EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.
SP 2011 HOD
Adjunct English Instructor
M.F.A. Poetry, Iowa Writers' Workshop, University of IowaB.A. English, University of Central Missouri
Mabee 410B next to the McAfee Library
T, TH 9-10 or by appointment. I'm also happy to meet with you online for discussion.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: We are all writers. Writing is an art that requires sustained effort, vision and revision. All writers at one time or another have experienced moments of uncertainty, or times when they felt diffident about their own ideas and expressions. Uncertainty is natural. Writers at all stages of their careers feel this way. In this class, you will gain confidence in your own writing, as well as develop your critical and creative thinking skills. It is my goal in this class to challenge, surprise and reinvigorate you.
En105, unlike 106, is not primarily a research class. The focus of this class is your writing. We will experiment with different genres of writing and have fun while doing so! We are going to be creative in this class!
The three most important aspects of becoming a better writer are reading, frequent writing and revision. The first step in the writing process is reading. As writers, it behooves us to read not only for pleasure, but also to read critically for ideas and forms. In this course we will have weekly reading assignments from the texts. You will be reading essays that are meant to challenge you. You do not have to like or agree with the essays. In fact, I encourage you to challenge and resist ideas or methods of writing that don't sit well with you.
Because writers rarely write in solitude, you will also read your peers' writing in workshop. Not only will workshop help you to improve others' writing, it will also allow you to refine your own writing. The workshop dialog fosters a more intimate and personal approach to writing. This class comes equipped with an audience for your writing. You will have the opportunity to discuss your work with other writers. You MUST come to class on workshop days; attendance is mandatory. If you miss a workshop you will be docked 20 points--a full two letter grades. The dynamic of workshop is only successful if you come to class prepared and with your own draft in hand.
In addition to the three major assignments in this class, you will also develop an emerging mastery of composition through frequent informal writing assignments. We will have in class writing assessments on a regular basis. The more you write, the better your writing will become.
On occasion, you will write a response to an essay prior to our discussion of it in what David Bartholomae refers to as a "moment of silence." This approach will allow you to explore and discover your own ideas without being influenced by others'. Other times, you will write after discussion and chart they ways your ideas have shifted, deepened, or solidified.
This brings us to the third element of the class--revision. Revision is a re-visioning of what you have already written. It does not only mean editing; rather, revision is a process through which you learn to see your writing anew. You will make substantial changes to your first draft in terms of grammar, but more importantly in terms of ideas. Your peers are an important part of revision. We will workshop all major papers in the class to give you feedback and help improve your writing style. In order to benefit from workshop, you must come to class prepared and be willing to exchange ideas and suggestions in a critical and constructive manner.
Your writing is the primary focus of this course. Accordingly, throughout the semester, I will bring in examples of writing from you and your peers. The writing will be anonymous. The conversation will be constructive and respectful.
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:
Late Submission of Course Materials: Course work is due on the day assigned. Late work will be docked one full letter grade each day after the due date. Seriously!
Classroom Rules of Conduct: Cell phones are NOT ALLOWED in my classroom. Please leave them at home. If I catch a student texting during class, I will ask the student to leave. You will NOT be allowed to make up any missed points. If you text on more than one occasion in my class, I will drop you from my class! NO EXCEPTIONS! Using cell phones in class is disrespectful and distracting. DON'T DO IT! Additionally, unless you have a documented need for using laptops, please do not bring one to my class.
Come to class prepared. Read the assigned texts and openly engage in critical and respectful discussion.
TENTATIVE SCHEDULE OF MAJOR ASSIGNMENTS AND DUE DATES
Week 1: Syllabus; Name Game; Interview; Reading: "Is Public Education Working?" (E.B. White, handout).
Speech of Introduction; Diagnostic Essay over White assigned;
Reading: W.J. Reeves, "College Isn't For Everyone" available via this url: http://findarticles.com/p/articles/mi_m1272/is_2696_131/ai_101497549/ . Also read, "Rewrite Before Writing" (Murray, p.1).
Week 2: Diagnostic Essay over White due; In-class writing over Reeves; Discussion; Reading: "The Joy of Reading and Writing: Superman" (Alexie in Cohen, p. 11); "Me Talk Pretty One Day" (Sedaris in Cohen, p. 378).
Discussion of essays; Six-word autobiography exercise--
Reading: "Learning to Read and Write" (Douglass in Cohen, p. 144); "Learning to Read" (X in Cohen, p. 281).
Week 3: Understanding your Audience activity; Assign Paper 1 and Topic Due Date; P1 TOPIC DUE; Assign Groups Chapter Activity--Language (Lunsford, p.138-150); Focus (Murray, p. 44); Organization--Structure (Murray, p. 119); Development (Murray, p. 166)
Group Presentations over Material; Discuss Workshop Etiquette
Week 4: Group Presentations due. In-class poetry activity--read narrative poems and write; assign conference times Reading: Selections from Claudia Rankine
Week 5: Workshop Paper 1-Draft, Readings: "Death of a Moth" (Dillard in Cohen, p. 139); "The Death of the Moth" (Woolf in Cohen, p. 467). Short response to both essays.
Paper 1 Due via email Thursday the 10th at midnight.
Week 6: Reflection on Paper 1 Due; Individual Conferences--all week--no class.
Reading: "The Fourth State of Matter" (JoAnn Beard, essay available at http://www.newyorker.com/archive/1996/06/24/1996_06_24_080_TNY_CARDS_000376447.
Week 7: Explain Paper 2 topic and format. Discuss examples from student essays; in-class writing over Beard. Tone Activity; Discussion;
Readings: "Rewrite with Genre" (Murray, 75); "Rewrite by Ear" (Murray, p.194) "Shooting Dad" (Vowell in Cohen, p. 433); "The Process of Portfolio Keeping" (Reynolds and Rice, p. 8-31).
Week 8: In-class pre-write paper 2; Workshop paper 2 Mar.13
Readings: "Rewrite with Clarity" (Murray, p. 216)
Week 9: March8-10 NO CLASS! Spring Break! Readings: “”The Ways We Lie” Stephanie Ericsson (174 in Cohen).
Week 10: Final Revised Paper 2 Due via email; Discuss Ericsson In-class writing; Off the Boat! Readings: NPR listening activity.
Week 11: Individual Conferences—No Class; Paper 2 reflection due; Reading: Buckley, “Why Don’t We Complain?” (97 in Cohen).
Week 12: Discuss Buckley and Paper 3. Topic Selection Paper 3 due Thurs. Reading: Orwell, “Shooting an Elephant” (302). Assign student ethical issue article search.
Week 13: Ethical issue article discussion. Readings: "From Process to Product--Preparing for Assessment" (Reynolds and Rich, p.32-58). Selected Rankine. Discuss and assign final portfolio.
Week 14: Workshop Paper 3
Week 15: Paper 3 Due via email. Compose centos.
Week 16: April 26-28; Party and Portfolios 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: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:1/8/2011 12:59:51 PM