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Welcome to English 114B!

Approaches to University Writing
CSUN Freshman Stretch / 2015
Monday/Wednesday 2:00-3:15
Professor Michael J Berns

Instructor:
Office:
Text/Email Phone:

Office Hours:
office hours.

Michael Berns
TBA in class
661-313-6592 (no calls, text messages only) PLEASE, be sure to
identify who you are in the body of your text message I do
NOT have your phone number in my storage device. If I do NOT
know who you are, I will NOT reply.
Monday and Wednesday by appointment due to restricted
Extended office hours will be periodically offered. Online
conferences will be scheduled throughout the semester.
Students with SKYPE have the option of scheduled video
conferences and google doc meetings

Email:

Michael.berns.17@my.csun.edu
Mjb33923@gmail.com (emergency only)

SKYPE:

mjb33923@skype.com

LRC Phone:

818-677-2033
-ALWAYS CALL LRC FOR AN APPOINTMENT
If you need to cancel an appointment, call LRC ASAP.
The LRC is located in the Oviatt Library

Oviatt Library:

818-677-2285

COURSE OBJECTIVES for English Composition

Demonstrate competence in university writing

Demonstrate the ability to use rhetorical strategies that include the appeal to audience,
logic, andemotion
Understand writing as a recursive process and demonstrate its use through invention,
drafting andrevision (creating, shaping, and completing)
Demonstrate the ability to use conventions of format, structure, style, and language
appropriate to thepurpose of a written text
Demonstrate the ability to use library and online resources effectively and to document
their sourcestheir sources.

STUDENT LEARNING OUTCOMES

Students will gain the ability to read critically.

Students will gain the ability to write effectively.
Students will gain knowledge of the cultural diversity of literatures. Analytic Reading and
Expository Writing Goal: Students will analyze and reflect on complex topics and
appropriately synthesize their own and others ideas in clearly written and well organized
edited American English. Students will: Analyze and compare perspective, meaning, and

style in different texts, including those that reflect multicultural images and voices;
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;
Use logical support, including informed opinion and fact, as well as their interpretations, to

develop ideas, avoiding fallacies, biased language, and inappropriate tone;

Demonstrate satisfactory competence in the conventions of Edited American English

and the elements of presentation (including layout, format, and printing);

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;

Apply a variety of strategies for planning, outlining, drafting, revising and editing written
work.

ACCOMMODATIONS
Students requiring additional accommodations should inform the instructor as early as possible. This is an
equal opportunity class. If you need to share information with the instructor to facilitate or improve your
learning environment/experience, please do so. The instructor will be available to all students.

CSUN ACCOMMODATIONS STATEMENT

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Students with disabilities must register with the Center on Disabilities and complete a services agreement each
semester. Staff within the Center will verify the existence of a disability based on the documentation provided
and approve accommodations. Students who are approved for test taking accommodations must provide an
Alternative Testing Form to their faculty member signed by a counselor in the Center on Disabilities prior to
making testing arrangements. The Center on Disabilities is located in Bayramian Hall, room 10. Staff can be
reached at 818-677-2684.

REQUIRED TEXTS
Students are responsible for the purchase of required texts by the end of the first week of class. Students who
wish to purchase texts online may do so, however, homework assignments begin immediately, and waiting for
textbook delivery is not an excuse for incomplete work during the first weeks of class.
TBA

ENGL 114 Berns MOODLE Access (www.csun.edu) Moodle with become the class text.
Google Docs (gmail) is also required for live writing conferences with instructor.

THE LEARNING RESOURCE CENTER

All ENGL 114A students are required to make tutoring appointments for essays and the final research paper
(LRC is mandatory for the research paper). The LRC will provide you with a receipt for each visit. The LRC
receipt is to be attached to the essay or research paper when submitted for grading. Essays without an LRC
receipt will receive an automatic grade of Fail. Students who visit the LRC for any assignment will receive
EXTRA CREDIT.

MAKE APPOINTMENTS WITH THE LRC EARLY!

Because the LRC provides free tutoring, the lines can get long! Review the syllabus and call the LRC for an
appointment as early as possible. The LRC is located in the Oviatt Library. Call for Appointments: 818-6773

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2033. Walk-in tutoring is available, but dont be surprised if you end up waiting two or three hours! If you
cannot make an appointment, be responsible call to notify the LRC.
Every student deserves to be treated like a potential genius. Anton Ehrenzweig

AVOIDING ACADEMIC DRAMA

-SAVE a copy of ALL your work on a storage device AND a computer hard-drive. Back-up everything!
-EMAIL a copy of your homework to yourself as a document (get 2 email accounts) in case you forget to
bring your homework! You can access your work online (at a campus computer lab).
-NEVER procrastinate.
-ASK for help when you need it.
-Form study and reading GROUPS.
-SLEEP and EAT properly (time management).
-Maintain a POSITIVE attitude in class.
-PACK and prepare your backpack BEFORE going to bed.
-Set 2 ALARMS for you a.m. wake up call.
Always have a backup plan or an emergency friend this is someone who can serve as an alternate
printer or computer buddy up with someone who lives near you or is accessible on short notice. Do not
abuse the privileges that come with having a study-buddy. . . dont wear out your welcome mat. All studybuddy relationships must be reciprocal. You must give as much as you take. WRITE THE NAME AND
PHONE NUMBERS OF YOUR STUDY BUDDIES ON THIS SYLLABUS WHERE IT WILL BE
SAFE!
A helpful website on student success: http://www.prenhall.com/success/StudySkl/index.html

EMAIL ETIQUETTE
When communicating by email (to peers, instructors, administrators, study groups, study buddies) mind your
email manners (this includes text messages). Address each email correctly (Professor, Classmate, Mentor, and
so on). DO NOT use slang. Avoid chatroom spelling and grammar. Professor Turnmeyer will NOT respond to
email that is not properly communicated (and neither will your class mentors).
IF YOU SEND ME AN EMAIL AND DO NOT RECEIVE A RESPONSE WITHIN 24 HOURS, IT IS
YOUR RESPONSIBILITY TO RESEND. SOMETIMES EMAILS DO NOT GO THROUGH OR
THEY END UP IN THE BULK/JUNK/SPAM FOLDER.
A helpful website on email etiquette: http://owl.english.purdue.edu/owl/resource/636/01/

ATTENDANCE AND PARTICIPATION

Attendance is required for this course. Students will receive credit for each FULL class attended.
Tardies happen. However, habitual tardies will be reflected in the final grade for this course. If you are tardy,
please respect peers by entering the classroom quietly. Take the nearest available seat. DO NOT cross the
professor (who may be speaking) and do not make a scene.
Students who miss more than 3 or more class meetings will be in danger of failing the course.

Projects
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Projects: A project is the final assignment in a series of

interconnected reading and writing exercises that link to
class discussions. As each project is completed, the
combined drafting builds the foundation and process of an
essay. This movement grows out of the specific
assignments and collaborative nature of the progression
and leads to essays that bear marks of distinction,
direction, and development. The Projects are completed in
all of CSUNs Composition Programs and are therefore a
requirement for the course. There will be three projects:
Project Space will be examining
the space of health and food, more
specifically, the grocery store and
the concept of food desserts.
To understand this concept
better, the students will be
reading Omnivores Dilemma as
well as viewing the documentary Food Inc. and Cows.
Project Web will focus on students
creating a web page which will
function as an online portfolio of the
students work. This project will allow
students to begin to understand the
genre of online writing, SEO, and
blogging.

Project Text, will be the final

project of the semester. This is
the research paper/project for
the semester in which students
select an issue to write on that
they believe other first-year
students should be informed
about.

Grade Breakdown
A Represents a writing level of excellent polish and style,
often taking an unusual or especially thoughtful or
insightful position on the topic. The thesis is well
supported and the writer addresses the complexity of the
topic by acknowledging and then arguing skillfully against
its opposing viewpoint. The essay is extremely well
developed and organized, and the writing is not only free
of grammatical problems or careless mistakes but is rich in
details and exhibits considerable fluency and control.
B Represents solid, readable writing that does what the
assignment requires. The thesis is thoughtful and the
writer indicates his or her awareness of the complexity of
the topic by acknowledging and then arguing skillfully
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against and opposing viewpoint. It demonstrates concrete

support for the thesis, good organization, and is mostly
free if grammatical problems or careless mistakes.
C Represents writing that, for the most part, satisfies all
the requirements of an assignment. However, the thesis is
not well conceived and the writing lacks sufficient,
concrete support needed to illustrate its assertions or
prove its point. C-level writing also shows lapses in editing
proficiency and many careless errors.
D Represents writing that does not adequately satisfy the
requirements of an assignment. The thesis is poorly
conceived or missing, and the writing lacks coherence and
support. D-level writing is characterized by significant
lapses in editing proficiency and many careless errors.
F Represents writing that is flawed in terms of fulfilling the
requirements of the assignment and supporting a thesis,
as well as in overall coherence and appropriateness. The
writing is characterizes by considerable lapses in editing
and a great many grammatical errors.