Composition Course Offerings

Students come to CPP with such a diverse range of experiences. To help you succeed, we tailor our writing courses to meet your unique individual needs. We have designed three course sequences with that in mind: Composition, Stretch Composition, and Extended Stretch Composition. While each course sequences will conclude with your achieving the same learning objectives as any of the other two sequences, how you get there is determined by your EPT scores as well as your ESE 005 score, if applicable.

Click through the links below to learn more information about the first class you'll be taking in each sequence.

Extended Stretch Composition: ENG 100/106/107

In the Extended Stretch Composition sequence, the 15 learning outcomes for first-year composition are stretched out over three courses. Ideally, students will take the same instructor and have the same classmates at the same days and times across all three quarters. If this is not possible for whatever reason, though, students can count on the continuity of the same course expectations.

The Extended Stretch option gives you more time to read, write, and revise. That extra time means more time to draft, more time to get feedback and to learn from giving feedback to others, and more time to assemble and edit the course portfolio. The extended time with the same instructor and classmates will mean more time to learn how to communicate effectively—to learn more deeply what is being taught and why; to learn more deeply what kind of communicative help others need and how to give it.

ENG 100, the first course in the sequence, allows students to review fundamentals of the kind of reading and writing expected in college. It will also allow time to identify serious problems with grammar, punctuation, and usage. The sooner such patterns are identified, the sooner you can begin work at the University Writing Center and with your instructor to develop strategies to succeed in your writing.

Students must earn a minimum passing grade of “C” to move on to the next course in the sequence. Students who complete the three-quarter stretch option receive 8 units of credit hours that (a) count toward the 180 (or 198) units needed to graduate and (b) fulfill the General Education, Area A.2 Written Communication requirement. It is important to keep in mind that while 4 units of this sequence’s 12 units do not count for G.E. or elective credit, all 12 units and the three grades earned do count for financial-aid and NCAA-eligibility purposes.

The Learning Outcomes for each course are listed here. The letters correspond to the "Learning Outcomes" table below.

  • ENG 100: A-E, plus O
  • ENG 106: add F-J, plus O
  • ENG 107: add K-N, plus O
Stretch Composition: ENG 108/109

In the Stretch Composition sequence, the 15 learning outcomes for first-year composition are are stretched out over two courses. Ideally, students will take the same instructor and have the same classmates at the same days and times across all three quarters. If this is not possible for whatever reason, though, students can count on the continuity of the same course expectations.

The Stretch Composition sequence offers students more time to read, write, and revise. This also means more time to draft, more time to get feedback and to learn from giving feedback to others, and more time to assemble and edit the course portfolio. More time with the same instructor and classmates means more time to learn how to communicate effectively—to learn more deeply what is being taught and why; to learn more deeply what kind of communicative help others need and how to give it.

Students must earn a minimum passing grade of “C” to move on to the next course in the sequence. Students who complete the two-quarter stretch sequence receive 8 units of credit hours that (a) count toward the 180 (or 198) units needed to graduate and (b) fulfill the General Education, Area A.2 Written Communication requirement.

The Learning Outcomes for each course are listed here. The letters correspond to the "Learning Outcomes" table below.

  • ENG 108: A-H, plus O
  • ENG 109: add I-N, plus O
Composition: ENG 110

ENG 110 is a good choice for students who are confident in their ability to work independently and quickly and well; who are able and willing to do lots of careful, effective reading and writing each week; who keep a good calendar and turn in work when it is due; who have reason to believe this challenge will motivate them, perhaps even bring out their best; and who in addition will be able to assemble and edit their work for the course portfolio. Even for such students, the University Writing Center is available in case extra help is needed. And it’s free.

ENG 110 is a 4-unit, single-quarter class in college-level composition. Those 4 units both (a) count toward the 180 (or 198) units needed for graduation and (b) satisfy the General Education, Area A.2 Written Communication requirement. A single instructor in ENG 110 will be teaching 25 students; in just ten weeks, each student will write about 10,000 words; a grade of “C” or better is needed to pass.

The Learning Outcomes for CPP's first-year composition course will all be covered in ENG 110. These outcomes can be found in the list below.

Composition for Multilingual/ESL Speakers - "Section 30" Courses

Multilingual and ESL speaking-students have unique strengths and skills when it comes to writing and reading. To meet our students' needs, EFL has set aside composition course sections specifically with multilingual and ESL speakers in mind.

These courses will be offered in both the Stretch and Extended Stretch Composition sequences, and the sections will be numbered in the 30s (for instance, ENG 100, section 32; ENG 109, section 39). Students should sign up for these specific sections when appropriate.

Taking Section 30 courses will not add time to the completion of your composition sequence. Instead, you will be placed with instructors specifically trained to help you promote your individual strengths.

CPP's goal is to make sure that all its students achieve a common set of learning outcomes. Those outcomes can be found in the table below. Click through for more information.

EFL Learning Outcomes

A

Develop fluency in quickly externalizing ideas on paper and computer screens, and in moving from such notes to rough drafts of possible essays.

B

Explain in clearly written English the rhetoric of others.

C

Develop written arguments in response to others’ arguments.

D

Write reasonably lucid, well-organized essays that address purpose, audience, and situation—in response to timed-exam prompts.

E

Reconstruct and revise the connections between claims, reasons, and evidence in their own writing, their peers’, and published authors’.

F

Discern how the style of their own writing, their peers’, and published authors’ creates an appeal that pulls the audience closer to the material in question.

G

Analyze texts to apprehend more fully the relations among language use, power, and social hierarchies.

H

Create texts that respond to the language, discourse, and power dynamics in given contexts.

I

Discern the various ways that generic strategies and formal, stylistic, tonal language, and discursive conventions can be manipulated to contribute to meaning-making in particular contexts.

J

Generate their own texts by making use of various generic strategies and particular language conventions for particular contexts.

K

Read difficult, research-based texts with critical understanding.

L

Design their own academic inquiries and develop strategies for finding, evaluating, and integrating information purposefully in a given context.

M

Critique their own ideas, form, and style in light of the contexts for which they are writing and with awareness of the generic choices they are making, and revise their own writing to improve form, style, and generic/institutional strategies to intervene more effectively in a given rhetorical situation.

N

Develop rhetorical strategies for effectively handling writing-related problems in discourse communities throughout the university.

O

Proofread for correctness and clarity.