Instructor: Emily Olson

Office Hours: M 1:00-2:00 p.m. (And by appt.)

Office Number: Santa Susana 409
Office Phone: TBD

Course Number: 13974

Room Number: JR 247
Class Time: M/W 11 12:15
Email: [email protected]

Course Materials:
Dubliners by James Joyce
Passing by Nella Larson
Little Seagull Reader 2nd Edition
Wings

Readings uploaded to Moodle (Check Weekly)

A working email/access to a computer.
Printer and Ink! (You are required to print out all readings and worksheet and bring them with
you to class).
Suggested: A three-ringed folder to store your syllabus, assignments, and work in.
Recommended Texts:
They Say/ I Say; The Moves That Matter in Academic Writing (TSIS) 2nd Ed. Graff/Birkenstein.

How to Write Anything by John J. Ruszkiewicz

Introduction:
Welcome to Approaches to University Writing, Semester II! This course helps you acquire
writing and critical thinking skills so that you might do well in the intellectual environment of
the university and beyond. To that end, we will read and think deeply about a range of texts from
across the disciplines. We will workshop essays and other kinds of writing that employ various
academic conventions. These activities along with student-instructor conferences, peer work, and
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roundtable discussions will demonstrate the social nature of writing and signal our entry into
scholarly discourse.
Course Description
Expository prose writing with a focus on both content and form. Specific emphases shall include
the exercise of logical thought and clear expression, the development of effective organizational
strategies, and the appropriate gathering and utilization of evidence. Includes instruction on
diction, syntax, and grammar, as well as the elements of prose style. Students receive credit for
only one course chosen from AAS, CAS, CHS, ENGL, PAS , and QS 114A. Prerequisites: EPT
score of 142-150.
Student Learning Outcomes for GE
Students will:
1.
Analyze and compare perspective, meaning, and style in different texts, including those
that reflect multicultural images and voices;
2.
Construct a theme or thesis and organize and develop a substantial, balanced and
convincing defense of it in a voice, tone, language, and format (e.g., essay autobiography, report,
editorial, case study, inquiry, and research) appropriate to the purpose of the writing;
3.
Use logical support, including informed opinion and fact, as well as their interpretations, to
develop ideas, avoiding fallacies, biased language, and inappropriate tone;
4.
Demonstrate satisfactory competence in the conventions of Edited American English and
the elements of presentation (including layout, format, and printing);
5.
Select and incorporate ideas derived from a variety of sources, such as library electronic
and print resources, books, journals, the Internet, and interviews, and document them responsibly
and correctly;
6.
Apply a variety of strategies for planning, outlining, drafting, revising and editing written
work.
Course Objectives

Demonstrate competence in university writing

Demonstrate the ability to use rhetorical strategies that include the appeal to audience,
logic, and emotion

Understand writing as a recursive process and demonstrate its use through invention,
drafting and revision (creating, shaping, and completing)

Demonstrate the ability to use conventions of format, structure, style, and language
appropriate to the purpose of a written text

Demonstrate the ability to use library and online resources effectively and to document
their sources their sources.

Student Learning Outcomes

You will gain the ability to read critically

Youll read extensively from a variety of academic and non-academic texts, including anthology
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essays, academic journal articles, autobiography, fiction, and news media. You will demonstrate
the capacity to read critically by responding to these texts during class discussions as well as
writing projects that include exercises, essays, and thematic projects.
You will gain the ability to write effectively

You will produce a range of writing that demonstrates proficiency with rhetorical strategies and
expository writing concepts. This writing will include autobiography, dialogues, epistles,
descriptive and argumentative essays, interactive Web reflections, thematic projects, and blogs.
You will gain knowledge of the cultural diversity of literatures

You will read an assorted body of literature produced by writers from across the globe. You will
discuss and write about these diverse experiences.

Our Method: The Projects

The Progressions brought us to the academic argumentative essay by way of an introduction to
voice, genre, and scholarly research. The Projects ask that we continue there yet with greater
emphasis on collaboration and a more sophisticated theoretical scope.
The Projects include Project Web, Project Space, and Project Text, and each entails critical
reading, process work, and group work. The Projects also require composing with new media,
fieldwork, and class presentations.
PROJECT WEB (30 pts):
Project Web asks that you design a blog devoted to a particular theme or idea that arises in class.
You will read and write about technology, social media, immediacy, constructed identities, and
much more.
Note that your blog should include graphics, video, and animation that illustrate the content and
themes of your particular blog posts. Each blog post will be academic in content and style. The
blog provides you with an alternative space in which to practice writing and revision.
Project Web Requirements:

Critical reading
Blog title
Introduction to blog (stating purpose, theme, and group members--no references to class)
Various posts related to blog theme, with creative use of new media (e.g., YouTube clips
and other Web media)
Group presentation
Individual essays (5-6 pages, MLA format) demonstrating good scholarly research

Points Breakdown:

Blog Posts- 15 pts

3

Essay Outline- 2pt

Rough Draft (Peer Review)- 3pt
Final Draft- 10pts

PROJECT SPACE (20 pts):

Project Space asks that you form groups of four to consider the socioeconomics and politics of
space. While space can be defined as urban, community, and personal, it may also be
institutional (e.g., the university and hospital). Were interested in how space shapes our
conception of world, self, and other.
Project Space requirements:

Critical reading
Fieldwork/Ethnography
Physical representation of your fieldwork, e.g., model, diagram, etc.
Group presentation
Individual essays (5-6 pages, MLA format) demonstrating good scholarly research

Points Breakdown:

Ethnography- 3pts (Must do an ethnography in order to do a group presentation)

Group Presentation- 5pts
Outline- 1pt
Rough Draft (Peer Review)- 1pt
Final Draft- 10pt

PROJECT TEXT: Project Text asks that you form new groups of three or four to interpret a
major text through close reading and research. Our text is Frankenstein by Mary
Shelley. Well approach this text through a number of critical sources, classroom discussions
and activities, and individual student essays.
Project Text requirements:

Critical reading
Group Presentation
Annotated bibliography of five texts (not included in class)
Individual essays (5-6 pages, MLA format)

Points Breakdown:

Outline- 2pt
Rough Draft (Peer Review)- 2pt
Final Draft- 10pts
Annotated Bibliography- 6pts

Course Policies
Attendance:
The majority of this course is based on participation and peer review. Student input is valued. As
such, after three unexcused absences (without proper documentation) your grade will be
significantly lowered. I understand emergencies occur and that the flu is a sneaky devil. So, save
your two absences for when you really need them.
I mark every time you are late or leave early. Every time this occurs three times, it will count as
one absence.
Participation:
Participation is a huge part of your grade in this class. You cannot pass with higher than a C if
you do not participate. Class discussion and student interaction is vital for this course to be
successful. You all have intelligent and interesting ideas, you should share them! Participation
points can be earned through class discussions, peer review and workshops, in class activities,
homework assignments, and moodle postings.
Late Work
I do not accept late work unless we have discussed an extension prior to the due date. You must
submit your essay even if you miss class on its due date.

Classroom Conduct
You are all adults and I expect you to act accordingly. I am not here to govern over you. I view
the classroom as a space of freedom and equality, where each student is invited to share his or
her thoughts and ideas. I believe we are equals, where I will learn from you and I hope you will
learn something from me. This means that some of the topics might be sensitive and/or fragile.
Think before you speak and be courteous of what others say and believe. Just because someone
does not agree with you, does not make them wrong. I believe that through differences and
dialogue, we will grow.
In terms of technology, laptops, cellphones, mp3 players, and iPods must be turned off during
class sessions. If you take a call during class, or are caught texting, e-mailing, or listening to
music, you will be asked to leave and will be counted absent for that day.
There will be days where Laptops are required, which is the only time that you will be allowed to
use them in class. Please bring them on assigned days.

Plagiarism
A note on plagiarism, dont do it! The CSUN catalogue defines plagiarism as intentionally or
knowingly representing the words, ideas or works of another as ones own in any academic
exercise. Of course, I understand that plagiarism is a tricky subject and we will review what
constitutes as academic dishonesty. I urge you to note which ideas you glean from readings and
which ideas are your own. If you have a question about any of this, feel free to ask!

Revision Policy
If you receive your final graded essay back and you are not happy with your grade, you do have
the option of revising it for a maximum of 10 extra points. In order to receive these points, you
must adhere to all of the three points below, in addition to letting me know in advance that you
are going to revise the essay in person or via email:

1. Go to the LRC and meet with a writing tutor to discuss revisions (You must bring in the
LRC slip stapled to your paper).
2. Type a one page letter to me/ summary of how, why, and what you did to revise your
paper. This should be reflective and talk about the revisions process you went through.
3. Turn in a revised copy of the essay, the letter, and the LRC form with the original entire
graded, essay-packet (everything you turned in for the essay, including the grade sheets I
gave you!) from me within 2 weeks of the original, graded essay being returned to you.
Grading:
Grading Scale:
I use the +/- grading scale. There are a total of 100 points possible in this class (precluding extra
credit). Final grades are determined as follows:
A+: > 100
A: 94-100
A-: 90-93

B+: 87-89
B: 83-86
B-: 80-82

C+: 77-77
C: 73-76
C-: 70-72

Grading Breakdown:
Project Space 20pts
Project Text

20pts

Project Web

20pts

Participation/
Moodle
Posts/Quizes

20pts

Portfolio

20pts
__

Total

100pts

Handouts
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D+: 67-69
D: 63-66
D-: 60-62

F < 60

You are required to print out and bring to class the weekly handouts and readings. These
materials will be available on our class Moodle site. You may print up to 20 pages per day for
free at the University Student Union.
Moodle Posts
You will be required to post in the appropriate moodle forums every week on the topic
displayed. Moodle posts are due by 12 PM on Fridays and you must respond to two of your peers
before our class meetings on Monday.
Portfolios
The Portfolios are an accumulation of the work that you have done this semester. As such, it is
vital that you keep all the assignments and feedback that you receive, you will need it for the
final portfolio. Because the portfolio is such an important method of self-evaluation and tracking
progress, you cannot pass this class without turning it in. You must turn in the portfolio or you
will not pass this class.
Instructor Contact
Moodle and e-mail will be used for all communication outside of class. You must have a CSUN
e-mail to send and receive class e-mails and sign in to Moodle. The best way to reach me outside
of class is via e-mail. I check my e-mail regularly, so you should receive a reply within 24-48
hours. Emails sent during the weekend will probably not be answered until Monday morning.
(Your professor needs a break too.) Also, I do not accept emails concerning essay questions 48
hours before the essay is due! Even if you do not hear back from me, it is still your
responsibility to complete any required work.
Helpful Tips

Bring a sense of humor to class, it will make learning more enjoyable.

Always take notes. You never know when something said in class might be useful or
important for the essays you will be writing.
Keep everything. Because prompts and drafts will be included in the portfolio, filing
them in a safe place is important.
Always check the class website. The class schedule and important updates will be found
there.
Always check your CSUN email.
Get your classmates contact information. This will be helpful for when you miss class.
Come to class with an open mind.
Read instructions carefully because being able to follow instructions accordingly is a
necessary skill.
(Adapted from Professors Gamboa-Wongs advice.)

Helpful Resources
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Learning Resource Center (LRC) Writing Lab: (Oviatt, 3rd floor, East Wing)
http://www.csun.edu/lrc/writing/writinglab.html

Purdue University Owl: http://owl.english.purdue.edu/owl/

Grammar Girl: http://grammar.quickanddirtytips.com/

MLA Works Cited Help: www.noodletools.com and Purdue Owl (see above)

CSUN Calendar with Important Dates Noted: http://www.csun.edu/anr/soc/calendar.html

This syllabus is subject to change but with due notice.

Use this space to write down contact info for 3 classmates (names, emails, phone
numbers, etc).

1.

2.

3.