EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.
U1B 2011 BLA
Webb, Judika C.
English/Senior Adjunct Faculty
BA English Troy State University, Dothan, AlabamaMA Professional Writing and Rhetoric University of Texas at El Paso
Assigned classroom and by appointment through e-companion.
TBA through e-companion, and before and after class in assigned class room.
May 30-July 24, 2011
Tues and Thurs
Textbook: Text: 50 Essays: A Portable Anthology.
Cohen, Ed. 3rd Ed. Bedford St. Martins, 2007.
Text: The Craft of Revision.
Murray. 5th Ed. Thomson/Wadsworth, 2007.
Text: Portfolio Keeping, 2nd Ed.,
Reynolds and Rice, Bedford St. Martins, 2006.
Text: Easy Writer: A Pocket Reference, 4th Ed.,
Author: Lunsford, Bedford St. Martins, 2009.
Textbooks can be purchased through the MBS bookstore
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Educational Philosophy: Judika C. Webb – Educational Philosophy ? I believe that my philosophy of teaching reflects my philosophy of learning. As a writer, teacher, and military spouse for over twenty years, much of my learning, like many of my students' has transpired through life's experiences. The uniqueness of moving from community to community within the United States, and of living abroad, offer a wonderful clash and confluence of language and culture, opportunity for adventure and exploration, and aggressive demand to converge and enter diverse discourse communities. Yet often with such experience, the challenge of access has historically limited the leap to higher education. ? Park University offers that access. I believe my role, as facilitator, mentor, and teacher are to introduce avenues that encourage this exchange. Students need tools both practical and theoretical to conduct scholarship, to analyze complex ideas, to reach higher levels of cognition. Consequently, the duality of this Interaction catapults the entire learning community into new realms of understanding. ? My goal in a composition and/or literature course is to help students express themselves clearly and concisely in any writing environment and to understand what they read. I hope to encourage them to evaluate, synthesize, analyze, and apply what they read in order attain knowledge and ultimately produce their own original thought. To achieve this, students must understand the practical elements of composition and literature to include English grammar, spelling, punctuation, and mechanics. In addition, to this, they must be able to see and manipulate the Rhetorical and Literary Devices such as allusion, allegory, assonance, consonance, foreshadowing, and metaphor, then, they must understand the theoretical aspects of writing to include appeals to the audience through logos, pathos, and ethos, and the process of invention, arrangement, style, and delivery. ? I believe learning must take place both autonomously and collaboratively. Students must discipline and challenge their own minds before they can challenge the minds of others. As a composition and literature teacher, my greatest sense of accomplishment occurs when students begin teaching one another; when the conversation of a student's individual screen begins its contribution to the learning community; when learning communities begin writing their own scripts, and ultimately when they collaborate and begin writing new scripts for the world.
Learning Outcomes: Core Learning Outcomes
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 RubricClass Assessment:
Grading: The grading scale for EN 105 maintains an “A” as 90-100%; a “B” as 80-89%, and so on.
25/ea = 200 pts = 20 %
W5 & W6
25/ea = 50 pts = 5%
Wk3, Wk 5 & Wk 8
100/ea = 300 pts = 40%
W4, Wk6, Wk 8
75/ea = 150 pts = 15%
100/ea = 100 pts = 10%
50/ea = 50 pts = 5%
1000 pts = 100%
Late Submission of Course Materials: Work must be turned in on time to receive credit; late submission of course material will receive a 10 percent reduction per day it is late. If circumstances keep you from attending class, you are still responsible to submit the assignment into the appropriate drop box in e-companion before the scheduled class time.
In class collaborative work cannot be made up.
E-companion collaborative work 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 attend all class sessions. Bring all necessary materials and supplies needed for the class. Keep cell phones on silent mode; make all calls outside the class room. Make sure to check your e-companion regularly for class postings.
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.
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 .
Last Updated:6/4/2011 12:54:41 PM