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EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.
Stilwill, Carol


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:Academic Research & Writing

Semester

F2AA 2010 LC

Faculty

Stilwill, Carol

Title

Adjunct Faculty

Degrees/Certificates

MA Post Colonial Literature (English focus) University of Texas at San Antonio
BA English (Education focus) University of California at Channel Island

Office Hours

Monday--Saturday (4:00pm – 8:00pm CT)

Daytime Phone

210-885-2015

E-Mail

Carol.Stilwill@park.edu

cstilwill@gvtc.com

Class Days

-----F-

Class Time

4:45 - 10:10 PM

Prerequisites

EN 105 or its equivalent

Credit Hours

3


Textbook:

 

Text: 50 Essays: A Portable Anthology.
Cohen, Ed. 2nd Ed. Bedford St. Martins, 2007.
ISBN:
0-312-44698-5

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:

 

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 is designed to enhance your knowledge of analytical writing across the disciplines. This course explores critical reading, within the context of structure, purpose and critique. The main goal of this course is to improve students’ ability to express analytical ideas orally and in writing.    

You will keep a reader’s journal during this course. In that journal, you will write your responses to the weekly reading assignment. Please note that this should not be a summary of what you have read but rather a reaction to the reading, with at least two entries per week. Included in your entry should be at least two questions which  critically think through ideas from the readings. 

Also, a two page response paper is due every week except for the week of the midterm and the final. The response paper should  include a topic relevant to that week's readings.
 
At midterm, you will turn in a 5-7 page paper which focuses on key terms, critical thinking techniques, and academic discourse. Also, at the end of the semester, you will extend, revise, and edit your midterm paper, with a reflective letter added at the end for your portfolio.

A presentation is required as part of the class. This presentation will focuses on your final paper. 

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 106 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,
  • Three peer review activities,
  • A final oral presentation.

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

Grading:

You will be able to track your average exactly throughout the course. The grading scale is as follows: A = 90-100; B = 80-89; C = 70-79; D = 60-69; F = 0-59. You will know in advance the standards for each assignment. My goal is to give you prompt, clear, and useful feedback to help you become a better, more thoughtful writer. 
 

WEEK

ASSIGNMENT

POINTS

Week 1

Discussion/Class participation

20

Week 2

Discussion/Classparticipation
Essay

20
50

Week 3

Discussion/Class participation
Essay

20
100

Week 4

Discussion
Peer Review
Essay

20
20
100

Week 5

Discussion/Class participation
Essay

20
100

Week 6

Discussion
Peer Review
Essay

20
20
100

Week 7

Discussion
Peer Review
Oral Presentation

20
20
100

Week 8

Writers notebook
Portfolio/ Research paper /Reflective letter
50
200

TOTAL

1000

Late Submission of Course Materials:
 

All course assignments should be submitted on time.  If a student is unable to come to class, their assignment should still be submitted by email, no later than the start of time.  If other arrangements must be made, student must call instructor before start of class, or expect point deduction for late work.

Classroom Rules of Conduct:

Students are responsible for clicking on the link below and thoroughly reading each Online course policy. If you have questions about any of these policies, please contact your instructor for clarification.

Online Course Policies
http://captain.park.edu/portal/online_course_policies.htm

Instructor Contact
Throughout the course, you will have questions about assignments and other matters. You have several channels available to you for communicating course concerns with your instructor. Email is generally the most convenient channel, but you should also take advantage of posting questions that might benefit your peers in the Office area and contacting your instructor by phone as needed. I will make every effort to respond to all messages and inquiries within 48 hours and return all formal grades within one week of the deadline for completion of the work.

Course Topic/Dates/Assignments:
 

Week

Topic

Activities, Assignments


Week


Habits of Mind of Academic Writers


Read/Discuss: Readings from Murray Chapter 1, and  Cohen's Rhetorical Mode "Narration." 

Write: Post introduction; begin writer’s journal
.


Week 2


Entering Academic Conversations



Read/Discuss
: Readings from Cohen, Rhetorical Mode,  "Argument/Persuasion" and "ProcessAnalysis." Murrary's chapter 2.

Write: 2 page resonse paper due #1. 


Week 3


Focus on Focus


Read/Discuss: Readings from Murray chapter 4 and Cohen's Rhetorical Mode "Definition."

Write: Response paper #2 due.  Peer review (please bring a draft of your midterm)


Week 4


Development and Organization


Read/Discuss: Readings from Murray chapter 5, Cohen "Cause/Effect, and Reynolds and Rice texts.

Write:Midterm 5-7 papers, due at the beginning of class.



Week 5



All Writing is Revising



Read/Discuss: Readings from Murray chapter 6 and Cohen "Compaison/Contrast."

Write: Response paper #4 due Peer Review


Week 6


Clarity


Read/Discuss: Readings from Murray chapter 8, and Raynolds and Rice.

Write:
Response paper 
#5 due


Week 7


Reflecting as a Writer


Read/Discuss: Readings from Reynolds and Rice text, Murray chapter 10&11



Assignment: Oral Presentation of research paper due.
Peer Review


Week 8

Academic Research and Writing: Looking Ahead




Due: Core Assessment and Portfolio.

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. 

Copyright:

Last Updated:9/23/2010 8:02:34 PM