Kelly Gallagher & Penny Kittle help with moving to online


Course calendar can be found above and HERE. But you might refer instead to our Weekly Task Support page HERE

G+ Community

We will share some of our work in a Google+ Community. We will write responses to readings, upload images, respond to each other’s ideas, and share links here.



ENGL 534: Literature/Lang/Composition

Spring 2020

Thursdays, 5:00-7:50 in ARTS 306A

Pre-/co-requisites: Graduating senior status (you should be graduating Spring 2020 or Fall 2020); you should have taken or currently be enrolled in ENGL 335, ENGL 375, and ENGL 441.

Dr. Kim Jaxon, Associate Professor of English (Composition & Literacy)
Office Hours: Tuesdays 2:00-3:00, Wednesdays 2:00-4:00, and by appointment
Office Location: ARTS 262
Email:   Twitter: @drjaxon

Course Description

  • Class Population: This is the capstone course for students in the English Education option of the English Major. My assumption is that your career plan is to teach English in a middle or high school, and the course’s materials, activities, and assignments are designed with that assumption in mind. If that is not your career plan, please speak to me.
  • Purpose: The course’s title indicates its curricular mandate: to help you craft a meaningful negotiation of the competing and complementary subdisciplines of English. In your college career, you have been privileged to experience separate courses devoted to literature, academic writing, linguistics, literacy, and creative writing, among others. As an English teacher, you will lose the luxury of these classes’ specificity, and will instead need to provide your students with a coherent experience of all of these aspects of English (along with the fundamentals of reading, speaking, and listening) within single English classes. English 534 provides you with opportunities to see the landscape of English as a synthesized single discipline, and to take steps toward becoming a member of the professional community of English teachers.
  • Design: This incarnation of English 534 is subtitled “Making English.” I use the term “making” since we will design, craft, undo, and remix all the things we know about the teaching and learning in English. We will continually play with digital practices too as a way to support the teaching and learning of English.
  • Structure: As the capstone course in your major, this class is attempting to prepare you for a career as an English teacher. When you become a teacher, you will make myriad decisions each day, and those decisions will need to come from your own knowledge, experience, and judgment. Those decisions may also be challenging, overwhelming, and exhausting. The structure of the course is designed to give you experience making these kinds of professional choices in a safe environment. To that end, the primary assignments are focused on writing curriculum for middle- and high-school English classes, and in the process of writing those materials you will have the chance to understand the complex decision-making teachers face on a daily basis.


We’ll read some texts together and some in small teams. You’ll have three books to purchase/find: 1) a common book about learning that we will read together; 2) a professional book; and 3) a newer young adult novel. Since my goal is for us to get a chance to find out something about all these books, I’ll ask you to give me your top two choices of books on the first night of class: we’ll create professional working groups who will read, make, and share their text choices together and with our class. Looking over these options before our first class will be helpful. Links below take you to Goodreads’ reviews and summaries.

Common book:

Professional Book Choices (you’ll pick one from the list below; we’ll try to decide in our first class session)

Young Adult Literature Choices (pick one; we’ll talk about the choices during our first class session)

Assignments (full descriptions on the Assignments page)

  • Projects: 100 points (40% of grade)
    • Integrated Unit Plan (75 points)
    • Portfolio (25 points)
  • Presentations: 50 points (20% of grade)
    • Presentation & Activity for YA Novel (pairs/teams) (25 points)
    • Presentations & Activity for Professional Book (team) (25 points)
  • Doing Things Together: 100 points (Readings, Discussions, Annotations) (40% of grade)
    • Reading & Discussions (8@10 points/80 points)
    • Book in a Box Annotation (1@20/20 points)
  • Total: 250 points

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


Students are expected to attend class each day, and bring appropriate materials for the day’s work (texts under discussion, etc.). Students with chronic absenteeism (missing more than 2 or more class meetings) rarely pass the course. Since English 534 is closer to a graduate level course than an undergraduate course, it really would be odd to miss class…and we need you. 

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 Wildcat Basic Needs Program. 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.