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

for S1B 2011

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Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


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


S1B 2011 BL


Monteith, Kenneth T.


Assistant Professor of English/Adjunct Faculty


Ph.D Fordham University, 2005
M.A. Fordham University, 1997
B.A.  Massachusetts College of Liberal Arts (MCLA/NASC) 1992

Office Location

Assigned classroom and by appointment.  Faculty lounge/Park U

Office Hours

Before and after class, TBA through eCompanion

Daytime Phone

Home Phone: (574)307-1197

Other Phone

Cell Phone: (574) 303-2350




Semester Dates

1/10/2011  to 3/6/2011

Class Days


Class Time

5:00 - 7:30 PM

Credit Hours


Text: 50 Essays: A Portable Anthology.
Cohen, Ed. 3rd Ed. Bedford St. Martins, 2011.
ISBN: 0-312-60965-5

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

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:
Effective writing and persuasive critical thinking go hand in hand, yet neither happen without practice.  My goal in this course is to assist you in becoming better writers through assignments that stress critical thinking, persuasive expression, and productive revision.  The course will provide a series of tools and techniques to refine your writing through lectures, readings, peer review, as well as writing exercises and quizzes.  As part of our discussion, we will be examining our own written work with and eye toward revision.  In addition to the assigned textbooks, our own work will serve as a textbook for the course. 

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. Develop communication skills that allow the writers or speakers to communicate their message to the intended audience in clear and concise language.
  2. Develop skills to diagnose problem areas in written work as well as use editing skills to make corrections and suggest revisions.
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:

  • Six written (typed and graded) essays, two of which include substantial and thoughtful revision.
  • An in-class written mid-term and final essay.
  • Weekly discussion assignments and quizzes.
  • A cumulative portfolio and self-assessment essay.
  • Two peer review/revision activities.

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

The grades for the course break down as follows: 

Total points in course: 1000 points.

70%   Six Written (typed) essays. (700 points)
  • Essay one:     5%   (50 points)
  • Essay two:     5%   (50 points) 
  • Essay three:  10%  (100 points)
  • Essay four:   15%  (150 points)
  • Essay Five:   15%  (150 points)
  • Essay Six:     20%  (200 points)
10%  (100 points) In-class midterm exam and in-class Final Exam.  (Averaged together)
10%  (100 points) Two peer-review/revision activities. (Averaged together)
 5%   (50 points)  Weekly discussion activities and quizzes. (Averaged together)
 5%   (50 points)  Portfolio of Writing and Self-Assessment. 

Total points for course: 1000 points  (100%)

Late Submission of Course Materials:
Work must be turned in on time to receive credit; late submission of course material will not be accepted. 

If circumstances keep you from attending class, you are still responsible to submit the assignment into the appropriate drop box in eCompanion before the scheduled class time.

In-class collaborative work cannot be made up.

Collaborative work in eCompanion, as well as quizzes in eCompanion, must be completed on time in order to receive credit.

Classroom Rules of Conduct:

  • Arrive for class ready to learn and participate.
  • Please be prepared to stay the entire class period and to attend all class sessions.
  • Bring all necessary materials and supplies needed for the class.
  • Keep cell phones on silent mode and make all calls outside the class room.
  • Please check your eCompanion regularly for class postings.

Course Topic/Dates/Assignments:

 Week One:  Introduction, Identification and Description

    Introductions to the course/each other

    Diagnostic essay:  From Cicero, De Oratore. (In-Class Handout/ In-Class Writing.

    Working with our own texts–in-class workshop.

    Essay one due: Words/Actions/Evaluation

Week Two: Compare and Contrast.

    Read and respond: “Five-Paragraph Theme.” The Craft of Revision. (78-92)

    Read and respond: “Five-Paragraph Beast (theme).”  Document Sharing eCompanion

    Working with our own texts – in-class workshop.

    Read and respond: Bryson, Bill.  “How You Became You,” 50 Essays.

    Essay Two due:  Compare/Contrast: Criteria of Comparison.

    Quiz one due – taken through eCompanion.


Week Three: Cause and Effect.

    Read and respond: Buckley, William F. Jr. “Why don’t we Complain?” 50 Essays.

    Read and respond: Said, Edward. “Clashing Civilizations.” 50 Essays.

    Working with our own texts—in-class workshop

    Essay three due: Causually Speaking.

    Quiz two due—taken through eCompanion.

Week Four: Classification

    Read and respond: “Reading for Revision.” Chapter three, The Craft of Revision. (pages 32-43)

    Working with our own texts—in-class workshop

    Read and Discuss: Ericsson, Stephanie.  “The Ways We Lie,” 50 Essays.

    Mid-term exam: Written in Class

    Quiz three due—taken through eCompanion


Week Five: Definition and Diagnosis.

    Read and respond: “Rewrite to Develop.” Chapter Eight, The Craft of Revision.  (pages 166-193)

    Read and respond: Carter, Stephan L. “The Insufficiency of Honesty.” 50 Essays.

    Peer Review/Revision Activity – started in class, completed at home

   Essay four due: Classification as self-awareness


Week Six: Argument, Revision, and Diagnoses.

    Exploring Research/Exploring solutions, TBA

    Read and respond: Documents Posted on eCompanion, TBA.

    Working with our own Texts: In-class Workshop

    Essay five due

    Quiz four—taken through eCompanion


Week Seven: Evaluating sources -- Evaluating Performance.

     Form and Function

    Performance Counseling – Peer review as Official Correspondence

    Read and respond: “Rewrite with Genre,” Chapter 5 The Craft of Revision  (Pages 75-118)

    Peer Review/Revision Activity—Started in Class, completed at home

    Essay six due

    Quiz five due—taken through eCompanion.


Week Eight: Looking ahead -- Academic Research Writing: Written Competency Test

    Applying the skills of the semester to future writing

    Self-evaluation and The Non-Commissioned Office Evaluation

    Portfolio of writing and self-assessment due

    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 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:1/4/2011 2:58:20 PM