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

for U1FF 2011

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


U1FF 2011 FA


Washburn, Sasha M.


Adjunct Professor, English


BA, University of Maryland University College, 2000
MFA, Eastern Washinton University, 2004
Teaching Certificate, Eastern Washington University, 2006

Office Hours

By Appointment

Other Phone

509-720-3994 (cell)




Semester Dates

6 June - 31 July 2011

Class Days


Class Time

5:00 - 7:40 PM



Credit Hours



Cohen, Samuel. 50 Essays: A Portable Anthology. 3rd ed.

   Boston: Bedford, 2011. 
      ISBN: 0-312-60965-8
Lunsford, Andrea. Easy Writer: A Pocket Reference. 4th ed.
   Boston: Bedford, 2010. 
      ISBN: 0-312-55425-7 (Students must use 4th ed.)
Murray, Donald. Craft of Revision. 5th ed. Boston: Wadsworth, 2004.
      ISBN: 0-8384-0715-3
Reynolds, Nedra and Rich Rice. Portfolio Keeping: A Guide for Students.
   2nd ed. Boston: Bedford, 2006.
      ISBN: 0-312-41909-0

Textbooks can be purchased through the MBS bookstore

Additional Resources:

A current dictionary or access to www.dictionary.com
A current thesaurus or access to www.thesaurus.com

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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:
The secret in how to become a more effective reader and writer is to practice reading and writing frequently. I find that teaching recursive steps helps students to discover their own writing process by learning common methods to include prewriting, writing a first draft, revising, editing, and publishing. Other writing-as-thinking steps I find essential include forming an essential thesis, topic sentences, an introduction, body paragraphs, and a conclusion. More specific methods I teach include discovering the purpose, gathering data and information, and prioritizing or categorizing information. Introducing students to diverse authors in several personal and academic genres allows them to discover and open up to different points of view. In addition, peer review workshops allow students to objectively discuss several multi cultural perspectives to guide the editing process. The proper use of grammar should be taught not only with traditional worksheets but also during the process of editing one's own or another's current paper in progress.

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:

Readings & Quizzes, Weekly Writes, Essays (including in class midterm and final exams), Peer Review Workshops, Attendance & Paticipation, Portfolio, and Core Assessment.
  • Readings & Quizzes - Carefully read the assigned chapter(s) in Murray's Craft of Revision, and be prepared for class. There will be quizzes on assigned readings. If students miss class on quiz day, there will be a second quiz they can take outside of class after making an appointment with the instructor.
  • Weekly Writes - The instructor will give a writing assignment each week. These writings will be both essays and creative writing pieces about a theme taken from one of the essays in Cohen's 50 Essays: A Portable Anthology.
  • Essays – I Diagnostic Essay (in class) 
                II Personal Essay
    III Point-of-View Essay
    IV Reflective Midterm Essay Exam (in class)
    V Argumentative Essay
    VI Reflective Essay
    VII Argumentative Final Essay Exam (in class)
  • Peer Review Workshops - Periodically, class will be divided into groups, and members of each group are expected to bring a copy of their current paper-in-progress for each member of their group to read and critique.
  • Attendance & Participation - Students will often receive 3 pts for daily assignments including essay questions, grammar corrections, works cited exercises, etc... See Park University 2010-2011 Undergraduate Catalog & EN 105 Fall II 2010 Attendance Policies below for more information on absenses.
  • Portfolios - All works (every last, little scrap of writing that you do for this class and every one of your drafts that a fellow group member has critiqued), which you produce during eight weeks, will be kept in a three ring binder. Portfolios should be organized with section dividers, and they should include the syllabus, final evalutation, and all handouts, assignments, notes, peer critiqes, and writing drafts. Your Portfolio will be handed in after midterm and then again at finals.
  • Core Assessment - The Core Assessment will be handed in at finals in a manila folder (see details above)


A=900-1,000+ pts; B=800-899 pts; C=700-799 pts; D=600-699 pts; F=599 pts and under

26%- Essays
(Total=260 pts)
Diagnostic (In-class, 2-3 pgs) 50 pts _____
Personal (2.5-3 pgs) 65 pts _____
Point-of-view (4 pgs) 70 pts _____
Argumentative (4-5 pgs) 75 pts _____

20% Core Assessment
(Total=200 pts)
Selected Essay, 3rd rewrite (5 pgs) 140 pts _____
Reflective Essay (2-3 pgs) 60 pts _____

20% Weekly Writes
(Cohen) (1.5-2 pgs each) (Total=200 pts)
#1 "The Joy of Reading & Writing..." 40 pts _____
#2 "Graduation" 40 pts _____
#3 "A Modest Proposal" 40 pts _____
#4 "Just Walk On..." 40 pts _____
#5 "How to Tame a Wild Tongue" 40 pts _____

17% Exams/Portfolio
(Total=170 pts)
Midterm Reflective Essay (In-class 2-3 pgs) 50 pts _____
Midterm Portfolio Check 20 pts _____
Final Argumentative Essay (In-class 3 pgs) 70 pts _____
Final Portfolio Check 30 pts _____

17% Attendance & Participation (Total=170 pts)
Quiz #1, Murray (Chaps 1 & 2) 18 pts _____
Quiz #2, Murray (Chaps 3 & 4) 18 pts _____
Quiz #3, Murray (Chap 5) 10 pts _____
Quiz #4, Murray (Chaps 6 & 7) 18 pts _____
Quiz #5, Murray (Chap 8) 10 pts _____
Group Pesentations, Murray (Chap 9, 10, or 11) 20 pts _____
Peer Review Workshops (7 pts each) 28 pts _____
Attendance & Participation (3 pts each) 48 pts _____

Late Submission of Course Materials:
Turn in all work on time for full credit. Papers may be penalized a full grade if excessively late, especially with unexcused absences.

Classroom Rules of Conduct:

Rules for layout:
1. All in class writing will be done on standard size, college ruled paper from a three-ring binder. Do not use paper
torn from a spiral notebook nor legal pads.
2. All papers written outside of class must be typed or word-processed. No Exceptions!
3. Papers will be double spaced, 1 inch margins, and Times New Roman 12 font.
4. All pages will be numbered in the right hand corner, and preceded by your last name (Washburn 1).
5. In the upper left-hand corner of the paper, you will type (double spaced).
      Your name
      Teacher’s name (Sasha Washburn)
      English 105
      The type of paper (The Argumentative Essay, final draft) or (Weekly Write #5)
      The date (29 Nov 2010)
Rules for Workshops:

1. Workshop members should be respectful to one another at all times. Writing is an act of making oneself
vulnerable to the reader, and this vulnerability should never be abused.
2. However, respectful behavior includes the honest effort to help an author improve his or her writing. To be kind
does not mean to give only positive criticism. To be kind is to offer constructive and necessary negative criticism,
3. No author whose essay is up for critique should ever apologize for his or her work before the session, nor ever
justify the work afterward.
4. All workshop members are expected to participate.

Course Topic/Dates/Assignments:


Week 1: 06/06 & 06/08
 M 06/06   Orientation
                  Write Paper I: Diagnostic Essay (in class)
                  Before Wed, read Chapter 1 & 2, pgs 1-31 in Murray [quiz next class]
 W 06/08   Quiz on Chapter 1 & 2
                  Discuss and assign Paper II (Personal Essay) [first draft due next class]
                  Assign and explain 1st Weekly Write exercise [due Wed, 06/15] 
                  Discussion on grading (shared criteria) and marking papers
                  Discussion on Chapters 1 & 2
                  Over the weekend, read Chapters 3 & 4, pgs 32-74 in Murray [quiz next class].
Week 2: 06/13 & 06/15
 M 06/13   Due: First draft of Paper II (Personal Essay). 
                 Quiz on Chapters 3 & 4 in Murray
                  Discussion on critiquing, workshop, and revision
                  Discussion on Chapters 3 & 4 in Murray
                  By Thursday, read Chapter 5, pgs 75-118 in Murray [quiz next class]
 W 06/15    Due: 1st Weekly Write Exercise
                  Quiz on Chapter 5 in Murray
                  Explain and assign 2nd Weekly Write exercise: pgs 161-173 in Cohen [due Wed 06/22]
                  Discussion on argumentative form and logical fallacies
                  Discussion on Chapter 5 in Murray
                  Final Draft of Paper II (Personal Essay) [due next class].
                  Read Chapters 6 & 7, pgs 119-165 in Murray [quiz next class]
                  Bring Easy Writer book to next two classes & Portfolio Keeping Wed 06/22.
Week 3: 06/20 & 06/22
 M 06/20    Due: Final Draft of Paper II (Personal Essay). 
uiz on Chapters 6 & 7 in Murray
                  Discuss and assign Paper III (Point-of-View Essay) [first draft due Mon 6/27]
                  Discussion on Chapters 6 & 7 in Murray
                  Bring Easy Writer book to class. MLA exercise
 W 06/22    Due: 2nd Weekly Write Exercise
                   Explain and assign 3rd Weekly Write exercise, pgs 291-297 in Cohen [due in Portfolios 06/29]
                   Handout: Midterm In-Class Reflective Essay Exam (IV) prompt
                   Bring Portfolio Keeping book to class. Discussion on Portfolios.
                   Bring Easy Writer book to class. MLA exercise.
Week 4: 06/27 & 06/29 Midterms
 M 06/27    Due: First draft of Paper III (Point-of-View Essay).
                   Discuss and assign Midterm Portfolio [due next class]
                   In-class Midterm Reflective Essay Exam (Essay IV)
 W 06/29    Due: Midterm Portfolio 
                   Discuss and assign Paper V (The Argumentative Essay) [first draft due Wed 7
                   Workshop on Paper III
                   Read Chapter 8, pgs 166-193 in Murray [take home summary & quiz due Wed 7/6]
Week 5: 07/4 & 07/6
 M 07/04    Happy 4th of July!!! (No Class)
                  Take home quiz on chapter 8
                  Summary on chapter 8
 W 07/06   Due: Final Draft Point-of-View Essay, First draft of The Argumentative Essay, and Chapter 8 take home
                  Explain and assign 4th Weekly Write exercise: pgs 404-407 in Cohen [due Wed 07/13].
                  Discuss group presentations- Chapters 9, 10, & 11; Group Work 
Week 6: 07/11 & 07/13
   M 07/11 Group Presentation, Chapter 9
                  Workshop on Paper V
   W 07/13 Due: Final Draft of Paper V (The Argumenative Essay) & Weekly Write #4.
                 Discuss Final Portfolios [due Wed 07/20]
                 Discuss and assign Paper VI (Reflective Essay from Midterm) [first draft due next class]
                 Explain and assign 5th Weekly Write exercise: Cohen pgs 408-416 [due Wed 07/20]
                 Group Presentation, Chapter 10
Week 7: 07/18 & 07/20
 M 07/18 Due: First Draft of Paper VI (Reflective Essay).
                Group Presentation, Chapter 11
 W 07/20 Due: 5th Weekly Write Exercise & Final Portfolios
                Handout: final in-class argumentative essay exam (VII) prompt and guidelines
                Discuss Core Assessment [due Wed 07/27]
                Workshop on Paper VI
Week 8: 07/25 & 07/27
 M 07/25 Workshops on Core Assessment 
                Discussion on Cohen & Weekly Writes
 W 07/27 Due: Core Assessment 
                In-class final argumentative essay exam (Essay VII)


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
EN 105 Summer 2011 Attendance Information

Attendance in this class is essential. Not only will there be daily discussions on the art of writing, but also, your participation in group work is absolutely required. Your classmates will depend on you for analysis of their writing, and you will depend on them. We are a community of writers working together...

1.  Arrive on time. Attendance will be taken within the first 5 minutes of class.  A late arrival may count as an unexcused absence.

2.  Much class time will be spent learning new skills, discussing chapters and assignments, and working in groups. It may be very difficult to catch up without communicating with the instructor. If you have accumulated three unexcused absences, your final grade for the course may be lowered one grade for every absence thereafter
3.  Individual absences may be excused; however, you must notify me before you are to be absent. You must provide a doctor's excuse for extended illness (two or more days in a row), a police report for accidents, or other proper documentation to cover your particular case. In any case, there is a point at which you cannot satisfactorily complete course requirements because of missed class ---regardless of whether the absences are excused or not. Attendance is not debatable!!

4.  If you miss class, you are responsible for submitting all assignments on time and gathering the material covered in class from your classmates.

5.  Class time will often involve work assigned or passed out during a previous class meeting. It is your responsibility to obtain this work and be prepared for class. Coming to class prepared for workshop or discussion is essential. Coming to class unprepared will count as an unexcused absence.

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:5/16/2011 9:13:52 PM