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EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.
Wilcox, Karen Marie


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 Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.

Semester

U1Z 2011 ML

Faculty

Wilcox, Karen Marie

Title

Adjunct English Faculty

Degrees/Certificates

BA in English from Montana State University-Bozeman
MA in English from Montana State University-Bozeman

Daytime Phone

406-899-5860 (cell)

Other Phone

406-452-0587 (home)

E-Mail

karen.wilcox@park.edu

Semester Dates

6 June 2011 - 31 July 2011

Class Days

--T-R--

Class Time

5:00 - 7:30 PM

Credit Hours

3


Textbook:

Cohen, S. (Ed.). (2011). 50 essays: A portable anthology.(3rd ed.). Boston: Bedford/St. Martin’s. 10: 0-312-60965-5 or 13: 978-0-312-60965-8

Lunsford, A. A. (2009). Easy writer: A pocket reference. (4th  ed.). Boston: Bedford/St. Martin’s.10: 0-312-58388-5 or 13: 978-0-312-58388-0

Murray, D. M. (2004). The craft of revision (5th ed.). Boston: Wadsworth. 10: 0-8384-0715-3 or 13: 978-0-8384-0715-8

Reynolds, N., & Rice, R. (2006) Portfolio keeping: A guide for students. (2nd ed.). Boston: Bedford/St. Martin’s. 10: 0-312-41909-0 or 13: 978-0-312-41909-7

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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:
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:

Learning to write clearly, to communicate effectively, and to think critically enables students to identify and clarify their own beliefs, thoughts, and reactions, leading to personal and professional success and empowerment. Teaching techniques will revolve around lecture, group discussion, group exercises, and individual demonstration/ performance exercises.

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:

·         Four personal essays + the Core Assessment, showing significant revision

·         Class participation & homework via reader-writer response journal entries, functioning as a writer’s notebook

·         Portfolio assessment (prewriting, rough drafting, and revising for essays; collection and organization of class materials, self-reflection, in-class writings)

Grading:

·         400 points       Four personal essays

·           70 points       Reader/Writer Response Journal (homework/in-class participation)  

·         200 points       Portfolio assessment (pre-writings, rough drafts, peer reviews, the core assessment and final/reflective essay as well as in-class activities).

Late Submission of Course Materials:
Assignments will be handed in on the assigned date unless a prior agreement has been made with the instructor. All class assignments will be completed on or before the last day of the term. No exceptions.

Course Topic/Dates/Assignments:

Session 1: June 7

Reading (to be done before class): Cohen, pp. 1-10; Lunsford, Ch. 1 & 2.

In-Class Activities: 1) introduction to class--active reading and writing; how to find and support a thesis, 2) review of syllabus and assignments for the term.

See the Journal Entry assignment for the term in the left-hand menu under Week 1; also see additional documents in the Doc Sharing area.

______________________________________________________________________________

Session 2: June 9

Reading (to be done before class): Murray, Ch. 1

In-Class Activities: 1) an overview of parts of a paper—plus outlines & paragraphs; 2) 1st personal essay assignment + prewriting in class; 3) discussing Murray’s chapter—preparing to write.

Assignments Due: Journal Entry 1 (based on Murray, see the handout on “Journal Entries for the Term” at the http://parkonline.org site in the Doc Sharing area; also look in the left-hand menu, under the week in question for all point-bearing assignments.)

Be prepared to share from your journal in class. See the Doc Sharing area for additional documents.

______________________________________________________________________________

Session 3: June 14

Reading (to be done before class): In Cohen’s text: Sarah Vowell’s essay “Shooting Dad,” pp. 412-419. Always check the Doc Sharing area for additional documents.

In-Class Activities: 1) 1st rough draft workshop for the descriptive essay, focusing on unity; 2) discussing Vowell’s essay; 3) learning how to revise and peer review essays.

 Assignments Due: Rough draft of the 1st essay + outline—Bring a hard copy to class.  

Also, submit these items to the Dropbox at the http://parkonline.org site.  If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

______________________________________________________________________________

Session 4: June 16

Reading (to be done before class): Murray, Ch. 2; E.B. White’s essay “Once More to the Lake,” in the Cohen reader (pp. 431-437); Lunsford, Ch. 15, 17.

In-Class Activities: 1) 2nd rough draft workshop for the description essay—bring the same draft from the previous session; 2) discussing Murray & White; 3) discussing Lunsford—emphasis, subordination, coordination, parallelism—applying it to specific student writings & practice.

Assignments Due: J. E. 2, based on any of the readings for the week—this journal entry also needs to be posted at the Threaded Discussion at the http://parkonline.org site—respond to two of your peers’ journals as well; come to class with the same rough draft of the 1st personal essay.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

______________________________________________________________________________

Session 5: June 21

Reading (to be done before class): Reynolds & Rice, Part I (p. 1-31); Lunsford, Ch. 16 + the “Find It, Fix It” (pp. 1-10). Always check the Doc Sharing area for additional documents.

In-Class Activities: 1) how to write an in-class essay exam and respond to a paper prompt for the 2nd/Midterm In-Class Essay; 2) discussing Lunsford—conciseness and diction; 3) discussing Reynolds & Rice/portfolios.

Assignments Due: 2nd draft of the 1st essay to be turned in for instructor comments and grade. Submit this assignment to the Dropbox at the http://parkonline.org site.

______________________________________________________________________________

Session 6: June 23

Reading (to be done before class): Alice Walker’s essay (in Cohen’s anthology), “In Search of our Mothers’ Gardens,” pp. 420-430; Murray, Ch. 3.

In-Class Activities: 1) discussing Walker’s essay & midterm/2nd personal essay assignment + prewriting in class; 2) discussing Lunsford—basic sentence grammar, practicing writing sentences; 2) discussing Murray’s chapter.

Assignments Due: J.E. 3. Submit this assignment to the Dropbox at the http://parkonline.org site.

______________________________________________________________________________

Session 7: June 28

Readings: Scott Russell Sanders’ essay in the Cohen reader, “The Men we Carry in Our Minds,” (pp. 346-352). Always check the Doc Sharing area for additional documents.

In-Class Activities: 1) writing skills oral review + exercises; 2) 1st rough draft workshop for the in-class 2nd/Midterm personal essay—thesis statements & unity—bring hard copy to class; 3) discussing Russell’s essay.

Assignments Due: rough draft of in-class midterm essay—typed + outline. Submit these items to the Dropbox at the http://parkonline.org site, and bring that hard copy to class for the peer review.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

______________________________________________________________________________

Session 8: June 30

Reading (to be done before class): Murray, Ch. 4; Barbara Ascher’s essay “On Compassion,” (pp. 46-49), in the Cohen reader.

In-Class Activity: 1) 2nd rough draft workshop for the in-class 2nd/Midterm personal essay—organization & development—bring the same hard copy draft from the previous session; 2) discussion of Murray’s chapter & Ascher’s essay.

Assignments Due: Bring the same rough draft of the 2nd Essay; Journal Entry 4 based on Murray. Submit the journal entry to the Dropbox at the http://parkonline.org site.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

_____________________________________________________________________________

Session 9: July 5

In-Class Activity/Assignments Due: (2nd draft of 2nd Essayto be turned in at the end of class for instructor comments and grade) In-class midterm essay exam to be written during class. Bring your outline to class, and write your essay on blank paper during class. If you miss class, you’ll need to contact the Park U. office and take the exam in a proctored setting.

______________________________________________________________________________

Session 10: July 7

Reading (to be done before class): In Cohen’s text: Winn’s essay “Television: The Plug-In Drug” (pp. 457-466); Lunsford, Ch. 3. Always check the Doc Sharing area for additional documents

In-Class Activities: 1) discussing Winn’s essay; 2) introduction to argument/refutation of the opposition + activities—Personal Essay 3 assignment + prewriting in class.

Assignments Due: Journal Entry 5 (based on the readings for this week). Submit the journal entry to the Dropbox at the http://parkonline.org site.

If you miss class, review the materials for the 3rd essay—in the left-hand menu of the home page, under Week 5 and the Doc Sharing section of the http://parkonline.org site. These materials will help you to prepare for the rough draft.

______________________________________________________________________________

Session 11: July 12

Reading (to be done before class): In the Cohen text, pp. 83-90, Rachel Carson’s essay “The Obligation to Endure;” Lunsford, Ch. 19 & 20. Always check the Doc Sharing area for additional documents.

In-Class Activities: 1) Discussing Carson’s essay, looking for argumentative techniques; 2) 1st rough draft workshop for the 3rd personal essay—thesis and unity—bring a hard copy for the peer review; 3) discussing Lunsford—commas and semicolons, practicing samples.

Assignments Due: Rough draft of the 3rd personal essay + outline. Submit these items to the Dropbox at the http://parkonline.org site.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

______________________________________________________________________________

Session 12: July 14

Readings (to be done before class): Murray, Ch. 10; Reynolds & Rice (Part II), pp. 32-60.

In-Class Activities: 1) 2nd rough draft workshop for argumentative essay—development & organization—bring a hard copy to class for the peer review; 2) portfolio workshop, reflection and in-class exercises—discussing requirements for core assessment revision + working on the revision plan in class; 3) discussing Murray’s chapter.

Assignment Due:  Bring the same rough draft of the 3rd essay to class; J.E. 6, based on any of the readings for the week; also bring your two first papers so that you can choose one for your core assessment. Submit these items to the Dropbox at the http://parkonline.org site.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

 _____________________________________________________________________________

Session 13: July 19

Reading (to be done before class): In the Cohen text, pp. 11-15, Sherman Alexie’s essay, “The Joy of Reading and Writing: Superman & Me;” Lunsford, Ch. 22, 23, 24, 27.

In-Class Activities: 1) Discussing Alexie’s essay; 2) discussing the reflective essay for the portfolio; 3) discussing the final in-class personal essay + prewriting in class; 4) discussing Lunsford—apostrophes, quotation marks, other punctuation marks, looking for examples in Cohen and student work.

Assignments Due: 2nd draft of the 3rd essay for instructor comments and grade. Submit this item to the Dropbox at the http://parkonline.org site.

______________________________________________________________________________

Session 14: July 21

Reading (to be done before class): Murray, Chapter 9; Martin Luther King, Jr.’s “Letter from the Birmingham Jail,” pp. 203-220, in the Cohen reader.

In-Class Activities: 1) discussing Murray’s chapter and King’s essay; 2) peer review session for the core assessment/revision assignment—bring a hard copy of your core assessment revision paper to class; 3) Lunsford punctuation review and in-class exercises.

Assignments Due: J.E. 7, based on the readings for this week; your revised core assessment essay and revision plan for a peer review. If you miss class, submit the journal entry to the Dropbox at the http://parkonline.org site.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

­­­­­­­­­­­­­­­­­­­­______________________________________________________________________________

Session 15: July 26

Readings: Murray, Ch. 11.

In-Class Activities: 1) Rough draft workshop for the final personal essay—bring a hard copy to class; 2) discussing Murray’s chapter; 3) wrapping up the class with exit interview questions.

Assignments Due: Rough draft of final personal essay for peer review.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

______________________________________________________________________________

Session 16:  July 28

In-Class Activities: Final in-class personal essay to be written in class. Bring your outline and blank paper, etc. in to class. If you will not be able to attend class, you must make arrangements to have the test taken by this date. All class materials must be turned in at this time for a grade. No Exceptions.

Assignments Due: The core assessment, the reflective portfolio essay, and the final in-class personal essay.

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 .

Additional Information:

If you miss class for any reason, please go to the  parkonline.org site, look at the assignments in the left-hand menu for each week, and read the announcements. Thanks.

 



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:5/10/2011 3:11:05 PM