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


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.

Course

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

Semester

S1J 2011 IN

Faculty

Harrison Hartley

Title

Senior Adjunct Instructor

Degrees/Certificates

B.A. (English, Psychology)
B.S.Ed. (English, Social Sciences) MO Secondary Life Certification
M.A. (English,Philosophy), Graduate Fellow, Univ. of MO - Columbia (British/American Lit.; Philosophy)

Office Location

Before and after class and by appointment.

Office Hours

Before and after class and by appointment.

Daytime Phone

(816) 279-8100; leave your number for a prompt response.

E-Mail

Harrison.Hartley@park.edu

harrisonhartley@wildmail.com  (Use this if the Park site is down.)

Semester Dates

10 January - 6 March 2011

Class Days

Monday

Class Time

5:30 - 9:50 PM

Prerequisites

None

Credit Hours

3


Textbook:

1. 50 Essays: A Portable Anthology Ed. by Samuel Cohen (3rd Ed., 2007) ISBN 10-0-312-44699-3
 
2. Portfolio Keeping: A Guide for Students by Nedra Reynolds and Rich Rice (2nd Ed. 2006)      ISBN 976-0-312-41909-7
 
3. Easy Writer: A Pocket Reference by Andrea Lunsford, 4th Edition Updated (Boston: Bedford/St.Martin's, 2010) ISBN 0-312-65031-0.
 
NB: Easy Writer and Portfolio Keeping will be required for EN106.

Additional Resources:
Additional resources will be provided by the instructor or readily available at the McAfee Library, the public library, or on the internet. (NB: A word of caution - though this applies mainly to EN106 and courses requiring more research, it is worth noting that internet sources are often HIGHLY SUSPECT and frequently will not be acceptable for research support and documentation. Much will be said about this as we address the necessity of permanence as an aspect of a viable civilization and examine some ways by which each of us can avoid being bamboozled by sloppy, biased, or erroneous thinking.)

                                                      "Extraordinary claims require extraordinary evidence."
                                                                                   - Carl Sagan

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:
   Writing is the most effective way of preserving knowledge through time. Writing is hard work and should not be taken lightly because it provides the whole world with a portrait of the writer's mind running naked in public and leaves few secrets (as recent events regarding the Wikileaks problem make clear). Writing must be studied seriously, but "serious" doesn't mean "grim," and the production of good prose is almost universally satisfying. Because writing is necessarily eclectic, the course will be eclectic, including lectures, discussions, dramatic and analytical readings, demonstrations using artifacts from world cultures, video essays, vocabulary and concept exercises, and prescriptive grammar, documentation, and mechanics reviews. Some writing will be done impromptu, in class (good practice for taking tests), and there will be long and short take-home assignments (as indicated below). The overall goal is to produce a body of work that shows clarity, intellectual integrity, and significance; something of which to be proud. 

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.


  Instructor Learning Outcomes
  1. In addition to the Core Learning Outcomes, class members who successfully complete this course will demonstrate the ability to use the four primary rhetorical modes with evidence of increasing skill;
  2. Demonstrate an increasingly subtle and thorough understanding of logical and rhetorical structures and aesthetic coherence in essays produced for the class and in essays read by the class;
  3. Show, both in writing and discussion, a growing capacity to apprehend and analyze purposes and arguments underlying the writing of others and respond appropriately;
  4. And produce a body of work that shows committment to the ideals of clarity, intellectual integrity, and significance.
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:

Writing assignments for this section of EN105 will include both impromptu and pre-announced in-class essays as well as traditional out-of-class work. (Practice in "writing off the cuff" is an excellent survival tactic for examinations in other courses and can prove surprisingly handy in situations far removed from any classroom.) There will be four of these, plus four formal essays (including the Core Assessment Essay), a required portfolio and associated Reflective Essay, and comprehensive mid-term and final examinations.
 
Through the draft/portfolio system, numbers of revisions are possible and limited only by time, ambition, and energy. Class sessions will include workshops, and if possible, the instructor will write with the class and submit that work for general peer-review (on the excellent principle that nobody is beyond learning and where improving our prose is concerned, we're all in it together).  
 

Grading:

Entries below indicate percents of the course grade.
 
Comprehensive Mid-Term and Final Examinations (including short essays):           20%
Four In-Class Essays at 5% each:                                                                              20%
Formal Essay #1 (plus drafts):                                                                                   10%
Formal Essay #2 (plus drafts):                                                                                   10%
Formal Essay #3 (plus drafts):                                                                                   15%
Core Assessment Essay:                                                                                             15%
Core Assessment Portfolio and Reflective Essay:                                                      10%
                                                                                                                                    100%
 
A note on "grades:" course evaluations will be based on the accepted standard scale (90%& up=A, 80-89%=B, 70-79%=C, 60-69%=D) but the opportunity to rewrite essays any number of times within the current session and consideration of developmental trends compensate for the otherwise arbitrary nature of the fixed scale.
 
 

Late Submission of Course Materials:
Assignments may be submitted late with the instructor's permission, but only if there is time to evaluate the work properly. Barring only exceptional circumstances (hospitalization or asteroid impacts), all work must be submitted by the last night, including a copy of the portfolio and Core Assessment essay.

Classroom Rules of Conduct:
Please remember to turn off cell 'phones or place them on silent notification mode. Class will break for food about 6:40 and again to enjoy the amenities of civilization about 8:15. If you wish to bring food or drink, please do so, and anyone who wishes to use a recorder or lap-top computer is also welcome to do so, but do bring plenty of paper and pens as it will be necessary to submit work in hard copies. 

Course Topic/Dates/Assignments:

Topics listed after the class dates indicate subjects for thought and discussion. In-class writings are indicated on the day they are to be done (as "IC1) and formal out-of-class essays as assigned and on the date due (as "Essay 1 due"). Tests are noted on the date they will be taken and readings are noted for the next week by title or chapter this way: "Cohen" for 50 Essays and "Reynolds" for Portfolio Keeping. Essays assigned from other sources will be provided by the instructor or available on the internet or at the library. NB: we will be working with hard copies, but class members should keep a computer portfolio as well. All work must be submitted on 8.5 X 11 inch white typing paper in plain, black 12 point type (preferably Times New Roman) in an accepted format (preferably MLA or APA).
 
Week 1: 10 January                  The Writing on the Wall: 35,000 Years of Self-Definition
   For next week, read Reynolds CH. 2, 4, 5; essays from Cohhen (including Didion, Dillard, and Woolf); and Bronowski (provided).   Discussion: topic for essay 1; first draft of essay1 due next time. 
*This class: a first writing exercise.

Week2: 17 January     Landscape and Inscape, or Sight to Insight: Observation, Description, and Discovery
   Essay 1 (draft 1) due. For next week, read Reynolds Ch. 6, 7; from Cohen: Thoreau, Orwell, and White, and Raymo (provided).   Discussion: topics for essay2.   *IC1 

Week 3: 24 January                  "Grandfather's Old Ram:" A Study in Non-Linear Narration
   For next time, read Reynolds Ch. 8,9; from Cohen read Bryson, Gould, Hurston, and Mair.  Discussion: progress on essay 2, draft 1 of essay 2 due next time.    *IC2 

Week 4: 31 January     The Subjective/Objective Problem: The Self as "A Piece of Work"
   MIDTERM!  Essay 2 due; IC 3 (in association with the midterm evaluation). For next time, read from Cohen: Alexie, Douglass, Malcolm X; work from M. Adler and others (Ellen Goodman, Annie Dillard, and Tobias Wolf) will be provided; IC 4 next time.        

Week 5: 7 February     "Outside of a dog, a book is man's best friend. Inside of a dog it's too dark to read."  
                                                                                    - Groucho Marx
   Discussion: can you write writin' if you can't read readin'?  For next time read from Cohen: Angier, Said, and Mukherjee; work by Carol Tavris and Gerold Haslam provided. Discussion: topics for essay 3; draft 1 of essay 3 due next time.      *IC4    

Week 6: 14 February                       T.E. Lawrence's Match and the Nature of Life
   Discussion: how may writing be justified as an exercise in the assertion of selfhood? (As time permits, we will consider "The Hot Gates" by William Golding.) *Essay 3 due this class; discuss topics for the Core Assessment essay and progress with the Core Asssessment Portfolio. For next time, read from Cohen: Ascher, Hearne, and Swift; Twain, Russell and others provided (possibly Goilding).

Week 7: 21 February                                  Life as a 7-UP Truck
Discussion: does anybody REALLY beleive we learned everything we need to know in kindergarten? Workshop: Portfolio progress check; what will be of benefit regarding the Core Asessment Reflective Essay and overall portfolio arrangement and contents. For next time, read from Cohen: Carter, Rose, King, and Plato; final examination next time; ALL work due.

Week 8: 28 February     "The unexamined life is not worth living." - Aristotle
   Discussion: questions and comments on the assigned reading. *Portfolio, Core Assessment Essay and Reflective Essay Due; final examination (for this course, that is).

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
All University rules governing academic integrity will be strictly enforced.

Plagiarism:
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 occurs in three forms: global, incremental, and patchwork, and in all three, it is stealing. Avoid even the appearance of it; it is actionable and Park University has zero tolerance for it.

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
An education is the one thing Americans seem willing to pay for and not get. Having paid for EN105 and a certain implied product, why not come and collect? If you must come late, do so. (MUCH better late than never!) If you know in advance you must miss, discuss it with the instructor and plan how to fill in the gaps. If the absence is unplanned, communicate with the instructor as fast as possible to have the absence recorded as "Excused" and to find ways to catch up. NB: Although no specific number of "points" is assigned for attendance, inability to be in class and keep up with the work - for whatever cause - is almost the only block to reasonable success. This instructor is committed to adapting as much as possible to unavoidable circumstances, but in the end, each class member must honor the commitment of time necessary to fulfill course obligations. NB: If you must be absent for work or military duty, copies of travel orders should be submitted to the instructor or the camnpus director.

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 .
Any appropriate adjustments to the room arrangement or general class environment that will be academically helpful to class members should be suggested to the instructor and will then be made as soon as possible.

Additional Information:

 

Bibliography:

 



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Focus                                                                                                                                                                                                                                                      
Outcomes
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. 
Development                                                                                                                                                                                                                                                
Outcomes
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. 
Organization                                                                                                                                                                                                                                               
Outcomes
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                                                                                                                                                                                                                                   
Outcomes
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                                                                                                                                                                                                                           
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
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                                                                                                                                                                                                                         
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
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                                                                                                                                                                                                                                      
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
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:12/20/2010 10:37:12 AM