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

for S1B 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.


S1B 2011 BLA


Harmon, Larry L.


Adjunct Faculty


BA, English/Spanish, UT El Paso
MA, Applied Linguistics, UT El Paso

Office Location

Ft. Bliss

Office Hours

By Arrangement

Daytime Phone

(915) 581-8843




Semester Dates

January 10 to March 6.

Class Days


Class Time

2:00 - 4:30 PM

Credit Hours



Text: 50 Essays: A Portable Anthology
   Cohen, Ed., 3rd ed., Bedford St. Martins, 2007
   ISBN: 0-312-60965-5
Text: The Craft of Revision.  
   Murray, 5th ed., Thomson/Wadsworth, 2007
   ISBN: 978-0-8384-0715-3
Text : Portfolio Keeping, 2nd ed.
   Reynolds and Rice, Bedford St. Martins, 2006
   ISBN: 978-0.312.41909-0
Text: Easy Writer: A Pocket Reference, 4th ed.
   Author: Lunsford, Bedford St. Martins, 2009
   ISBN: 978-0-312-55425-7

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 of education includes lecture, discussion, writing, examinations, dialog (Socratic)

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.

  Instructor Learning Outcomes
  1. Learn to distinguish between personal and professional writing.
  2. Learn the differences among writing strategies.
  3. Understand how writing is a projection of the intellect.
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:
Exams, quizzes, essays, oral participation, writer's notebook, portfolio.


Weekly discussion              Weeks 1-8
25/ea=20 points=20%
Peer review                        Weeks 5,6
25/ea=50 points=5%            
Essays: 3 essays=10 points Weeks 1-3
each--100/ea=150 points=15%
Revised essays                     Weeks 5,6
75/ea=150 points=15%
Portfolio                               Week 7           
200 ea=50 points=5%  
Written notebook                 Week 8
50/ea=50 points=5% 
Final examination                  Week 8 
50ea./=50 points=5% 

Late Submission of Course Materials:
Student may make arrangements with instructor.

Classroom Rules of Conduct:

Students should conduct themselves as expected of college students.
Avoid profane language.
No food allowed.
Keep cell phones off in class.

Course Topic/Dates/Assignments:

Week One: Introductions. Discuss Chapter One, Craft of Revision. Read short essay and discuss. Explain syllabus. Assign first essay for following week.Assign two essays to read. Discuss portfolio keeping. Model essay on board. Explain preparation of writer's notebook and how often to write, etc. (Discussion of lectures can be included.)
Week Two: Chapters 2 and 3 of Craft. Discuss. Discuss two essays assigned from Week One. Ask how these essays help students to adapt writing strategies. Share persuasive essays for peer editing, then hand in. Discuss basics of cause/effect relationship (Does it have to get warmer to snow?) Discuss more detailed exposition of cause /effect topic (ex., global warming) Assign cause/effect essay for following week.
Week Three: Discuss Chapters 4 and 5 of Craft. Peer edit cause/effect essay and turn in. Discuss two essays assigned in 50 Essays. Discuss preparation of portfolio in more detail. Do rapid writing exercise and discuss results. Working in teams, practice brainstorming of selected topic. Ask students about progress of writer's notebook. (In addition to personal thoughts, it should include reactions to classroom lectures and discussions.)  Give examples of process essay. (Baking a pie, changing a tire, or more involved examples such as combination of military forces, etc.) Assign process essay for next week.
Week Four: Discuss Chapters 6, 7 of Craft. Discuss essays from Cohen. (Ask questions about essays: or example, there are two essays on animal rights that can be compared and contrasted, as well as others which differ on the subject of women.) Assign rewrite of second essay. (Suggest using ideas from textbook in rewrite.)
Week Five: Discuss Chapters 7, 8 of Craft. Lecture on definition and history of rhetoric. (Can mention Greeks, including Aristotle.) Why is the persuasive essay so prominent? Discuss other writing strategies and how they can be combined as
elements of persuasive essays, etc. Emphasize the personal aspect of writing and how it reflects one's intellect, using the book of essays as an example. Discuss more essays with this in mind.
Week Six: Discuss Chapters 9, 10 of  Craft. Discuss elements of reflective essay which will be final exam. (Have you noticed improvement in your writing. Do you see areas for future improvement?) Discuss essays.
Week Seven: Assign reflective essay for final class. Portfolio should included favorite essay, a rewritten essay, and the reflective essay, along with the written notebook, in an attractive folder. Discuss Chapters 11, 12 of Craft.
Week Eight: Collect portfolios and any makeup work. (Make sure reflective essay is included.) Discuss class in general and go over any important points. Remind students to assess class on line.

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:1/5/2011 11:11:29 AM