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

for F2QQ 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 Writing Strategies and Concepts


F2QQ 2010 HI


Nelson, Crystal M.


Adjunct Faculty


MA - Literary Studies
BA - English

Office Hours

Before or after class or by appointment

Daytime Phone

(801) 829-0615




Semester Dates

18 October - 11 December

Class Days


Class Time

9:00 AM - 2:00 PM

Credit Hours



Lunsford, Andrea A.  Easy Writer:  A Pocket Reference.  4th edition.  New York:  Bedford/St. Martin's, 2010.
Reynolds, Nedra, and Rich Rice.  Portfolio Keeping:  A Guide for Students.  2nd edition.  New York:  Bedford/St. Martin's, 2006.
Cohen, Samuel.  50 Essays: A Portable Anthology.  2nd edition.  New York:  Bedford/St. Martin's, 2007.
Murray, Donald M.  The Craft of Revision.  Boston:  Wadsworth, 2004.

Additional Resources:

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 students' ability to think critically, read and listen intelligently, and write clearly and effectively. 

Educational Philosophy:
My educational philosophy is one of interaction with students based on dialogues, examinations, writings, and class discussions.  I will engage each learner in the process according to his or her needs to achieve the objectives of the course.  The more a student puts into a class, the more the student will take from the class; therefore, active participation is expected.

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:
 Two mini-papers (a narrative and a comparison/contrast essay); five critical journal entries; a final argumentative essay; a course portfolio including a reflective essay; final exam; participation 


Mini-paper #1 (Narrative)                       100 points
Mini-paper #2 (Comparison/Contrast)     100 points
Critical Journal Entries (5 @ 20 points)    100 points
Final Argumentative Essay                       100 points
Course Portfolio and Reflective Essay      150 points
Final Exam                                              100 points
Participation                                            100 points
TOTAL                                                  750 points


A  90% or better (675-750 points)

B  80%-89% (600-674 points)

C  70%-79% (525-599 points)

D  60%-69% (450-524 points)

F  Below 60% (449 points and below)

Late Submission of Course Materials:
Students are responsible for reading all assignments and handouts.  Written assignments are due on the date assigned and late assignments will not be accepted unless coordinated with the instructor beforehand.  Students are responsible for obtaining information regarding assignments made during any absences.

Classroom Rules of Conduct:
All submissions must be typed in standard MLA format (12-point font, double-spacing, one-inch margins).  Since technology can sometimes be problematic, please plan ahead and meet all deadlines.  It would be a great idea to save copies of all of your work and print out hard copies for back-up purposes.

Course Topic/Dates/Assignments:
#1 October 23 

Introduction; class discussion; read "Shooting an Elephant" pg 302-309 in 50 Essays; discuss Chapter 1 in Craft of Revision
Homework:  Read pg. 12-25 in Easy Writer; read pg. 1-16 in Portfolio Keeping; read pg. 203-205, 378-382, 441-448, 11-14 in 50 Essays; write rough draft of Mini-paper #1 for our next session on 10/30 and bring three copies to class
 #2 October 30
Discuss readings; journal in class; peer review Mini-paper #1; discuss narrative techniques, sensory detail, and figurative language; discuss Chapters 2-4 in Craft of Revision
Homework:  Revise Mini-paper #1 to hand in 11/6; read pg. 202-204 in Easy Writer; read pg. 17-27 in Portfolio Keeping; read pg. 139-142, 467-470, 206-210,  in 50 Essays 

#3 November 6

Discuss readings; Mini-paper #1 due; journal in class; descriptive techniques; assign Mini-paper #2; discuss Chapter 6-7 in Craft of Revision
Homework:  Read pg. 27-39 in Portfolio Keeping; read pg. 424-430, 82-84, 404-407  in 50 Essays; write rough draft of Mini-paper #2 for a peer review on 11/13 and bring three copies to class

#4 November 13

Discuss assignment; peer review Mini-paper #2; discuss comparison/contrast techniques; journal in class; discuss Chapter 8 in Craft of Revision
Homework:  Revise Mini-paper #2 to turn in 11/20; read 145-147 in Easy Writer; read pg 40-47 in Portfolio Keeping; read pg. 298-301, 60-81, 238-250 in 50 Essays
#5 November 20
Discuss readings;  Mini-paper #2 due; journal in class; discuss Chapter 9 in Craft of Revision
Homework:  Read pg 25-38, 197-204 in Easy Writer; read pg 48-52 in Portfolio Keeping; read 97-103, 85-90 in 50 Essays
#6 November 27
Discuss readings; assign final paper; class debate; journal in class; discuss Chapter 10 in Craft of Revision
Homework:  Final paper draft due 12/4; read pg 53-57 in Portfolio Keeping; read pg. 56-58, 161-173, 11-14 in 50 Essays 
#7 December 4 
Discuss readings; final paper draft due; peer review final paper in class; conferences in class; review for final exam; discuss Chapter 11 in Craft of Revision
Homework:  Assemble portfolio; write reflective essay; study for final exam 
#8 December 11
Portfolio due (including reflective essay); final exam

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. 


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Last Updated:9/8/2010 2:48:40 PM