CSULA Department of English | Composition Resources

Overview of Instructional Practices

Preparing a Syllabus

Selecting Textbooks

Student Attendance Policy

The University Writing Center

Assessing Students' Writing Skills Early

The University Library and Information Literacy

Scheduling Office Hours

Managing Student Enrollment

Recommended Policies on Student Papers

Duplicating Instructional Materials

Using Other Departmental Resources

Canceling Classes

Avoiding Plagiarism

Students' Evaluation of Teaching


Faculty Meetings

Overview of Instructional Practices (back
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All courses in the writing program ask students to develop
thinking and reasoning abilities and to learn rhetorical strategies for
communicating effectively in writing. The curriculum offers a developmental
sequence that initially emphasizes reflection but which moves quickly to
analysis and interpretation. The focus of reflection and interpretation often
begins with personal experience or observation and moves quickly to ideas and
issues drawn from texts and a world outside students' immediate experience.

Classes are based on the premise that writing is
a craft that can be taught and are structured around the principle that the best
writing evolves over time, developing through careful consideration of a topic,
formal or informal collaboration during the writing process, and multiple drafts
which are revised in response to various types of feedback. In all courses, the
program's instructional practices are highly interactive, with both students and
instructors actively engaged throughout the entire writing process: discovering
a thesis; critically reading and discussing texts; and drafting, revising, and
editing essays. Frequent use of small groups for prewriting activities and peer
evaluation helps engage students actively in the learning process.


Research indicates that students who read extensively have
a more extensive vocabulary, use more varied sentence structures, and have a
better grasp of the conventions and genres of written language than students who
have read very little. Since most contemporary students have not read widely or
regularly, whatever we do to encourage them to read regularly will assist them
in their academic and intellectual development. In addition, college-level
writing almost always requires that students respond critically to texts, so
composition instruction needs to help students learn strategies for reading and
responding to texts.

In English 095, texts are used to help students generate
ideas for writing and to help them find events in their personal experience or
observations that they can relate to and reflect on. While the focus in English
095 is not on textual analysis, most instructors ask students to write
reflectively and critically about the ideas found in texts. For example,
students in English 095 might be asked to read an excerpt from Richard
Rodriquez’ Hunger of Memory or Mike
Rose’s Lives on the Boundary and
write about their own literacy education. Alternatively, they might be asked to
write about the institutional obstacles faced by some or all language learners.
Some English 095 instructors also require students to read one full-length book
as a way of encouraging more extensive reading.

In English 096, the emphasis on critical reading is
increased, and students’ reliance on personal experience is decreased. While
students might begin the term by specifically relating texts to their personal
experience and analyzing their experience with reference to a text, by the end
of the term students should be developing a more critical and analytical
relationship with the words and ideas of others. For example, students in
English 096 might be asked at the beginning of the term to read Maya Angelou’s
description of her high school graduation and compare their own experience with
anticipation and disappointment with Angelou’s experience. By the end of the
term, they might be asked to read Marie Winn’s essay “Television: The
Plug-In Drug” and argue for or against Winn’s claims. As in English 095,
instructors in English 096 often require students to read one full-length book
as a way of encouraging more extensive reading.

In both English 101 and 102, students "read to
write," and assignments ask them to interpret and analyze texts. In English
101, students are asked to read critically, analyzing a writer’s implicit and
explicit assumptions and in their writing extend ideas found in texts through
original analysis, evaluation and elaboration. Often students must decide
between divergent even contradictory views found in multiple texts by careful
attention to the quality and effectiveness of a writer’s argument. For
example, students might read a series of essays offering conflicting views on
how to solve key problems in public education and be asked to write an essay in
which they present their view on the issue and use the texts to argue against or
to support their claims.

English 102 students read more challenging texts than 101
students, write analytic essays using several texts related to a topic or theme,
and engage in individual research to find their own sources on a topic. They
also learn how to determine the validity of the information they find,
developing their own “information literacy” through critical attention to
sources. In English 102 students continue developing as critical readers, taking
into account historical, social and political context as a key element of a
text’s rhetorical situation. Through their research project, students also
learn to not merely distinguish between different positions, but to recognize
the possibility of higher order syntheses. The research process also helps
students recognize the importance of maintaining the autonomy and integrity of
source material—that the words and ideas of others are not simply objects to
be used to confirm or deny a claim, but ideas worthy of their own attention.

Invention and revision are key elements of the writing
process, and students need extensive help and guidance during these phases of
writing. They benefit from prewriting activities and discussions that help them
read critically, identify issues, discuss alternative points of view, and
establish or formulate a thesis. They also need to learn to revise at the global
level (content, development, and organization) as well as at the sentence level
in response to feedback from instructors and peers. Given the time constraints
of the quarter system, students are usually completing final revisions on one
paper while engaged in prewriting/invention activities for the next essay.

Selecting Textbooks (back
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The Composition Committee maintains a list of recommended
texts. (The list of recommended texts is included on the resources page for each
composition course.) Copies of books on the recommended list are usually
available for examination in the department office. If not, it is possible to
review a book's table of contents on publishers' websites. 

The list is not
intended to be all-inclusive, but instead suggests titles that have an
appropriate content and approach for the curriculum of each course. Faculty are
asked to choose their texts from the list of recommended texts. Faculty who
would like to use a text that is not listed are asked to submit with their book
orders a description of the text(s) they would like to use along with a brief
rationale for their choices. 

Those who
wish to create course readers can do so through the CSULA Book Store or one of
the commercial publishers who offer such services. In addition, it is now
possible to put articles on electronic reserve in the library. Students can
access, download, and print electronic reserve articles using campus or their
home computers: this method is usually the most economical for students since
they can avoid having to pay copyright fees and copying fees associated with
course readers.


Textbook order forms are available from Yolanda Galvan, the
department secretary. Instructors should select texts as early as possible to
ensure their arrival in the bookstore. In cases where instructors are hired too
late to order texts, the Composition Coordinator in consultation with the
Composition Committee may select texts for those sections.

As textbook costs can be a considerable burden for
students, instructors are encouraged to choose texts that are reasonably priced.
Many popular readers, rhetorics, and grammar guides are also available in
lower-cost concise or compact editions that may be just as useful to students.
Instructors are also encouraged to consider using the library's electronic
reserve system as an alternative to course packets.

Desk Copies

Instructors can obtain desk copies by contacting the
publisher's representative. Generally, instructors will be asked to mail or fax
a request on department letterhead with appropriate course information and have
the text sent to the school. Telephone numbers of major publishers are available
in the department office. Instructors who do not receive their desk copies
before classes begin can buy a copy of their text at the Cal State LA book store
and return it for full credit once the desk copy arrives. Be sure to keep your
receipt and ask the cashier to write "desk copy" on the receipt at the
time you purchase the book.

Preparing a Syllabus (back
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University policy requires all faculty to provide students
with either an electronic or hardcopy syllabus that contains all of the information listed below and to
turn in a file copy of the syllabus to the department office. Students must receive this
syllabus no later than the second class meeting. However, we strongly encourage
all composition instructors to have their syllabus ready for the first
class meeting.

The university
policy on syllabi is shown below:

“An instructor
must provide his or her syllabus in an accessible format in keeping with the CSU
Accessible Technology Initiative with proper notification from the Office of
Students with Disabilities. The syllabus shall include but not be limited to the

(1)  Contact
information for the instructor:  campus office hours and location, campus
telephone extension, and campus e-mail address.

(2)  General
course description including course prerequisites, if any.

(3)  Student
learning outcomes for the course.

(4)  For all
general education courses, the area of the general education program that the
course fulfills.

(5) Topical outline
of the course.

(6) Requirements -
policies and procedures (for example, attendance, assignments, readings) and
basis for evaluation (written work, examinations or quizzes, term papers,
portfolios, projects, laboratory or field work assignments, and other items as

(7) Grading system
and its relation to achievement of the requirements stated above.

(8) Date and time
of final examination.

(9) The following
ADA statement verbatim:   "Reasonable accommodation will be
provided to any student who is registered with the Office of Students with
Disabilities and requests needed accommodation."

(10)  An
academic honesty statement that includes reference to the University policy.

Click on the links below to view sample syllabi for composition courses.

ENGL 095 Sample Syllabus

ENGL 096 Sample Syllabus

ENGL 101 Sample Syllabus

ENGL 102 Sample Syllabus

Student Attendance Policy (back
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The English Department's attendance policy states that any
student who misses 20% of the scheduled class sessions can be assigned a failing
grade by the instructor regardless of other work completed. In a 10-week
quarter, there are 20 class sessions; this means that students are in danger of
failing once they have missed four classes. This attendance requirement should
be stated clearly in your syllabus. It demonstrates the importance of regular
attendance and gives you the option of giving students a grade of No Credit if
they miss a significant number of classes.

Individual instructors can choose whether to enforce this
attendance requirement rigorously, especially in cases where there are
extenuating circumstances. Instructors, however, should make every attempt to
apply this requirement fairly.

University Writing Center (back
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Cal State LA provides tutorial help for students free of
charge at the University Writing Center, Library South, Room 2098. The center is
open Monday-Thursday from 9:00 a.m.-6:00 p.m., Friday from 9:00 a.m.-2:00 p.m.,
and Saturday from 10:00 a.m.-2:00 p.m. with mid-week evening hours added after
the middle of the quarter. Any Cal State LA student can use this
valuable resource, but composition students are particularly encouraged to take
advantage of the assistance available.

The Writing Center is particularly helpful for students who
would benefit from greater individualized assistance than can be offered in a
classroom setting. Instructors should try to identify such students early in the
quarter and encourage them to work regularly with a tutor throughout the

Students whose EPT score is only a few points below the
cutoff for English 101 are allowed to enroll in 101 rather than 096 if they
enroll concurrently in English 100 (Supplemental Writing Practice), a one-unit
adjunct course taught through the Writing Center. In English 100, groups of 5-8
students will meet weekly with a Writing Center tutor for a 75-minute session
that provides supplemental instruction.

Assessing Students' Writing Skills Early (back
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Assessing students' writing skills at the beginning of the quarter provides a
rough idea of the strengths and weaknesses of individual students as well as of
a class as a whole. Some instructors assign a brief diagnostic essay—for
example, a 30-minute in-class or take-home essay in response to a
prompt—during the first or second class meeting, while others prefer to use an
early essay assignment that is more integrated with the course for the same
purpose. Each instructor needs to consider his or her needs in deciding whether
to have students write a diagnostic essay. Ultimately, whether one calls it a
diagnostic essay or not, what the instructor needs is a sense of where the
students are, and what each student needs is early and meaningful feedback. Such
early assessment allows instructors to get to know their students, fine-tune
their teaching according to the needs of a particular class, and identify
students who might benefit from extra assistance in the Writing Center.

The University Library and Information Literacy (back
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The Library offers instructors training sessions for their
students in conducting research online, using electronic databases, and
evaluating information found on the web; staff are eager to work with
composition faculty. Contact Catherine Haras, Information
Literacy Coordinator, at 343-5168 for further information.

Many 102 instructors schedule a visit to the library and
participation in a library research workshop as part of a research paper
assignment. These visits can be very effective ways to introduce information
literacy skills and help students navigate the wealth of resources available. If
you are interested in scheduling such a class visit, you should contact Ying Xu
(yxu1@calstatela.edu), the library’s
Arts and Letters librarian, to set up a time and date.

To make the most of your class’ time in the library, you
should consider the following:

  1. Review the materials on information literacy provided by Catherine
    Haras (of our library) and posted on the Composition Faculty resources page (/academic/english/cinfolit.php).
  2. Ensure that your research assignment will help students develop
    (and potentially master) the information learning outcomes articulated for ENGL
    102. In other words, ensure that the assignment requires some research,
    encourages critical evaluation of sources, calls for the use of information for
    a specific purpose, and helps students learn to use information ethically and
  3. Help students develop a focus for their research assignment prior
    to the library visit. The librarians have told us of classes with very general
    research assignments; the entire class period is then spent helping students
    narrow their focus so that they can begin searching, leaving little time for any
    actual research.

Scheduling Office Hours (back
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According to university policy, faculty must schedule 1
hour and 20 minutes of office hours weekly for each course they teach.
Instructors who teach two classes, therefore, would need to schedule 2 hours and
40 minutes of office hours, and instructors who teach three classes would need
to schedule 4 hours.

Faculty should schedule office hours at times convenient to
themselves, their students, and their department. Faculty should make every
attempt to hold office hours in their assigned offices. If use of the assigned office is unacceptable
(due to schedule overlaps with other faculty or some other reason), please
contact Yolanda Galvan to make alternative arrangements.

Managing Student Enrollment (back
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Drop/Add Procedures

To control the number of students in each composition
section, the English Department has developed a set of specific registration
procedures for the Drop/Add period. You will receive detailed instructions on
these procedures prior to the first day of classes. Please follow them carefully
so that we can accommodate as many students as possible while maintaining class
sizes appropriate for writing instruction.

The English Department sets pre-enrollment in English 095
and 096 at either 19 or 20 students and at either 27 or 28 students in English 101 and 102. Instructors should
refuse to add students above these limits because to do so will compromise the quality of instruction for the students
already enrolled.

Instructors need to take an active role in ensuring that
students who are added during the Drop/Add period officially enroll through STAR
(Student Telephone Assisted Registration) or online through GET (Golden Eagle
Territory) after they have given students permission to add the course.
Especially in the fall quarter, students are inexperienced in dealing with
university procedures and may not understand that they must enroll through STAR
or GET to be officially added to your class. You will receive updated class
rosters after the first week of classes to assist you in monitoring enrollment.
It is essential that you identify non-enrolled students and make sure they are
officially enrolled. Please follow instructions included with the registration

Recommended Policies on Student Papers (back
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Faculty are encouraged to develop their own policies on late papers and their
own procedures for returning papers, subject to the considerations listed below.

Late Papers

Students who are absent on the day that assigned papers are
due may turn the paper in to your mailbox in the department office. Staff
members will not stamp papers to indicate the time or date when papers are
turned in. Unless you are ill on a day when a paper is due, do not ask an entire
class to turn in a set of papers to your box in the department office. It
creates too much traffic, confusion, and work for the staff.

Returning Papers

Return all papers to students during class sessions.
Students who are absent must pick their papers up in class after they return or
during your office hours. Please do not leave papers for students to pick up
outside your office or in the department office.

If English 101 or 102 students want to pick up papers
turned in at the end of the quarter, they will need to see their instructors
during office hours sometime the next quarter. As an alternative, students can
give instructors a self-addressed, stamped manila envelope at the end of the
quarter, and their final papers can be mailed.

English 095 and 096 portfolios are not returned to students
but are kept on file in the department for one year and stored in file cabinets
in the department storage room.

Duplicating Instructional Materials (back
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Please note that due to the severe budget cuts
enacted for 2009-2010, access to photocopying has been severely limited.

The department has two copy machines, a Canon copier and a
risograph machine, to support instruction. They may be used to copy class
handouts, activities, short supplementary readings, etc. They should not be used
to create classroom sets of readings that, in effect, constitute a course packet
of readings. Not only have recent court decisions ruled that such packets are
illegal unless instructors obtain permission from copyright holders, but the
department budget will not cover such copying. To encourage balanced usage and
keep copying costs to a minimum, the department has established the following
copying guidelines:

Canon Copier:
Use the Canon copier when you have 10 or fewer pages to copy. Ask one of the
office staff if you need help in using it. Each faculty member is assigned an
individual copy code and allocated a set number of copies per quarter, depending
upon their total enrollment. You must key in your personal code number before
copying, and the machine records an ongoing tally of your usage.

Risograph Machine: The
risograph is a fast and efficient machine and more cost-effective than the
copier. Use it when you need to make 10 copies or more of each page you are
copying. Jeanne Gee or the Composition Coordinator will provide instruction in
using the risograph.

Drop-Off Copying:
Faculty should expect to do most of their own copying. However, at certain times
the staff can do copying if they are given several days. There is no drop-off
copying service until the end of the Drop/Add period each quarter because of the
many other demands on staff time during Drop/Add.

Using Other Departmental Resources (back
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VCR: A number of
rooms in King Hall are equipped with VCRs and DVD players. In addition, the
English Department has two VCRs, both stored in the department. To use one for
your class, sign up in advance with Yolanda Galvan. Instructors are responsible
for transporting the VCR to their classroom and for returning it to the
appropriate location. However, students are usually willing to assist in this
task if you need assistance.

Computer Lab: The
English Department Computer Lab is located in KHB 3007. It was upgraded in
Spring 2005 and has 30 Dell (IBM compatible) computers. Microsoft Word is
available on all machines, and there is access to all library databases and the
Internet. Sign up with Yolanda Galvan to reserve the room for use with your

Changing Classrooms (back
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Temporary or
One-Time Change of Location:
If your class is meeting somewhere other than
your regularly assigned room for any reason, please notify the departmental
office. Some students will not remember where they are supposed to be and will
come to the department asking for help. It's also a good idea to post a notice
of the temporary location on your classroom door to guide students.

Permanent Change of
If your class is scheduled in a "problem" classroom and
you would like to change to a different room, ask Yolanda Galvan to request
another classroom. Sometimes classes are canceled, and rooms become available at
the beginning of the quarter. Be aware, however, that there may be no other
space available at the time your class meets. In this case, you will have to
remain in the room for the remainder of the quarter.

Canceling Classes (back
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If you are ill and cannot attend class, call the department
office so that we can notify the students of your absence. If you cancel a class
to substitute an alternative activity (i.e., library research, individual
conferences for the entire class, etc.), you should also notify the office so
they can inform lost or confused students.

Avoiding Plagiarism (back
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Even the best instructor will occasionally find that a
student has plagiarized a paper. While student plagiarism cannot be completely
avoided, instructors can reduce its occurrence by explaining the university's
academic honesty policy, instructing students in the difference between
acceptable paraphrasing and plagiarism, and by carefully choosing assignment
topics. For further resources, contact Lise Buranen in the University Writing
Center, and consult the following:

here to view the definition of plagiarism found in the Faculty Handbook.

here to view the university's academic honesty policy.

Adobe Acrobat Logo
Click here to view a PDF version of the university's academic honesty policy.


Students' Evaluation of Teaching (back
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University policy requires all lecturers to administer
Student Opinion Surveys in all their classes every quarter that they teach.
These are part of each lecturer's permanent file and must be considered in the
yearly evaluation of lecturers. Be sure to set aside 20 minutes during the ninth
or tenth week to administer the questionnaires. Follow the directions provided.

Grades (back
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Online Grading

All grades are submitted online using the Cal State LA
student information system known as GET (Golden Eagle Territory). All continuing
instructors have already received an ID number and instructions for grading
online. New instructors will receive their ID and instructions during their
first quarter of employment. After completing the grade roster and before
submitting the grades, instructors must make a copy of their grade roster for
the department. Turn copies in to Jeanne Gee.

Notifying Students

It is against university policy to post grades even if
students' CIN or some other means of anonymous identification is used. If
students want to know their grade before it is available on the university
system, they must give instructors a self-addressed post card.

Faculty Meetings (back
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There is one general meeting for all composition faculty
each year. This is held during the fall quarter on the first or second Friday
after classes begin. It is usually scheduled to meet from 9 a.m. to noon. At
the conclusion of the meeting, the chair meets with the composition faculty to
review the university's evaluation procedures for part-time lecturers.