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EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.
Cook, Lisa A.


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

S2HH 2011 PA

Faculty

Cook, Lisa A.

Degrees/Certificates

M.A. English Literature and Composition
B.S. Education

Office Hours

By Appointment

E-Mail

lisa.cook@park.edu

Class Days

--F----

Class Time

5:30 - 10:30 PM

Credit Hours

3


Textbook:
Text: 50 Essays: A Portable Anthology.
Cohen, Ed. 3nd Ed. Bedford St. Martins, 2011.
ISBN: 0-312-60965-5

Text: The Craft of Revision.
Murray. 5th Ed. Thomson/Wadsworth, 2007.
ISBN: 0-8384-0715-3

Text: Portfolio Keeping, 2nd Ed.,
Reynolds and Rice, Bedford St. Martins, 2006.
ISBN: 0-312-41909-0.

Text: Easy Writer: A Pocket Reference, 4th Ed.,
Author: Lunsford, Bedford St. Martins, 2009.
ISBN: 0-312-55425-7.

Textbooks can be purchased through the MBS bookstore

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.
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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 teaching philosophy is centered on the idea that students will succeed, and it is my primary objective to create an environment in which students are encouraged and are given the confidence to write.  As they create writing from personal experiences students learn that they not only tell their story, but also compose writing of which they can be proud. In an effort in to engage higher levels of thinking, analysis, and discussion, students will be exposed to various types of instruction including: lecture, reading assignments, class discussions, exams, writing assignments, and multimedia presentations. 

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:

The grade in the course will be derived from grades earned on the following assignments: Midterm Review of Reading and Writing Skills; Final Review of Reading and Writing Skill; Narrative Essay; Descriptive Essay; Classification/Division Essay; Cause and Effect Essay; Argument Essay; Portfolio (drafts and revisions of essays 1-4); and Class Participation. 

Grading:

The grade in the course will be derived from grades earned on the following assignments: Midterm Review, 10%; Final Review, 10%; Narrative Essay, 10%; Descriptive Essay, 10%; Classification/Division Essay, 10%; Cause and Effect Essay, 15%, Argument Essay, 20%; Portfolio (drafts and revisions of essays 1-4), 10%; Class Participation, 5%. A numerical scoring system will be used with scores corresponding to letter grades as follows: A = 90.00 - 100; B = 80.00 - 89.99; C = 70.00 - 79.99; D = 60.00 - 69.99; F = 59.99 and below. The course grade will be a letter grade based on the weighted average of points earned on course assignments.

Late Submission of Course Materials:

Late papers and examinations taken late will be penalized 10% of the earned grade unless prior arrangements have been made with the instructor.

Classroom Rules of Conduct:
Students are expected to attend class for the full length of class periods.  Only official travel or illness are considered excused absences, both of which must be supported by written documentation. Unexcused absences will result in the loss of class participation points, as will late arrival to, or early departure from, class. According to Park University policy, two consecutive unexcused absences will result in administrative withdrawal from the course with a resulting grade of "F." Students are responsible for obtaining instructions pertaining to class assignments which were given out during their absence. All assignments are expected to be the students' own work.  Cell phones and pages should be turned off while class is in session.

Course Topic/Dates/Assignments:

Week 1     Introduction and Course Overview; 50 Essays, pages 1-10; The Craft of Revision, Chapters 1-2,

Week 2     Basic Principles of Writing; Narration; Philosophy of Portfolios;  In-class Group Work: Narrative Essay; Reading Assignments: 50 Essays, pages 203-05, 302-09, 477-84; Easy Writer, pages 1-20; Portfolio Keeping, pages 1-7; The Craft of Revision pages 32-43  Assign Narrative Essay 

Week 3     Description; Correct Sentences; Rewriting Strategies; Portfolios; In-class Group Work: Descriptive Essay    50 Essays, pages 433-40, 450-56; Portfolio Keeping, pages 8-16; Easy Writer, pages 58-76, 82-86; The Craft of Revision, pages 44-74    Assign Descriptive Essay; Essay Narrative Essay DUE

Week 4     Midterm Review/Essay Analysis; Classification and Division; Agreement; In-class Group Work: Classification/Division Essay     50 Essays, pages 174-83, 417-423; Portfolio Keeping, pages 17-31; Easy Writer, pages 79-81, 88-100; The Craft of Revision, pages 75-118     Assign Classification/Division Essay; Description Essay DUE 

Week 5   Definitions and Explanations 50 Essays, pages 104-11, 457-466, 85-92; The Craft of Revision, 119-65, Portfolio Keeping, 32-39; Easy Writer, 76-79, 138-50;    Review previous lessons;  Cause and Effect; Inductive and Deductive Logic; Pronoun Case; In-class Group Work: Assign Cause and Effect Essay; Classification/Division Essay DUE

Week 6     Argument; Punctuation and Mechanics; In-class Group Work: Argument Essay    50 Essays, pages 184-91, 400-03, 220-37; Portfolio Keeping, pages 40-47; Easy Writer, pages 102-36; The Craft of Revision, pages 166-93;  Assign Argument Essay; Cause and Effect Essay DUE

Week 7     Style; Usage; Style and Grammar Review 50 Essays, pages 192-202; Portfolio Keeping, 48-60; Easy Writer, 152-66; The Craft of Revision, 194-259; Argument Essay DUE  

Week 8     Final Assessment; Reflective Essay; Review previous lessons; Portfolio 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.

  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 .



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. 

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Last Updated:1/30/2011 3:11:32 PM