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


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-Year Writing Seminar I:  Critical Reading, Writing, and Thinking Across Contexts

Semester

FA 2010 HOJ

Faculty

Ludecke, Larry C.

Title

Adjunct Professor English

Degrees/Certificates

MA English, UMKC
BA English Language and Literature, Park College/University
AA Liberal Arts, JCCC

Office Location

none

Office Hours

TBA

Daytime Phone

none

E-Mail

Larry.Ludecke@park.edu

Semester Dates

8/16/2009-12/10/2009

Class Days

-M-W-F-

Class Time

11:00 - 11:50 AM

Credit Hours

3


Textbook:

Reynolds, Nedra.  Portfolio Keeping: A Guide for Students 2nd ed. Boston: Bedford/St. Martin's, 2006.
 
Lunsford, Andrea. Easy Writer: A Pocket Reference 3rd ed. Boston: Bedford/St. Martin's, 2006.
 
Cohen, Samuel. 50 Essays: A Portable Anthology.  2nd ed. Boston: Bedford/St. Martins, 2007.
 
Murry, Donald. The Craft of Revision 5th ed. Boston: Heinle, 2003.

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Lined loose-leaf paper for your reading journal
 
Light-weight folder for reading journal, syllabus, and class handouts.
 

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:
 An introduction to the recursive processes of writing, the course will emphasize discovery and writing-as-thinking.  Students will engage various personal and academic 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.

Educational Philosophy:
My educational philosophy is based on providing "opportunities" to learn, which focus on interaction.  Reading, group work, class discussion, writing, with multiple revisions, are essential components of this learning process.  Students will have opportunities to learn and further develop their skills to analyze, criticize and synthesize readings.

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. By the end of the semester, be completely prepared for EN106.
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:

Essays: Essay projects will consist of three drafts, and each draft will be worth 1/3 of the project's grade.  In order to receive credit, all drafts of all essays must be typed, double-spaced, with one-inch margins all around, and you must turn in previous drafts and peer revision notes along with your final draft.  During the second half of the semester we will have a Research Project, which will include a library visit.
 
Reading Journal: This is a place for responding to readings, recording stray observations, and rehearsing ideas for essay drafts.  Individual entries are not graded; instead, the journal is graded as a whole.
 
In-Class Writing: In-class writing is an important component of this writing class.  Opportunities will be provided to analyze and respond to essays, short stories and poems.  Since this is a classroom activity, it will not be possible to make it up if you are absent.
 
Final "Best Works" Portfolio: The portfolio will include your two "best" essays.  They must be polished and perfected, suitable for publication, using the feedback received from your peers and from me.  The portfolio will be turned-in during finals week.
 
 

Grading:

Essays             500 Points
Reading Journal    100 Points
In-Class Writing   200 Points
Final Portfolio    200 Points
 
900-1000= A
800-899 = B
700-799 = C
600-699 = D
Below 600 = F

Late Submission of Course Materials:
All assignments are due at the beginning of the class in which they are due.  Late assignments cannot be accepted.

Classroom Rules of Conduct:
We must show respect for each other and for the opinions of others.  You are encouraged to participate in classroom discussions.  Be open to new ideas and do not discourage others from expressing themselves.

Course Topic/Dates/Assignments:

Week 1 Introduction and Intro Essay Assigned
Week 2 Introduction Essay and Presentations
  Portfolio Keeping Lecture
Week 3 Assigned Reading and In-Class Writing
  Assign Essay #1 "Life Changing Experience"
Week 4 Essay #1 Due for Group Feedback
  2nd Draft for My Feedback 
Week 5 Assigned Reading and In-Class Writing
  Essay #2 Assigned "Most Significant Person"
Week 6 Essay #2 Due for Group Feedback
  2nd Draft Due for My Feedback
Week 7 Assigned Reading and In-Class Writing
  Senses-Imagery Lecture and Demo  
  Essay #3 Assigned "Observing a Scene"
  1st Draft Essay #3 Due--Group Feedback
Week 8 2nd Draft Due for My Feedback
  Assigned Reading and In-Class Writing
Fall Break No Class
Week 9 Assigned Reading and In-Class Writing
  Lecture and Demo of 3-Step Quoting Method
  Essay #4 Assigned Research Project
Week 10 Library Presentations
  Outline Demo and Outline Assigned
Week 11 1st Draft of Outline Due
  Pre-Writing In-Class
Week 12 Final Draft of Outline Due
  1st Draft of Research Project-Group Feedback
Week 13 2nd Draft Due for My Feedback
  Assigned Reading and In-Class Writing
Week 14 Symbolism - What Could It Mean? Lecture
  Film As Literature - "Smoke Signals"
  Essay #5 Assigned
Week 15 1st Draft Essay #5 Due for Group Feedback
  2nd Draft Due for My Feedback
Week 16 Portfolio Review and Feedback Sessions
Finals Week "Best Works" Portfolio Due

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.

  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 .



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:7/27/2010 6:03:42 PM