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The vision of the English Department at WJU is to impact the world through Christian literary scholarship and creative and professional writing. The English program at WJU offers several distinctives. First of all, we approach the study of literature and writing with a Christian worldview. We believe that all truth is God’s truth, and that the study of great writings throughout the ages can give us a glimpse of God’s interaction with the world that He created. Second, we offer concentrations in teaching, literature, creative writing, and professional writing, because we are committed to the highest standards for Christian writers. Finally, we know that the study of literature and of writing can be, and should be, a transformative experience, and we desire that all students should grow to know themselves, others, and God more deeply through their study of English.
New to teaching English at WJU? Curious about the English Comp sequence?
New to teaching English at WJU? Curious about the English Comp sequence?
Look no further than this brief video/Powerpoint overview of our department philosophy and composition sequence. Here, you'll find information on who we are as a department, our department philosophy, and how we approach the English composition sequence.
This video will cover the basics of English 092, 101A, and 101B.
Please note that, as of the fall of 2021, we are replacing our English 092 with English 100L, English Writing Lab. English 100L is a 1-unit class taken concurrently with English 101A to help students improve their writing at the university level.
Updated plagiarism statement:
Academic integrity is an essential component of Christian higher education. Instances of plagiarism or cheating will not be treated lightly and should be reported on an Early Alert form. If it is a student’s first offense, the paper or exam will simply receive a zero. The student may or may not have the option to re-write the assignment for half credit, according to the instructor’s discretion. If evidence of plagiarism or cheating exists a second time, the student will receive an academic dismissal, which can be appealed by the student. The full process is outlined in the University Catalog.
Plagiarism includes claiming credit for the artistic or creative work not wholly produced by oneself, such as a map, graph, musical composition, photo, electronic image, painting, drawing, sculpture, design, prose, or other written work, or computer code. Obtaining unauthorized assistance from another person or entity in the course of completion of any assignment or examination is also plagiarism. The most likely disciplinary outcome of plagiarism in any completed culminating activity will be expulsion from the University without possibility of readmission.
The use of artificial intelligence, machine learning, generative models such as large language models, not specifically sanctioned by the instructor of the course on a given assignment would constitute plagiarism.
We are currently in teach-out for our traditional English BA program, so some of these offerings are in the process of being phased out.
Faculty are required to use this syllabus template; however, you are more than welcome to change readings and modify assignments!
The AAC&U oral and written communication rubrics can be found here. You're free to create your own rubrics for your composition courses, or use the AAC&U rubric provided here.
The William Jessup University Disability Support Services (DSS) office provides support for all WJU students. For students with disabilities, it is the connection for classroom and housing accommodations.
If you identify a student who may be struggling spiritually, academically, or emotionally or is exhibiting any concerning behavior that may differ from their normal conduct, please fill out the Care Report. The Director of Student Care will review this report and have someone from Student Life connect with the student.
If the student is in immediate crisis and at risk to themselves or other individuals call 911 (and Campus Safety if possible) and remain with student till additional help arrives.”
The Writing Center inspires excellence in writing by offering writing support to all university students. We provide face-to-face tutoring on our Rocklin campus for traditional undergrad (TUG), adult degree completion (ADC), and graduate students, as well as online tutoring for Jessup Online, ADC, graduate, and distance (San Jose) students. Login or register on our appointment scheduler to view Writing Center hours and book an appointment with a writing tutor. Choose the "Writing Center" drop-down calendar for traditional face-to-face appointments.
Early Alert is a referral and support program to help identify and reach students at risk of academic difficulty or failure. The purpose of Early Alert is to reach students before they fail.
Paul Nystrom Library
Paul Nystrom Library
Link to Chomp Chomp website. Includes handouts on comma splices, fragments, irregular verbs, parallel structure, danging modifiers, comma usage, etc.
Link to the Online Writing Lab at Purdue site.
Attendance
Attendance
Remember to log in to MyJessup. Sign in to the Faculty Portal. Select on the course for which you wish to submit attendance. In the bottom right hand side of your screen (pictured above), you'll see a place to select "Attendance Entry," where you can enter weekly attendance.
Responding to Student Writers,
Responding to Student Writers,
Nancy Summers
Nancy Summers
MacMillan Learning, March 2020
MacMillan Learning, March 2020
In a 2020 webinar, composition instructor Nancy Summers suggested that composition instructors can best respond to student writing with three strategies, all of them falling under the "less-is-more" approach to providing student feedback.
"Connect comments to specific draft goals."
"Connect comments to patterns."
"Connect comments to students' specific questions."
For the first, "connect comments to specific draft goals," Summers suggests that instructors can avoid relying entirely on the deficit model of feedback (only pointing out what's wrong) by focusing on how students can achieve the goals of the assignment (or already have achieved some of these goals).
The second, "connect comments to patterns," Summers explains that by identifying and responding to patterns in the students' writing, rather than identifying every issue, instructors can focus the students' on "manageable chunks."
Finally: "connect comments to students' specific questions." Here, Summer suggests that an instructor can request students submit a "Dear Reader" letter with each draft, where students can "initiate the conversation" about their writing, and what they think does or doesn't work in the draft, and ask the instructor questions about their writing (e.g. "Is my thesis clear?" or "Am I properly introducing, citing, and explaining sources?").
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