EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.
FA 2010 HOD
Adjunct English Instructor
M.F.A. Poetry, Iowa Writers' Workshop, University of IowaB.A. English, University of Central Missouri
Mabee 410B next to the McAfee Library
M W 11:00-11:45, or by appointment. I'm also happy to meet with you online for discussion.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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Educational Philosophy: We
are all writers. Writing is an art that requires sustained effort,
vision and revision. All writers at one time or another have
experienced moments of uncertainty, or times when they felt diffident
about their own ideas and expressions. Uncertainty is natural. Writers
at all stages of their careers feel this way. In this class, you will
gain confidence in your own writing, as well as develop your critical
and creative thinking skills. It is my goal in this class to challenge,
surprise and reinvigorate you.
En105, unlike 106, is not primarily a research class. The focus of this
class is your writing. We will experiment with different genres of
writing and have fun while doing so! We are going to be creative in
most important aspects of becoming a better writer are reading,
frequent writing and revision. The first step in the writing process is
reading. As writers, it behooves us to read not
only for pleasure, but also to read critically for ideas and forms. In
this course we will have weekly reading assignments from the texts. You
will be reading essays that are meant to challenge you. You do not have
to like or agree with the essays. In fact, I encourage you to challenge
and resist ideas or methods of writing that don't sit well with you.
Because writers rarely write in solitude, you will also read your
writing in workshop. Not only will workshop help you to improve others'
will also allow you to refine your own writing. The workshop dialog
fosters a more intimate and personal approach to writing. This class
comes equipped with an audience for your writing. You will have the
opportunity to discuss your work with other writers. You MUST come to
class on workshop days; attendance is mandatory. If you miss a workshop
you will be docked 20 points--a full two letter grades. The dynamic of
workshop is only successful if you come to class prepared and with your
own draft in hand.
In addition to the three major assignments in this class, you will also
develop an emerging mastery of composition through frequent informal
writing assignments. We will have in class writing assessments on a
regular basis. The more you write, the better your writing will become.
On occasion, you will write a response to an essay prior to our
discussion of it in what David Bartholomae refers to as a "moment of
silence." This approach will allow you to explore and discover your own
ideas without being influenced by others'. Other times, you will write
after discussion and chart they ways your ideas have shifted, deepened,
This brings us to the third element of the class--revision. Revision is
a re-visioning of what you have already written. It does not only mean
editing; rather, revision is a process through which you learn to see
your writing anew. You will make substantial changes to your first
draft in terms of grammar, but more importantly in terms of ideas. Your
peers are an important part of revision. We will workshop all major
papers in the class to give you feedback and help improve your writing
style. In order to benefit from workshop, you must come to class
prepared and be willing to exchange ideas and suggestions in a critical
and constructive manner.
Your writing is the primary focus of this course. Accordingly,
throughout the semester, I will bring in examples of writing from you
and your peers. The writing will be anonymous. The conversation will be
constructive and respectful.
Learning Outcomes: Core Learning Outcomes
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 RubricClass Assessment: Essay 1: Draft 20pts.
Essay 1: Initial Graded Draft 100
Essay 2: In-Class Draft 50
Essay 2: Revised Draft 50
Essay 3: Draft 20
Essay 3: Initial Graded Draft 100
Essay 4: Research Essay Draft 20
Essay 4: Initial Graded Draft 100
In-class Writing, Quizzes, etc. 100
Reflective Essays (papers 1-4) 40
Final Reflective Essay 40
Student Portfolio 200
Total Points 870
Late Submission of Course Materials: Course work is due on the day assigned. Late work will be docked one full letter grade each day after the due date. Seriously!
Classroom Rules of Conduct: Cell phones are NOT ALLOWED in my classroom.
Please leave them at home. If I catch a student texting during class, I will
ask the student to leave. You will NOT be allowed to make up any missed
points. If you text on more than one occasion in my class, I will drop
you from my class! NO EXCEPTIONS! Using cell phones in class is
disrespectful and distracting. DON'T DO IT! Additionally, unless you have a documented need for using laptops, please do not bring one to my class.
Come to class prepared. Read the assigned texts and openly engage in critical and respectful discussion.
TENTATIVE SCHEDULE OF MAJOR ASSIGNMENTS AND DUE DATES
Week 1: Syllabus; Name Game; Interview; Reading: "Is Public Education Working?" (E.B. White, handout).
Speech of Introduction; Diagnostic Essay over White;
Reading: W.J. Reeves, "College Isn't For Everyone" available via this url: http://findarticles.com/p/articles/mi_m1272/is_2696_131/ai_101497549/ .
Also read, "Rewrite Before Writing" (Murray, p.1).
Week 2: In-class writing over essay; Discussion;
Understanding your Audience activity; Assign Paper 1 and Topic Due Date;
Reading: "The Joy of Reading and Writing: Superman" (Alexie in Cohen,
p. 11); "Me Talk Pretty One Day" (Sedaris in Cohen, p. 378).
Discussion of essays; Six-word autobiography
Reading: "Learning to Read and Write" (Douglass in Cohen, p. 144);
"Learning to Read" (X in Cohen, p. 281).
Week 3: P1 TOPIC DUE; In-class writing
over essays; Assign Workshop Groups and Chapter Activity--Language
(Lunsford, p.138-150); Focus (Murray, p. 44); Organization--Structure
(Murray, p. 119); Development (Murray, p. 166)
Group Presentations over Material; Discuss Workshop Etiquette
Week 4: September 6-- NO CLASS--Labor day; Sept. 8th Workshop Paper 1-Draft
In-class poetry activity--read narrative poems and write; assign conference times Reading: TBA--Poetry
Week 5: Paper 1 Due--Reflection on Paper 1 Due; Readings: "Death of a Moth" (Dillard in Cohen, p. 139); "The Death of the Moth" (Woolf in Cohen, p. 467). Reading:
"The Fourth State of Matter" (JoAnn Beard, essay available at http://www.newyorker.com/archive/1996/06/24/1996_06_24_080_TNY_CARDS_000376447.
Week 6: Individual Conferences--all week--no class.
Readings: "Shooting Dad" (Vowell in
Cohen, p. 433); "The Process of Portfolio Keeping" (Reynolds and Rice,
p. 8-31). Explain Paper 2 topic and format.
Reading: "Once More to the
Lake" (White in Cohen, p. 450); "How it Feels to be Colored Me" (Hurston
in Cohen, p. 206).
Week 7: Discuss examples from student essays; in-class
writing over Woolf, Dillard and Vowell. Tone Activity; Discussion; Paper 2 In-class Pre-writing;
Readings: "Rewrite with Genre" (Murray, 75); "Rewrite by Ear" (Murray,
Week 8: October 4th: Workshop P2; Readings: "Rewrite with Clarity" (Murray, p. 216); Assign Paper 3. October 6th: Final Revised Paper 2 Due; PARTY; Read aloud from Sojourner Truth's "Ain't I a Woman?" Topic P3 Due. Readings: "Lost in the Kitchen" (Barry in Cohen, p. 82); "Never Just Pictures" (Bordo in Cohen, p. 85).
Week 9: Essay Discussion; Off the Boat Activity! Discussion
of pathos, ethos and logos. Readings: "No Name Woman" (Kingston in
Cohen, p. 238) October 13th: Workshop Paper 3--P3 Draft due; Oct. 15th: Paper 3 due
Week 10: In-class writing; Spectrum and Nuance Activity; Readings: TBA
Reflection Paper 3 Due; Assign Paper 4 and Research Due Date
Week 11: Discuss Student Writing; In-class writing; Research for Paper 4 Due; Readings: "Rewrite with Documentation" (Murray 133); "Documentation" (Lunsford, p. 196).
Week 12: Citation Information and Activity; November 3rd: Workshop P4--Draft Due
Week 13: November 8--Paper 4 Due; Postcard Activity; Readings: "From Process to Product--Preparing for Assessment" (Reynolds and Rich, p.32-58).
November 12--NO CLASS--Veteran's Day
Week 14: November 15-19th--Individual Conferences
Week 15: NO CLASS November 24 and 26--FALL BREAK
Week 16: December 1--TBA
December 3--Portfolios Due; Party!
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: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.
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 .
Last Updated:8/8/2010 11:58:47 AM