ENGL 130PI: Academic Writing
Section 40—MW 3:00-3:50 in ARTS 112
Two-hour workshops—various times (see below)
Instructor: Dani Fernandez
Instructor: Tim Hayes
Office Hours: MW 1:00-3:00pm (ARTS 272)
Instructor: Dr. Kim Jaxon
Office Hours: Mondays & Wednesdays 3:00-4:00, Tuesdays 11:00-1:00, and by appointment (ARTS 262)
Email for sharing Google Docs: firstname.lastname@example.org
Section 41—Thursdays, 3:00-4:50, AGYM 205—Brittany DeLacy
Section 42—Thursdays, 2:00-3:50, YOLO 146—Genevieve Millin
Section 44—Thursdays, 3:30-5:20, YOLO 178—Keaton Kirkpatrick
Section 45—Thursdays, 3:30-5:20, YOLO 171—Jesse De Mercurio
Section 46—Fridays, 9:00-10:50, MODOC 118—Dalton Morley
Section 47—Fridays, 9:00-10:50, GLENN 327—Kelsey Carver-King
Section 48—Thursdays, 3:30-5:20, YOLO 218—Geoff Bogan
Section 49—Thursdays, 4:00-5:50, PAC 116—Jennifer Smith
English 130PI, “Academic Writing,” is a core General Education Foundation course (Area A2) that introduces you to the challenges of university level writing, reading, and critical thinking. This course uses writing to develop your scholarly curiosity. To do this, instructors focus on:
- deepening your research skills,
- developing your ability to read and respond to difficult texts, and,
- most importantly, helping you through the writing process in a social, collaborative, revision-focused environment.
All writing-intensive GE courses require a minimum of 2,500 words, and students enrolled in English 130I or 130PI must demonstrate the ability to criticize, analyze, and advocate ideas with persuasive force in writing. A grade of C- or better is needed to pass this course.
Our Section of 130P: The First Year Experience
We will spend the semester studying your first year experience at CSU, Chico. As a class, we will create a set of guiding questions that help us to understand the challenges of the first year student. Some of these questions might include:
Why go to college? Who runs this place…and how is it done? What roles do first year students play? What are students’ academic experiences in the first year of college? What is the role of athletics or fraternities and sororities? What happens to students in college? What roles do gender, race, ethnicity, class, and sexual orientation play in undergraduate culture? What are our idealized visions of the college experience? What are our experiences in college and how do these differ from the college life portrayed in films or other texts? How well do students adjust to their first year of college? How do first-year students spend their time? What are the values, attitudes, and goals of first-year students (how do these compare to faculty of first year students)?
- If you have a laptop, bring it to class each time (both the large class and especially the workshop).
- You will make a WordPress site (the free version), which will be a place to blog and a place to curate your work in the course. We will create the sites in the workshop.
- Readings available as pdfs or links through our course website. Either print out or bring readings to class on laptop/tablet.
Determining Your Final Course Grade:
- Blogs: 15%
- How You Doin? Reflections on the Fall Semester 5%
- Researching the First Year:
- Survey findings (collaborative): 5%
- Memo: 5%
- Annotated bibliography: 15%
- Case Study: 5%
- White paper: 20%
- Multimodal Project: 15%
- ePortfolio (your WordPress site): 15%
Attendance and Class Participation
Since a great deal of writing and discussion will occur in class, I expect everyone to be present and actively involved each day. We need you and you’ll need us to make sense of the complex work we’re doing.
Honestly, I wish I didn’t need an attendance policy. But….in this course, you are allowed 4 absences. After 4, you fail the course. In addition, you may only miss the workshop portion twice in the semester. In other words, if you miss the workshop twice, you can only miss the large class twice: FOUR total but only TWO can be in the workshop. I do not distinguish between excused and unexcused. Use absences as you wish, but wisely. Basically, just go to class. We like you. At least most of the time.
Our section of English 130P rests upon the assumption that writing is a social process based in a struggle to make sense of ideas, and that that struggle happens over time, between and among people in reading, writing, and discussion. You will write a lot and revise constantly.
Written Peer Response
We will often read each other’s writing and offer feedback and support. Students frequently feel as though they don’t have the authority to comment on their fellow students’ writing, but we will work throughout the course to show how, as writers, we don’t need to be “experts”; we just need to be open to sharing ideas and reading with care.
Reading and Research
The reading we do for this course will be challenging: some of it is detailed, written for a specialized audience other than college freshmen. Some of it is written in a style that is unfamiliar and daunting. Rather than avoid essays and articles on topics you care about because they seem unfamiliar, part of the work of English 130 is to develop strategies for creating meaning from these texts, and dialogue with their points and ideas in our own writing.
Americans with Disabilities Act
If you need course adaptations or accommodations because of a disability or chronic illness, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Please also contact Accessibility Resource Center (ARC) as they are the designated department responsible for approving and coordinating reasonable accommodations and services for students with disabilities. ARC will help you understand your rights and responsibilities under the Americans with Disabilities Act and provide you further assistance with requesting and arranging accommodations.
Confidentiality and Mandatory Reporting
As a Chico State professor, one of my responsibilities is to help create a safe learning environment for Chico State students. It is my goal that you feel able to share information related to your life experiences in classroom discussions, in your written work, and in our one-on-one meetings. I will seek to keep information you share private to the greatest extent possible. However, I am required to share information regarding sexual misconduct with the University.
Students may speak to someone confidentially by contacting the Counseling and Wellness Center (898-6345) or Safe Place (898-3030). Information about campus reporting obligations and other Title IX related resources are available here: www.csuchico.edu/title-ix