English 105: Rhetoric & Composition I
CSU Channel Islands
Professor Rachael Jordan
Instruction and practice in writing university-level expository and persuasive prose. The subject matter of the course will be thematic and variable. The focus of the course is the development of proficiency in conceptualizing, analyzing, and writing research-based academic texts. Substantial research and writing are required.
GenEd: A2 (Written Communication)
English 105 is a three-unit course that fulfills the General Education Requirement for English Writing (A-2). In CI's New G.E. Goals and Outcomes, the course is aligned with Outcome 4.2 (Written Communication). It is an accelerated course focused on intensive research-based writing. Students who enroll in this course should feel prepared to begin a research project, including locating resources in Broome Library’s academic databases, in the first week of the semester.
Students must receive a grade of C or higher to pass English 105 and earn G.E. Credit for area A2. Students must fulfill the “Golden Four” G.E. requirements (A1, A2, A3, and B3) with a grade of C or higher before they can enroll in upper division courses.
Contact Your Instructor
- My office location is Bell Tower West 1141. I have dedicated office hours on Mondays 9am-noon, Tuesday 9am-10am, and Thursday 9am-10am. We can also schedule an appointment to meet in person or virtually. Just ask.
- The best way to reach me is via email: firstname.lastname@example.org. I will also contact you via your campus email, so please check that daily.
will typically respond to student emails Monday through Friday, 8:00am -
5:00pm. Messages that arrive outside these times will receive responses
the next business day.
- Students are welcome to address me as Professor Jordan or Ms. Jordan. I look forward to working with you!
Student Learning Outcomes
- Use key rhetorical concepts through analyzing and composing a variety of texts
- Read and compose in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes
- Respond to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure
- Use a variety of technologies to address a range of audiences
- Match the capacities of different environments (e.g., print and electronic) to varying rhetorical situations
Critical Thinking, Reading, & Composing
- Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts
- Read a diverse range of texts, attending especially to relationships between assertion and evidence, to patterns of organization, to the interplay between verbal and nonverbal elements, and to how these features function for different audiences and situations
- Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias and so on) primary and secondary research materials, including scholarly and professionally established and maintained databases or archives, and informal electronic networks and internet sources
- Use strategies--such as interpretation, synthesis, response, critique, and design/redesign--to compose texts that integrate the writer's ideas with those from appropriate sources
- Develop a writing project through multiple drafts
- Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing
- Use composing processes and tools as a means to discover and reconsider ideas
- Collaborate with peers in social aspects of writing processes
- Give and act on productive feedback to works in progress
- Adapt composing processes for a variety of technologies and modalities
- Reflect on the development of composing practices and how those practices influence their work
Knowledge of Conventions
- Practice composing and revising with attention to linguistic structures, including grammar, punctuation, and spelling.
- Explain why genre conventions for structure, paragraphing, tone, and mechanics vary
- Negotiate variations in genre conventions
- Apply common formats and/or design features for different kinds of texts
- Explore the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions
- Practice applying citation conventions systematically in their own work
English Program Outcomes
- Express original and creative ideas in writing and speech
- Practice effective editing, including appropriate use of English grammar and usage conventions
- Analyze a diversity of texts, ideas, and problems from multiple perspectives (multicultural, interdisciplinary, international, experiential, theoretical and/or educational)
- Find, evaluate, and synthesize scholarship, research, and information from a variety of sources and disciplines
- This class will ask you to complete multiple reading and writing assignments on your own time. You should plan to spend about 10 hours a week on your work for this course. Take time to identify where and when you’ll do your learning.
- Collaborative work is a significant part of this course. Your interactions with classmates will take place face to face as well as online.
- Any sources that you draw upon in your papers must be cited.
This includes any material that you quote directly (word for word),
paraphrase (put into your own words), or summarize. No exceptions.
- Both your final paper must cite and extensively integrate a bare minimum of four substantial, credible sources, using MLA format, or you will fail the final and not pass the class.
- All of your writing for this class will be completed on a computer.
- You must have a campus email account and access to CI Learn and CI Docs. You are expected to check your email at least once a day. Ideally,
you will set up your smartphone or laptop, if you have one, to
automatically receive campus email the moment it is delivered. Clear communication is key to successful completion of our writing courses.
- You must have some way of saving your drafts. Not just on your laptop, but on a separate thumb drive or cloud-based storage system. My CI provides cloud based storage for all students (Dolphin Files).
- Please review the Course Calendar and Module Overview to orient yourself to the flow of learning in the class. This class requires regular engagement throughout each module.
Principles of Learning
- You will learn only as much, or little, as you choose to learn.
of you has a unique learning style, so not every assignment will appeal
to everyone. But the variety should provide you with a chance to show
what you're capable of doing.
more often you collaborate with your classmates--in discussion, in
study groups, on papers--the richer the experience will be for you.
- Writing, you will discover, is always a collaborative process.
- You will teach yourself more than I teach you.
- You will learn more from each other than you do from me.
- All of you are capable of succeeding in this class; my job is to help you succeed.
If you are a student with a disability requesting reasonable accommodations in this course, please visit Disability Accommodations and Support Services (DASS) located on the second floor of Arroyo Hall, or call 805-437-3331. All requests for reasonable accommodations require registration with DASS in advance of need. You can apply for DASS services here. Faculty, students and DASS will work together regarding classroom accommodations. You are encouraged to discuss approved accommodations with your faculty.
All students are expected to abide by the University Policy on Class Attendance. This important policy includes the statement that students “are expected to attend class regularly” and outlines student responsibilities in communicating with the instructor in the event of an absence. Students must notify instructors, in advance whenever reasonably possible, about any missed classes. According to the catalog, "It is the responsibility of the student to give advance notification, contact the instructor … [and] submit assignments on time.”
Regular attendance is required in order to achieve Student Learning Outcomes and pass ENGL 105. Therefore, missing more than three weeks of class will prohibit you from passing the class. For extenuating circumstances related to a medical condition or disability, please refer to the Disabilities Statement. Three weeks of class = three class meetings for courses that meet once a week or six class meetings for courses that meet twice a week.
You'll notice that a lot of our course involves various online tools. You are expected to engage with all aspects of the course. Through using technology, we are then able to spend our class time doing conferencing, peer review, class discussions, and activities, rather than a traditional lecture format.
- Regular access to a computer (not a mobile device).
- Regular access to the internet.
- A recently upgraded web browser.
- Access to a webcam (can be a mobile device).
The following ground rules will be in effect at all times to help us sustain a respectful and productive learning community throughout the semester:
consider yourself a member of a learning community. As a community, we
are all working together towards our shared objective of successfully
completing the goals of this course.
log in and participate regularly in our online, collaborative
activities and discussions. The success of this course depends on the
active, engaged participation and distinctive contributions of every
community member. If you don’t participate regularly,you will find that
the course moves forward without you and will likely find it difficult
to become re-engaged.
our thoughts and ideas online requires trust of our fellow community
members. Please treat the contributions of others with respect.
technologies we will work with in this class are amazing tools but can
also present frustrations from time time. Please maintain a sense of
humor and patience when working with these tools. Learning to deal
gracefully with the unexpected is a valuable skill you can gain in this
- Everyone in
this class, including the instructor, is expected to maintain the
attitude of a lifelong learner. Please keep an open mind when introduced
to new ideas that may challenge your previously held notions or
ask for help when you need it, and please assist others when possible.
You will be amazed by what you can learn when you help teach someone
understand that communications shared through text have a higher
likelihood of being misinterpreted than words that are spoken. When you
type a thought or a comment, read it carefully before you submit it. If
you question the way it is worded, read it out loud to yourself. If you
still question the way it's phrased, re-write it. Remember that you
can’t unring a bell.
- If, at any time, you feel that any ground rule has been violated by a member of our community, you are encouraged to bring your concern directly and immediately to Professor Jordan, our community leader. Clearly identify which ground rule has been violated and include specific evidence of the violation. Your concerns will be addressed promptly and in an individualized manner.
If you keep up with the work, this class is not difficult. If you get behind, the workload may become overwhelming. You must submit completed assigned work on the dates set by your instructor in order to achieve Course Goals and receive timely and helpful feedback from the instructor and your peers. Both the Research Prospectus & Reflective Bibliography and the Research Paper must be turned in by the assigned date and time in order to be submitted to the Composition Team. For extenuating circumstances related to a medical condition or disability, please refer to the Disabilities Statement.
Cell phones, laptops and other electronic devices can become a problem in the classroom. To prevent them from distracting us, we will abide by the following policies:
- All cell phones will be turned off or set to vibrate before class begins.
- If you must receive or make a phone call, leave the class to do so.
- Since we will regularly be writing during class, you may wish to listen to music as you compose. Use earbuds and turn your volume low enough so that no one else in class can hear your music.
- Wearing earbuds during class, except when composing, is inappropriate.
- You are encouraged to bring your laptops to class each week. We will use them to write and do Internet research. However, during discussions, presentations, or lectures, it is inappropriate to have your laptops open.
- At no time during class is it appropriate to engage in social networking sites like Facebook, surf the net, play computer games, or read email. Computers should be used only for class-related activities. Likewise, texting or instant messaging during class is never acceptable.
By enrolling at CSU Channel Islands, students are responsible for upholding the University’s policies and the Student Conduct Code. Academic integrity and scholarship are values of the institution that ensure respect for the academic reputation of the University, students, faculty, and staff. Cheating, plagiarism, unauthorized collaboration with another student, knowingly furnishing false information to the University, buying, selling or stealing any material for an examination, or substituting for another person may be considered violations of the Student Conduct Code (located at http://www.csuci.edu/campuslife/student-conduct/academic-dishonesty.htm).
All work that students submit as their own work must, in fact, be their own work. If a paper presents ideas or information from other sources, it must clearly indicate the source. Word-for-word language taken from other sources – books, papers, web sites, interviews, conversations, etc. – must be placed in quotation marks and the source identified. Paraphrased material must be cited. In accordance with the CSU Channel Islands policy on academic dishonesty, students who knowingly plagiarize ideas or language will fail the course. Students are encouraged to consult with the instructor if they have questions about what might constitute an act of plagiarism or cheating. For additional information, please see the faculty
Academic Senate Policy on Academic Dishonesty, also in the CI Catalog.
Students will engage in multiple reading, writing, and thinking activities throughout the semester. These activities will include independent work as well as collaboration with classmates, both in person and online. Throughout the semester, you will receive abundant feedback on your work from your classmates, often in small groups, and your instructor. You will have ample opportunity to represent your best capabilities as a writer and as a participant in a community of learners. Students are encouraged to meet with their instructor throughout the semester by visiting office hours and/or scheduling conferences. Remember: most writing is rewriting--so we expect substantively revised and closely edited written work.
Required coursework and methods of assessment are listed below. Final grades for the course will be A through F; pluses or minuses may be used at the discretion of the instructor.
Research Prospectus & Reflective Bibliography
- 20% of final grade
- Focuses on topic related to course theme.
- Submitted to Composition Team in Week 6 for assessment in Week 7
- Evaluated via Research Progress Rubric
At the beginning of the semester, students will engage in research using scholarly databases to identify multiple substantial and credible sources on this topic. Students will select three sources to include in their Reflective Bibliographies in addition to any anchor texts provided by the instructor. Students are expected to provide a properly formatted citation for each source and a three-paragraph annotation. Students will edit and revise their reflective bibliographies along with a research prospectus (~250 words) that emerges from their research process so far and the feedback they have received from classmates and the instructor. Details on all requirements will be provided in the assignment prompt.
The Research Prospectus & Reflective Bibliography will be submitted in Week 6. English 105 classes will not meet in Week 7 to allow the Composition Team to meet as part of the assessment process. Submissions will be evaluated according to the Research Progress Rubric. The Composition Team will also provide holistic, collective feedback to help English 105 students successfully complete the Research Paper (due in Week 14). Students will complete their own reflections (250-500 words) exploring the transition from research to writing, the challenges and rewards of integrating these sources into their papers, the ups and downs of the research and writing process, and how their thinking on the topic has evolved over the course of this process. These reflections will be submitted along with the Research Paper in Week 14 of the semester.
- 40% of final grade
- Submitted to Composition Team in Week 14 for assessment in Week 15
- Evaluated via Composition Program Scoring Criteria
In the second half of the semester, students will draft, revise, edit, and polish a complete research essay (~1500-2000 words) on the topic they have been exploring. The essay shall incorporate sources from the reflective bibliography and those provided by the instructor. Additional sources (if approved by instructor) may be included in addition to, not in place of, those just listed. Complete drafts that include all required elements (including in-text citations and Works Cited) are due by Week 12. Final drafts, along with the reflection described above, will be submitted in Week 14. English 105 classes will not meet in Week 15 to allow the Composition Team to meet as part of the assessment process. Instructors reserve the right to reject Research Paper submissions for any of the reasons described below:
- Insufficient student attendance to achieve course goals. For inquiries related to reasonable accommodations, see the Disabilities Statement.
- Failure to fulfill the requirements of assignments (including draft deadlines and/or expectations, number and/or quality of sources, in-text citations, Works Cited, or other required components). For inquiries related to reasonable accommodations, see the Disabilities Statement.
- Student cannot provide multiple drafts demonstrating that the work is the student’s own, produced expressly for this course.
- 40% of final grade
- Evaluated via the Contribution Grade Rubric
Throughout the semester, students will keep a Contribution Journal detailing how they are contributing to the course via attendance, assignment completion, activities in class, discussion, peer review, meeting in office hours, and conferencing.
Emergency Intervention & Basic Needs Program
If you or someone you know is experiencing unforeseen or catastrophic financial issues, skipping meals or experiencing homelessness/housing insecurity (e.g. sleeping in a car, couch surfing, staying with friends), please know that you are not alone. There are resources on campus that may assist you during this time. The Dolphin Pantry is currently located in Arroyo Hall and offers free food, toiletries and basic necessities for current CI students. For additional assistance, please contact the Dean of Students office at (805) 437-8512 or visit Bell Tower 2565. Please visit the website for the most up to date information on the Basic Needs Program at CI: https://www.csuci.edu/basicneeds/.
Counseling & Psychological Services (CAPS)
CAPS is pleased to provide a wide range of services to assist students in achieving their academic and personal goals. Services include confidential short-term counseling, crisis intervention, psychiatric consultation, and 24/7 phone and text support. CAPS is located in Bell Tower East, 1867 and can be reached at 805-437-2088 (select option 2 on voicemail for 24/7 crisis support; or text “Hello” to 741741); you can also email us at email@example.com or visit our website at https://www.csuci.edu/caps.
Title IX and Inclusion
Title IX & Inclusion manages the University’s equal opportunity compliance, including the areas of affirmative action and Title IX. Title IX & Inclusion also oversees the campus’ response to the University’s nondiscrimination policies. CSU Channel Islands prohibits discrimination and harassment of any kind on the basis of a protected status (i.e., age, disability, gender, genetic information, gender identity, gender expression, marital status, medical condition, nationality, race or ethnicity, religion or religious creed, sexual orientation, and Veteran or Military Status). This prohibition on harassment includes sexual harassment, as well as sexual misconduct, dating and domestic violence, and stalking. For more information regarding CSU Channel Islands’ commitment to diversity and inclusion or to report a potential violation, please contact Title IX & Inclusion at 805.437.2077 or visit https://www.csuci.edu/titleix/.
Writing and Multiliteracy Center
Location: Broome Library, 2nd Floor, Room 2675
Hours: M 9-8pm; Tu-Th 9-10pm; Fri 9-2pm; Sat/Sun 2-6pm
The Writing and Multiliteracy Center (WMC) provides all CI students with FREE support services and programs that help them become more effective writers and communicators. Peer consultants help students at any stage of the composition process in any discipline for writing or speaking (such as slideshow presentations). Students are also welcome to bring in other types of non-academic work such as resumes, letters of application, and personal statements. Our online writing consultants will also work with students if they don’t live on campus or if they have trouble physically getting to our Center.
Our tutors can also help those who want to talk about or wish to learn new skills in speaking in academic contexts, whether it's oral presentations, in-class discussions, or talking with professors during office hours. Students can drop in for a 30 min tutorial session. They can also make an appointment in advance by visiting us at http://www.csuci.edu/wmc, going directly to the Center, or calling 805-437-8934.