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EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.
Collins, Patrick E.


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

F1A 2010 BE

Faculty

Collins, Patrick E.

Title

Adjunct Faculty

Degrees/Certificates

M.F.A. Creative Writing (English), the University of Arizona
B.A. English, the University of the Incarnate Word

Office Location

Rm. 209

Office Hours

M., W. 4:40-5:10 or by appointment

Daytime Phone

512-466-5845 (though I prefer you call 9pm-Midnight)

Other Phone

N.A.

E-Mail

p321825@park.edu

collins@austincc.edu

Semester Dates

08/16/2010-10/08/2010

Class Days

-M-W---

Class Time

5:10 - 7:50 PM

Prerequisites

N.A.

Credit Hours

3


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

Text: The Craft of Revision.
Murray. 5th Ed. Thomson/Wadsworth, 2007.
ISBN: 0-8384-0715-3

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

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

A Collegiate Dictionary and Thesaurus
Austin Campus Resource Room 213--The Austin Campus offers a selection of resources in various disciplines, including periodicals, textbook and computers for use.

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/.

http://owl.english.purdue.edu/
http://www.squidoo.com/peterelbow#

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:
 

The Instructor's educational philosophy suggests that writing is both a process, emphasizing the generation of ideas and revision, and a craft, emphasizing writing practice as the means of learning and language as a tool of craft. The writing process and the purposes for a written communications are based on a rhetorical situation—author, text, and audience—and the emphasis placed on one or the other of these three. Further a successful written product is based at least in part on the cultural contexts under which the writing has been produced. I teach, not just by presenting concepts, lecturing, and assigning writing practice, but also by performance, telling stories and talking about my own writing practice.

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:

 

  • 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,
  • Three peer review activities,
  • A "writer's notebook,"
  • A final examination.

All graded components of the course include detailed assignment descriptions and grading criteria.

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

COMPONENT

WEEK(S) DUE

POINTS/PERCENTAGE

 

 

 

Peer Reviews

W2, W3, & W4

50/ea = 150 pts = 10%

Essays

W3, W4, & W5

75pts, Essay #1, 75 pts. Essay #2, 75 pts. Essay #3= 100 pts = 250 pts. =25%

Revision(ed) Essays

W6 & W7

100/ea = 200 pts = 20%

Portfolio

W7

200/ea = 200 pts = 20%

Writer’s Notebook

W8

100/ea = 100 pts = 10%

Final Examination

W8

100/ea = 100 pts = 10%

TOTAL

1000 pts = 100%

Late Submission of Course Materials:
Since a student's final grade depends in part upon peer review and revision, late submissions must be extremely rare. Late submission of course assignments must be negotiated with the instructor by email or telephone at least twenty four hours in advance of the submission deadline. This discussion should include a proposal for a revised deadline, reasons for the request of an extended deadline, and the means of meeting that deadline or resolving the issue that created the student difficulty. However, the instructor also realizes that emergencies arise--the death of a loved one, contagious illness, emergency automobile breakdowns --that might cause a student to miss class and therefore the submission deadline. It is the student's responsibility to contact the instructor within 24 hours with a proposal to resolve the problem. If these actions have not been taken or the student request is denied, the assignment will lose an entire grade ("A" to "B").

Classroom Rules of Conduct:

All electronic devices (cell phones, PDA devices, etc.) should be turned to the off position during our class meetings. Students are expected to behave in a civil manner in a college classroom.
College classroom discussions will of necessity include expression of differing, sometimes unpopular, views. The instructor's and students' views are expected to be treated with respect even if disagreed with. Civility must be maintained even within debate. Expressions of racism, sexism, homophobia, ableism, or religious intolerance must be challenged when they are expressed because, in themselves, they interfere with learning and civil discourse. If incivility. ad hominem attacks, or hate speech are used after being challenged, the offending student will be asked to leave the class.

Course Topic/Dates/Assignments:

Below you will find a thumbnail sketch of the course’s major topics, readings, and assignments. You can find details about reading and writing assignments, including due dates, in the weekly unit content. For information about how your work will be assessed, please refer to the “Grading and Assessment” content item under Course Home.
 

Week

Topic

Activities, Assignments


Week 1


Active Reading, Critical Thinking, Effective Writing


Read/Discuss
: Readings from Murray pp3-32, and Reynolds and Rice 1-7 17-25, Cohen: Alexie p. 11.


Week 2


Rhetorical Analysis and Persuasion


Read/Discuss
: Readings from Cohen: Didion pp. 131-end, Anzaldua pp. 43-end, Malcolm X p. 281-end, and Lunsford pp. 1-10, 12-71.


Week 3


Focus on Focus


Read/Discuss
: Readings from Murray pp. 44-71, and Cohen: Jefferson pp. 211-end and handout, Singer pp. 384-end, and Stanton pp. 400-end.


Week 4


Development and Organization


Read/Discuss
: Readings from Murray pp. 119-132, Cohen: Orwell pp. 302-end and Said 365-end, and Reynolds and Rice pp. 8-34.


Week 5


All Writing is Revising


Read/Discuss
: Readings from Murray 33-69, 119-127, and Lunsford pp. 58-130,


Week 6


Clarity


Read/Discuss
: Readings from Murray text: Swift p. 408-end, Sedaris p. 378-end, and Vowell p. 433-end.

 


Week 7


Reflecting as a Writer


Read/Discuss
: Readings from Reynolds and Rice text pp. 32-57 .


Week 8


Academic Research and Writing: Looking Ahead


Read/Discuss
: 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:
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:8/18/2010 8:36:52 PM