ENG 111: Writing and Inquiry
This course is designed to develop the ability to produce clear writing in a variety of genres and
formats using a recursive process. Emphasis includes inquiry, analysis, and effective use of
rhetorical strategies, thesis development, audience awareness, and revision. Upon completion,
students should be able to produce unified, coherent, well-developed essays using standard
written English.
Global Learning Outcomes:
1. Students demonstrate ability to accurately depict historical and contemporary global
events, traditions, and customs through writing.
2. Students use research to enhance written responses to international texts, images, and
videos.
Global Student Learning Activities:
1) Reflective Response: Watch an international film from an approved list and compose a
text that includes a summary of the film and a personal reflection that responds to a specific
theme depicted in the film.
Purpose of the Assignment:
Demonstrate ability to summarize a complex film and to make meaningful reflections regarding
a specific cultural theme.
Assignment Resources:
-Computer
-MLA Handbook, 7th ed.
-Online Databases (may vary by college):
 CQ Researcher Online : CQ Researcher provides unbiased information on controversial
topics and current events. CQ Researcher is the best place to begin if you research a topic
which is considered controversial.
 Opposing Viewpoints in Context : Opposing viewpoints provides information on social
issues, including viewpoint articles, links to websites, and full-text magazine and newspaper
articles.
 Proquest Central : General reference database for over 175 subjects from magazines,
journals and newspapers, including peer-reviewed and scholarly works.

SIRS Issues Researcher: Research the pros and cons of current, social issues through fulltext articles, multimedia, primary sources, and reference materials.
 World Politics Review: World Politics Review was created to help analyze key trends and
events in international affairs.
 E-Research by Discipline (UNC)
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o
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African Studies
East Asian Studies
Latin American Studies
Middle Eastern/Muslim Civilizations
Slavic, Eurasian, and East European Studies
South Asian Studies
-Film list(may vary by college):
 Film Studies (UNC)
 MRC Film Finder (UNC)
 NC Live Video Collection
o Internet Archive Video
o Africa in Film
o Middle East in Films
 Suggested film: Outsourced.
World region: Asia (India)
Citation: Outsourced. Dir. John Jeffcoat. Perf. Josh Hamilton, Ayesha Dharker, Asif Basra.
Shadowcatcher, 2006. Film.
Description: This movie depicts an American who is sent to India to set-up a call center near
Mumbai, and follows his diverse experiences. The movie illustrates the initial cultural shock of
an American’s experiences upon landing in India, and how he begins to recognize the
complexities of a foreign culture and makes meaningful cultural exchanges.
Procedure:
1. Students will view the film Outsourced in class or outside of class as assigned.
2. Students will choose a specific theme from the film: family dynamics, work culture,
social institutions such marriage or gender roles in the Indian culture.
3. Students will develop a summary of the film, highlighting main points from the
beginning, middle, and end of the film and describing character development.
4. Students will then develop a response based only on their understanding of the theme as
depicted in the movie.
 Suggested film: Offside.
World Region: Middle East (Iran)
Citation: Offside. Dir. Jafar Panahi. Perf. Shayesteh Irani, Ayda Sadeqi. Sima MobarakShahi, Sony Classics, 2006. Film.
Description: In Iran, women are banned from attending men's sporting events. But, in the
summer of 2005, Iran's national soccer team competed against Bahrain in the Azadi Stadium
for the qualification of the World Cup. To view this highly-anticipated match, a group of
female soccer enthusiasts disguised themselves like boys and attempted to gain entrance into
the event. This film depicts this event and highlights issues of gender inequity in Iran.
Procedure:
1. Students will view the film Offside in class or outside of class as assigned.
2. Students will choose a specific theme from the film such as national pride, social
taboos or gender roles, specifically women’s roles in the Iranian culture.
3. Students will develop a summary of the film, highlighting main points from the
beginning, middle, and end of the film and describing character development.
4. Students will then develop a response based only on their understanding of the theme
as depicted in the movie.
 Suggested film: Bliss
World region: Middle East/ Europe (Turkey)
Citation: Bliss. Dir. Abdullah Oguz. Perf. Talat Bulut, Murat Han, Özgü Namal. First Run,
2007.
Description: After being raped, a young girl is condemned to death by the people in her
village to get rid of the shame it brought her family. When the man who is to kill her runs
away with her instead, they set off on a journey through past and present-day Turkey to
escape their fate and start a new life.
Procedure:
1. Students will view the film Bliss in class.
2. Students will choose a specific theme/meme from the film such as family customs, women’s
issues such as rape, honour killings, family law or gender roles in the Turkish culture.
3. Students will develop a summary of the film, highlighting main points from the beginning,
middle, and end of the film and describing character development.
4. Students will then develop a response based only on their understanding of the theme as
depicted in the movie.
Assessment for Reflective Response:
1. Students will be assessed on the clarity of the thesis statement and how they are able to
support it based on their understanding of the cultural theme.
2. Part of the reflective response will be assessed for the summary of the movie which must
include the storyline and character development.
3. The assignment will be assessed on grammar mechanics, writing style and MLA
documentation.
Time Recommended: one week
2) Visual Analysis Essay: Students will select one photograph (from a pre-selected list or
selected by the student with instructor approval) that depicts an international event, tradition,
or geographical landmark. Students will research the event to understand the context of the
photograph and compose a visual analysis essay that will include a clear and vivid
description of the photograph, an informed explanation of the photograph context, and a brief
reaction that evaluates the photograph from an observer’s perspective.
Purpose of the assignment:
Demonstrate an ability to describe and analyze a visual image accurately, using both sensory
details and research to enhance writing.
Assignment Resources:
-Computer
-MLA Handbook, 7th ed.
-Approved photograph list:
Image 1
Citation: Chitrakar, Navesh. Rice Harvest Festival, Kathmandu. 2014. Photograph. Travel 365: Best of 2014.
National Geographic Traveler. Web. 14 May 2015.
World region: Asia
Image 2
Citation: Repasy ,Zsolt . Busó Celebration, Hungary. 2014. Photograph. Travel 365: Best of 2014.
National Geographic Traveler. Web. 14 May 2015.
World region: Europe
Image 3
Citation: Ates, Merve. Lost in Thought, Istanbul. 2014. Photograph. Travel 365: Best of 2014.
National Geographic Traveler. Web. 14 May 2015.
World region: Europe
Image 4
Citation: China Daily/Reuters. Wei Sang Festival, China. 2014. Photograph. Travel 365: Best of 2014.
National Geographic Traveler. Web. 14 May 2015.
World region: Asia
Image 5
Citation: Al-Fetori, Esam Omran.Ghat Festival, Libya. 2014. Photograph. Travel 365: Best of 2014.
National Geographic Traveler. Web. 14 May 2015.
World region: Africa
Image 6
Citation: Kanojia, Sanjay. Vermicelli, India.2014. Photograph. Travel 365: Best of 2014.
National Geographic Traveler. Web. 14 May 2015.
World region: Asia
Image 7
Citation: Williams, Graeme. Afrikaans Language Monument, South Africa. 2014. Photograph. Travel 365: Best of
2014. National Geographic Traveler. Web. 14 May 2015.
World region: Africa
Image 8
Citation: Reichle, Steffen. Butterflies in Bolivia. 2014. Photograph. Travel 365: Best of 2014.
National Geographic Traveler. Web. 14 May 2015.
World region: Latin America
Image 9
Citation: Iwago,Mitsuaki. Kangaroos in New South Wales, Australia. 2014. Photograph. Travel 365: Best of 2014.
National Geographic Traveler. Web. 14 May 2015.
World region: Oceania
Image 10
Citation: Stanmeyer, John. Madain Salih, Saudi Arabia. 2014. Photograph. Travel 365: Best of 2014. National
Geographic Traveler. Web. 14 May 2015.
World region: Middle East
Note: Students who wish to choose their own photograph will be instructed to choose from
National Geographic Online Photographs: People and Culture section. 500+ photos. Students
will need to provide a citation for the photograph they select, using this MLA citation template:
Citing a Photograph on a Website (MLA):
Last, First M. Photograph Title. Year Created. Photograph. Website Title. Website Publisher.
Web. Date Month Year Accessed.
-Photo Analysis Worksheet (Designed and developed by the Education Staff, National Archives
and Records Administration)
-Online Databases (may vary by college)
 E-Research by Discipline (UNC)
o
o
o
o
o
o
African Studies
East Asian Studies
Latin American Studies
Middle Eastern/Muslim Civilizations
Slavic, Eurasian, and East European Studies
South Asian Studies
 CIA World Factbook: Go to report for your country to find facts about the country that your
tradition occurs in. Visit the People and Society section.
 Culture Grams : Cultural reports for more than 200 countries each include 25 categories
such as land and climate, history, personal appearance, greetings, gestures, family, diet,
holidays, economy, education, health, and events and trends.
 SIRS Renaissance: Full-text articles on arts & humanities subjects that includes a vast
Culture section.
 World Book : Access to World Book Online Encyclopedia, a great source for general
information about different countries.
 Gale Virtual Reference Library : A searchable collection of encyclopedias that focus on
specific subjects, including Multicultural Studies and Nation and World.
Procedure:
1. The student will select an image from provided examples or from National Geographic
Online.
2. The student will observe the image and write down observations regarding composition,
color, lines, space, and light.
3. The student will identify the cultural event, landmark, or custom and conduct research to
help describe the photograph accurately and avoid misrepresentations.
4. The student will construct a multi-paragraph essay that analyzes specific details from the
image, provides an accurate explanation of the photograph’s context, and evaluates their
observation experience.
5. After completing a draft of the essay, the student will make sufficient revisions to
produce a well-organized, well-developed, mechanically and grammatically sound
composition.
Assessment:
1. Students will be assessed on the clarity of the thesis statement and how they are able to
support it based on their understanding of the image.
2. Students will be assessed on their ability to describe the photograph using sensory details.
3. Students will be assessed on their ability to research a cultural event, custom, or landmark
and use their findings to support their thesis.
4. The assignment will be assessed on grammar mechanics, writing style and MLA
documentation, including a properly cited photograph and a Works Cited page.
Time Recommended: two weeks
3) Comparing Global Traditions Research Paper: Students will conduct extensive
research on a cultural tradition or custom in another country and in America. Students will
compose an informative essay that compares/contrasts the global tradition to the American
equivalent.
The research paper will be at least 5 pages and typed in MLA style (formatting, in-text
documentation and a Works Cited page). Students should plan to include at least 5 outside
sources in the paper. It is likely that students will look through many sources, but they are
only required to use 5 in the actual paper. These sources are acceptable: any amount from
their college library catalog, any amount from available online databases--limit to TWO
credible internet sources.
Topic choices may include (but are not limited to) the following:
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New Year’s celebrations
Coming of age rituals
Wedding rituals
Courting
Religious commemorations
Birthday celebrations
Funeral rituals
Harvest celebrations
Purpose of the Assignment:
Demonstrate an ability to use research to compose an organized, informative, and unbiased text
that closely examines similarities and differences between two cultural traditions.
Example:
Topic Weddings in China
Research Question What are traditional weddings like in China compared to American weddings?
Sources
1. Chinese Wedding Traditions
Citation: Mar, Lim. “Chinese Wedding Traditions.” Chinese Historical & Cultural Project. CHCP, n.d. Web. 24
May 2015.
2. Traditional Chinese Weddings
Citation: “Traditional Chinese Weddings.” Cultural China. Shanghi News and Press Bureau, 2014. Web. 24 May
2015.
3. Traditional Chinese Wedding Ceremony
Citation: He, Herman. “Traditional Chinese Wedding Ceremony.” Online Video Clip. YouTube. YouTube, 21
September 2013. Web. 24 May 2015.
4. Chinese Wedding Traditions
Citation: Fusich, Monica. "Chinese Wedding Traditions." Library Journal 125.1 (2000): 34. ProQuest. Web. 27 May
2015.
5. A Chinese Wedding
Citation: Elegant, Simon. A Chinese Wedding. London: Piatkus, 1994. Print.
Assignment Resources:
Online Databases (may vary by college):
 E-Research by Discipline (UNC)
o
o
o
o
o
o
African Studies
East Asian Studies
Latin American Studies
Middle Eastern/Muslim Civilizations
Slavic, Eurasian, and East European Studies
South Asian Studies
 Film Studies (UNC)
 NC Live Video Collection
o Internet Archive Video
o Africa in Film
o Middle East in Films
 CIA World Factbook: Go to report for your country to find facts about the country that your
tradition occurs in. Visit the People and Society section.
 Culture Grams : Cultural reports for more than 200 countries each include 25 categories
such as land and climate, history, personal appearance, greetings, gestures, family, diet,
holidays, economy, education, health, and events and trends.
 SIRS Renaissance: Full-text articles on arts & humanities subjects that includes a vast
Culture section.
 World Book : Access to World Book Online Encyclopedia, a great source for general
information about different countries.
 Gale Virtual Reference Library : A searchable collection of encyclopedias that focus on
specific subjects, including Multicultural Studies and Nation and World.
Select Articles Coming of Age Traditions from Around the World
Citation: Nunez, Cristina and Leticia Pfeffer. “13 Amazing Coming of Age Traditions from Around the
World.” Global Citizen, 9 September 2014. Web. 16 May 2015.
 Christmas Traditions in Latin America
Citation: Roterman, Natalie. “Christmas Tradition In Latin America: 5 Ways Mexicans And Other Latinos Celebrate
The Birth Of Jesus.” Latin Times, 8 December 2014. Web. 16 May 2015.
 Death is not the End: Fascinating Funeral Traditions around the World
Citation: May, Kate Torgovnick. “Death is not the End: Fascinating Funeral Traditions around the World.”
Ideas.Ted.com. 1 October 2013. Web. 24 May 2015.
 ¡Quinceañera!
Citation: Blum, Jonathan. "¡Quinceañera!" Scholastic Action. Sep 19 2005: 18-20. ProQuest. Web. 30 May 2015.
 National Geographic-Inside Brazil Carnaval
Citation: Camoes, Alexandre. “National Geographic-Inside Brazil Carnaval.” Online video clip. Youtube. Youtube,
31 May 2012. Web. 26 May 2015.
Procedure:
1) Either: Start by introducing your chosen country/part of the world, then lead into the
event
Or: Start by introducing the event or tradition you’ve decided to explore, then state
which country you’ve decided to research this tradition in.
2) Briefly describe the cultural tradition you’ve decided to explore.
3) Contrast (present differences) between the tradition in another country and the American
equivalent.
4) Compare (present similarities) between the tradition in another country and the American
equivalent.
5) Summarize your findings. Are the two events more different or more similar? How did
learning about another version of this event/tradition enhance your global awareness of
and appreciation for various cultures and societies throughout the world?
Notes:
-Be sure to write this paper in 3rd person voice--avoid using 1st person (I, me, my, we, our) and
2nd person (you, your). When you summarize your findings in the last paragraph, you may break
from the 3rd person voice.
-Students are not to evaluate traditions (one being better/worse than the other).
-Avoid generalizations. For example, just as not all weddings in America are the same, not all
weddings in the Philippines are the same. Be sure to specify if you are looking at a particular
socio-economic group, religious sect, or region of the country.
Assessment:
Thorough Engagement (20 points)
Global Perspective
Adequate Engagement (15 points) Partial Engagement (10 points)
Does Not Engage (5 points)
The essay struggles to
The essay demonstrates a strong
The essay demonstrates an
The essay does not demonstrate
demonstrate an understanding of
understanding of a cultural event or adequate understanding of a cultural
an understanding of a cultural
a cultural event or tradition.
tradition. Develops clear comparisons event or tradition. Makes adequate
event/tradition. Makes obvious
Lacks sufficient comparisons to
to American equivalent without showing comparisons to American equivalent
preferences for one culture's
American equivalent and/or
bias.
without bias.
methods over another.
shows bias.
The essay demonstrates strong
information gathering and reporting
Information Gathering and
skills. The essay includes at least five
Reporting
relevant outside sources. The paper is
in MLA formatting.
Thesis and Support
The essay demonstrates an
The essay demonstrates adequate
awareness of the writing
information gathering and reporting
assignment but may include
skills. The essay includes at least
extraneous or loosely related
five relevant outside sources. The
material. The paper attempts
paper has adequate MLA formatting.
MLA formatting.
The essay is only slightly related
to the topic and does not utilize
the appropriate strategies to
compose an informative research
essay. The paper is not in MLA
formatting.
The essay provides a clear thesis
The essay provides a clear thesis
The essay struggles to provide a
statement and the body paragraphs
statement and the body paragraphs
strong thesis statement and In-text citations are very limited
provide relevant and well integrated
provide relevant and well integrated indoes not adequately integrate
or non-existent.
in-text citations to support the
text citations to support the thesis.
the needed in-text citations.
thesis.
Purpose
The paper exceeds the required
rhetorical purpose to inform.
Punctuation and
Mechanics
The writing demonstrates a mature
command of the language, including
precision in word choice. With rare
exceptions, sentences are complete
except when fragments are used
purposefully. Subject/verb agreement
and verb and noun forms are generally
correct. With few exceptions, the paper
follows the conventions of punctuation,
capitalization, and spelling.
The paper may lack a sense of The writing exhibits little or no
The paper sufficiently meets the completeness or wholeness. An evidence of an organizational
required rhetorical purpose to inform. organizational pattern has been pattern. Development of ideas is
attempted.
erratic, inadequate, or illogical.
Word choice is generally adequate
and precise. Most sentences are
complete. There may be occasional
errors in subject/verb agreement and
in standard forms of verbs and
nouns but not enough to impede
communication. The conventions of
punctuation, capitalization, and
spelling are generally followed.
Time Recommended: one-two weeks
Vocabulary is adequate but
limited, predictable, and
occasionally vague. Errors in
sentence structure, subject/verb
agreement, and verb and noun
forms limit readability.
Knowledge of the conventions of
punctuation and capitalization is
demonstrated. With few
exceptions, commonly used
words are spelled correctly.
Limited or inappropriate
vocabulary obscures meaning.
Gross errors in sentence
structure and usage impede
communication. Frequent and
blatant errors occur in basic
punctuation and capitalization,
and commonly used words are
frequently misspelled.