EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.
F1LL 2010 LR
Autrey, Karen S.
Senior Instructor of English
M.A. Technical & Expository Writing, University of Arkansas, Little Rock, 1998B.A. Education, Hendrix College, 1992A.S. Navarro College, 1990
August 16 - October 10, 2010
5:00 - 10:00 PM
§ Samuel Cohen. 50 Essays: A Portable Anthology. Bedford/St.Martin's, 2004.
§ Andrea Lunsford. Easy Writer: A Pocket Reference, 4th ed. Bedford/St. Martin’s, 2009. ISBN: 0-312-55425-7.
§ Donald Murray. Craft of Revision, 5th ed. Heinle, 2004
§ Nedra Reynolds and Rich Rice. Portfolio Keeping: A Guide for Students, 2nd ed. Bedford/St. Martin's, 2006.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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In his book From Orality to Literacy, Walter J. Ong theorizes how and why cultures experience a shift from orality to literacy, pointing out the value of each position on the literacy continuum. Using Ong’s metaphor, I believe the writing student takes a similar and sometimes more personal journey from orality toward literacy-in-writing: when intellectual awareness is awakened within an individual, he or she slowly moves forward along the continuum, discovering his/her voice and recognizing diversity in the voices of others. I challenge my students to question their place on the continuum as they (like I) continue to discover who we are as members of a larger community. Although students do exist on different points along the writing-literate continuum, they can each move forward successfully if given the tools with which they learn to construct a strong writing-literate foundation. When students begin to use their writing to communicate knowledge, ideas, and perspectives with each other, multiple discourses are created within the writing classroom. Through this process, students become aware of their power as individuals, as writers, and as synthesizers of information, and they are finally able to recognize, understand, and perhaps even alter the discourses of the classroom, the university, and, ultimately, the society and world in which they live.
Learning Outcomes: Core Learning Outcomes
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 RubricClass Assessment:
Upon successful completion of the course, students will be able to
§ Asked informed questions & participate in discussions appropriate to the learning process;
§ Follow written directions;
§ Plan, Organize, Write, Revise, and Edit writing assignments for various purposes and audience
§ Write reflectively about writing
§ Organize a polished portfolio of work
Upon successful completion of the course, students will also have
§ Improved study skills;
§ Improved critical thinking skills;
§ Improved time management skills;
§ Improved organizational skills;
Upon successful completion of the course, student will understand
§ The grade earned is a direct result of time and effort invested into the class.
During this course students will:
§ Participate in discussions, activities, and homework as assigned;
§ Read and write about discourse written by others;
§ Plan, organize, write, revise, and edit narrative, expository, and persuasive writing;
§ Complete a comprehensive (closed notes, closed book) final exam & reflective essay;
§ Keep an organized Class Notebook (3-ring binder containing all work for the term--TAB-organized into the suggested following sections):
o Course Syllabus
o Course Outline
o Final Exam Study Guide
o 5-minute Freewrites
o Writings about Reading
o Brainstorming about Writing
o Skills Assignments
o Chapter 5 handout & Prepositions List
o Class notes, handouts, activities
o Narrative Writing (including all drafts and revisions)
o Expository Writing (including all drafts and revisions)
o Persuasive Writing (including all drafts and revisions)
Course Participation (attendance & homework assignments)
Portfolio of Writing
Comprehensive Final Exam & Reflective Essay
100-90% A (Outstanding Academic Achievement)
Students who (1) excel in coursework, (2) demonstrate independent homework study skills and continue to apply all skills learned to writing assignment; (3) submit revisions for narrative and expository writing until excellence is achieved, (4) demonstrate mastery of rhetorical discourse in the final persuasive paper; (5) demonstrate mastery of skills on the final exam, and (6) submit a professional end-of-term portfolio reflection.
89-80% B (Above Average Performance)
Students who perform above average in coursework, who demonstrate active interest learning, who produce writing that is above the minimum standard for university-level written communication, and who present an acceptable end-of-term reflection
79-70% C (Acceptable/Passing)
Student who meet minimum requirements for coursework, who meet the minimum standard for university-level written communication, and who submit a passing end-of-term portfolio w/reflection
69-60% D (Below Average)
Students who fail to meet minimum requirements for coursework, whose writing skills are below acceptable academic standards, and/or who fail to submit the end-of-term portfolio w/reflection.
59-less F (Unacceptable)
Students who fail to turn in assignments
Instructor reserves the right to grade student based on overall academic achievement. All students have every opportunity to attend class, learn new skills, and apply those skills during the revision process until outstanding academic achievement is mastered; therefore, this instructor’s end-of-the-term grade is final.
Late Submission of Course Materials:
Classroom Rules of Conduct:
ACCELERATED LEARNING: On most university campuses, a 16-week term is considered a traditional learning format—that is, requirements for successful course completion are met by the end of the 16-week term. An 8-week term is considered an accelerated learning format. The accelerated learning format, which is the format used at Little Rock AFB, does not decrease course content and course requirements by half. Instead, accelerated learning students are expected to meet the same course requirements as traditional learning students in half the time. Because of the complexity of the condensed nature of the course and the detailed demands of the accelerated pace of in-class lecture and activities, homework assignments, and readings assignments, students will receive (on the first day of class) a seven-page detailed Course Outline explaining these activities. Following is a generalized overview of course content:
Students will receive a comprehensive COURSE OUTLINE on the first day of class. Following is a general outline of course content:
Course introduction & explanation of assignments
Steps of Effective Writing
Writing for various purposes and audiences
Journal Entries as assigned (brainstorming for writing)
Skills Assignments as assigned (Easy Writer)
Portfolio Keeping p. 58-60, 1-7
The Craft of Revision p. 24-28, 55, 57-59
50 Essays Writing About Reading #1 (TBD)
Journal Entries (JE), and Skills Assignments (SA) as assigned
Portfolio Keeping p. 8-16
The Craft of Revision p. 1-3, 23, 75-92, 171
50 Essays Writing About Reading #2 (TBD)
Portfolio Keeping p. 17-23
The Craft of Revision p. 166-169, 195, 205-210
50 Essays Writing About Reading #3 (TBD)
Portfolio Keeping p. 32-39
The Craft of Revision p. 216-218, 220-222, 228, 233-top/234, 252-257, bot/255
50 Essays Writing About Reading #4 (TBD)
Social functions of rhetoric
Distinguishing characteristics of rhetorical discourse
Portfolio Keeping p. 40-47
50 Essays Writing About Reading #5 (TBD)
Portfolio Keeping p. 48-60
Easy Writer p. 196-231
Prepare for Final Exam & Reflective Essay
Prepare to submit Organized Class Notebook
Prepare to submit Portfolio of Writing
Class Notebook Due
Portfolio of Writing Due
Comprehensive Final Exam w/ Reflective 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.
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 .
Last Updated:8/10/2010 9:19:43 PM