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

for S2J 2011

Printer Friendly

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 Writing Strategies and Concepts PV


S2J 2011 DN


Klingensmith, Eric L.


Adjunct Instructor


BSEd English, Speech, Theatre
MA English, MA Educational Administration
Certification in Secondary Education

Office Location


Office Hours

By appointment only

Daytime Phone






Semester Dates

March 14-May 8

Class Days


Class Time




Credit Hours



Lunsford, Andrea. Easy Writer: A Pocket Reference. 4th Ed. Boston: Bedford/St. Martin’s, 2009.  Print.
ISBN: 0-312-65031-0.
Reynolds, Nedra, and Rich Rice. Portfolio Keeping: A Guide for Students. 2nd Ed. Boston: Bedford/St.Martin’s, 2006. Print.  ISBN: 0-312-41909-0.
Cohen, Samuel. 50 Essays: A Portable Anthology. 3rd Ed.  Boston: Bedford/St. Martin’s, 2010. Print.
ISBN:  0-312-60965-5. 
Murray, Donald.  The Craft of Revision.  Boston:  Thompson/Heinle, 2004.  Print.  ISBN:  0-838-40715-3.

Textbooks can be purchased through the MBS bookstore

Additional Resources:

Students may also find it necessary to use the following website to aid in the composition of essays:
OWL Purdue  http://owl.english.purdue.edu/


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:
The course involves students in various modes of writing while exploring contemporary issues.  It also helps strengthen their ability to think critically, read and listen intelligently, and write clearly and effectively.  3:0:3

Educational Philosophy:
The instructor's educational philosophy is student-centered in that all aspects of the course are designed with interactive discussions and much student input.  The basis of this course includes lectures, readings, quizzes (announced and unannounced), examinations, internet/website assignments, in-class writings, peer evaluations, and formal writing assignments.  The instructor will engage the student using disputatious learning to encourage the active discussion of ideas, issues, and theories.

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


Core Assessment (200 points)
   Choose final drafts of 3 essays to place in this portfolio with scoring guide
Final Electronic Class Portfolio (100 points)
   Includes prewriting, working drafts, and instructor's comments for all 6 essays
Final Reflective Essay (20 points)
Class Participation/In class writings  (40 points)
Discussion Threads (30 points--each student will lead class discussion to cover 2 of the course readings identifying specific elements of the reading)
Literature Responses (10 points each--20 points total)
Final Exam (50 points--completely short answer and covers all material discussed in class this session)
Four Quizzes (each worth 10 points--40 points total)
500 points possible
Grading Scale:  90%-100% A, 80%-89% B, and so on.

Late Submission of Course Materials:
The late submission of course material will not be accepted for a grade.  All assignments are due on or before the due date.  Only special circumstances which have been approved via e-mail or in class by the instructor will be accepted beyond the due date.

Classroom Rules of Conduct:
All students are expected to be present and vocal at all class meetings.  Also, they must be prepared for class with readings and assignments completed on time.  Above all, respect for peers, guests, and the instructor is required.

Course Topic/Dates/Assignments:

Dates Class Topics Assigned Readings and Compositions
Week 1
Introduction to Course
Ice Breaker
Discuss Syllabus and Writing Assignments
Review Required Texts For Class
Discuss Portfolio Requirements
Review Elements of Writing
Review the assigned readings for this course
Prewrite and Outline in class

Assigned Reading From Murray

Read/Skim Portfolio Keeping
Assigned Reading from Cohen
Essay #1 Assigned
Week 2
Quiz 1
Peer Workshop
Discuss readings and Chapters 1-3, 8 and 9 (Fontaine)
and Outline in class
Selected Readings from Cohen and Murray continued
Essay #1 Due
Essay #2 Assigned
Week 3
Peer Workshop
Discussion of essays read
Discussion of Chapters 4-5, 10-11 from Fontaine
Prewrite and Outline in class
Selected Readings from Cohen and Chapters 4-5, 10 and 11 from Fontaine
Essay #2 Due
Essay #3 Assigned
Week 4
Quiz 2
Discussion of essays read
Discussion of Chapters 4-5, 10-11 Continued
Prewrite and Outline in class
Selected Readings from Cohen and Murray continued
Essay #3 Due
Essay #4 Assigned


Week 5
Quiz 3
Discussion of essays read
Discussion of Chapters 6-7, 12-13 from Fontaine
Prewrite and Outline in class
Selected Readings from Cohen and Murray
Essay #4 Due
Essay #5 Assigned
Week 6
Discussion of essays read
Discussion of Chapters 6-7, 12-13 from Fontaine Continued
Prewrite and Outline in class
Selected Readings from Cohen and Murray
Essay #5 Due
Essay #6 Assigned
Week 7
Quiz 4
Peer Workshops
Instructor Consultations
Portfolio Discussion
Final Review
Bring copies of the essays you will be placing in your portfolio
Week 8

Final Exam--completely short answer

Presentation of Reflective Essay

Portfolio Due by Friday at midnight--electronically sent to instructor

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

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

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

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 .


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. 


This material is copyright and can not be reused without author permission.

Last Updated:3/10/2011 12:38:24 PM