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

for F1OO 2010

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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.


F1OO 2010 WO


Niblock, Amanda


Adjunct Faculty


M.A. in Literature from the University of Central Missouri
B.A. in Literature from the University of Central Missouri

Daytime Phone





Semester Dates

16 August 2010- 10 October 2010

Class Days


Class Time

5:00 - 10:20 PM

Credit Hours


Text: 50 Essays: A Portable Anthology.
Cohen, Ed. 2nd Ed. Bedford St. Martins, 2007.
ISBN: 0-312-44699-3

Text: Portfolio Keeping, 2nd Ed.,
Reynolds and Rice, Bedford St. Martins, 2006.
ISBN: 0-312-41909-0.

Text: Easy Writer: A Pocket Reference, 4th Ed.,
Author: Lunsford, Bedford St. Martins, 2009.
ISBN: 0-312-55425-7.

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:
This course will combine the use of in class exercises, peer review, and lecture to illustrate the techniques that will be required for the longer out of class assignments. For each week, the readings listed should be completed before class time. Students are expected to participate in discussion and group activities. The major assignments should be error free and meet all requirements of the given assignment.

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:

EN 105 includes the following assessments:
  • Weekly discussion assignments,
  • Five substantial writing assignments, two of which incorporate deep revision,
  • A summative "best works" portfolio including the student's two strongest essays, artifacts related to the writing process, and a reflective introductory essay,
  • Two peer review activities,
  • A "writer's notebook,"
  • A final examination.


The grading scale for EN 105 maintains an “A” as 90-100%; a “B” as 80-89%, and so on.




In-Class work      


50 pts = 5 %

Grammar work


50 pts = 5%



500 pts = 50%

Peer Review (5 times)  


50 pts = 5%



50 pts = 5%

Core Assessment and Reflection   


200 pts = 20%

Final Examination


100 pts = 10%


1000 pts = 100%

Late Submission of Course Materials:

In order to be fair to each student, all assignments are due in class on the assigned due date. If a student must be absent and wants credit for assignments due on that day, here are the options:
1. Submit the assignment via eCompanion to Mrs. Niblock on or BEFORE the due date.
2. Send the assignment with a classmate or friend on the due date.

Classroom Rules of Conduct:

Contacting the Instructor
The best way to contact me is via the park email system. All emails will be answered within 48 hours except for weekends and holidays. Please be sure to sign your name at the end of the email.
Cell Phones
Turn off your cell phone before class starts.

Course Topic/Dates/Assignments:

EW refers to pages from the Easy Writer text.
Cohen refers to pages from the 50 essays: A Portable Anthology text.
PK refers to pages from the Portfolio Keeping: A Guide for Students text.



Activities, Assignments

Aug 18

Active Reading, Critical Thinking, Effective Writing, Narrative Writing, Fragments

Read/Discuss: EW p12-38, EW p206-207, EW p246-252, EW “Sentence Fragments” p87-90, Cohen p1-10, and Cohen “The Joy of Reading and Writing” p11-15

Assign: Essay 1: Narrative

Write: In-Class Writing Sample: Narrative

Aug 25

Summary & Response Writing, Run-ons

Due: Rough Draft of Essay 1 (peer review session in class)

Read/Discuss: PK p1-16, EW “Commas Splices and Fused Sentences” p85-87, Cohen “On Dumpster Diving” p161-173, Cohen “The Ways We Lie” p174-183, and Cohen “Television: The Plug-In Drug” p457-466

Assign: Essay 2: Summary and Response

Write: Rough draft of Essay 2

Sept 1

Compare & Contrast Writing

Due: Rough Draft of Essay 2 (peer review session in class) and Final Draft of Essay 1.

Read/Discuss: Cohen “Men, Women, Sex, and Darwin” p29-42, Cohen “Lost in the Kitchen” p82-84, and Cohen “Two Ways to Belong to America” p298-301

Assign: Essay 3: Compare and Contrast

Write: Rough Draft of Essay 3

Sept 8

Definition Writing, Pronouns

Due: Rough Draft of Essay 3 (peer review session in class) and Final Draft of Essay 2.

Read/Discuss: EW “Pronouns” p78-84, Cohen “The Insufficiency of Honesty” p104-111, Cohen “On Being Cripple” p267-280, and Cohen “Clashing Civilizations” p365-368

Assign: Essay 4: Definition

Write: Rough Draft of Essay 4

Sept 15

Argument Writing, Subject- Verb Agreement

Due: Rough Draft of Essay 4 (peer review session in class) and Final Draft of Essay 3.

Read/Discuss: EW “Subject-Verb Agreement” p67-73, Cohen “Women’s Brains” p184-191, Cohen “What’s Wrong with Animal Rights?” p192-202, and Cohen “A Modest Proposal” p408-416

Assign: Essay 5: Argument Essay

Write: Rough Draft of Essay 5

Sept 22

Argument and Research

Due: Rough Draft of Essay 5 (peer review session in class) and Final Draft of Essay 4

Read/Discuss: PK p17-22, PK 32-39, Cohen “Serving in Florida” p151-160, and Cohen “Shooting Dad” p433-440

Assign: Portfolio and Core Assessment requirements

Write: Rough draft of reflection

Sept 29

Reflection Writing, Organizing a Portfolio, Commas

Due: Final Draft of Essay 5

Read/Discuss: EW “Commas” p106-114, Cohen “Why Don’t We Complain” p97-103, and Cohen “Just Walk on By” p404-407

Write: Put together portfolio and core assessment

Oct 6

Combining the Patterns

Due: Portfolio and Core Assessment Due

Write: Final exam to be completed in 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 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:7/19/2010 4:51:09 PM