First-Year Writing Requirement
Directed Self-Placement and English 105
Because writing is essential to a university education, Wake Forest University requires all students either to enroll in or receive an exemption from English 111, the Writing Seminar.*
While all students must meet this requirement, some students feel that an additional semester of critical reading and writing practice prior to 111 will help them move more confidently and successfully from high school writing to the kind of scholarly writing required at the university level. Such students may elect to enroll in English 105, Introduction to Critical Reading and Writing. This page will help you decide which of the two 100-level courses, English 105 or English 111, is the best starting point for you.
Please read carefully the descriptions of both English 105 and 111 courses below.
- English 105: Introduction to Critical Reading and Writing.
Offered only in the fall, this 3 credit course shares similar goals with English 111 – to write clear and cogent expository prose. Like 111, it is organized around intensive study of a topic in order to promote close reading habits and critical thinking skills in a forum where students can enter critical debate with faculty and classmates, and hone their writing skills. Click here for this year’s topic. The benefit of 105 is that it provides an extra semester of writing practice with close attention from faculty to help you develop the reading and writing strategies you’ll continue to practice and refine in 111. - English 111: Writing Seminar
This course is one of the five basic requirements that all students enrolled in the College must complete, unless exempted by the Department of English.
The Writing Seminar, a four credit course, introduces students to academic discourse and scholarly writing. Students learn how to write clear, cogent, and scholarly expository prose. Courses are organized around topical content because intensive study of a well-defined academic issue or field of study promotes those skills that are essential for academic writing--close reading habits and critical thinking skills--and creates a forum where students can share their points of view, enter critical debate with faculty and with one another, and practice and hone their writing skills.
For a complete list of all sections and topics for both 105 and 111, please click here.
Follow these steps to determine which course may be most helpful for you to take.
Step 1: Take a look at the table below this list and make a preliminary decision about which course to take. During self-registration (July 20th through July 24th) select that course.
Step 2: Once you’ve arrived on campus, come to the Writing Assessment for English Composition Placement on Friday, August 26th from 5:00 - 7:00 p.m. in Tribble Hall room A204. During the assessment, you will meet Dr. Shirey, the instructor for 105, and be given a sample college writing prompt with up to two hours to write a response to it. Your response will help you get a sense of how prepared you feel for college writing and will also allow the faculty and your advisor to get some insight into what we think might be a good option to recommend to you.
Step 3: Share any questions or concerns you might have with Dr. Shirey, Dr. Boyle, and/or your faculty advisor. Dr. Shirey will be available to take questions on Saturday, August 27th from 9:00 a.m. until 1:00 p.m. and on Monday, August 29th from 9:00 a.m. until 1:00 p.m. in Z. Smith Reynolds Library room 426.
Step 4: By Monday, August 29th, writing faculty will recommend which course is most appropriate for you based on your writing assessment and will help you re-register if you desire to do so.
English 111 |
English 105 |
I think I am prepared to engage in critical reading and writing at the college-level. |
I would like more practice in reading and writing to succeed as a college-level writer. |
READING: |
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I am comfortable reading complex essays and take notes as I read. |
I have some difficulty reading complex essays and taking effective notes about them. |
When I read, I make connections to other things I have read or experienced as a means of understanding a reading. |
When I finish reading, sometimes I am not sure what the author’s point was, and it is difficult for me to explain how the reading relates to anything. |
I feel comfortable identifying the structure and organization of the things I read. |
I need to learn more about how ideas are related and organized in the readings I do. |
WRITING: |
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I do well finding topics to write about and I can relate my ideas to the ideas of others. |
I have trouble coming up with good topics and ideas for my essays. |
I have several strategies for outlining and organizing my writing. |
I am unsure of myself when I plan my writing and could use tips on planning strategies. |
I am ready to begin evaluating and responding to the ideas of other writers in my own writing. |
I have trouble evaluating and responding to the ideas of other writers in my own writing. |
I understand the basic conventions of grammar and punctuation. |
I need more practice in understanding the basic conventions of grammar and punctuation. |
CONCLUSION: |
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I feel prepared to make the transition to college writing, and am ready to work at a quick pace, with the instructor as my guide. |
I would prefer to get more practice and help from my instructor as I learn critical reading skills and learn to write college-level assignments. |
Until then, if you have questions about English 105 or Directed Self-Placement, please do not hesitate to contact either Dr. Ryan Shirey at shireyrd@wfu.edu / (336) 758-5378, or Dr. Anne Boyle at boyle@wfu.edu / (336) 758 - 5400.
*Exemption may be granted on the basis of Advanced Placement courses completed in high school and a test score of 4 or 5, or an I.B. score of 6 or 7 on the higher level.