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


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

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

Semester

S1J 2013 IN

Faculty

Harrison Hartley

Title

Senior Adjunct Instructor/Academic Administrator (KC Metro. Area)

Degrees/Certificates

M.A. (English, Philosophy); Graduate Fellow, Univ. of MO - Columbia (British and American Literature/Philosophy)
B.S.Ed. (English, Social Sciences) MO Secondary Life Certification
B.A. (English,Psychology)

Office Location

Before and after class and by appointment; on the Internet through appropriate eCompanion couse sites ("Instructor's Office") and by Park email

Office Hours

Before and after class and by appointment; on the Internet throughout the week.

Daytime Phone

(816) 279-8100; leave your number for a prompt response.

E-Mail

Harrison.Hartley@park.edu

harrisonhartley@wildmail.com  (Use this if the Park site is down.)

Semester Dates

14 January - 10 March 2013; last day to drop: 1/21; last day to withdraw: 2/17.

Class Days

Monday

Class Time

5:30 - 10:00 PM.

Prerequisites

None.

Credit Hours

3


Textbook:

1. 50 Great Essays: A Portable Anthology Ed. by R. J. DiYanni (5th edition) Penguin/Pearson, 2013          
     ISBN 13: 978-0-321-84849-9         ISBN 10: 0-321-84849-7
 
 
2. Portfolio Keeping: A Guide for Students by Nedra Reynolds and Rich Rice (2nd edition)  Bedford/St.Martins, 2006      ISBN 0-312-41909-0
 
3. Easy Writer: A Pocket Reference by Andrea Lunsford (4th Edition Updated) Bedford/St.Martin's, 2010  ISBN 0-312-65031-0. 

4. The Craft of Revision by Donald M. Murray (5th edition) Thomson/Wadsworth, 2007   ISBN 0-8384-0715-3
 
NB: Easy Writer and Portfolio Keeping will be required for EN106.

Additional Resources:

Resources other than the required texts will be provided by the instructor or readily available at the McAfee Library, the public library, or on the internet. (NB: A word of caution - though this applies with somewhat greater force to EN106 and courses requiring more research - it is worth noting that internet sources are often HIGHLY SUSPECT and frequently will not be acceptable for academic support and documentation. Much will be said about this as we address the necessity of permanence as an aspect of a viable civilization and examine some ways by which each of us can avoid being bamboozled through sloppy, biased, or erroneous thinking.)

                                                      "Extraordinary claims require extraordinary evidence."
                                                                                   - Carl Sagan



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/.


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 academic 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:
     Writing is the most effective way of preserving information through time. It is hard work and should not be taken lightly because it provides a nearly permanent portrait of the writer's mind running naked in public, leaving few secrets! Though writing is serious business,"serious" doesn't mean "grim" and the production of good prose is almost universally satisfying. Because writing is eclectic, the course will be eclectic, including (as time permits) lectures, discussions, dramatic readings, demonstrations using artifacts from world cultures, video essays, vocabulary and concept exercises, and prescriptive grammar, documentation, and mechanics reviews. Some writing will be done in class, some may be submitted on the Internet through the online classroom, but the final versions of formal essays should be hard copy following the specifications indicated below. The overall goal of this session of EN 105 is to produce a body of work that shows clarity, intellectual integrity, and is of lasting significance to each writer.

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. In addition to the Core Learning Outcomes, class members who successfully complete this course will demonstrate the ability to use the four primary rhetorical modes with evidence of increasing skill;
  2. Demonstrate an increasingly subtle and thorough understanding of logical and rhetorical structures and aesthetic coherence in essays produced for the class and in essays read by the class;
  3. Show, both in writing and discussion, a growing capacity to apprehend and analyze purposes and arguments underlying the writing of others and respond appropriately;
  4. And produce a body of work that shows committment to the ideals of clarity, intellectual integrity, and significance.
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:

Writing assignments for this section of EN105 will include several impromptu essays (practice in "writing off the cuff" is an excellent survival tactic for examinations in other courses and can prove handy in general) as well as four longer formal essays (including the Core Assessment: a required portfolio piece selected and revised from one of the three others done previously plus a Reflective Essay), readings, exercises in observation and alanysis, discussion responses, and comprehensive mid-term and final examinations as indicated below. (Requirements of form are also described below in bold print.)
  NB: Through the multiple-draft/portfolio system, numbers of revisions are possible limited only by time, ambition, and energy. In this section of EN105, any essay may be continuously revised as long as there is sufficient opportunity for proper assessment.
 

Grading:

Entries below indicate point values easily converted to percents of the course grade.
 
Five "Journal" Exercises at 20 points each:                                                              100 points
Five Impromptu Essays at 20 points each:                                                               100 points
Midterm Examination (see elements below):                                                            50 points
Final Examination (see elements below):                                                                  50 points       
Formal Essay #1 (plus drafts):                                                                                100 points
Formal Essay #2 (plus drafts):                                                                                200 points
Formal Essay #3 (plus drafts):                                                                                200 points
Core Assessment Portfolio Essay:                                                                          150 points
Core Assessment Portfolio Reflective Essay:                                                            50 points
                                                                                                                             1000 points

                                                                                                                             For percent values, divide by 10;
                                                                                                                            see scale below.

GRADE SCALE: course evaluations will be based on the usual standard (90%& up=A, 80-89%=B, 70-79% =C, 60-69%=D) but the opportunity to rewrite essays any number of times within the current session and consideration of developmental trends compensate for the otherwise arbitrary nature of the fixed categories.
 
 

Late Submission of Course Materials:
Hard copy assignments may be submitted late with the instructor's permission for reasonable cause, but only if there is time to evaluate the work with appropriate care. Barring exceptional circumstances (hospitalization or asteroid impacts), all formal essays must have been completed and the portfolio and Core Assessment essay must be submitted by the last class meeting (4 March 2013).

Classroom Rules of Conduct:
Please remember to turn off cell 'phones or place them on silent notification mode. Class will break briefly to celebrate the amenities of civilization about 6:40 (for sustenance) and again about 8:15. If you wish to bring food or drink, please do so, and anyone who wishes to use a recorder or lap-top computer is also welcome to do so, but don't forget writing materials for notes, instructions, and impromptu work.



Course Topic/Dates/Assignments:

Topics listed after the class dates indicate subjects for thought and discussion. Writing assignments are indicated on the day they are first assigned and on the day they are to be submitted. Tests are noted in advance and on the date they will be taken and readings are noted for the current week by title or chapter this way: "DiYanni" for 50 Great Essays and "Reynolds" for Portfolio Keeping, etc. Essays assigned from other sources will be provided by the instructor or available on the internet or at the library. NB: we will be working with hard copies of the formal essays, but class members should keep computer copies of all work as well. (A portable thumb drive - also called a flash drive - is handy for this.)

NB:  All formal hard copy must be submitted on 8.5 X 11 inch unlined white paper in plain, black 12 point type (preferably Times New Roman) in an accepted format (preferably MLA). Online submissions must also reflect Standard English and all aspects of proper form (i.e. spelling, grammar, punctuation, and such). "Texting" abbreviations ("f2f," "lol" etc.) are NOT acceptable for academic work (here to include any communication relating to the class), and "emoticons" like the ubiquitous sideways "happy face" - as :) or ;)  are also inappropriate. Use standard English and proper spelling and punctuation at all times, please!  
 
                                                                       "Writing is thinking on paper."
                                                                                              - William Zinsser
 
Week 1: M 14 January                  The Writing on the Wall: 35,000 Years of Self-Definition
    (1) For Discussion: if you had no word for yourself, would you exist?. (2) "Walking to Work;" or how to find something to write about. (3) A reading from Barry Lopez' Of Wolves and Men, with "Father" by Jan Gray and "Grandma"  by Gerald Haslam. 4. Impromptu writing (in class) #1; journal assignment #1. For nest week, read Reynolds CH. 2, 4, 5; review selections from Murray as instructed, and essays from DiYanni: review pp. 1-29; read "Toys," p.57; "Naps," p. 137, and "The Company Man," p.128.    *Discussion: topic for essay 1; DRAFT 1 OF ESSAY 1 DUE NEXT WEEK.                  

Week2: M 21 January     Landscape and Inscape, or Sight to Insight: Observation, Description, and Discovery
     (1) A reading and discussion of Loren Eiseley's "The Angry Winter," Tobias Wolff's "On Being a Real Westerner," and  Annie Dillard's "Handed My Own Life;" some techniques of observation and integration, or how to turn life into art. (2) DRAFT 1 OF ESSAY 1 DUE. (3) Impromptu writing #2; instructions for journal assignment #2.  For next week, read Reynolds Ch. 6, 7; selections from Murray as instructed, and from DiYanni: "On Being a Man," p.253; "About Men," 104.       *Discuss: topics for essay #2, draft 1 of essay 2 due week 4.

Week 3:M 28 January        Establishing Linear Narration: Some Advice from "The Old Time Speech Teacher"
    (1) A poetic interlude (matters of metaphor and rhythm, prose and otherwise). (2)  The Meaning of "Meaning" (3) A Brief Introduction to Literary Criticism (OR: No, It Doesn't Just Mean What You Think It Means, Even in Wonderland!) 
                   "A Word," said Humpty-Dumpty, "means just what I choose it to mean, neither more nor less."
(4) Impromptu writing #3; instructions for journal exercize #3. (5) For next time, read Reynolds Ch. 8,9; Murray as assigned, and from DiYanni: "Of Studies," p.42; "On Self Respect," p.83; and "A Woman's Beauty: Put-Down or Power Source?" p237.   Discussion: progress on essay 2, DRAFT 1 OF ESSAY 2 DUE NEXT TIME; MIDTERM NEXT TIME, review tonight.  

Week 4:M  4 February:     The Subjective/Objective Problem: The Self as "A Piece of Work"
   MIDTERM!  *DRAFT 1 OF ESSAY 2 DUE. For next time, read from DiYanni: "Into the Electronic Millennium," p.54; "The World Is All That Is the Case," p. 219, and "Why I Went to the Woods," p. 264; and PREPARE A PROPOSAL FOR ESSAY 3. (We can briefly discuss possible topics if/as time permits.)       

Week 5:M 11 February:     "Life is what happens while you are busy making other plans."
                                                                                                     - John Lennon
   (1) PROPOSAL FOR ESSAY 3; draft #1 of Essay #3 due next time. (2) Making A Case (An Introduction to the Problems of Persuasion). (3) Impromptu writing #4; journal exercise #4 assigned. For next time read from DiYanni: "Why We Crave Horror Movies," p. 149; "Body Rituals Among the Nacirema," p. 187, and "A Modest Proposal," p.245.      
   

Week 6:M  18 February:     Why I Wouldn't Belong to a Club That Would Accept Me As a Member
                                                       OR: A Further Discussion of Argument and Persuasion
    (1) ESSAY 3, DRAFT 1 DUE NOW. (2) Begin assembling the Core Assessment material for the portfolio. For next time, make your own selection of readings from DiYanni as directed as a base for journal exercise #5. (3) Presentation of an excerpt from Loren Eiseley's The Night Country followed by impromptu writing #5.

Week 7:M 25 February:             "In order to write about life, first you must live it."
                                                                                      - Ernest Hemingway
(1) CHECK FINAL DRAFT OF ESSAY 3. (2) Workshop: Core Asessment Reflective Essay and overall portfolio arrangement and contents. (3) As time permits, discussion of selected readings and problems from last week's assigned selections. For next time, ALL in class work due; FINAL EXAMINATION in class, (review tonight).


Week 8:M 4 March:                             "Don't get it right, just get it written!"
                                                                                            - James Thurber
    (1) Discussion: questions and comments on assigned readings. (2) Some things to expect in EN 106.  (3) Last minute review for EN 105 final. (4) *Portfolio (Core Assessment Essay and Reflective Essay) due now; (5) final examination (for this course, that is).


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 2011-2012 Undergraduate Catalog Page 95-96
All University rules governing academic integrity will be strictly enforced.

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 2011-2012 Undergraduate Catalog Page 95
Plagiarism occurs in three forms: global, incremental, and patchwork, and in all three, it is stealing. Avoid even the appearance of it; it is actionable and Park University has zero tolerance for it.

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 2011-2012 Undergraduate Catalog Page 98
An education is the one thing Americans seem willing to pay for and not get. Having paid for EN105 and a certain implied product, why not come and collect? If you must come late, do so. (MUCH better late than never!) If you know in advance you must miss, discuss it with the instructor and plan how to fill in the gaps. If the absence is unplanned, communicate with the instructor as fast as possible to have the absence recorded as "Excused" and to find ways to catch up. NB: Although no specific number of "points" is assigned for attendance, inability to be in class and keep up with the work - for whatever cause - is almost the only block to reasonable success. This instructor is committed to adapting as much as possible to unavoidable circumstances, but in the end, each class member must honor the commitment of time necessary to fulfill course obligations. NB: If you must be absent for work or military duty, copies of travel orders should be submitted to the instructor or the campus center director.

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 .
Any appropriate adjustments to the room arrangement or general class environment that will be academically helpful to class members should be suggested to the instructor and acceptable accommodations will be made as soon as possible.

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 reflective essay is present in the portfolio, or guidelines are not followed. 
Development                                                                                                                                                                                                                                                
Outcomes
1, 2, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
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 reflective essay is present in the portfolio, 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 reflective essay is present in the portfolio, or guidelines are not followed. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1, 2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
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 reflective essay is present in the portfolio, 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 reflective essay is present in the portfolio, 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 reflective essay is present in the portfolio, or guidelines are not followed. 
Rhetorical Strategies                                                                                                                                                                                                                                      
Outcomes
1,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
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 reflective essay is present in the portfolio, or guidelines are not followed. 

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Last Updated:12/8/2012 12:23:57 AM