EN 105 First Yr Wrtng Seminar I:Critical Reading,Writing andThinking Across Contexts.
U1AA 2011 LC
MA Post Colonial Literature (English focus) University of Texas at San AntonioBA English (Education focus) University of California at Channel Island
Monday--Saturday (4:00pm – 8:00pm CT)
4:45 - 10:10 PM
Textbook: Text: 50 Essays: A Portable Anthology.
Cohen, Ed. 3rd Ed. Bedford St. Martins, 2011.
Text: The Craft of Revision.
Murray. 5th Ed. Thomson/Wadsworth, 2007.
Text: Portfolio Keeping, 2nd Ed.,
Reynolds and Rice, Bedford St. Martins, 2006.
Text: Easy Writer: A Pocket Reference, 4th Ed.,
Author: Lunsford, Bedford St. Martins, 2010.
Textbooks can be purchased through the MBS bookstore
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This course is designed to enhance your knowledge of analytical writing across the disciplines. This course explores critical reading, within the context of structure, purpose and critique. The main goal of this course is to improve students’ ability to express analytical ideas orally and in writing.
You will keep a reader’s journal during this course. In that journal, you will write your responses to the weekly reading assignment. Please note that this should not be a summary of what you have read but rather a reaction to the reading, with at least one entries per week. Included in your entry should be at least two questions which critically think through ideas from the readings. You will also be responsible for peer reviews.
Also, a two page response paper is due every week except for the week of the midterm and the final. The response paper should include a topic relevant to that week's readings.
At midterm, you will turn in a 5-7 page paper which focuses on key terms, critical thinking techniques, and academic discourse. Also, at the end of the semester, you will extend, revise, and edit your midterm paper, with a reflective letter added at the end for your portfolio.
A presentation is required as part of the class. This presentation will focuses on your final paper.
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:
All graded components of the course include detailed assignment descriptions and grading criteria.
Grading: The grading scale for EN 105 maintains an “A” as 90-100%; a “B” as 80-89%, and so on.
Portfolio/ Research paper /Reflective letter
1000 pts = 100%
Late Submission of Course Materials:
All course assignments should be submitted on time. If a student is unable to come to class, their assignment should still be submitted by email, no later than the start of time. If other arrangements must be made, student must call instructor before start of class, or expect point deduction for late work.
Classroom Rules of Conduct:
Throughout the course, you will have questions about assignments and other matters. You have several channels available to you for communicating course concerns with your instructor. Email is generally the most convenient channel, but you can contact me at 210-885-2015 during my office hours.
Habits of Mind of Academic Writers
Read/Discuss: Readings from Murray Chapter 1, and Cohen's Rhetorical Mode "Narration."
Write: Post introduction; begin writer’s journal .
Entering Academic Conversations
Read/Discuss: Readings from Cohen, Rhetorical Mode, "Argument/Persuasion" and "ProcessAnalysis." Murrary's chapter 2.
Write: 2 page resonse paper due #1. .
Focus on Focus
Read/Discuss: Readings from Murray chapter 4 and Cohen's Rhetorical Mode "Definition."
Write: Response paper #2 due. Peer review (please bring a draft of your midterm)
Development and Organization
Read/Discuss: Readings from Murray chapter 5, Cohen "Cause/Effect, and Reynolds and Rice texts.
Write:Midterm 5-7 papers, due at the beginning of class.
All Writing is Revising
Read/Discuss: Readings from Murray chapter 6 and Cohen "Compaison/Contrast."
Write: Response paper #4 due Peer Review
Read/Discuss: Readings from Murray chapter 8, and Raynolds and Rice.
Write: Response paper #5 due
Reflecting as a Writer
Read/Discuss: Readings from Reynolds and Rice text, Murray chapter 10&11
Assignment: Oral Presentation of research paper due.
Academic Research and Writing: Looking Ahead
Due: Core Assessment and Portfolio.
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:5/23/2011 9:21:12 PM