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


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

S1Z 2013 ML

Faculty

Wilcox, Karen Marie

Title

Adjunct English Instructor

Degrees/Certificates

MA in English from Montana State University-Bozeman
BA in English from Montana State University-Bozeman

Daytime Phone

406-899-5860 (cell)

Other Phone

406-452-0587 (home)

E-Mail

karen.wilcox@park.edu

karen.wilcox@msugf.edu

Semester Dates

14 January 2012 - 10 March 2012

Class Days

--T-R--

Class Time

5:00 - 7:30 PM

Credit Hours

3


Textbook:
 

Rosa, A., and Eschholz, P. (2012). Models for Writers: Short Essays for Composition. (11th ed.). Boston: Bedford/St. Martin’s. 10: 0-312-55217-3, or 13: 978-0-312-55217

Lunsford, A. A. (2009). Easy Writer: A Pocket Reference. (4th  ed.). Boston: Bedford/St. Martin’s.10: 0-312-58388-5 or 13: 978-0-312-58388-0

Murray, D. M. (2004). The Craft of Revision (5th ed.). Boston: Wadsworth. 10: 0-8384-0715-3 or 13: 978-0-8384-0715-8

Reynolds, N., & Rice, R. (2006) Portfolio Keeping: A Guide for Students. (2nd ed.). Boston: Bedford/St. Martin’s. 10: 0-312-41909-0 or 13: 978-0-312-41909-7

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
 

A three-ring binder is helpful for portfolio items as we progress through the term.

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 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:
 

Learning to write clearly, to communicate effectively, and to think critically enables students to identify and clarify their own beliefs, thoughts, and reactions, leading to personal and professional success and empowerment. Teaching techniques will revolve around lecture, group discussion, group exercises, and individual demonstration/ performance exercises.

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:
 

·         Three personal essays

·         Class participation & homework via reader-writer response journal entries, functioning as a writer’s notebook

·         Portfolio assessment (prewriting, rough drafting, and revising for essays; collection and organization of class materials, self-reflection, in-class writings)

·         The Core Assessment, showing significant revision of one essay +  The final Reflective Portfolio essay

Grading:
 

·         300 points       3 personal essays

·           70 points       Reader/Writer Response Journal (homework/in-class participation)  

·         250 points       Portfolio assessment (pre-writings, rough drafts, peer reviews, the core assessment revision essay and final/reflective essay as well as in-class activities)

Late Submission of Course Materials:
 

Assignments will be handed in on the assigned date unless a prior agreement has been made with the instructor. All class assignments will be completed on or before the last day of the term. No exceptions.

Classroom Rules of Conduct:
 

Please view documents for point bearing assignments in the left-hand menu at the parkonline.org site under each week, and also check the Announcements & Doc Sharing tab for additional messages and documents.

If you miss the first day of class, view the introductory PowerPoint in the Announcements section of the online classroom.

To submit assignments via the Dropbox, use the tab at the top of the page in the online classroom.

  • Click on the link in the upper left-hand corner, which says “Submit Assignments.”
  • Use the pull-down menu to see all of the “baskets” or assignments.
  • Choose the one you desire, and follow the 3-step process to submit:
    • Browse your computer for your file.
    • Attach as many parts of the assignment as you need; hopefully you have everything in one file.
    • Submit/send.
  • If you don’t follow all the steps, your assignments may not be submitted for grading.
  • Check back often to look for a grade and comments. Click on the + sign to expand my comments; or you can go to the Gradebook, and click on the link for each grade to see comments from your instructor.


 Come to class every night with all of your hard copies of any journals and drafts of your papers for workshop time.

Session 1: 4 June, Tuesday

Reading (to be done before class): Lunsford, Ch. 1 (“A Writer’s Choices”) & 2 (“Exploring, Planning, & Drafting”); Rosa and Eschholz (pp. 12-14).

In-Class Activities: 1) introduction to class--active reading and writing; how to find and support a thesis, 2) review of syllabus and assignments for the term; 3) how to write the journal entries for the term.

Look for the thesis worksheet in the Doc Sharing, and also the Rosa and Eschholz text (pp. 12-14, 81-83) if you have questions about the thesis.

See the Journal Entry assignment for the term in the left-hand menu under Week 1; also see additional documents in the Doc Sharing area.

______________________________________________________________________________

Session 2: 6 June, Thursday

Reading (to be done before class): The Introduction in Reynolds and Rice, pp. 1-7; Rosa and Eschholz, pp. 400-402—intro to Essay 1; Eudora Welty’s “The Corner Store” (in the Rosa and Eschholz reader, pp. 402-405); briefly, Lunsford, Ch. 43 at the end, for document format.

In-Class Activities: 1) an overview of thesis statements & outlines; 2) 1st personal essay assignment + prewriting in class; 3) discussing the readings and how to format an academic essay.

Assignments Due: Journal Entry 1 (based on Lunsford, Rosa and Eschholz or Reynolds and Rice-- see the handout on “Journal Entries” assignment at the http://parkonline.org site in the left-hand menu for each week.

Be prepared to share from your journal in class. See the Doc Sharing area for additional documents.

______________________________________________________________________________

Session 3: 11 June, Tuesday

Reading (to be done before class): Reynolds & Rice, Ch. 4 on working with others; student essay— Zoe Ockenga’s “The Excuse ‘Not To’” in the Rosa and Eschholz reader (pp. 63-67).  Always check the Doc Sharing area for additional documents.

In-Class Activities: 1) Discussing other elements of the writing situation—coherence, unity, style, voice; 2) 1st rough draft workshop for Essay 1, focusing on unity; 3) discussing the readings; 4) learning how to revise and peer review essays.

 Assignments Due: Rough draft of the 1st essay + outline—Bring a hard copy to class.  

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there. You’ll receive points for your rough draft, and then for reviewing your peer’s paper (if done carefully and thoroughly).

______________________________________________________________________________

Session 4: 13 June, Thursday

Reading (to be done before class): Murray, Chapter 1; Reynolds & Rice, pp. 8-16.

In-Class Activities: 1) 2nd rough draft workshop for Essay 1—bring the same draft from the previous session; 2) discussing the readings—applying it to specific student writings & practice; sharing journal entries in class.

Assignments Due: J. E. 2, based on any of the readings for the week—this journal entry also needs to be posted at the Threaded Discussion at the http://parkonline.org site—respond to two of your peers’ journals as well; come to class with the same rough draft of the 1st personal essay.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

______________________________________________________________________________

Session 5: 18 June, Tuesday

Reading (to be done before class): Reynolds & Rice, Ch. 3, on reflective writing; Lunsford, Ch. 16 + the “Find It, Fix It” (pp. 1-10); Lunsford, Ch.15. Always check the Doc Sharing area for additional documents.

In-Class Activities: 1) How to write an in-class essay exam and respond to a paper prompt for the 2nd/Midterm In-Class Essay; 2) discussing the readings and applying to student papers, starting unit on medium-scale work on sentence style; 3) completing the postwrite for Essay 1 in class.

Assignments Due: 2nd draft of the 1st essay to be turned in for instructor comments and grade. Submit this assignment to the Dropbox at the http://parkonline.org site.

______________________________________________________________________________

Session 6: 20 June, Thursday

Reading (to be done before class): Rosa and Eschholz, pp. 483-487—Intro to Essay 2; Mark Twain’s “Two Ways of Seeing a River,” (pp. 488-491 in the Rosa and Eschholz reader); Lunsford, Ch. 14 & 16.

In-Class Activities: 1) discussing Twain’s essay; 2) discussing the midterm/2nd personal essay assignment; 3) completing a prewriting in class; 4) discussing Lunsford’s chapters on “Consistency and Completeness” and “Conciseness.”

Assignments Due: J.E. 3. Submit this assignment to the Dropbox at the http://parkonline.org site and be prepared to share your insights in class.

____________________________________________________________________________

Session 7: 25 June, Tuesday

Readings: Rosa and Eschholz  (pp. 193-196) on using transitions and (pp. 217-221) on “Effective Sentences; Reynolds & Rice, pp. 27-31. Always check the Doc Sharing area for additional documents.

In-Class Activities: 1) 1st rough draft workshop for the in-class 2nd (Midterm) personal essay—bring hard copy to class; 2) discussing the readings and applying to rough drafts in a workshop.

Assignments Due: rough draft of in-class midterm essay—typed + outline. Bring that hard copy to class for the peer review.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there. This should be done early in the week. Do not wait until Sunday to do so.

______________________________________________________________________________

Session 8: 27 June, Thursday

Reading (to be done before class): Murray (pp. 194-195, 199-200); Barati Mukherjee’s “Two Ways to Belong in America” in the Rosa and Eschholz reader (pp. 493-497—in the 10th edition—look for page 126); Lunsford, Ch. 17, on parallelism.

In-Class Activity: 1) 2nd rough draft workshop for the in-class 2nd/Midterm personal essay—bring the same hard copy draft from the previous session; 2) discussion of the readings.

Assignments Due: Bring the same rough draft of the 2nd Essay; Journal Entry 4 based on the readings for the week. Submit the journal entry to the Dropbox at the http://parkonline.org site.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

_____________________________________________________________________________

Session 9: 2 July, Tuesday

In-Class Activity/Assignments Due: (2nd draft of 2nd Essayto be turned in at the end of class for instructor comments and grade) In-class midterm essay exam to be written during class. Bring your outline to class, and write your essay on blank paper during class. If you miss class, you’ll need to contact the Park U. office and take the exam in a proctored setting. (This is the 2nd draft of the rough draft which you worked on last week.)

Pick up the assignment for Essay 3 if you will be gone on the 4th. Rough drafts are due next Tuesday regardless of absences.

______________________________________________________________________________

Session 10: 4 July, Thursday

Reading (to be done before class): Rosa and Eschholz (pp. 553-558) –Martin Luther King, Jr.’s “I Have a Dream”; Lunsford, Ch. 3 on “Critical Thinking and Argument.” Always check the Doc Sharing area for additional documents.

In-Class Activities: 1) Postwrite for Essay 2 in class; 2) introduction to argument/refutation of the opposition + activities; discussing Personal Essay 3 assignment; completing prewriting in class.

Assignments Due: Journal Entry 5 (based on the readings for this week). Submit the journal entry to the Dropbox at the http://parkonline.org site.

If you miss class, review the materials for the 3rd essay—in the left-hand menu of the home page, under Week 5 and the Doc Sharing section of the http://parkonline.org site. These materials will help you to prepare for the rough draft.

Submit the prewriting for Essay 3 in the Dropbox as well as the postwrite on Essay 2.

______________________________________________________________________________

Session 11: 9 July, Tuesday

Reading (to be done before class): Mary Sherry’s “In Praise of the ‘F’ Word” (pp. 564-568 in the Rosa and Eschholz reader); Lunsford, Ch. 19 (“Commas”) & 20 (“Semicolons”). Always check the Doc Sharing area for additional documents.

In-Class Activities: 1) Discussing Sherry’s essay, looking for argumentative techniques; 2) 1st rough draft workshop for the 3rd personal essay—bring a hard copy for the peer review; 3) discussing readings, practicing samples.

Assignments Due: Rough draft of the 3rd personal essay + outline. Post these items to the Threaded Discussion at the http://parkonline.org site.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

______________________________________________________________________________

Session 12: 11 July, Thursday

Readings (to be done before class): Rosa and Eschholz (pp. 283-287)—“Diction and Tone.” Reynolds & Rice, Ch. 7 & 9.

In-Class Activities: 1) 2nd rough draft workshop for argumentative essay—bring a hard copy to class for the peer review; 2) discussing the readings and applying to student work.

Assignment Due:  Bring the same rough draft of the 3rd essay to class; J.E. 6, based on any of the readings for the week. Submit these items to the Dropbox at the http://parkonline.org site.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

 _____________________________________________________________________________

Session 13: 16 July, Tuesday

Reading (to be done before class): Murray, Ch. 10, “Rewrite with Clarity”; Rosa and Eschholz (pp. 20-42) on revision and editing.

In-Class Activities: 1) Postwrite on Essay 3; 2) discussing requirements for core assessment revision + working on the revision plan in class for the CORE ASSESSMENT; workshop session for the core assessment/revision assignment—bring a hard copy of the paper you’d like to revise to class and we will work on the revision plan in class.

Assignments Due: 2nd draft of the 3rd essay for instructor comments and grade; postwrite on Essay 3. Submit to the Dropbox at the http://parkonline.org site.

______________________________________________________________________________

Session 14:  18 July, Thursday

Reading (to be done before class): Reynolds and Rice, Ch. 8; Rosa and Eschholz (pp. 678-690)—“Glossary of Useful Terms” which can help you with your core assessment revision plan and reflective essay.

In-Class Activities: 1) discussing the Reflective Final In-Class essay for the portfolio, which will be the final/in-class essay; 2) prewriting for the reflective essay; 3) discussing Reynolds and Rice on the Reflective components of the portfolio; 4) showing the vocabulary of the EN 105 classroom, and how it can enhance the Reflective essay.  

.Assignments Due: J.E. 7, based on the readings for this week. ­­­­­­­______________________________________________________________________________

Session 15: 23 July, Tuesday

In-Class Activities: 1) Oral recitation for exit interview questions in small groups; 2) informal presentations of Core Assessment—what changes were made? How do we know this is a better paper than before?—and advice to new 105-ers for the future; 3) peer review for the reflective essay.

Assignments Due: Final draft of the Core Assessment revision paper + revision plan and artifacts for a grade.

______________________________________________________________________________

Session 16:  25 July, Thursday

In-Class Activities: Final Reflective Essay in-class exam. Bring your outline and blank paper. See the assignment in the left-hand menu for Week 7 and 8.

All class materials must be turned in at this time for a grade. No Exceptions.

Course Topic/Dates/Assignments:
 

Please view documents for point bearing assignments in the left-hand menu at the parkonline.org site under each week, and also check the Announcements & Doc Sharing tab for additional messages and documents.

If you miss the first day of class, view the introductory PowerPoint in the Announcements section of the online classroom.

To submit assignments via the Dropbox, use the tab at the top of the page in the online classroom.

  • Click on the link in the upper left-hand corner, which says “Submit Assignments.”
  • Use the pull-down menu to see all of the “baskets” or assignments.
  • Choose the one you desire, and follow the 3-step process to submit:
    • Browse your computer for your file.
    • Attach as many parts of the assignment as you need; hopefully you have everything in one file.
    • Submit/send.
  • If you don’t follow all the steps, your assignments may not be submitted for grading.
  • Check back often to look for a grade and comments. Click on the + sign to expand my comments; or you can go to the Gradebook, and click on the link for each grade to see comments from your instructor.


 Come to class every night with all of your hard copies of any journals and drafts of your papers for workshop time.

Session 1: 15 January,Tuesday

Reading (to be done before class): Lunsford, Ch. 1 (“A Writer’s Choices”) & 2 (“Exploring, Planning, & Drafting”); Rosa and Eschholz (pp. 12-14).

In-Class Activities: 1) introduction to class--active reading and writing; how to find and support a thesis, 2) review of syllabus and assignments for the term.

Look for the thesis worksheet in the Doc Sharing, and also the Rosa and Eschholz text (pp. 12-14, 81-83) if you have questions about the thesis.

See the Journal Entry assignment for the term in the left-hand menu under Week 1; also see additional documents in the Doc Sharing area.

______________________________________________________________________________

Session 2: 17 January, Thursday

Reading (to be done before class): Murray, Ch. 1, and the Introduction in Reynolds and Rice, pp. 1-7; Rosa and Eschholz, pp. 400-402—intro to Essay 1; briefly, Lunsford, Ch. 43 at the end, for document format.

In-Class Activities: 1) an overview of thesis statements & outlines; 2) 1st personal essay assignment + prewriting in class; 3) discussing the readings.

Assignments Due: Journal Entry 1 (based on Murray, Lunsford, Rosa and Eschholz or Reynolds and Rice-- see the handout on “Journal Entries” assignment at the http://parkonline.org site in the left-hand menu for each week.

Be prepared to share from your journal in class. See the Doc Sharing area for additional documents.

______________________________________________________________________________

Session 3: 22 January, Tuesday

Reading (to be done before class): Reynolds & Rice, Ch. 4 on working with others; Eudora Welty’s “The Corner Store” (in the Rosa and Eschholz reader, pp. 402-405).  Always check the Doc Sharing area for additional documents.

In-Class Activities: 1) Discussing other elements of the writing situation—coherence, unity, style, voice; 2) 1st rough draft workshop for Essay 1, focusing on unity; 3) discussing the readings; 4) learning how to revise and peer review essays.

 Assignments Due: Rough draft of the 1st essay + outline—Bring a hard copy to class.  

Also, submit these items to the Dropbox at the http://parkonline.org site.  If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

______________________________________________________________________________

Session 4: 24 January, Thursday

Reading (to be done before class): Murray, Chapter 2; Joanne Lipman’s “And the Orchestra Played On” in the Rosa and Eschholz reader (pp. 407-411); Reynolds & Rice, pp. 8-16.

In-Class Activities: 1) 2nd rough draft workshop for Essay 1—bring the same draft from the previous session; 2) discussing the readings—applying it to specific student writings & practice; sharing journal entries in class.

Assignments Due: J. E. 2, based on any of the readings for the week—this journal entry also needs to be posted at the Threaded Discussion at the http://parkonline.org site—respond to two of your peers’ journals as well; come to class with the same rough draft of the 1st personal essay.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

______________________________________________________________________________

Session 5: 29 January, Tuesday

Reading (to be done before class): Reynolds & Rice, Ch. 3, on reflective writing; Lunsford, Ch. 16 + the “Find It, Fix It” (pp. 1-10); Lunsford, Ch.15. Always check the Doc Sharing area for additional documents.

In-Class Activities: 1) How to write an in-class essay exam and respond to a paper prompt for the 2nd/Midterm In-Class Essay; 2) discussing the readings and applying to student papers, starting unit on medium-scale work on sentence style.

Assignments Due: 2nd draft of the 1st essay to be turned in for instructor comments and grade. Submit this assignment to the Dropbox at the http://parkonline.org site.

______________________________________________________________________________

Session 6: 31 January, Thursday

Reading (to be done before class): Rosa and Eschholz, pp. 483-487—Intro to Essay 2; Mark Twain’s “Two Ways of Seeing a River,” (pp. 488-491 in the Rosa and Eschholz reader); Lunsford, Ch. 14 & 16.

In-Class Activities: 1) discussing Twain’s essay; 2) discussing the midterm/2nd personal essay assignment; 3) completing a prewriting in class; 4) discussing Lunsford’s chapters on “Consistency and Completeness” and “Conciseness.”

Assignments Due: J.E. 3. Submit this assignment to the Dropbox at the http://parkonline.org site.

____________________________________________________________________________

Session 7: 5 February, Tuesday

Readings: Rosa and Eschholz  (pp. 193-196) on using transitions and (pp. 217-221) on “Effective Sentences; Reynolds & Rice, pp. 27-31. Always check the Doc Sharing area for additional documents.

In-Class Activities: 1) 1st rough draft workshop for the in-class 2nd (Midterm) personal essay—bring hard copy to class; 2) discussing the readings and applying to rough drafts in a workshop.

Assignments Due: rough draft of in-class midterm essay—typed + outline. Submit these items to the Dropbox at the http://parkonline.org site, and bring that hard copy to class for the peer review.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

______________________________________________________________________________

Session 8: 7 February, Thursday

Reading (to be done before class): Murray (pp. 194-195, 199-200; Barati Mukherjee’s “Two Ways to Belong in America” in the Rosa and Eschholz reader (pp. 493-497); Lunsford, Ch. 17, on parallelism.

In-Class Activity: 1) 2nd rough draft workshop for the in-class 2nd/Midterm personal essay—bring the same hard copy draft from the previous session; 2) discussion of the readings.

Assignments Due: Bring the same rough draft of the 2nd Essay; Journal Entry 4 based on the readings for the week. Submit the journal entry to the Dropbox at the http://parkonline.org site.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

_____________________________________________________________________________

Session 9: 12 February, Tuesday

In-Class Activity/Assignments Due: (2nd draft of 2nd Essayto be turned in at the end of class for instructor comments and grade) In-class midterm essay exam to be written during class. Bring your outline to class, and write your essay on blank paper during class. If you miss class, you’ll need to contact the Park U. office and take the exam in a proctored setting. (This is the 2nd draft of the rough draft which you worked on last week.)

______________________________________________________________________________

Session 10: 14 February, Thursday

Reading (to be done before class): Rosa and Eschholz (pp. 539-546)—Intro to Essay 3; Lunsford, Ch. 3 on “Critical Thinking and Argument.” Always check the Doc Sharing area for additional documents

In-Class Activities: 1) Postwrite for Essay 2 in class; 2) introduction to argument/refutation of the opposition + activities; discussing Personal Essay 3 assignment; completing prewriting in class.

Assignments Due: Journal Entry 5 (based on the readings for this week). Submit the journal entry to the Dropbox at the http://parkonline.org site.

If you miss class, review the materials for the 3rd essay—in the left-hand menu of the home page, under Week 5 and the Doc Sharing section of the http://parkonline.org site. These materials will help you to prepare for the rough draft.

If you miss class, submit Journal Entry 5, and the prewriting for Essay 3 in the Dropbox.

______________________________________________________________________________

Session 11: 19 February, Tuesday

Reading (to be done before class): Thomas Jefferson’s “The Declaration of Independence” (pp. 547-551 in the Rosa and Eschholz reader); Lunsford, Ch. 19 (“Commas”) & 20 (“Semicolons”); Rosa and Eschholz (pp. 283-287) on “Diction and Tone.” Always check the Doc Sharing area for additional documents.

In-Class Activities: 1) Discussing Jefferson’s essay, looking for argumentative techniques; 2) 1st rough draft workshop for the 3rd personal essay—bring a hard copy for the peer review; 3) discussing readings, practicing samples.

Assignments Due: Rough draft of the 3rd personal essay + outline. Submit these items to the Dropbox at the http://parkonline.org site.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

______________________________________________________________________________

Session 12: 21 February, Thursday

Readings (to be done before class): Rosa and Eschholz (pp. 560-563)—Zirin’s essay, “What Pro Sports Owners Owe Us;” Reynolds & Rice, Ch. 7 & 9.

In-Class Activities: 1) 2nd rough draft workshop for argumentative essay—bring a hard copy to class for the peer review; 2) discussing the readings and applying to student work.

Assignment Due:  Bring the same rough draft of the 3rd essay to class; J.E. 6, based on any of the readings for the week; also bring your two first papers so that you can choose one for your core assessment. Submit these items to the Dropbox at the http://parkonline.org site.

If you miss the peer review, go to the Threaded Discussion area (left hand menu) and upload your essay; then, read the essay of a peer, type up a review and post it there.

 _____________________________________________________________________________

Session 13: 26 February, Tuesday

Reading (to be done before class): Murray, Ch. 10, “Rewrite with Clarity”; Rosa and Eschholz (pp. 20-42) on revision and editing.

In-Class Activities: 1) Postwrite on Essay 3; 2) discussing requirements for core assessment revision + working on the revision plan in class for the CORE ASSESSMENT; workshop session for the core assessment/revision assignment—bring a hard copy of your core assessment revision paper to class and we will work on the revision plan in class.
 
The Core Assessment will include the revision essay we discuss today, as well as the reflective essay component we will discuss this week. These two assignments work together as a final assessment for the class.

Assignments Due: 2nd draft of the 3rd essay for instructor comments and grade. Submit this item to the Dropbox at the http://parkonline.org site.

______________________________________________________________________________

Session 14:  28 February, Thursday

Reading (to be done before class): Reynolds and Rice, Ch. 8; Rosa and Eschholz (pp. 678-690).

In-Class Activities: 1) discussing the Reflective Final In-Class essay for the portfolio, which will be the final/in-class essay; 2) prewriting for the reflective essay; 3) discussing Reynolds and Rice on the Reflective components of the portfolio; 4) showing the vocabulary of the EN 105 classroom, and how it can enhance the Reflective essay.  

.Assignments Due: J.E. 7, based on the readings for this week. ­­­­­­­­­­­______________________________________________________________________________

Session 15: 5 March, Tuesday

In-Class Activities: 1) Oral recitation for exit interview questions in small groups; 2) informal presentations of Core Assessment—what changes were made? How do we know this is a better paper than before?—and advice to new 105-ers for the future; 3) peer review for the reflective essay.

Assignments Due: Final draft of the Core Assessment revision paper + revision plan and artifacts for a grade.

______________________________________________________________________________

Session 16:  7 March, Thursday

In-Class Activities: Final Reflective Essay in-class exam. Bring your outline and blank paper. See the assignment in the left-hand menu for Week 7 and 8.

All class materials must be turned in at this time for a grade. No Exceptions.

_______________________________________________________________________________

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 2012-2013 Undergraduate Catalog Page 97

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 2012-2013 Undergraduate Catalog Page 95

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 2012-2013 Undergraduate Catalog Page 98

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 .



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:5/3/2013 10:52:29 AM