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We will share most of our work in a Google+ Community. We can upload images, respond to each other’s ideas, and share links and artifacts here.


Course calendar can be found above and HERE.

Dear Chico State…your video from Summer Bridge



ENGL 130PI: Academic Writing
Spring 2018
Section 40—MW 3:00-3:50 in ARTS 111
Two-hour workshops—various times (see below)

Instructor: Dr. Kim Jaxon
Office Hours: Mondays 4:00-5:00 and by appointment (ARTS 262)
Email for sharing Google Docs:

Workshops & Mentors:

  • English 130PI, 41: Thursday, 3:00-4:50pm in YOLO 224 (Cristina & Kasey)
  • English 130PI, 42: Thursday, 2:00-3:50pm in THMA 117 (Olivia)
  • English 130PI, 43: Thursday, 4:00-5:50pm in THMA 117 (David)
  • English 130PI, 44: Thursday, 3:30-5:20pm in YOLO 146 (Sabrina)
  • English 130PI, 45: Friday, 9:00-10:50am in MODC 116 (Kelsey)
  • English 130PI, 46: Friday, 9:00-10:50am in YOLO 146 (Ruben)
  • English 130PI, 47: Friday, 11:00am-12:50pm in OCNL 121 (Cecilia)
  • English 130PI, 48: Thursday, 3:30-5:20pm in BUTTE 221 (Jazmin)
  • English 130PI, 49: Friday, 11:00am-12:50pm in MODC 116 (Allison)

Course Description

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: Our section of Academic Writing will focus on digital literacies and digital culture. We will think and write together about the web, our digital selves, and how we can use digital platforms to be seen and heard. We will weave the practices of academic writing–research, citation, revision, editing, etc–throughout a variety of multimodal compositions.

Required Materials:

  • If you have a laptop, bring it to class each time (both the large class and especially 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:

Make Cycles: The course is organized around two week Make Cycles. Each cycle will ask you to do some informal writing and some making. 

  • some writing (about the reading, about ideas you’re interested in…) (10 points x7)
  • some making (playing with a digital platform and creating multimodal artifacts) (15 points x3)

Approx ~115 points total for the Make Cycle work


  • Quantified Self Paper (20 points)
  • Curated Resource (25 points)
  • Explain Everything Paper (30 points)
    • Peer Response (10 points)
  • Explain Everything Goes Multimodal (25 points)
  • Reflection & Curated Work (15 points)

~240 points total

(Grade: 95-100%=A, 90-94%=A-, 85-89%=B+, 80-84%=B, etc)

 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 we didn’t need an attendance policy. But….in this course, you are allowed 4 absences total. 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 and need your ideas.

Course Responsibilities

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.

Campus Support

Hungry Wildcats

Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact the Hungry Wildcat Food Pantry. Furthermore, please notify the professor if you are comfortable in doing so. This will enable her to provide any resources that she may possess. You can find many, many campus resources HERE too.

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.

Mechoopda Acknowledgement

CSU, Chico stands on traditional Mechoopda Indian tribal lands. Without them and other native peoples, we would not have access to this campus or our education.