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


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

U1T 2011 DLA

Faculty

Cynthia Whitesel, Ph.D.

Title

Senior Instructor, Adjunct

Degrees/Certificates

Ph.D. Education Policy Studies, Curriculum Theory, and Leadership
MA Comparative Literature
BA Comparative Literature

Office Location

online in Nottingham, PA

Office Hours

anytime 24/7 via chat or email

Daytime Phone

610-998-0302 Call after 9:00 a.m. and before 9:00 p.m. Eastern TZ

Other Phone

610-613-5653 (Verizon cell phone less reliable)

E-Mail

Cynthia.Whitesel@park.edu

whitesel@zoominternet.net

Web Page

http://www.gothedistanceonline.com

Semester Dates

06/06/2011 - 07/31/2011

Class Days

TBA - online

Class Time

TBA - online

Credit Hours

3


Textbook:
Text: 50 Essays: A Portable Anthology.
Cohen, Ed. 3rd. Ed. Bedford St. Martins, 2011.
ISBN-10: 0-312-60965-5 or ISBN-13: 978-0-312-60965-8

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

Text: Portfolio Keeping, 2d Ed.,
Reynolds and Rice, Bedford St. Martins, 2009.
ISBN: 0-312-41909-0.

Text: Easy Writer: A Pocket Reference, 4th Ed.,
Author: Lunsford, Bedford St. Martins, 2009.
ISBN: 0-312-43309-3.

Textbooks can be purchased through the MBS bookstore

Additional Resources:
Additional resources are posted in the classroom and in the Webliography.

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


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 reflected in guiding you through this course experience, being available to you when you have questions or need some additional help, and assisting you in your efforts toward success. Together, we will explore writing and ideas about writing, critical thinking and writing, and writing to think. This course will help you find your own writing voice. In this class, we use journals, collaborative discussions, dialogue, written work, peer reviews, and revisions to help you practice your new learning and understanding. I believe it is important for students to take a proactive stance when it comes to seeking out guidance. When I give you comments on each of your essays, I emphasize different aspects of writing, not just grammar and mechanics, but also development, organization, style, diction, and tone. Emphasis is placed on class discussions as part of the critical thinking and writing process.

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,
  • Five substantial writing assignments, two of which incorporate deep revision,
  • A summative "best works" portfolio including the student's strongest essay, artifacts related to the writing process, and a reflective introductory essay,
  • Two peer review activities,
  • A weekly "writer's journal,"
  • A final examination.

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.

COMPONENT
WEEK(S) DUE
POINTS/PERCENTAGE
Weekly Discussions
W1-W8 ongoing
20/ea = 160 pts = 15 %
Peer Reviews
W5 & W6
25/ea = 50 pts = 5%
Essays
W2-W4
100/ea = 300 pts = 30%
Revision(ed) Essays
W5 & W6
75/ea = 150 pts = 15%
Portfolio
W7
200/ea = 200 pts = 20%
Writer’s Journal
Weekly/ongoing
12.5/ea = 100 pts = 10%
Final Examination
W8
50/ea = 50 pts = 5%
TOTAL
1000 pts = 100%
 

Late Submission of Course Materials:

Your work is due on the given due dates for the assignments. I give a 24-hour grace period to submit assignments to accommodate Internet problems, work schedules, deployment issues, and family issues that may arise. Late work turned in three days late or more may be penalized one letter grade. Once an assignment is one week late, it will not be accepted. Late assignments may receive only a grade and very few general comments from me.   

If you must be late with an assignment, you must contact me before the assignment is due so we can work out a due date.   
 
Incompletes are discouraged in this class. Once the class is over, the online class and resources are no longer available.  

Classroom Rules of Conduct:

We will treat one another with respect in our postings, discussions, and emails. All peer reviews will be constructive, respectful, and authentic in content. Students, please address one another by name and sign your own name, since the threads can be confusing.

Course Topic/Dates/Assignments:

Below you will find a thumbnail sketch of the course’s major topics, readings, and assignments. You can find details about reading and writing assignments, including due dates, in the weekly unit content. For information about how your work will be assessed, please refer to the “Grading and Assessment” content item under Course Home.
 

Week

Topic

Activities, Assignments


Week 1


Active Reading, Critical Thinking, Effective Writing


Read/Discuss
: Readings from Murray and Reynolds and Rice, additional reading located in “Document Sharing.”

Write: Post introduction; begin writer’s journal. Week 1 journal is due each Saturday at noon.  


Week 2


Rhetorical Analysis and Persuasion


Read/Discuss
: Readings from Cohen and Lunsford texts.

Proctor Form will be available! Be sure to set up your proctor approval early!

Write: Essay #1 due at noon on Sunday.
Week 2 Journal due at noon on Saturday.


Week 3


Focus on Focus


Read/Discuss
: Readings from Murray and Cohen texts.

Write: Essay #2 due at noon on Sunday.
Week 3 Journal due at noon on Saturday.


Week 4


Development and Organization


Read/Discuss
: Readings from Murray, Cohen, and Reynolds and Rice texts.

Write: Essay #3 due at noon on Sunday.
Week 4 Journal due at noon on Saturday.


Week 5


All Writing is Revising


Read/Discuss
: Readings from Murray and Lunsford texts, additional readings located in “Document Sharing.”

Write: Revision #1 due at noon on Sunday.
Week 5 Journal due at noon on Saturday.


Week 6


Clarity


Read/Discuss
: Readings from Murray text.

Write: Revision #2 due at noon on Sunday.
Week 6 Journal due at noon on Sunday.


Week 7


Reflecting as a Writer


Read/Discuss
: Readings from Reynolds and Rice text.

Write: Portfolio due at noon on Sunday.
Week 7 Journal is due at noon on Saturday.


Week 8


Academic Research and Writing: Looking Ahead


Read/Discuss
: Reading located in “Document Sharing.”

Write: Final Exam (taken in-person with approved proctor). Final exam guidance is provided.
Week 8 Journal is due at noon on Saturday.

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
It is considered dishonest to turn in papers that you have written for another class or to have someone else write your paper for you. Acceptable tutors are those sanctioned by Park University only. If you have any questions about tutors, please discuss with the instructor.

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
I do have plagiarism checking software and will use it if necessary.

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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2010-2011 Undergraduate Catalog Page 95-96
You should plan on coming to class at the beginning of each week to see what is due that week and when it is due. Checking in early and frequently is important to your success!

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 .

Additional Information:

A few more paths to success:

 

1. If this is your first online class, please identify yourself to your professor in an email to the professor.

 

2. Ask your professor for help when you can't solve a problem yourself. Call, if necessary!

 

3. Stay on task and on schedule, as timeliness is important to your success.

 

4. Read all the posted materials, print copies for yourself, put them in a notebook, and refer to them frequently, especially at the beginning of the week. Refreshing your memory frequently will help you be more in control of your work and success.

 

5. Enjoy the class and your academic journey!



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:5/21/2011 11:01:28 AM