CO 150 is CSU’s all-university requirement in writing. This course has a long history at CSU, as it was first offered in the Fall of 1979, and has always incorporated a research paper as one of its major assignments. CO 150 prepares writers for the types of writing situations they are likely to encounter in college: academic writing (including narrative, summary, response, synthesis, analysis, and argument), source evaluation, and source-based writing.
Textbook Requirements – sec. 801
“The Prentice Hall Guide for College Writers” by Stephen Reid & Dominic DelliCarpini, 11th edition, ISBN 978-0134122045 – REQUIRED – Note: Students may purchase either a hard copy or digital copy
Textbook Requirements – sec. 802
“The St. Martin’s Guide to Writing with 2016 MLA update”, 11th edition, Charles Cooper and Rise Axelrod – REQUIRED (physical or ebook is acceptable)
This course meets the All-University Core Curriculum (AUCC) requirements for Intermediate Writing (Category 1A) and is approved under gtPathways in the content area of Intermediate Writing (GT-CO2).
Must have taken CO 130 (Academic Writing) or Composition Challenge Essay (score of 3, 4, or 5) or SAT Verbal/Critical reading score of minimum 570 or SAT Evidence Based Reading/Writing score of minimum 620 or ACT COMPOSITE score of minimum 26 or Directed Self-Placement Survey code of 15.
Compliance for meeting the course prerequisite will be checked.
Textbooks and Materials
See textbook information for your section at the end of the course description above.
B.A., English Education, Fort Lewis College; M.A., English Rhetoric & Composition, Colorado State University.
Professor Hickey teaches college writing courses - CO150, CO300, and CO150 online. She has been teaching writing at CSU since 2009.
Leslie Davis received Masters degrees in Teaching English as a Second Language and French from CSU in 2016. In addition to teaching composition courses, she works as the ESL Specialist in the CSU Writing Center. Her research interests include second language writing and writing anxiety, along with working effectively with diverse student populations in the Writing Center.