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

for U1V 2011

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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.


U1V 2011 GO


Ramirez, Brandy R


Adjunct Faculty


M.A. in English
B.A. in English/Journalism minor

Office Hours

By Appointment

Daytime Phone





Semester Dates

June 6, 2011 - July 31, 2011

Class Days


Class Time

5:00 - 7:30 PM

Credit Hours


Text: 50 Essays: A Portable Anthology.
Cohen, Ed. 3rd Ed. Bedford St. Martins, 2011.
ISBN: 0-312-66821-X

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.

Educational Philosophy:

The instructor's educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. I use a variety of teaching methods to engage each learner in critical thinking and encourage the exploration of ideas, issues, and contradictions.

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:

EN 105 includes the following assessments:
  • Weekly discussion assignments,
  • Four substantial writing assignments, one of which incorporates deep revision,
  • A summative "best works" portfolio including the student's two strongest essays, artifacts related to the writing process, and a reflective introductory essay,
  • Peer review activities/ Group Work,
  • A "writer's notebook,"
  • A final examination.

All graded components of the course include detailed assignment descriptions and grading criteria.

The grading scale for EN 105 maintains an “A” as 90-100%; a “B” as 80-89%, and so on.




Weekly Discussions


100 pts = 10 %



100 pts = 10%

Essays 1-4


400 pts = 40%

Peer Reviews


50 pts = 5%

Writer's Notebook
200 pts = 20%
50 pts = 5%

Final Examintation (Essay)


50 pts = 5%



50 pts = 5%


1000 pts = 100%

Classroom Rules of Conduct:

1.   Students who cannot make it to class should contact me by email or phone in case we have scheduled group work or peer reviews.

2.   If you show up to class late, please silently walk into the classroom and find a seat close to the door so as not to disturb the class in session.

3.   Please turn off or put your cell phones on silent during class, and do not text during class.

4.   Please exude maturity in the classroom and respect your peers and teacher.

Course Topic/Dates/Assignments:




Activities, Assignments

Week 1

Active Reading, Critical Thinking, Effective Writing

T June 7
Introduction to course: review syllabus and 
course objectives.

Discuss writing process, portfolio, and writer's

Diagnostic Essay

Reading assignment: Murray, Chpt. 1, Cohen, pp. 1-14 and 15-19, and Reynolds and Rice, pp. 1-16.
Assignment: Writer's Notebook Entry
TR June 9
Quiz #1
Methods of Writing
Stage 1 of Writing Process: Planning and

Discuss and Practice: Critical Reading and  
textual analysis
Group Activity: Double Entry Log: Sherman
Alexie's "The Joy of Reading and Writing:
Superman and Me" - Cohen, pp. 15-19
Reading Assignment: Lunsford, pp. 12-25, Murray, Chpt. 2
Assignment: Writer's Notebook Entry

Week 2

Rhetorical Analysis and Persuasion

T June 14
Discussion: Readings from Lunsford, the art of
persuasion, and rhetorical analysis.
Group work: Identifying the rhetorical
situation--"The Joy of Reading and Writing:
Superman and Me"- Cohen pp. 15-19
Planning and Exploration: Pre-writing 
Assign Essay #1: Rhetorical Analysis
Assigned Reading: Reynolds and Rice, pp. 24-27, Murray, Chpt. 3
Assignment: Writer's Notebook Entry
TR June 16
Quiz #2
Discussion and practice: Level of Appeals
Stage #2 of writing process: Drafting the
Rhetorical Analysis

Global Workshop - Rhetorical Analysis
Assigned Reading: Murray, Chpt. 4, Lunsford, "Language," pp. 142-155, Cohen, pp. 106-111
Assignments: Writer's Notebook Entry; Draft #2 Rhetorical Analysis

Week 3

Focus on Focus

T  June 21
Discussion: Writing with focus
Stage #3 of writing process: Revision
Rewriting with Focus Workshop: Rhetorical 
Analysis, Draft #2.
Assign Essay #2: Summary
Class Activity: Analysis of Joan Didion's "On
Morality"- Cohen, pp. 106-111
Group Work: Planning and Exploration
Assigned Reading: Murray, Chpt. 5; Lunsford, "Multilingual Writers," pp. 158 -174
Assignments: Writer's Notebook Entry; Draft #3: Rhetorical Analysis
TR June 23
Quiz #3
Discussion/practice: More on maintaining
Stage #4: Editing - Mini Grammar Lesson
Editing Workshop: Draft #3 Rhetorical
Drafting an Expository Essay
Global Workshop: Summary, Draft #1

Assigned reading: Murray, Chpt. 6; Lunsford, "Documentation," pp. 206-252 (scan text)
Assignments: Writer's Notebook Entry; Draft #4: Rhetorical Analysis; Draft #2: Summary

Week 4

Development and Organization

T June 28
Discussion and Practice: Modes of

Revising with organization and development:
Workshop utilizing post-outline method, Draft 
 # 2: Summary
MLA Format
Final stage of the writing process: 
Proofreading Workshop, Draft #4: Rhetorical
Assigned Reading:  Murray, Chpt. 7;
Cohen, pp. 221-224
Assignments: Writer's Notebook Entry; Final Draft: Rhetorical Analysis; Draft #3: Summary

TR June 30 
Due: Essay #1: Rhetorical Analysis (see checklist)
Quiz #4
More on Editing: Mini Grammar Lesson and -
Group Activity / Workshop, Draft #3:
Assign Essay #3: Narration
Discussion/Analysis: Maxine Hong Kingston's
"No Name Woman," pp. 221-224

Group work: Exploration and planning
Assigned Reading: Reynolds and Rice, pp. 27-47; Murray, Chpt. 8
Assignments: Writer's Notebook entry; Draft #4: Summary; Draft #1: Narrative Essay

Week 5

All Writing is Revising

T July 5
Review: The Writing Process Thus Far /  Revision
Discussion: Fallacies--Shrek the Third
Group Work: Global Workshop, Draft #1:       Narrative Essay; Proofreading Workshop,
Draft #4: Summary

Assigned Reading: Murray, Chpt. 9
Assignments: Writer's Notebook entry; Final Draft: Summary; Draft #2: Narrative Essay

Tr July 7
Due: Essay #2 (See checklist)
Quiz #5
Discussion and practice: Rewriting to develop and Rewriting by Ear
Focus Workshop, Draft #2; Narrative Essay
Assign: Essay #4: Compare/Contrast
Exploration and Planning: Individual work 
Assigned Reading: Murray, Chpt. 10; Lunsford, pp. 60 - 75
Assignments: Draft #3: Narrative Essay; Draft #1: Comparison and Contrast Essay

Week 6


T July 12
Sentence Patterns and Sentence Combining
Discussion and Practice: Writing with clarity and conciseness
Editing: Mini Grammar Lesson; Editing Workshop, Draft #3: Narrative Essay
Global Workshop, Draft #1 Comparison and Contrast Essay
Assigned reading: Lunsford, pp. 75-104
Assignments: Writer's Notebook entry; Draft #4: Narrative essay; Draft #2: Comparison and Contrast Essay

Tr July 14
Group Activity: Writing with clarity and conciseness
Proofreading Workshop: Narrative Essay
Focus Workshop: Comparison and Contrast Essay, Draft #2
Assigned readings: Reynolds and Rice, pp. 48-57; Lunsford, pp. 106-134

Week 7

Reflecting as a Writer

T July 19
Due: Essay #3 (see checklist)
Discussion: Putting it All Together
Reflection Discussion: The Writing Process and Critical Reading
Editing: Mini Grammar Lesson; Draft #3: Editing Workshop
Assigned readings: Lunsford, pp. 134-140
Assignments: Writer's Notebook entry; Draft #4: Comparison and Contrast Essay

Tr July 21
Quiz #7
Discussion cont.
Final Review: Portfolios, Presentation guidelines, and the Reflective Essay
Proofreading Workshop, Draft #4: Comparison and Contrast Essay
Assigned Reading: Lunsford, pp. 25-58
Assignments: Writer's Notebook entry; Final Draft: Comparison and Contrast Essay

Week 8

Academic Research and Writing: Looking Ahead

T July 26
Due: Essay #4 (see checklist)
Reflective Essays (Final)

Tr July 28
Due: Writer's Notebook and Portfolio
Portfolio Presentations

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:5/6/2011 10:07:48 PM