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

for F1QQ 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.


F1QQ 2010 HI


Fuller, Carol-Ann


Adjunct Faculty


Master's of English   Utah State University
Master's of Speech Pathology   Utah State University

Office Location

Bldg 383

Office Hours

Before and after class and by appointment

Daytime Phone




Semester Dates

16 August - 10 October 2010

Class Days


Class Time

4:30 - 7:15 PM

Credit Hours



Reynolds, Nedra, and Rich Rice.  Portfolio Keeping: A guide for Students.  2nd Ed.
Lunsford, Andrea.  Easy Writer:A Pocket Reference.  4th Ed. ISBN-10: 0-312-55425-7 
Cohen, Samuel.  50 Essays: A Portable Anthology.  2nd Ed. ISBN-10:  0-312-44699-3
Murray, Donald M.  The Craft of Revision.  5th Ed.  ISBN:  0-8384-0715-3

Additional Resources:
 A GOOD Dictionary

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:

Critical thinking enhances one's university years and enriches one's life.  Mastering the reading-writing-thinking connection is crucial for developing critical thinking skills. 
This class offers students the tools, guidance, and experience necessary to process and produce a completed essay.  Students will use brainstorming, clustering, freewriting, reading, and evaluating to find and explore potential topics.  They will write a discovery draft, receive feedback from the instructor and from classmates, polish a final draft, and proudly submit an impressive paper, together with a portfolio of writing. 
 They will recognize the power of the pen.  To learn to write  ~~ write!

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:
Weekly writings; reading responses; a critical analysis paper; mid-term essay; a final-draft essay; a reflective essay; final exam; class participation


Three essays                           100 points each  ~~  two pages each
Four reading responses            50 points each  ~~ two pages each
Critical Analysis                     100 points  ~~  two pages         Portfolio submission
Mid-term essay                        100 points~~three pages          Portfolio submission
Final draft essay                      100 points~~five pages             Portfolio submission
Reflective essay                      100 points~~three pages            Portfolio submission
Final Exam                              100 points
 Total:                                    1,000 points
A - 900 - 1,000               D - 600 -699
B - 800 - 899                  F - Below 600 points
C - 700 - 799

Late Submission of Course Materials:
Students are responsible for reading all assignments; do not cheat yourself.  Written assignments are due on the date assigned.  Late papers must be coordinated with the instructor beforehand or there will be a five-point penalty.  Students are responsible for obtaining information regarding assignments made during any absences.

Classroom Rules of Conduct:

This syllabus is your procedure manual for the term.  It is important that you carefully read all of it.
Please refer to these guidelines throughout the term.
Cell phones are acceptable for emergencies or work-related calls.
Please do not text-message in class
Thank-you for removing your hat.

Course Topic/Dates/Assignments:


Course Topic/Dates/Assignments:

  Week I:   Introduction; review syllabus;                    Read pages 1-31 in Portfolio Keeping
                  discuss papers; evaluation exercise;           reading response #1;  3 essay topics;
                  hand in response #1
Week II:      Discuss reading assignment;                        Read pages 32-39 in P. K.;  reading
                    pre-writing exercise; hand in                        response #2 and essay #1;  bring
                     response #2 and essay #1                            colored markers; read pages 1-10 in
                                                                                          50 Essays & pages 2-23 in Craft Revision
Week III.      Discuss mid-term paper and first                   Read pages 40-52 in P. K.; essay #2;
                     draft of Final Essay; discovery and                work on mid-term paper and first
                     revision exercises; hand in essay #2                draft of Final essay; read 211 - 219
                                                                                              in  50 Essays  and 24 -31 Craft Revision

 Week IV         Discuss reading assignment;                        Polish & submit essay;                     
                       revision session; hand in mid-term                  read 53-60 in P. K. ;
                        essay; review portfolio w/ instructor               32-43 in Craft of Revision
Week V:         Discuss reading assignment;                        Essay #3 and response #3;
                       introduce Critical Analysis;                         work on Critical Analysis;
                       hand in response #3 and essay #3                read 44-74 in Craft Revision
Week VI         Class discussion; peer revision                  Work on final paper;  response #4;
                        on draft of Final Essay; hand in                  start on Reflective Essay
                        Critical Analysis and response #4               read 252-259 in Craft Revision
Week VII        Hand in Final Paper and Reflective Essay;         Please respond to Student Survey~
                        in-class writing exercise
Week VIII      Review all information; tie up loose                  Study for Writing Concepts Exam;
                        ends;  Final Exam                                          Please respond to Student Survey ~
                                         This syllabus is a living document and may be adjusted, if necessary,
                                                             to meet the needs of this class.



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 2009-2010 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. Park University 2009-2010 Undergraduate Catalog Page 92

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 2009-2010 Undergraduate Catalog Page 95

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. 


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Last Updated:7/6/2010 9:49:34 AM