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

for S1A 2011

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EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing and Thinking Across Contexts.


S1A 2011 BE


McAllister, Heather


Adjunct Faculty


M.A. English (Rhetoric & Composition) - Western Kentucky University
B.S. Social Psychology - Park University

Office Hours

By appointment only



Semester Dates

January 10 - March 6, 2011

Class Days


Class Time

5:10 - 7:50 PM

Credit Hours


Text: 50 Essays: A Portable Anthology
Cohen, Samuel. Bedford/St. Martins, 2011 (3rd edition).
ISBN: 9780312609658

Easy Writer: A Pocket Reference (with MLA/APA update)
Lunsford, Andrea. Bedford/St. Martins, 2010 (4th edition).
ISBN: 9780312650315

Text: Craft of Revision
Murray, Donald. Cengage Learning, 2004 (5th edition).
ISBN: 9780838407158

Text: Portfolio Keeping: A Guide for Students
Reynolds, Nedra and Rich Rice. Bedord/St. Martins, 2006 (2nd edition).
ISBN: 9780312419097

Textbooks can be purchased through the MBS bookstore

Additional Resources:
A collegiate dictionary and thesaurus.
Austin Campus Resource Room - Offers a selection of resources, including periodicals and textbooks in various disciplines, as well as computers for student 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/.

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:
I uphold the philosophy of writing as process, believing that support from other writers, no matter their experience level, is key to that process. I strive to create a classroom environment where students feel safe exploring their writing potential as a shared endeavor. Therefore, in addition to lectures, readings, writing assignments, discussions, examinations, and various presentations and activities, we will participate in shared writing with peer response on a regular basis.

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, plus rough drafts for each
  • A summative "best works" portfolio (core assessment) including the student's two strongest essays, artifacts related to the writing process, and a reflective introductory essay,
  • Ongoing peer review activities,
  • A "writer's notebook,"
  • A final examination.

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

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




Peer Reviews


15/ea = 150 pts = 15%

Essays (Draft)


20/ea = 100 pts = 10%

Essays (Final)


50/ea = 150 pts = 15%

Revision(ed) Essays

W6 & W7

100/ea = 200 pts = 20%



250/ea = 250 pts = 25%

Writer’s Notebook


50/ea = 50 pts = 5%

Final Examination


100/ea = 100 pts = 10%


1000 pts = 100%

Late Submission of Course Materials:
All assignments are due at the beginning of the class period on which they are noted as due on the syllabus. Generally speaking, I do not accept late work except under extreme circumstances (i.e., serious illness or traffic accident, death in the family, etc.). Documentation must be provided for such cases. However, you may make a request in advance to submit late work for other legitimate situations that arise (I will determine the legitimacy on a case by case basis).

Classroom Rules of Conduct:
All electronic devices, including cellular and handheld devices and laptops, must be shut off or silenced and stowed away throughout our class meeting. I will allow laptop use for some in-class work, such as writer's notebook entries.

Course Topic/Dates/Assignments:

Below you will find a thumbnail sketch of the course’s major topics, readings, and assignments. 



Activities, Assignments

Week 1

Active Reading, Critical Thinking, Effective Writing

: Readings from Murray and Reynolds and Rice. Introduction to portfolios and revision.

Write: Begin writer’s notebook and Draft #1

Due (in addition to readings):

Respond to instructor's email no later than midnight, Sunday January 16.

Week 2

Rhetorical Analysis and Persuasion

: Readings from Cohen and Lunsford texts. Peer reviews begin this week.

Write: Writer's notebook and Draft #1

Due (in addition to readings):

Draft #1 (Thursday, January 20)

Week 3

Focus on Focus

: Readings from Murray and Cohen texts. Peer reviews.

Write: Writer's notebook and Draft #2

Due (in addition to readings):

Essay #1 (Tuesday, January 25)

Draft #2 (Thursday, January 27)

Week 4

Development and Organization

: Readings from Murray, Cohen, and Reynolds and Rice texts. Peer reviews.

Write: Writer's notebook and Draft #3

Due (in addition to readings):

Essay #2 (Tuesday, February 1)

Draft #3 (Thursday, February 3)

Week 5

All Writing is Revising: What is Revision?

: Readings from Murray and Lunsford texts. Peer reviews.

Write: Writer's notebook and Draft #4 (first revision)

Due (in addition to readings):

Essay #3 (Tuesday, February 8)

Draft #4 (Thursday, February 10)

Week 6


: Readings from Murray text. Peer Reviews. Portfolio review.

Write: Writer's notebook and Draft #5 (second revision)

Due (in addition to readings):

Revision Essay #1 (Tuesday, February 15)

Draft #4 (Thursday, February 17)

Week 7

Reflecting as a Writer

: Readings from Reynolds and Rice text. Peer reviews. Final exam review.

Write: Writer's notebook and portfolio (reflective essay)

Due (in addition to readings):

Revision Essay #2 (Tuesday, February 22)

Week 8

Academic Research and Writing: Looking Ahead

: Reading located in “Document Sharing.”

Write: None

Due (in addition to readings):

Portfolio (Core Assessment) - Tuesday, March 1

Writer's notebook (Thursday, March 3)

Final Exam (Administered Thursday, March 3)

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:12/3/2010 12:50:12 PM