California State University, Northridge



California State University, NorthridgeEnglish 098: Developmental WritingSummer 2010click the link to find the information you are looking for:Instructor InformationIntroductionStudent Learning OutcomesRequired TextsEmailPlagiarismDisability IssuesCourse GradePortfolioAttendanceCollaborative Internet ReviewCritical Literacy Narrative BlogResponses to Workshop DraftsTextual AnalysisIssue EssayPortfolio PrefaceOther Writing AssignmentsTentative ScheduleInstructor: Dr. Ian Barnard (website: )In-Person Office Hours in ST 834: Thursdays 3-4:30 p.m., and by appointmentEmail: ian.barnard@csun.eduA. IntroductionWelcome! I hope you find this course enjoyable and intellectually rewarding. You’ll get practice composing in various modes and for different types of audiences. Major assignments include an analysis of a music video, a collaborative internet review, an issue essay, a critical literacy narrative blog, responses to colleagues’ drafts, and a preface to your final portfolio. There will be few lectures--class time will revolve around discussions and workshops. You’ll compose multiple drafts of some or all of your assignments. Revision will be an essential part of the work of the class. You’ll receive oral and written feedback on your composition drafts from your colleagues and me. Whole-class workshops will give us all the chance to discuss the issues at stake in the projects, to articulate and negotiate our criteria for effective composition, and to address and practice a variety of rhetorical strategies in the context of specific student texts.As I will not spend much time lecturing, I expect you to participate vigorously, critically, and thoughtfully in the many workshops and discussions around which the course is organized. We all teach and learn in this course--I do not believe in a one-way transmission of “knowledge” from instructor to students. I don’t have all the answers, and look forward to learning as much as teaching in this course. You should direct your questions and comments in class to your colleagues as much as to me. I encourage you to talk in class; you should speak at least once during each class discussion. B. Student Learning OutcomesYou will demonstratecompetence in the recursive writing process, using strategies for invention, drafting, and revisionyour understanding that writing in an academic context means exploring a subject, distinguishing your own ideas from the ideas of others, and organizing information around a central focusdeveloping facility in various genres of writing, including timed writing, personal writing, journal writing, text-based writing, and argument, developing rhetorical strategies appropriate to audience and purposeyour knowledge of critical reading strategies and apply them to both print and visual textsdeveloping competency in organizational patterns, sentence structure, and the basic usage and mechanical practices of Edited American Englishyour developing understanding of how to use writing and reading as a means of participating in the world around youC. Required Texts (Available at the Matador Bookstore)Kennedy, X. J., et al. Writing and Revising: A Portable Guide. 2009 MLA Update.Sapphire. Precious.Please bring Writing and Revising to all class meetings. If you have a laptop, bring it as well. If you don’t have a laptop, you will need to print out workshop drafts and responses. D. EmailI usually acknowledge all email messages within 24 hours. If you email me but don’t get a response, I haven’t received your email. Feel free to email me concerning any questions you have about the course or about your work. Be sure to include a salutation, signature, and appropriate subject heading in your email message. Do not email your assignments to me for feedback; I’d be happy to discuss your work with you in person during my office hours.E. PlagiarismPlagiarism is a contested and context-specific topic. We will discuss effective ways of using sources and issues around plagiarism in class.F. Disability IssuesPlease see me early in the course if you require academic accommodations based on a documented disability.G. Course GradeIn order to receive Credit for this course, you must satisfy the following five requirements:Earn a “Pass” on the portfolioDo not miss more than three class meetingsFacilitate a whole-class workshop, have one of your drafts workshopped, and participate orally in workshop discussionsEarn credit for the collaborative internet review, the critical literacy narrative blog, and the textual analysisEarn credit for 80% of the other assignments (including the Push response, in-class writing exercises, drafts of compositions, and responses to colleagues’ workshop drafts)1) Portfolio You portfolio consists of the following items (not necessarily in this order):Cover pageTable of ContentsPrefaceRevision of issue essayRevision of textual analysis OR link to revision of critical literacy narrative blogYour three best unaltered responses to colleagues’ workshop draftsSince you will be posting your portfolio on Moodle, you are welcome to include links, images, and other digital media. Since the grade deadline occurs soon after the portfolios are due, I cannot accept late portfolios.2) AttendanceSince there are no examinations and tests in this course, and since your participation in in-class workshops and other in-class activities is a vital component of the course, I expect you to attend all class meetings. It’s a good idea to save the three allowed absences for emergencies (illness, family crises, etc.). Two tardies (arriving late or leaving early) count as one absence. I will also mark you tardy if you are not prepared for class. Of course, if you add the course late you will be marked absent for any classes you missed.3) Whole-Class WorkshopsEvery class member will have the opportunity to have one of her papers workshopped in a whole-class workshop, and to facilitate the whole-class workshop of a colleague's paper. 5) Other AssignmentsOther assignments include composition drafts, responses to colleagues’ work, brainstorming, responses to readings, your portfolio presentation/reading, and in-class work. To receive credit for an assignment, you must complete the assignment satisfactorily and on time (we will discuss specific criteria in class). Your are welcome to use material from your other assignments in your collaborative internet review, critical literacy narrative blog, textual analysis, issue essay, and portfolio preface.Major ProjectsCollaborative Internet ReviewDue: 7/14/10Length: 500-750 wordsWith your group members, write a review of the novel Precious to be posted on .Critical Literacy Narrative BlogDraft due: 7/21/10 Revision due: 7/29/10Create a blog (consisting of one long blog entry or a series of related entries) about your relationship to literacy (language, speaking, writing, reading). As you develop your blog, reflect on the literacy issues we have discussed in relation to Precious (the novel and film). Also, think about what the main point is that you want to convey in your blog—it should have a focus, and not consist of a bunch of unrelated points. Since this is a writing class, your blog should include a substantial amount of written text (750-1000 words); it should also include links and images and should be visually appealing. Remember that anyone in the world can read your blog, so you need to create your blog for a general readership. Do not assume that your readers are members of our class or have specialized knowledge about the issues or texts you refer to.Responses to Workshop DraftsVarious due datesLength: each response should be 250-500 words longfor each response, answer the relevant questions listed under “Responding to Workshop Drafts” on Moodlemake your comments and suggestions specific; support your assertions with examples from the composition you are discussing, and give concrete revision suggestions (see sample responses on Moodle)Textual AnalysisDraft due: 7/28/10 Revision due: 8/6/10Length: 750-1000 wordsWrite an essay in which you analyze Lady Gaga’s music video Telephone or Erykah Badu’s music video Window Seat. Analyze one scene, theme, character, motif, image, set of images, issue, or technique in the video (develop your own ideas--don’t just repeat what we say about your video in class). Ensure that your essay has a focus/thesis, and is not a collection of random points about your chosen video. While you should focus on analyzing one aspect of the video, a strong essay will make connections between this one aspect and what you see as the important issues about/in the video as a whole. Support your thesis with specific reference to and examples from the video, and detailed discussion of these references/examples. Imagine your audience as an academic/scholarly readership. Assume that your readers are interested in the topic and have seen your video (thus you do not need to summarize the video in your paper). Do not assume that your readers are members of our class.Issue EssayDraft due: 8/3/10 Revision due: 8/12/10Length: 750-1000 wordsDetails to follow.Portfolio PrefaceDue: 8/12/10Length: 250-500Write a short preface introducing your portfolio. Support your points with specific references to or examples from the work in your portfolio. Consider addressing some or all of the following issues in your preface (these are suggestions, not requirements; you will need to be selective, as you can’t address all these points in 1-2 pages): explain the significance of the issues addressed in your work; discuss your development as a composer over the course of the semester; discuss what revisions you made to your compositions and why; explain why you included the compositions in your portfolio that you did; explain why you have placed your portfolio items in the order that you have; discuss what you see as the strengths and weaknesses of your writing, as reflected in your portfolio. Imagine the readers of your preface as English 098 instructors.Caveats:your preface should read as a cohesive whole, not as a collection of unrelated points about your portfoliothe preface is your opportunity to reflect on and discuss your work; it should not read as an evaluation of the course or of me Tentative Schedule Tuesday, 7/6/10Introduction to the courseDiscuss syllabusIn-class writing (diagnostic)IntroductionsIntroduction to PreciousDiscuss reading strategiesHomework:Read Precious Chapters 1-2Wednesday, 7/7/10Discuss PreciousIn-class readingWorking with MoodleDiscuss writing strategiesHomework:Finish reading PreciousPrecious response due on Moodle by noon on 7/8/10 (250-500 words: write what you think of the book; give specific examples from the text)Thursday, 7/8/10Discuss PreciousRespond to Moodle postsAssign collaborative internet reviewHomework:Read sample reviews and bring some to classRead Chapter 3 in Writing and RevisingTuesday, 7/13/10Discuss sample reviewsDiscuss sample Moodle postsWork on collaborative internet reviewHomework:One member of each group should post the group’s collaborative internet review on Moodle and on by noon on 7/14/10Wednesday, 7/14/10Watch and discuss the film Precious (109 minutes)—today’s class will run until 2:30 p.m.Homework:Read Chapter 4 in Writing and RevisingThursday, 7/15/10Assign and work on critical literacy narrative blogOptions for inventionWorkshop preparationAssign workshop dates and facilitatorsHomework:Work on critical literacy narrative blogRead issue essay readingsTuesday, 7/20/10Workshop preparationDiscuss readings for issue essayWork on critical literacy narrative blogHomework:Post a link to your critical literacy narrative blog draft on Moodle by noon on 7/21/10Wednesday, 7/21/10Watch and discuss music videosAssign textual analysisDiscuss sample responses to workshop draftsHomework:Respond to assigned workshop drafts by noon on 7/22/10Thursday, 7/22/10Whole-class workshops (critical literacy narrative blog)Work on textual analysisOptions for organizationHomework:Respond to assigned workshop drafts by noon on 7/27/10Work on revising your critical literacy narrative blogWork on your textual analysisTuesday, 7/27/10Whole-class workshops (critical literacy narrative blog)Discuss revisionWork on textual analysis (theses)Homework:Post a draft of your textual analysis on Moodle by noon on 7/28/10Wednesday, 7/28/10Assign issue essayMid-semester evaluations of courseHomework:Respond to assigned workshop drafts by noon on 7/29/10Post a link to your revised critical literacy narrative blog on Moodle by noon on 7/29/10Thursday, 7/29/10Whole-class workshops (textual analysis)Work on issue essayHomework:Respond to assigned workshop drafts by noon on 8/3/10Work on revising your textual analysisPost a draft of your issue essay on Moodle by noon on 8/3/10Tuesday, 8/3/10Whole-class workshops (textual analysis)Work on issue essay (theses)Homework:Respond to assigned workshop drafts by noon on 8/4/10Wednesday, 8/4/10Whole-class workshops (issue essay)Assign portfolio prefaceHomework:Respond to assigned workshop drafts by noon on 8/5/10Thursday, 8/5/10Whole-class workshops (issue essay)Discuss revisionHomework:Read Chapter 9 in Writing and RevisingPost your revised textual analysis on Moodle by noon on 8/6/10Tuesday, 8/10/10Work on revisionHomework:Work on revisions and portfolio prefaceWednesday, 8/11/10Work on portfolio prefaceWork on portfolioPrepare for portfolio presentations/readingsHomework:Post your portfolio on Moodle by noon on 8/12/10Thursday, 8/12/10Portfolio presentations/readingsCourse synthesis/ruptureParty? ................
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