English 105 Course Overview:

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)

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.

Class Activities

As a blended class, instruction will take place both face-to-face in the classroom and asynchronously online. Our in-person meetings are activity/project based and most weeks will consist of multiple activities, some involving the whole class, other times group work, and, of course, individual work. Occasionally, in-person class time will be about meeting with the professor. Online class activities will involve significant amounts of writing and collaborating with your peers. Be prepared to complete work for this class each week. All of these activities, both in-person and online will help you become a better writer and thinker, which is critical to your future success.

Student Learning Outcomes

Upon successful completion of this course, students will be proficient in the following areas:

Rhetorical Knowledge

  • 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, and 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 Learning 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 discipline.

Dr. Clifton Justice

Welcome! As you settle into our class, please understand that regular and effective communication between you and me is essential to your success as a learner. Remember, I am not with you throughout most of your learning experience and, therefore, will be unaware of many of your challenges and struggles unless you bring them to my attention. As a university student, you must take accountability for your learning and understand how to effectively communicate with me. I look forward to learning with you!

Communication Policy

Email: clifton.justice@csuci.edu
Cell Phone: 818/458/3682
Office: BT 1139
Office Hours: Wednesday, 8:15 - 10:15 AM.

  • Alternate appointment times, including virtual appointments, can be arranged by contacting the professor.
  • Email is the preferred and quickest way to reach me, but I may be reached through my phone, if it is an emergency.
  • I agree to respond to your inquiries within 24 hours during the week (Mon-Fri). I take breaks on the weekend. :) While I may respond quickly on the weekend too, it is not guaranteed.
  • If you don't hear from me within 24 hours, assume I didn't receive your message (issues do occur with technology!) and contact me again.

Principles of Learning

  • You will learn only as much, or little, as you choose to learn.
  • Each 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.
  • The 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.


  • Students begin work immediately on college-level research and writing;
  • Students move quickly from study of their own processes to the development of finished products;
  • Students complete two writing projects, involving research and documentation of sources, as well as additional assignments;
  • Students work on multiple writing projects at the same time.


  • Laptop computer/Tablet;
  • Writing and reading assignments, both in and out of class;
  • Collaborative work with other students;
  • Documentation of sources. This class uses MLA documentation;
  • Campus email.
  • Internet access.


  • All readings are available through the professor's CIKeys site or online; you will not need to purchase any books.
  • Additionally, readings for projects are linked on project pages.
  • Reading the class material is critical to your success in this class.
  • Each week read the weekly agenda and perform the activities/writing for that week.

Technical Support

  • If you run into technical problems in this course, you should try the following:
  • Clear your browser’s cache.
  • Try a different browser (Internet Explorer, Firefox, Safari or Chrome).
  • Shut down and restart your computer.
  • Reach out to the Solution Center
    for assistance.



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.

Academic Dishonesty

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

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.

Electronic Devices in the Classroom

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 and stowed away at the beginning of class. Unless we are using them for a class activity, phones should not be visible during class time.
  • If you must receive or make a phone call or send and receive a text, 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 or text messages. Computers should be used only for class-related activities.
  • Failure to abide by these policies may result in you being asked to leave class and given an absence for the day.

Classroom Conduct

Respect for the rights of others seeking to learn and for the general goals of academic freedom must be maintained. Differences of viewpoint or concerns should be expressed in terms that show respect even in dissent. Student conduct that disrupts the learning process will not be tolerated.

Completing Assignments

  • Each week you must complete the homework activities listed on the weekly agenda.
  • All homework/draft assignments must be submitted electronically in CI Docs.
  • All homework/drafts are due Fridays @ 9 AM. You have a 24-hour grace period meaning that if you complete your work by Saturday @ 9 AM you will not be penalized.
  • Late homework assignments will negatively impact your grade, including the possibility of failing the course. If you need additional time beyond the 24-hour grace period, contact the professor with your request.
  • Both the Research Prospectus & Reflective Bibliography and the Research Essay must be turned in by the assigned date and time in order to be submitted to the Composition Team for scoring.

Disabilities Statement

If you are a qualified student with a disability who will require reasonable accommodations in this course, please register with Disability Resource Programs located in the Educational Access Center, Bell Tower 1541, or call 805/437/3331 for assistance with developing a plan to address your academic needs. Faculty, students and Disability Resource Programs will work together regarding classroom accommodations. Any requests for course modification, including those related to assignments and/or deadlines, shall be addressed through this process. Students should discuss any approved accommodations with faculty. All requests for accommodations require appropriate advance notice to avoid a delay in services.

Class Recording Policy

Students may not record (audio or video) in this class except in accordance with approved ADA accommodations. Any recordings made in connection with a disability accommodation are for the student’s personal academic use only and may not be distributed in any manner to any other individual.


University Writing and Multiliteracy Center

Location: Broome Library, 2nd Floor, Room 2675

Hours: M-Th 9-8pm + 8pm-10pm (Studio Hours); Fri 9-3pm; 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. Student 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.

Basic Needs Security

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:

Counseling and 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 caps@csuci.edu 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/.


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.

Research Essay

  • 40% of final grade
  • Submitted to Composition Team in Week 14 (May 8) 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 (~1500-200 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. Failure to meet this deadline will result in failing the class.

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.

Additional Coursework

Two (2) formal evaluations of your additional coursework (logs) will take place during the semester. However, the professor will check each week to see if students have met the weekly deadline. Missing deadlines and incomplete work will lower your log grades and may cause you to fail the class.

Reading logs due Week 7, March 13@ 9 AM; 20% of your final grade.

Writing logs due Week 15, May 15 @ 9 AM; 20% of your final grade.

For these evaluations, the professor will holistically assess your written work including your ability to meet weekly deadlines and follow instructions. Those that meet deadlines and follow instructions will receive a grade of "B" or better on their logs. Effort plays a significant role in the grading of the logs.

Final Grades

Final grades for the course will be A through F; at the discretion of your professor, plusses may be added to grades A – D, and minuses may be added to A – D.

Information contained in this syllabus, other than that mandated by the University, may be subject to change with advance notice, as deemed appropriate by the instructor

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