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

for S1M 2011

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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.


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


S1M 2011 CH


Hartung, Beverly J.


Adjunct Faculty


BA, French, MA, Linguistics

Office Location

MCAS, Cherry Point

Office Hours

Before/after class



Semester Dates

Jan. 10 - Mar. 6

Class Days


Class Time

4:45 - 7:15 PM



Credit Hours



1. Lunsford, Andrea. "Easy Writer: A Pocket Reference." 4th Ed. Boston: Bedford/St. Martin's, 2010.
ISBN: 0-312-55425-7
2. Cohen, Samuel. "50 Essays: A Portable Anthology." 3rd Ed. Boston: Bedford/St. Martin's, 2011.
 ISBN 0-312-60965-5.
3. Murray, "The Craft of Revision." Wadsworth: 5th Ed. 2004. ISBN 083-840-7153.
4. Reynolds, Nedra, and Rich Rice.  "Portfolio Keeping: A Guide for Students." 2nd Ed. Boston: Bedford/St. Martin's, 2006. ISBN: 0-312-41909-0.

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:
My philosophy is to involve students directly by having them actively participate with one another and the instructor in the learning process.  I expect each student to come to class with an attitude for learning as well as cooperation towards meeting the designated requirements of the class.  It will be my responsibility to provide the proper atmosphere for learning and give each student the encouragement and help necessary to succeed.  Within this framework, I expect open communication and respect for one another and for one another's opinions.  I will use various modes of teaching in order to meet the different learning styles of the students. 

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:

The following methods of instruction will be used to facilitate learning:  lecture, class discussion, small group discussions, peer reviews, and various other assignments.  Your grade in this class will be based upon the following items. 
1.  Class participation:  This includes participation in full class discussion as well as small group discussion.  Homework, if assigned, is part of class participation also.  Remember that excessive absences will affect participation, since if you are not present you can't participate.  
2.  Quizzes:  Subject matter will come from assigned reading.  Quizzes will be short with the purpose of checking your understanding of the material read or presented.  Students must be present on the day the quiz is given, except for extenuating circumstances, or with prior approval of the instructor.
3.  Essays:  Students must complete all essays and participate in the entire portfolio process for this class.  This includes brainstorming, drafting, revising, editing and peer reviewing.  All parts of the process, including all drafts, must be in your portfolio for each essay and for your final portfolio grade.  Peer review forms and grading rubrics will be provided for you. 


The following grading scale is based on a total of 1000 points. 
1.  Class participation, Quizzes                100  points
2.  Essay #1, Personal (Autobiography)   200  points
3.  Essay #2, Argumentative                    200  points
4   Essay #3, Evaluation/reflection            250  points
5.  Final portfolio                                     250 points
     (as noted in core assessment)

Late Submission of Course Materials:
All assignments are due on dates designated by the Instructor.  This includes any homework assignments as well as essays and the component parts of the essays.  If a student has an emergency situation which is home or work related, it is his/her responsibility to notify the instructor prior to class by e-mail or calling the school office.  The penalty for late work will be 10 points for each class period missed.  Students should have a "class buddy" who will collect any handouts or notes that are missed during an absence. 

Classroom Rules of Conduct:
Any disruption that impairs the learning process will not be tolerated.  This can include ringing of cell phones, excessive talking in class which does not pertain to class discussion, being late for class on a regular basis or using improper or inappropriate language. It is the responsibility of each student to act in a manner that shows respect for other students as well as the instructor. 

Course Topic/Dates/Assignments:

Week 1,
   Intro to class - texts, syllabus (students should come to class with a copy of the syllabus)
   Reading activities:
      Cohen, Intro for students - p. 1-10
      Reynolds, Intro to portfolios - p. 1-7
      Lunsford, Choosing a thesis, planning and drafting a paper p. 12-20
      On Language - p. 142-155
   Reading assignment:  Cohen p. 16-28
Week 2,
   Reading activities:
      Discuss reading assignment - (small group)
      Sentence Style, Lunsford - p. 88-100
   Writing activities:
      Pre-writing + rough draft
      Draft due
   Reading assignment, Cohen, p. 238-250
 Week 3,
    Reading activities:
      Discuss reading assignment - (small group)
      Sentence Style, Lunsford - p. 88-100
      Reflective Writing  - Reynolds/Rice p. 17-19  (keeping a journal)
      Murray, Craft of Revision - Chap. 3
   Writing activities:
      Revising, editing, peer review
      Final draft, Essay #1
   Reading assignment - Cohen, p. 408-416
Week 4
   Reading Activities:
      Discuss reading assignment - (small group)
      Critical Thinking/Argument - Lunsford, p.25-38
      Mechanics - Lunsford, p. 102
      Assessment - Reynolds/Rice p. 23 and p.32-39
   Writing Activities:
      Pre-writing and rough draft for Essay #2
      Reading Assignment: Cohen, p. 192-202
Week 5
   Reading Activities:
      Discuss reading assignment - (small group)
   Writing activities:
      Revising, editing, peer review, Essay #2
   Reading assignment: Cohen, p. 326-349
Week 6
   Reading Activities:
      Discuss reading assignments - (small group)
   Writing activities:
      Final draft due for Essay #2
      Pre-writing activities for essay #3 including rough draft
   Reading assignment: Cohen, p. 298-301
Week 7
   Reading Activities:
      Discuss reading assignments (small group)
  Writing Activities:
      Revising, editing, drafting, peer revision for Essay #3
      Final Draft - Reflective Essay,
  Reading assignment::  Cohen, p. 457-466
Week 8
   Reading Activities
      Debate on Reading assignment
   Writing Activities:
      Final portfolio due

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:1/3/2011 8:02:16 PM