EN105 First Yr Wrtng Seminar I: Critical Reading,Writing and Thinking Across Contexts.

for F1J 2010

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.


F1J 2010 PV


Edwards, Gregory M.


Senior Adjunct Faculty


BA English, University of Missouri-Kansas City
MA Literature, Baker University

Office Location

by appointment

Office Hours

by appointment

Daytime Phone

Daytime (816) 833.0524 ext 4304 (CST)

Other Phone

Evenings and Weekends (816) 721.3535 (CST)



Semester Dates

08/16/2010 to 10/10/2010

Class Days


Class Time

5:30 - 9:50 PM

Credit Hours



Lunsford, Andrea. Easy Writer: A Pocket Reference. 4th Ed. Boston: Bedford/St. Martin’s, 2006.
ISBN-13: 978-0-312-650315.
Reynolds, Nedra, and Rich Rice. Portfolio Keeping: A Guide for Students. 2nd Ed. Boston: Bedford/St.Martin’s, 2006.
ISBN-13: 978-0312419097.
Cohen, Samuel. 50 Essays: A Portable Anthology. Boston: Bedford/St. Martin’s, 2004.
ISBN-13: 978-0312446987.
Murray, Donald. The Craft of Revision. 5th Ed. Boston: Heinle, 2003.
ISBN-13: 978-0838407158.
(NOTE: Students may be able to bundle textbooks - please check with the supplier.)

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

For assistance with composition formats and style, students may wish to visit the following sites:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

Course Description:
EN 105 (C) First Year Writing Seminar I: Critical Reading, Writing and Thinking Across Contexts: An introduction to the recursive processes of writing, the course will emphasize discovery and writing-as-thinking. Students will engage various personal and academics genres, with attention to analyzing the audience and purpose for different writing situations. Course readings expose students to a variety of genres and topics from a range of cultural contexts to promote critical thinking and dialogue. Peer response, reflection and revision are emphasized through a summative course portfolio. 3:0:3

Educational Philosophy:
The instructor believes in the importance of effective communication through writing, and that such a skill will enhance the human experience in all pursuits. Lecture, writing, and the analysis of one's own writing as well as the writing of others, are effective ways to improve writing skills.

Learning Outcomes:
  Core Learning Outcomes

  1. Apply the writing process to the creation of personal and formal essays (pre-writing, revising, editing, proof-reading, and formatting).
  2. Develop a specific theme and focus that controls and informs the paper.
  3. Develop and clarify material through the inclusion of appropriate details, examples and transitional devices.

Core Assessment:

Every course has a Core Assessment, which is one assignment given in all sections of the course. For En 105 the Core Assessment consists of one final-draft essay from each student’s portfolio, chosen by the student, plus a Reflective Essay. Written at the end of term, the Reflective Essay must describe in significant detail the student’s strengths and a discussion of opportunities for improvement as revealed in the complete portfolio. The reflective essay must also analyze the student’s overall development as a writer over the duration of the semester/term.

Although all students in all sections will present a portfolio that includes evidence of prewriting and multiple drafts, the Core Assessment will consist only of one final-draft essay and the Reflective Essay.

Link to Class Rubric

Class Assessment:

Assigned Readings, Written Responses and Discussion
Writer’s Notebook assignment
In-class work, Lecture and Discussion
Pre-writing assignments
Peer review assignments
Essay drafts
Essay Revisions
Final Exam


-Reader Responses 40pts (4%)
-Writer’s Notebook 50pts (5%)
-In-class work, quizzes, discussion 7x40pts (28%)
-Pre-writes & Peer reviews 50pts (5%)
-Essay drafts 3x50pts (15%)
-Essay Revisions 2x50 (10%)
-Portfolio 285pts (28.5%)
         Polished Essays 2x80pts
         Reflective Essay 80pts
         Supplemental 45pts
-Final exam 45pts (4.5%) 

=1000 points possible (100%)

599pts and below=F

Late Submission of Course Materials:

Assignments submitted after the due date will lose 10% of the earned points unless prior arrangements are made and approved by instructor.

Classroom Rules of Conduct:

All students are expected to be fully prepared, on time and in attendance for all classes. Respect yourself and others. Do not allow phones or other disturbances to disrupt class.

Please note that your Park email is an offical form of communication; please remember to check it daily.

Course Topic/Dates/Assignments:

Reading and writing in this course will be extensive. Although a portion of class time will be used for reading and writing, you will need to set aside time outside of class for focused supplemental work.

Course topics and assignments may be altered or adjusted at the instructor’s discretion.

Further expectations will be provided at the first class meeting.

Students are encouraged to read the Introduction (pp1-7) in text Portfolio Keeping prior to first class meeting.

Week 1
Introduction to course; Review of syllabus, texts, portfolio and course expectations;
Specific guidelines and due dates; In-class work; Lecture and discussion; For Week 2 read chapters 1, 2 and 4 in Craft of Revision (COR); Additional reading and writing assignments.

Week 2
Essay draft 1 due; In-class work; Lecture and discussion; Prewriting, Process and Focus; For Week 3 read chapter 3 in COR; Additional reading and writing assignments.

Week 3
Essay draft 2 due; Peer Review 1; In-class work; Lecture and discussion; Reading Analysis; For Week 4 read chapter 6 in COR and Part 1 of Portfolio Keeping; Additional reading and writing assignments.

Week 4
Essay draft 3 due; Peer Review 2; In-class work; Lecture and discussion; Structure and Organization; Portfolio Keeping; For Week 5 read chapters 5 and 8 in COR; Additional reading and writing assignments.

Week 5
In-class work; Lecture and discussion; Audience and Purpose; Development and Revision; For Week 6 read chapter 9 in COR; Additional reading and writing assignments.

Week 6
Revision 1 due; In-class work; Lecture and discussion;
Self-Analysis; For Week 7 read chapter 10 in COR and Part 2 in Portfolio Keeping; Additional reading and writing assignments.

Week 7
Revision 2 due; In-class work; Lecture and discussion; Clarity and Portfolio Keeping; Portfolio and Final Exam review. Additional reading and writing assignments.

Week 8
Portfolio due; Lecture and discussion; Final exam.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
Academic dishonesty will not be tolerated. Contact instructor if you have questions.

All work for this course must be initiated after course begins.

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Plagiarism will not be tolerated. Contact instructor if you have any questions.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2010-2011 Undergraduate Catalog Page 95-96
If a student misses class s/he is responsible for work missed. Work missed due to unexcused absences can be made up, but no points will be given. Assignments missed due to excused absences, as determined by the instructor, can be made up, however, no in-class work can be made up in any case, as it involves classroom peer interaction that the student missed. Late arrivals and early departures may result in a loss of points.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Advise the instructor of any special needs.  


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The main point, or thesis, of the essay is not only abundantly clear to the reader, but gracefully expressed in a clear, personal voice. The main point, or thesis, of the essay is clear, although could be expressed more gracefully. The voice is personal for the most part. The essay lacks a main point and instead presents several potential theses. The voice, while personal, does not always appropriately address the topic. No portfolio is turned in or guidelines are not followed. 
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The essay presents relevant and tasteful detail in a personal voice that supports the thesis and provides an appropriate sense of exploration of topic, with attention to ambiguities as well as certainties. The essay presents relevant detail, but needs further explanation. It is not always clear how the information supports the thesis. Ambiguities are not addressed, or are addressed within a rigid framework. The essay lacks appropriate and relevant detail, and emphasizes information rather than interpretation. Ambiguities are not addressed. No portfolio is turned in or guidelines are not followed. 
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Details are organized logically, and with a pleasing sense of exploration. Digressions are appropriate and add to the overall argument. Details are logically organized, but are stiff and lack a natural sense of presentation. Digressions are sometimes puzzling. The organizational plan is confusing and often irrelevant to the stated purpose of the essay. No portfolio is turned in or guidelines are not followed. 
Content of Communication                                                                                                                                                                                                                                   
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Central topic is substantial, relevant, and creatively addressed with fresh insight. Personal experiences are appropriately discussed and analyzed to make a point. Personal voice is consistently graceful and appropriate throughout. Central topic is potentially good, but could be further developed. Personal experiences are not always relevant or adequately analyzed. Personal voice is good, but prosaic. Central topic lacks clarity. Personal experiences do not support any obvious point. The voice does not match the purpose of the essay. No portfolio is turned in or guidelines are not followed. 
Technical Skill in Communication                                                                                                                                                                                                                           
Writing employs conventions of Standard Written English with grace and style. Writing employs conventions of Standard Written English adequately, with only occasional gaps. Writing shows persistent problems with the use of Standard Written English. Statements are often illogical or incomprehensible. No portfolio is turned in or guidelines are not followed. 
Understanding Audience and Purpose                                                                                                                                                                                                                         
The purpose of the essay is abundantly clear through the use of a clearly stated thesis. The writer addresses a specific audience using an appropriate level of discourse and anticipating possible questions. The purpose of the essay is essentially clear, though the thesis could be further clarified. The writer addresses a specific audience, though does not always anticipate reader's questions. The purpose of the essay remains unclear. The writer does not consider the needs of the audience and does not include appropriate discourse. No portfolio is presented or guidelines are not followed. 
Rhetorical Strategies                                                                                                                                                                                                                                      
The writing presents information skillfully and uses appropriate strategies and organization. The writing presents information adequately using appropriate strategies, although the organizational plan is not always clear. The writing does not employ appropriate rhetorical strategies and lacks a clear sense of organization. No portfolio is presented or guidelines are not followed. 


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Last Updated:7/19/2010 2:04:08 PM