EN105 First Yr Wrtng Seminar I: Critical Reading,Writing and Thinking Across Contexts.

for S1DD 2013

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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.


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


S1DD 2013 DC


Anderson, Rochelle V.




Master of Art- Literature & Writing- Union Ist & University
Master of Science- Administration- Central Michigan University
Bachelor of Science Education- Communication- Kent State University

Daytime Phone





Semester Dates

Jan 2013-Mar 2013

Class Days


Class Time

5:00 - 11:00 PM

Credit Hours



Fifty Great Essays. Diyanni. 4th Ed. Boston: Longman,2011
ISBN: 0-205-18694-5
The Craft of Revision.  Murray. 5th Ed. Thomson/Wadsworth,2007
ISBN: 0-8384-0715-3
Portfolio Keeping. Reynolds and Rice. 2nd Ed. Bedford St. Martins, 2006
ISBN: 0-312-41909-0
Easy Writer: A Pocket Reference. Lunsford. 4th Ed. Bedford St. Martins, 2009
ISBN:  0-312-55425-7

Additional Resources:

Notebook Paper
1 pocket folder
Small Dictionary 

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.
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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 @

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:

In- class essay writing
Reading Responses- Each response requires a 1-2 paragraph response. All are to be doubled spaced and typed!   
Midterm exam
Final exam
3 essays:  Narrative/Descriptive, Compare & Contrast, Persuasive
Class participation
*Core Assessment/Portfolio: Please see note below
 **Reflective Essay: Please see note below 
* NOTECore Assessment/Portfolio:  Though you will receive a grade for each individual essay you write throughout the term, in the Core Assessment/ final portfolio is your opportunity to show serious commitment to your work.  You will select "one" final draft from your written essays for your portfolio.  Keep all in-class essays and drafts of all your essays.  You will need to collect these documents to also be placed in your portfolio, this is to also show your revision skills and progress as a writer this term. 
** NOTE: Reflective Essay: You will be required to write a two page reflective essay.  A reflective essay will describe in detail your analysis of your overall development as a writer over the term. The essay is to typed, doubled spaced, written in Times New Roman, twelve point font. Also a title is required.      


Essay #1- 100pts
Essay #2- 100pts
Essay #3- 100pts
Participation- (6 @ 5pts)- 30pts
Reading Responses- 8 @ 20pts) - 160pts
In-class essay- (4 @ 20pts) 80pts
Midterm Exam -50pts
Final Exam- 50pts
*Portfolio- 100- NOTE: Please see information in "Class Assessment" for requirement  
**Reflective Essay- 180pts NOTE: Please see information in " Class Assessment" for reqiurement   
Total pts= 950pts 

Late Submission of Course Materials:
Late work will be accepted with an automatic 2 point deduction, with an 1 point deduction each day late after that.  No exceptions! 

Classroom Rules of Conduct:

All reading is to be done prior to each class to help promote great class discussion.
Class participation is required.  In order to receive class participation points you must be present in class.  No exceptions!  

Course Topic/Dates/Assignments:

1/14- Week 1
Introduction and Course Overview
Discuss/lecture - Chps 1 &2 Craft of Revision & Easy Writer pgs1-10 &12-19.  Fifty Great Essays pgs 5-29
Discuss audience, subject, purpose and planning stages
Discuss essay writing. Thesis statement and topic sentence
Discuss Narrative & Descriptive essay writing. 
In class essay
Homework: Read "Salvation" by Langston Hughes pgs 169-171. Answer the reading response question #2 (pg 171).  Read "Shooting an Elephant" by George Orwell pgs 246-252. Answer question #2 (pg 253)
Write 5 paragraph Narrative/ Descriptive essay- "On a time when something significant happened that changed your life"
1/21-Week 2- NO CLASS- HOLIDAY (NOTE: Submit Week 1 homework electronically to me) 
Homework: Read "Letter to my Son" by Lord Chesterfield pgs 62-63. Answer question #1 (pg 63).  Read " On Self Respect" by Joan Didion pgs 92-96. Answer question # 1 (pg 96).                                                .              
1/28- Week 3 
Discussion of Readings
Discuss/lecture Portfolio Keeping pgs 8-16. Craft of Revision chps 5 &6
Grammar exercises
Discuss Compare and Contrast writing
Review midterm exam
In-class essay
Write a 5 paragraph Compare & Contrast essay ( on the subject of your choice)
2/4- Week 4
Discussion of Readings 
Discuss/lecture Definition essay writing
Discuss peer group assignment (for next class)
Midterm Exam
Homework: Write a 5 paragraph Definition essay ( on the subject of your choice)
2/11- Week 5
Peer review exercise
Discuss/lecture Portfolio Keeping pgs32-39. Craft of Revision Chps 7 & 8
Discuss Persuasive essay writing
In-class essay
Homework: Read "The Gettysburg Address" by Abraham Lincoln pgs 215-216.  Answer question # 1 (pg 216).  Read  "Cyclops" by Davis Sedaris pgs 268-273.  Answer question # 1 (pg 273).                                                      
Write a 5 paragraph Persuasive essay ( on the subject of your choice)
2/18- Week 6 - NO CLASS -HOLIDAY (NOTE: You will submit Week 5 homework electronically to me)
Homework: Read "Under the Influence" by Scott Russell pgs 254-266. Answer question #1.  Read " A Modest Proposal" by Jonathan Swift pgs 296-303.  Answer question #2 (pg 303).  
2/25- Week 7
Discussion of Readings
Grammar exercises
Review Portfolio and Reflective Essay requirements: Please see information in "Class Assessment" area for requirements.     
In-class essay
3/4- Week 8
 Final Exam.  Portfolio and Reflective 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 2011-2012 Undergraduate Catalog Page 95-96

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

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

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 .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
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. 
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. 
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                                                                                                                                                                                                                                   
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                                                                                                                                                                                                                           
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                                                                                                                                                                                                                         
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                                                                                                                                                                                                                                      
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:12/5/2012 4:04:08 PM