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EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.
Autrey, Karen S.


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

U1LL 2011 LR

Faculty

Autrey, Karen S.

Title

Senior Instructor of English

Degrees/Certificates

M.A. Technical & Expository Writing, University of Arkansas, Little Rock, 1998
B.A. Education, Hendrix College, 1992
A.S. Navarro College, 1990

Office Location

LRAFB

Office Hours

by appointment

Daytime Phone

501.351.5425

E-Mail

Karen.Autrey@park.edu

Semester Dates

May 23 -- July 17, 2011

Class Days

Thursday

Class Time

5:00 - 10:00 PM

Credit Hours

3


Textbook:

§         Samuel Cohen. 50 Essays: A Portable Anthology. 3rd ed. Bedford/St.Martin's, 2011. ISBN 0-312-66821-X

§         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

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:

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

  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. Sharpen critical thinking skills by analyzing rhetorical situations in order to make well-informed decisions about writing;
  2. Use language skills (reading, listening, speaking, writing) to express ideas as a contributing member of a writing community whose members work together to sharpen cognitive, social, and personal communication skills;
  3. Strengthen reading skills by reading and analyzing discourse written by others;
  4. Employ a variety of writing strategies to develop and organize ideas for writing;
  5. Analyze various purposes and audiences for writing assignments;
  6. Understand the nature of revision;
  7. Improve computer skills by learning to use a computer at every stage of the writing process; improve vocabulary skills by learning to refer to the dictionary and thesaurus, improve English grammar and mechanics by learning to reference a writer's handbook, and improve
  8. Discover confidence as a writer by becoming more comfortable with a personal writing process and an individual voice and style when producing written discourse that will be required throughout the academic career.
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:

Performance Objectives:

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 for various purposes and audiences;   

§  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    All drafts and revisions

Grading:

 

Course Participation (attendance & homework assignments)

20%

Portfolio of Writing

60%

Comprehensive Final Exam  & Reflective Essay

20%

 

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:

Students are expected to come to class prepared with assigned work; due dates are announced well in advance.
I DO NOT ACCEPT LATE WORK.  

Classroom Rules of Conduct:

Student Responsibility:
Students will be involved in active learning experiences that demand self-directed and self-motivated preparation and practice. Students are expected to come to class prepared (having completed all homework assignments) and ready to participate in class activities.The student will inform the instructor before class is missed when possible or contact the instructor via e-mail ASAP. Student who miss class are responsible for missed lecture information and for meeting scheduled deadlines for assignments. Absences will negatively affect final grade.
 
Additional Information:
Instructor reserves the right to adjust the content of the course as necessary for the successful presentation and absorption of course content. The course outline represents a “best plan” for the eight week term and is subject to change.
 
Library Information:
Park studentsmay accessMcAfee Memorial Library, Park University’s online libraryAll students may access the Central Arkansas Library System to apply for a library card. All students may use the LRAFB library; however, civilian students will need to ask for assistance from the resource librarian who must enter the appropriate password to allow civilian students access to the on-line library databases. Military personnel may access the base library from home or from a base computer connected to LAN by using their military ID.
 
McAfee Memorial Library                                     http://www.park.edu/Library/ 
Central Arkansas Library System                          http://www.cals.lib.ar.us/ 
LRAFB library                                                       http://www.lrafblibrary.org

 

Course Topic/Dates/Assignments:

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:

Week 1:

Course introduction & explanation of assignments

Steps of Effective Writing

Writing for various purposes and audiences

Brainstorming strategies

Narrative writing

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)

  

Week 2:                  

Narrative writing

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)

 

Week 3:                  

Narrative writing  

Journal Entries (JE), and Skills Assignments (SA) as assigned

Portfolio Keeping p. 17-23

The Craft of Revision p.  166-169, 195, 205-210

50 Essays Writing About Reading #3 (TBD)

 

Week 4                                                   

Expository writing

Journal Entries (JE), and Skills Assignments (SA) as assigned

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)

  

Week 5                   

Expository writing

Persuasive writing

Social functions of rhetoric

Distinguishing characteristics of rhetorical discourse

Journal Entries (JE), and Skills Assignments (SA) as assigned

Portfolio Keeping p. 40-47

50 Essays Writing About Reading #5 (TBD)

  

Week 6                   

Persuasive writing

Journal Entries (JE), and Skills Assignments (SA) as assigned

Portfolio Keeping p. 48-60

Easy Writer p. 196-231

 

Week 7                   

Persuasive writing  

Prepare for Final Exam & Reflective Essay

Prepare to submit Organized Class Notebook

Prepare to submit Portfolio of Writing

                               

Week 8                   

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.

  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 .

Additional Information:

 



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:4/27/2011 8:27:15 PM