CSUN: Spring '17 Course Web Page

CSUN: University Approaches to Writing

Spring 2017

Earth: The Final Trash Can

In what follows we shall be questioning concerning technology. Questioning builds a way. We would be advised, therefore, above all to pay heed to the way, and not to fix our attention on isolated sentences and topics. The way is a way of thinking. All ways of thinking, more or less perceptibly, lead through language in a manner that is extraordinary. We shall be questioning concerning technology, and in so doing, we should like to prepare a free relationship to it. The relationship will be free if it opens our human existence to the essence of technology. When we can respond to the essence, we shall be able to experience the technology within its own bounds.

--Martin Heidegger "The Question Concerning Technology" "Die Technik und die Kehre" (Pfullingen: Gunter Neske, 1962)

Course Objectives

English 113-B, a course in expository writing, aims to help students express ideas and convey information in writing (1) with logical reasoning and adequate factual support and (2) with clarity of purpose, organization, and language. Beyond these fundamental concerns, the course encourages and assists students to develop a degree of grace and style which will make their writing not only clear and convincing, but interesting and readable. The course also aims to help students analyze student and professional writing, including writing which reflects cultural diversity.

Course Description and Format

This course focuses on all aspects of the writing process: pre-writing, drafting, revising. Much of class time will be spent discussing, writing, and working in small groups. Although this course focuses on a number of thematic issues, particularly how we negotiate cultural differences in local/ global communities, both online and offline, no critical knowledge or experience of the Internet is presumed. However, students must complete assigned web projects which will require work in campus labs or personal access to the Internet.

No student can receive higher than a C in 113-B without earning a CR in English 062.

In this second course students will further develop skills and abilities attained in 113A. During the course of the semester students will:

build upon their ability to read critically and extensively from a variety of academic and non-academic texts, including anthology essays, academic journal articles, autobiography, fiction, and news media.
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.
build upon the ability to write effectively, producing a range of writing that demonstrates proficiency with rhetorical strategies and expository writing concepts. This writing will include autobiography, dialogues, reports, descriptive and argumentative essays, interactive Web reflections, thematic projects, project proposals and blogs.
broaden their knowledge of the cultural diversity of literatures
read an assorted body of literature produced by writers from across the globe, discussing and writing about these diverse experiences.

Prerequisites:
Successful completion of ENGL 113A. 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 and revision of stylistic elements of as well as rhetorical strategies for the particular writing occasion. Students receive credit for only 1 course chosen from AAS, CAS, CHS, ENGL, and PAS 113-B.

Course Requirements

Four in-class, timed essays (10%):
Three revised paper collections(30%):
All papers will include initial rough drafts, work shop drafts, peer responses as well as self evaluations.
All drafts must be completed and published on mahara by due dates.
- Project Space: Trash and Sustainability
- Project Text: Ship Breaker
- Project Web: Online Communities
Online Journal (40%):
consists of posting short writing assignments, reading and replying to others on weekly basis, both on moodle and mahara, and weekly progress report blog on mahara.
forums and using the E-portfolio site for the web portfolio.
Annotated Bibliography (10%):
students will research and construct an annotated bibliography, documenting and evaluating their findings for the research paper, published as part of the web portfolio.
Web Portfolio (10%):
Working in groups students will publish their writing for the projects as an e-portfolio.

Project Space requires a critical inquiry into the public and private areas of our lives, the economic, political and cultural elements. We will be looking at how something as seemingly mundane as trash effects our lives. Requirements;

Critical reading
Project proposal
Fieldwork and online research
Group presentation of fieldwork
Annotated bibliography and fieldwork report
Individual essay demonstrating scholarly research

Project Text calls for critical evaluation and interpretation of a whole text through close reading and research. We will use the text Ship Breaker as our critical framework for the Trash project, a number of critical sources, classroom discussions and activities, an informal group presentation, and individual student essays. Requirements:

Critical reading log
Student led discussions
Individual position paper

Project Web: will require working in groups to publish findings from electronic media. This will culminate in the web portfolio including work from project space. Requirements:

Critical reading
Group presentation
Individual essay demonstrating scholarly research
Audience biography
Reflective essay (preface)
Finalized E-Portfolio

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Last Revised Jan 2017

Spring 2017 Index

Eng 113-A Fall 2016

Eng 113-B Spring 2016

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