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


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 Writing Seminar I: Critical Reading, Writing and Thinking Across Contexts

Semester

U1B2 2011 BL

Faculty

Morales, Nadia H.

Title

Adjunct Professor

Degrees/Certificates

B.A. English and American Literature, University of Texas at El Paso
M.A. English and American Literature, University of Texas at El Paso

Office Hours

Before or After class or with an appointment

Daytime Phone

915-491-5185

Other Phone

915-307-3964

E-Mail

Nadia.Morales@park.edu

Semester Dates

May 16, 2011 to June 24, 2011

Class Days

-M-T-W---

Class Time

5:00 - 7:30 PM

Credit Hours

3


Textbook:

 50 Essays: A Portable Anthology. Editor: Samuel Cohen. 3rd Ed. (2011) Bedford: St. Martins, 2007.

ISBN -10: 0-312-60965-5
ISBN -13: 978-0-312-60965-8


Lunsford, Andrea. Easy Writer: A Pocket Reference. 4th Ed. Boston: Bedford/St. Martins, 2010.

ISBN:  0-312-55425-7

Murray, Donald M. The Craft of Revision. Massachussets: Wadsworth Cengage Learning, 2004.

ISBN -13: 978-0-8384-0715-8
 

Reynolds, Nedra and Rice, Rich. Portfolio Keeping. Boston: Bedford/St. Martins, 2006.

ISBN -13:  978-0-312-41909-7

 




Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

De Yanni, Robert and Hoy, Pat C. The Scribner Handbook For Writers. New York: Pearson, 2004. See instructor
 
 
Cazort, Douglas. Under The Grammar Hammer. Los Angeles: RGA, 1992. See instructor
 
 


 

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Course Description:
EN 105 First Year Writing Seminar I: Critical Reading, Writing and Thinking Across Contexts: As an introduction to the recursive processes of writing, the course will emphasize discovery and writing-as-thinking. Students will engage various personal and academic genres, with attention to analyzing the audience and purpose of different writing situations. Course readings expose students to a variety of genres and topics from a range of cultural contexts in order to promote critical thinking and dialogue. Peer response, reflection and revision are emphasized through a summative course portfolio. 
 
 
 

Educational Philosophy:
In this course, we will examine a diverse range of scholarly writings presented through multiple contexts. The student's task is to sort through the material, analyze it, cross reference, consider motivations and contexts and derive your own conclusions based upon the empirical evidence available. The environment is optimal for students and teachers when all maintain objectivity and voice opinions in a manner that considers the feelings of others. The purpose of education is discovery, growth and the cultivation of thinking processes. It is my wish that this class will provide an environment which will facilitate the creation of new ideas while students learn the skills needed to develop and validate these ideas. To that aim, we move forward with the understanding that no one will initiate an avenue of discourse that might be offensive to fellow students. Civility and consideration for others is the priority. Above all, this class will facilitate an exchange of ideas - a dialogue, if you will, and it is my intention to learn as much from my students as they might learn from me. I look forward to working with you this semester.

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.


  Instructor Learning Outcomes
  1. Learn to analyze information and form opinions.
  2. Justify opinions in formal essays by writing about personal experience
  3. Learn to apply inductive and deductive reasoning skills to formal and informal writing assignments.
  4. Learn to use close-reading strategies
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:

Four analytical essays - 10 points each  (each must be three pages long)
 
Total for Analytical Essays = 40 points  (40%)
 
Reflective Essay - 20 points (two pages)  (20%)
 
Portfolio - 20 points   (20%)
 
Final analytical essay = 20 points  (20%)  (Three pages)
 

Grading:

 
Grading Scale:  Point Scale 
 
A=  90-100
B=  80-89
C=  79-70
D=  69-60
F=  below 60

Percentages:  
    
90% to 100%  =  A

80% to 89%    =  B

70%  to 79%   =  C

69%  to  60%  =  D

59% and below =  F

Late Submission of Course Materials:
Under ordinary circumstances no late work will be accepted. Extreme circumstances must be verified with the appropriate documentation. 

Classroom Rules of Conduct:
All will conduct themselves in a civil manner that is appropriate for a classroom environment. All will respect the rights and feelings of others. 


It is imperative that all students arrive to class on time, come prepared, stay for the entire allotted time and participate in class discussions. 





Course Topic/Dates/Assignments:
Week One  


Class 1:    Introduction and Discussion of Handouts and Course materials

Class 2:    Read: A Portable Anthology 1-20 and 1-24 The Craft of Revision  

Class 3:    A Portable Anthology  21-45  and   25-43  The Craft of Revision

Week Two

Class 1:   A Portable Anthology 46-71 and 44-74 The Craft of Revision  

Class 2:   A Portable Anthology 72-105  and  75-118  The Craft of Revision

Class 3:   A Portable Anthology 106-128  and  119- 132  The Craft of Revision

Essay #1 due: "Why Don't We Complain?" by William F. Buckley p.76 A Portable Anthology

Week Three

Class 1:  A Portable Anthology 129- 158 and 133-165 The Craft of Revision

Class 2:  A Portable Anthology 159 -178 and 166-193 The Craft of Revision

Class 3:  A Portable Anthology 179-202  and 194-215  The Craft of Revision

Essay #2 due  "Letter From A Birmingham Jail" by Dr. Martin Luther King Jr. p. 203 A Portable Anthology



Week Four

Class 1:  A Portable Anthology 203-220 and 216-251 The Craft of Revision

Class 2:  A Portable Anthology 221-233 and 252 to end The Craft of Revision

Class 3:  A Portable Anthology 234-272

Essay #3  "On Being A Cripple" by Nancy Mairs p. 244 A Portable Anthology

Week Five

Class 1: A Portable Anthology 272- 306   The scholarly article for the Final Analytical Essay will be distributed in class. 
 
Class 2:  A Portable Anthology 307 - 358

Class 3:  A Portable Anthology 359-395

Essay #4 "Shooting An Elephant" by George Orwell  p.284  A Portable Anthology

Week Six

Class 1: A Portable Anthology 396-430  Portfolio with included Reflective Essay Due  

Class 2: A Portable Anthology 431-end

Class 3:  WCT Preparation -  Final Analytical Essay 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 .

Additional Information:







































































Bibliography:



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:5/10/2011 10:52:01 AM