Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

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


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

F2FF 2010 FA

Faculty

Washburn, Sasha M.

Title

Adjunct Professor, English

Degrees/Certificates

BA, University of Maryland University College, 2000
MFA, Eastern Washinton University, 2004
Teaching Certificate, Eastern Washington University, 2006

Office Hours

By Appointment

Other Phone

509-720-3994 (cell)

E-Mail

sasha.washburn@park.edu

sasha_washburn@hotmail.com

Semester Dates

18 Oct - 9 Dec 2010

Class Days

-MTWR--

Class Time

12:00 - 1:15 PM

Prerequisites

None

Credit Hours

3


Textbook:

Cohen, Samuel. 50 Essays: A Portable Anthology.  3rd ed. 
    
     Boston: Bedford, 2011.
          ISBN: 0-312-60965-8 (3rd ed. should be available mid Sept.)
          ISBN: 0-312-44698-5 (2nd ed. use only if 3rd ed. is unavailable)
 
Lunsford, Andrea.  Easy Writer: A Pocket Reference.  4th ed. 
 
     Boston: Bedford, 2010.
          ISBN: 0-312-55425-7 (Students must use 4th ed.)
 
Murray, Donald.  Craft of Revision. 5th ed.  Boston: Wadsworth, 2004.
          ISBN: 0-8384-0715-3
 
Reynolds, Nedra and Rich Rice. Portfolio Keeping: A Guide for Students. 
 
     2nd ed.  Boston: Bedford, 2006. 
          ISBN: 0-312-41909-0
 

Textbooks can be purchased through the MBS bookstore

Additional Resources:

A current dictionary or access to www.dictionary.com
A current thesaurus or access to www.thesaurus.com

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:
The secret in how to become a more effective reader and writer is to practice reading and writing frequently.  I find that teaching recursive steps helps students to discover their own writing process by learning common methods to include prewriting, writing a first draft, revising, editing, and writing a final draft.  Other writing-as-thinking steps I find essential include forming an essential thesis, topic sentences, an introduction, body paragraphs, and a conclusion.  More specific methods I teach include discovering the purpose, gathering data and information, and prioritizing or categorizing information.  Introducing students to diverse authors in several personal and academic genres allows them to discover and open up to different points of view.  In addition, peer review workshops allow students to objectively discuss several multi cultural perspectives to guide the editing process.  The proper use of grammar should be taught during the process of editing one's own or another's current paper in progress.

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:

Readings & Quizzes, Weekly Writes, Essays (including in class midterm and final exams), Peer Review Workshops, Attendance & Paticipation, Portfolio, and Core Assessment.
  •  Readings & Quizzes - Carefully read the assigned chapter(s) in Murray's Craft of Revision, and be prepared for class.  There will be quizzes on assigned readings.  If students miss class on quiz day, there will be a second quiz they can take outside of class after making an appointment with the instructor.
  • Weekly Writes - The instructor will give a writing assignment each week.  These writings will be both essays and creative writing pieces about a theme taken from one of the essays in Cohen's 50 Essays: A Portable Anthology.
  • Essays – I    Diagnostic Essay (in class) 
                  II   Personal Essay
      III  Point-of-View Essay
      IV  Reflective Mid-term Essay Exam (in class)
      V   Argumentative Essay
      VI  Reflective Essay
      VII Argumentative Final Essay Exam (in class)
  • Peer Review Workshops - Periodically, class will be divided into groups, and members of each group are expected to bring a copy of their current paper-in-progress for each member of their group to read and critique.
  • Attendance & Participation - Students will often receive 3 pts for daily assignments including essay questions, grammar corrections, works cited exercises, etc...  See Park University 2010-2011 Undergraduate Catalog & EN 105 Fall II 2010 Attendance Policies below for more information on absenses.
  • Portfolios - All works (every last, little scrap of writing that you do for this class and every one of your drafts that a fellow group member has critiqued), which you produce during eight weeks, will be kept in a three ring binder.  Portfolios should be organized with section dividers, and they should include the syllabus, final evalutation, and all handouts, assignments, notes, peer critiqes, and writing drafts.  Your Portfolio will be handed in after midterm and then again at finals.
  • Core Assessment - The Core Assessment will be handed in at finals in a manila folder (see details above)

Grading:

A=900-1,000+ pts; B=800-899 pts; C=700-799 pts; D=600-699 pts; F=599 pts and under

26%- Essays
(Total=260 pts)                                            
   Diagnostic (In-class, 2-3 pgs) 50 pts   _____
   Personal (2.5-3 pgs)  65 pts   _____
   Point-of-view (4 pgs)  70 pts   _____
   Argumentative (4-5 pgs)  75 pts   _____
                                                  
20% Core Assessment (Total=200 pts)
   Selected Essay, 4th rewrite (5 pgs)  140 pts  _____     
   Reflective Essay (2-3 pgs)  60 pts    _____
 
20% Weekly Writes (Cohen) (1.5-2 pgs each) (Total=200 pts)
   #1 "The Joy of Reading & Writing..."  40 pts   _____
   #2 "Graduation"  40 pts   _____
   #3 "A Modest Proposal"  40 pts   _____
   #4 "Just Walk On..."  40 pts   _____
   #5 "How to Tame a Wild Tongue"  40 pts   _____
     
17% Exams/Portfolio (Total=170 pts)
   Midterm Reflective Essay (In-class 2-3 pgs) 50 pts _____
   Midterm Portfolio Check  20 pts _____
   Final Argumentative Essay (In-class 3 pgs) 70 pts _____
   Final Portfolio Check  30 pts _____                               
   
17% Attendance & Participation (Total=170 pts)
   Quiz #1, Murray (Chaps 1 & 2)  18 pts _____
   Quiz #2, Murray (Chaps 3 & 4)  18 pts _____
   Quiz #3, Murray (Chap 5)  10 pts   _____
   Quiz #4, Murray (Chaps 6 & 7)  18 pts _____
   Quiz #5, Murray (Chap 8)  10 pts   _____
   Group Pesentations, Murray (Chap 9, 10, or 11)  20 pts _____
   Peer Review Workshops (7 pts each)  28 pts _____
   Attendance & Participation (3 pts each)  48 pts _____

Late Submission of Course Materials:

Turn in all work on time for full credit. Papers may be penalized a full grade if excessively late, especially with unexcused absences. 
 

Classroom Rules of Conduct:

Classroom Rules of Conduct:

Rules for layout: 
            1.  All in class writing will be done on standard size, college ruled paper from a three-ring binder. Do not use paper  
            torn from a spiral notebook nor legal pads.
            2.  All papers written outside of class must be typed or word-processed. No Exceptions! 
            3.  Papers will be double spaced, 1 inch margins, and Times New Roman 12 font.
            4.  All pages will be numbered in the right hand corner, and preceded by your last name (Washburn 1).
            5.  In the upper left-hand corner of the paper, you will type (double spaced).
                     Your name
                     Teacher’s name (Sasha Washburn)
                     English 105
                     The type of paper (The Argumentative Essay, final draft) or (Weekly Write #5)
                     The date (29 Nov 2010)
Rules for Workshops: 
            1.      Workshop members should be respectful to one another at all times. Writing is an act of making oneself             
            vulnerable to the reader, and this vulnerability should never be abused.
            2.      However, respectful behavior includes the honest effort to help an author improve his or her writing. To be kind
            does not mean to give only positive criticism. To be kind is to offer constructive and necessary negative criticism,
            tactfully.
            3.      No author whose essay is up for critique should ever apologize for his or her work before the session, nor ever
            justify the work afterward.
            4. All workshop members are expected to participate.

Course Topic/Dates/Assignments:

  Week 1: 10/18 - 10/21
 
     M  10/18 Orientation   
                     Begin Essay I: Diagnostic Essay (in class)

     T   10/19 Finish Essay I: Diagnostic Essay (in class)
                    Discuss and assign Essay II (Personal Essay) [first draft due Mon 10/25]            
                    Tonight, read Chapter 1 & 2, pgs 1-31 in Murray [quiz next class]

     W  10/20 Quiz & Discussion on Chapters 1 & 2 in Murray

                      Read Chapters 3 & 4, pgs 32-74 in Murray [quiz Wed 10/27].

     R   10/21 Assign & Explain 1st Weekly Write: pg 11-15 in Cohen [due Thursday 10/28]   
                     Discussion on grading (shared criteria) and marking papers

 

  Week 2: 10/25 - 10/28

      M  10/25 Due: First draft of Essay II (Personal Essay).          
                      Discussion on critiquing, workshop, and revision           

      T   10/26  Lecture #1           
                      Grammar Review Exercise         

     W  10/27 Quiz & Discussion on Chapters 3 & 4 in Murray

                     Read Chapter 5, pgs 75-118 in Murray [quiz Wed, 11/03]

     R   10/28 Due: 1st Weekly Write  

                    Explain & assign 2nd Weekly Write: pgs 16-28 in Cohen [due Thurs 11/04]  

 


  Week 3: 11/01-11/04

 

     M  11/01  Due: Final Draft of Essay II (Personal Essay)
                      Discuss & Assign Essay III (Point-of-View Essay) [First draft due Mon 11/08]

                      Discussion Plagiarism & Modern Language Association (MLA)

     T   11/02  Bring Easy Writer book to class. MLA exercise. 

     W  11/03  Quiz & Discussion on Chapter 5 in Murray  

                      Read Chapters 6 & 7, pgs 119-165 in Murray [quiz Wed, 11/10]

     R  11/04   Due: 2nd Weekly Write  

                     Handout: Midterm in-class Reflective Essay Exam (IV) Prompt

                     Discuss and assign Mid-term Portfolio [due Thurs, 11/11]

                     Bring Portfolio Keeping book to class. Lecture #2 on Portfolios

 

 Week 4: 11/08 - 11/11  Midterms

 

      M 11/08 Due: First draft of Essay III (Point-of-View). 

                     Begin Essay IV: In-class Midterm Reflective Essay Exam  

      T   11/09 Finish Essay IV: In-class Midterm Reflective Essay Exam

      W 11/10 Quiz & Discussion on Chapters 6 & 7 in Murray

                     Read Chapter 8, pgs 166-193 in Murray [quiz Wed 11/17]

      R   11/11 Due: Midterm Portfolio                   
                      Explain & Assign 3rd Weekly Write, pgs 408-416 in Cohen [due Thurs 11/18]

                      Workshop on Essay III (Point-of-View)

  Week 5: 11/15 - 11/18 

 

     M  11/15  Due: Final Draft of Essay III (Point-of-View Essay).

                     Discuss & Assign Essay V (The Argumentative Essay) [first draft due Mon 4/22] 
                     Discussion on Argumentative Form & Logical fallacies

     T 11/16  Grammar Review Exercise

    W 11/17  Quiz & Discussion on Chapter 8 in Murray

                    Discuss Group Presentations- Chapters 9, 10, or 11 in Murray.

                    Group Work

     R  11/18 Due: 3rd Weekly Write                  

                   Explain & Assign 4th Weekly Write: pgs 404-407 in Cohen [due Wed 11/24].

                   Group Work

 

  Week 6: 11/22 – 11/24

 

     M 11/22 Due: First draft of Essay V (The Argumentative Essay).

                    Group Presentation, Chapter 9

      T  11/23 Group Presentation, Chapter 10

                    Workshop on Essay V (The Argumentative Essay)

      W 11/24 Due: 4th Weekly Write

                    Explain & Assign 5th Weekly Write: Cohen pgs 43-55 [due Thurs 12/02]

                    Discuss & Assign Final Portfolio [due Thurs 12/02]

                    Group Presentation, Chapter 11

                    Continue Workshop on Essay V (The Argumentative Essay)

      R 11/25  No Class: Happy Thanksgiving!!!

 

  Week 7: 11/29 – 12/02

 

     M  11/29  Due: Final Draft of Essay V (The Argumentative Essay).

                     Discuss & Assign Essay VI (Reflective Midterm Essay) [type up for next class]

      T   11/30 Due: First Draft of Essay VI (Reflective Midterm Essay). 

                     Grammar Review Exercise

      W  12/1  Workshop on Essay VI (Reflective Midterm Essay)             

      R   12/02 Due: 5th Weekly Write Exercise & Final Portfolio

                     Discuss Core Assessment, 3rd Rewrite [due Mon 12/06]

                     Workshop on Essay VI (Reflective Midterm Essay)

 

  Week 8: 12/06 - 12/09

 

           M  12/06   Discussion on Cohen & Weekly Writes

                            Handout: Final in-class Argumentative Essay Exam (VII) prompt and guidelines

                            Workshop Core Assessment, 4th Rewrite [due Thurs 12/09]

           T   12/07  Continue Workshop Core Assessment, 4th Rewrite

                           Begin In-class Final Argumentative Essay Exam (VII)

           W 12/08  Continue In-class Final Argumentative Essay Exam (VII)

           R   12/09 Due: Core Assessment, 4th Rewrite

                           Finish In-class Final Argumentative Essay Exam (VII)

             HAPPY HOLIDAYS!!!

 

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
EN 105 Fall II 2010 Attendance Information

Attendance in this class is essential. Not only will there be daily discussions on the art of writing, but also, your participation in group work is absolutely required. Your classmates will depend on you for analysis of their writing, and you will depend on them. We are a community of writers working together...

1.   Arrive on time. Attendance will be taken within the first 5 minutes of class.  A late arrival may count as an unexcused absence.

2.      Much class time will be spent learning new skills, discussing chapters and assignments, and working in groups. It may be very difficult to catch up without communicating with the instructor. If you have accumulated three unexcused absences, your final grade for the course may be lowered one grade for every absence thereafter
3.      Individual absences may be excused; however, you must notify me before you are to be absent. You must provide a doctor's excuse for extended illness (two or more days in a row), a police report for accidents, or other proper documentation to cover your particular case. In any case, there is a point at which you cannot satisfactorily complete course requirements because of missed class ---regardless of whether the absences are excused or not. Attendance is not debatable!!

4.      If you miss class, you are responsible for submitting all assignments on time and gathering the material covered in class from your classmates.

5.      Class time will often involve work assigned or passed out during a previous class meeting. It is your responsibility to obtain this work and be prepared for class. Coming to class prepared for workshop or discussion is essential. Coming to class unprepared will count as an unexcused absence.

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:

This material is protected by copyright
                               and can not be reused without author permission.

Last Updated:9/19/2010 12:43:56 AM