EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.
SP 2011 HOA
Adjunct Faculty, Department of English and Modern Languages
MFA, Indiana UniversityBA, English, Rhodes College
9:05 - 10:30 AM
January 10 - May 6
8:00 - 8:50 AM
Samuel, ed. 50 Essays: A Portable
Anthology. 3rd ed. Boston: Bedford/St. Martin’s, 2011. ISBN:
Andrea. Easy Writer: A Pocket Reference.
4th ed. Boston: Bedford/St.
Martin’s, 2010. ISBN:
Donald M. The Craft of Revision. 5th
ed. Boston: Thompson/Wadsworth, 2004. ISBN: 9780838407158
Nedra and Rich Rice. Portfolio Keeping: A
Guide for Students. 2nd ed. Boston: Bedford/St. Martin’s, 2006. ISBN:
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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:
Essays and Peer
Over the course of the semester, you
will write four essays in addition to your semester portfolio. Before submitting each essay for a grade, you
will share your work with your peers to receive helpful feedback. You should come to class with at least two drafts of
your essay to share. Coming to class
late or without copies of your work on a workshop day could result in being
counted absent and having the grade of your paper dropped. You
are encouraged to take the feedback from your workshop to revise your essay for
second draft that you will submit for a grade.
Because EN 105 encourages writing as a process, each
paper will receive two grades: one assessing your use of the writing process
and the other assessing the strength of the final product (the essay’s focus,
development, organization, and mechanics); those two grades will be combined
for the score of the paper.
Throughout the semester,you
will complete several reading
responses. These assignments can take many shapes: responses to short answer questions
about assigned reading, creative writing, reflective paragraphs, outlines,
etc. These graded
assignments are meant to further your understanding of effective writing and
generate ideas for your own writing.
Pop Quizzes: There will also
be graded pop quizzes over assigned reading. These quizzes will be short and given at the start of class. They can not be made up.
Portfolios: Though you will receive a grade for each individual essay you write
throughout the semester, the final portfolio is your opportunity to show serious commitment
to your work through the revision of one essay written this
semester. **Keep all in-class
exercises, drafts of your essays, and feedback!** You will need to collect these documents to
show your revision skills and progress as a writer this semester.
Essay 1: 10%
Essay 2: 10%
Essay 3: 10%
Essay 4: 10%
and Reflective Essay):30%
Late Submission of Course Materials:
Reading and writing assignments
must be completed by the date they are listed on the syllabus. Written
assignments are to be delivered in person by the student at the beginning of
class. Papers and reading responses will be docked ten percent of the
potential grade for each class period they are late. Excessive lateness may cause course failure. If you
know you will miss a class on the date a graded assignment is due, please
inform me as soon as possible. I do
accept early work. However, pop quizzes
can not be made up. Please do not email me assignments unless you have made arrangements
with me prior to doing so.
Classroom Rules of Conduct:
class, be prepared to participate in discussion, in-class exercises, and group
work. To maintain an environment of
tolerance and mutual respect, refrain from offensive comments, even in jest,
and unnecessary chatter. Please turn off
your phone and other electronic devices before entering the classroom. Engaging in unrelated activities and/or
sleeping will lower your class participation. If you are clearly and repetitively distracted, you may be counted as absent.
Weeks One through Four: In 50 Essays, read Alexie’s “The Joy of Reading and Writing: Superman
and Me” in Cohen (15); Vowell’s
“Shooting Dad” (412); Hughes’
“Salvation” (179); Lorde’s “The Fourth
of July” (239); Eighner’s “On Dumpster Diving” (146). Complete Essay 1.
Weeks Five through Eight: In 50 Essays, read Sedaris’ “A
Plague of Tics” (359); Staples’ “Just Walk On By: Black Men and Public Space”
(383); Kingston’s “No Name Woman” (221);
Momaday’s “The Way to Rainy Mountain” (273); Ericsson’s “The Ways We Lie”
(159). Complete Essay 2.
Weeks Nine through Twelve: In 50 Essays, read Woolf’s “The Death of the Moth” ( 448); Orwell’s
“Shooting an Elephant” (284); Baldwin’s “Notes of a Native Son” (50); White’s
“Once More to the Lake” (431); Mairs’ “On Being a Cripple” (244). Complete Essay 3.
Weeks Thirteen through Fifteen: In 50 Essays, read Hurston’s “How It Feels to Be Colored Me” (182); Mukherjee’s
“Two Ways to Belong in America” (280); Rose’s
“I Just Wanna Be Average” (331 ). Complete Essay 4.
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 92-93Misrepresenting another person's work as your own or allowing someone else to copy your work is grounds for failure of that assignment and/or even the course. If you are unsure about what plagiarism entails, then please talk with your instructor.
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 95-96Attendance is taken at the beginning of each class. Students may not make up any in-class activity that was missed due to being tardy. If you are tardy 15 minutes or more to class, you will be counted as absent. If you are tardy or miss a class completely, you are still responsible for the notes and work assigned and/or due for that class. You are allowed three "free" absences (not including absences for religious holidays or military service); after those three absences, your final grade in the course will be dropped 1/3 of a letter grade for each additional day missed.
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:1/3/2011 4:26:43 PM