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EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.
Harper, Gavin W.


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

S2QQ 2011 HI

Faculty

Harper, Gavin W.

Title

English Instructor

Degrees/Certificates

MA: Brigham Young University, English, 1998
BA: Weber State University, English, 1994

Office Location

BLDG 383, Hill AFB

Office Hours

Before or after class, or by appt.

Daytime Phone

801-865-0517

E-Mail

Gavin.Harper@park.edu

Semester Dates

Mar 14th, 2011--May 8th, 2011

Class Days

MWF

Class Time

10:30-12:00 PM

Credit Hours

3


Textbook:
Cohen, Samuel, Ed.  50 Essays: A Portable Anthology.  3rd ed.  Boston: Bedford/St. Martins, 2010.

Lunsford, Andrea A.  Easy Writer: A Pocket Reference.  4th ed.  Boston: Bedford/St. Martins, 2009.

Murray, Donald M.  The Craft of Revision.  5th ed.  Boston: Thomson/Wadsworth, 2004.

Reynolds, Nedra and Rich Rice.  Portfolio Keeping: A Guide for Students.  2nd ed.  Boston: Bedford/St. Martins, 2006.

Textbooks can be purchased through the MBS 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:
Building a connection between strong reading/analytical skills and strong writing is one of the basic tenets of my composition courses.  I encourage students to discover connections, as well, between their own writing and the cultural expectations that help to form their work--consciously or unconsciously.  The exploration of these ideas will occur not only through lectures, but through class participation and discussion of our readings  during the term, polished composition assignments, and revision of those assignments.

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. Synthesize and build experiences and analysis as proof and support of cohesive ideas.
  2. Develop a personal writing process for persuasive writing (close-reading, drafting, outline, thesis, persuasive technique, formatting).
  3. Study and analyze popular forms of persuasive writing techniques.
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:
You will be required to complete three polished 3-page essays during the term as part of a student portfolio of work.  This will serve as a "learning portfolio" and serve as a physical artifact of your own writing process.  The final portfolio will consist of submissions of pre-writing, at least one early draft, revisions, and the final essay for each of these essays.  The final assignment for this portfolio will be a short reflective essay detailing the changes and development of your writing process over the last eight weeks.  You will also be expected to attend class regularly and complete daily reading assignments.

Grading:
Three 3-page Essays (200 pts each)                 = 600 pts
Reflective Essay/Final Portfolio Submission       = 300 pts
Attendance/Participation:                                  = 100 pts


900-1000 pts  =  A
800-899   pts  =  B
700-799   pts  =  C
600-699   pts  =  D
599-0       pts  =  F

Late Submission of Course Materials:
As this is an eight-week course, and deadlines will approach swiftly, I strongly advise you to turn in ALL work on time.  If your work does arrive late, you will be docked a full letter grade for each day until the assignment is turned in.

Classroom Rules of Conduct:
As this class will depend upon thorough discussions of the readings and course materials, I will expect your attendance and "mental" presence on each class day.  Part of your grade will depend upon your ability to discuss, analyze, and vocally show your preparedness, so please come to class ready to debate/discuss the topics and readings you see on the schedule below.  You must complete your reading BEFORE the day your reading assignment is due. For instance, on the schedule below, if a reading is due on Wednesday Mar 20th, we will discuss it that day, and you should complete your work BEFORE class time.

Course Topic/Dates/Assignments:

Date

Readings

Due Dates

Mar 14th
Intro to Course

Mar 16th
Reynolds:  Understanding Writing Portfolios p. 1-7
Cohen:  Mother Tongue, p. 417

Mar 18th
Cohen: Me Talk Pretty One Day, p. 378
Mar 21st
Reynolds: Setting Goals, p. 8-16
Cohen: Once More to the Lake, p. 450

Mar 23rd
Cohen: A Clack of Tiny Sparks, p. 120
Mar 25th
Cohen:  Shooting Dad, p. 433
Essay One Due
Mar 28th
Cohen: Graduation, p. 16


Mar 31st
Murray: Ch. 9: Rewrite By Ear, p. 194-215
Cohen:  The Joy of Reading, p. 11

Apr 1st
Cohen: The Way to Rainy Mountain, p. 291

Apr 4th
Intro to Persuasion/Argumentation

Apr 6th
Cohen: Television: The Plug-In Drug, p. 457
Apr 8th
Cohen: Shooting an Elephant, p. 302 Essay Two Due
Apr 11th
Cohen: Clashing Civilizations, p. 365
Apr 13th
Cohen: Lost in the Kitchen, p. 82
Cohen: Women's Brains, p. 184

Apr 15th
Cohen: Two Ways to Belong in America, p. 298
Apr 18th
Cohen: Never Just Pictures, p. 85


Apr 20th
 Drafting Workshop
Murray: Ch. 10, p. 216-251
 
Apr 22nd
 Workshop Cont.

 
Apr 25th
Workshop Cont.
Essay Three Due
Apr 27th
Thoughts on Revision
Cohen: What's Wrong with Animal Rights, p. 192
 
Apr 29th
Cohen: Animal Liberation, p. 384
May 2nd
Cohen: Serving in Florida, p. 151
 
May 4th
 Portfolio Revision, cont.
 
May 6th
 Revision, cont.
 Final Revised 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:2/15/2011 12:38:31 PM