as the governing idea of an essay
  • Writing coherent paragraphs and well-organized longer essays using various invention strategies
  • Using transitions to link ideas
  • Exhibiting a working knowledge of grammar, usage and punctuation, particularly: (a) basic components of sentences, (b) sentence boundaries and structures, (c) subject-verb agreement and correct forms of past and other verb tenses, (d) pronoun agreement and consistency, (e) punctuation.

Procedures and Assignments: Class meetings will be spent on instruction in grammar, discussion and practice of good writing, and reading and analysis of professional and student writing. Department policy requires that students write at least three thousand words during the semester, apportioned over a minimum of five graded assignments, at least one of which will be composed in class. The midterm examination will cover grammar and usage. A final examination will also be given.

NOTE: As of Fall 2013, ENGL 102 (Basic Writing I) and 103 (Basic Writing II) will be offered by ELLP as a Second Language Program.  http://www.luc.edu/esl/

UCWR 110 (The Core Writing Seminar) aims to teach students to write clearly and effectively, through the steps of brainstorming, peer review, revision and final editing. Students will learn to articulate, organize and support written positions. They will also learn how to read texts carefully and critically, and to recognize how various perspectives inform interpretations of texts. Students will see the importance of reading, writing, listening and speaking well. In addition, by collaborating with others as well as seeing the value of revision and the recursive nature of the writing process, students will be better prepared for classes across the Loyola curriculum. The course will promote grammatical, compositional, methodological and rhetorical skills in the service of effective communication. As a result, the course will have at least four writing assignments that add up to at least 30 pages of writing over the semester. Papers should include: 1) a summary/response essay, 2) an analysis essay, 3) an argument/synthesis essay, and 4) a researched argument project (which will include a proposal, an argument in brief, and an annotated bibliography).  These assignments will receive timely feedback from instructors with the goal of effective revision by students. An instructor may use peer-input for the process of revision, but such input will not replace input from the instructor.

The Outcomes: By the end of the Writing Seminar, students will:

  • Use writing and reading for inquiry, learning, and communicating.
  • Understand a writing assignment as a series of tasks-- including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources to clearly formulate a claim.
  • Respond appropriately to different audiences and different rhetorical situations.
  • Develop strategies for generating, revising, editing, and proof-reading.
  • Understand writing as an open process that permits writers to use later invention and re-thinking to revise work. 
  • Use standard written English clearly and effectively.


Many students find writing skills so useful that they choose to devote some of their elective credits to taking courses in advanced writing after they have completed the required sequence. The English department currently offers three such courses and is in the process of developing others.

English 210 (Business Writing) offers students who are considering careers in business training and practice in various forms of business writing, such as memos, instructions, letters, resumes, proposals, and reports.

English 211, formerly English 311, (Writing for Pre-Law Students) offers students who plan to attend law school an opportunity to practice various types of legal writing, including case briefs, office memoranda, and trial and appellate opinions.

English 310 (Advanced Writing) appears in the Course Schedule with a subtitle that defines the topic or writing genre to be studied. The course helps students improve their prose through instruction in close analysis and in-depth revision in a small workshop setting.