Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

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


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

S1T 2013 DLE

Faculty

Jones, Kerry B.

Title

Senior Instructor

Degrees/Certificates

M.A. (1973) English, University of Kansas

Office Location

Tulsa, OK

Office Hours

9 am - 12 pm M-F

Daytime Phone

(918) 231-6911

E-Mail

kerry.jones@park.edu

jones_kerry@msn.com

Semester Dates

1/14/12 - 3/10/13

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

50 Great Essays.
DiYanni, Ed. 4th Ed. Longman, 2011.
ISBN: 0-205-7678-9
(includes free access to Pearson's MyWritingLab online resources)

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

Portfolio Keeping, 2nd Ed.,
Reynolds and Rice, Bedford St. Martins, 2006.
ISBN: 0-312-41909-0.

Easy Writer: A Pocket Reference, 4th Ed.,
Author: Lunsford, Bedford St. Martins, 2010.
ISBN: 0-312-65031-0.

Textbooks can be purchased through the MBS bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EN 105 (C) First Year Writing Seminar I: Critical Reading, Writing and Thinking Across Contexts: An introduction to the recursive processes of writing, the course will emphasize discovery and writing-as-thinking. Students will engage various personal and academics genres, with attention to analyzing the audience and purpose for different writing situations. Course readings expose students to a variety of genres and topics from a range of cultural contexts to promote critical thinking and dialogue. Peer response, reflection and revision are emphasized through a summative course portfolio. 3:0:3 @

Educational Philosophy:

Your study in this course will consist of close reading, thoughtful reflection about issues you deem significant in the reading, and discussions of those issues with the class. As we work together to create an open and supportive online environment for this work, you will write essays, engage in critical, helpful exchanges about the essays composed by students in this course, then develop selected essays through a careful process of deep revision. Much of the semester will be spent working through essays (those we read and those we write): reading and re-reading then planning our essays, composing, thinking and responding to each others' ideas, and deep-revising. Essays in this course are primarily concerned with perceptions and communications in modern culture and the role of the media is shaping both practices. Basic to each essay you will be writing will be the introduction of anecdotal evidence to support your claims in the essays you write. The assigned readings for this course are difficult. You will be expected to read each of the assigned essays from our text at least twice: once to become familiar with the language, ideas and structure of the essay; a second time to work carefully through difficult passages in an effort to make meaning, then relate that meaning to the context of the larger essay, your own position as a writer and reader, and this course.

In focusing on current topics dealing with communications and media, our readings will also offer us examples of the variations in style and form; relative to the subtle differences between essays, much of the writing you do in this course will work between your lived, personal experiences and the accounts from the reading. These personal essays will connect your experiences and memories, and your emerging ideas into texts that explore the conventions of academic writing emphasizing focus, organization and the development of detail, style and voice.

Learning Outcomes:
  Core Learning Outcomes

  1. Apply the writing process to the creation of personal and formal essays (pre-writing, revising, editing, proof-reading, and formatting).
  2. Develop a specific theme and focus that controls and informs the paper.
  3. Develop and clarify material through the inclusion of appropriate details, examples and transitional devices.


Core Assessment:

Every course has a Core Assessment, which is one assignment given in all sections of the course. For En 105 the Core Assessment consists of one final-draft essay from each student’s portfolio, chosen by the student, plus a Reflective Essay. Written at the end of term, the Reflective Essay must describe in significant detail the student’s strengths and a discussion of opportunities for improvement as revealed in the complete portfolio. The reflective essay must also analyze the student’s overall development as a writer over the duration of the semester/term.

Although all students in all sections will present a portfolio that includes evidence of prewriting and multiple drafts, the Core Assessment will consist only of one final-draft essay and the Reflective Essay.

Link to Class Rubric

Class Assessment:

EN 105 includes the following assessments:
  • Weekly discussion assignments,
  • Four substantial writing assignments, two of which incorporate deep revision,
  • A summative "best works" portfolio including the student's two strongest essays, artifacts related to the writing process, and a reflective introductory essay,
  • Two peer review activities,
  • A "writer's notebook,"
  • A final examination.

All graded components of the course include detailed assignment descriptions and grading criteria.

Grading:
The grading scale for EN 105 maintains an “A” as 90-100%; a “B” as 80-89%, and so on.

 

COMPONENT

WEEK(S) DUE

POINTS

Weekly Discussions

W1-W8

25/ea = 200 pts

Peer Reviews

W5 & W6

25/ea = 50 pts

Academic Honesty Quiz

W2, prior to submitting the first essay

25 pts

Essays

W1-W3

100/ea = 300 pts

Deep Revision

W5

100 pts

Portfolio – Core Assessment

W7

100/ea = 200 pts
(100 points for the revised essays and writing process artifacts; 100 points for the reflective essay)

Writer’s Notebook

W8

50 pts

Final Examination

W8

75 pts

TOTAL

1000 pts

Late Submission of Course Materials:
Work must be submitted on time to be considered for full credit. Work that is submitted late will receive a full grade deduction for each day that it is late. Therefore, an essay that is due Sunday night by midnight will not earn passing credit after Wednesday night. Invention posts must be completed by the end of the week to be considered for credit.

Classroom Rules of Conduct:
Students are responsible for clicking on the link below and thoroughly reading each Online course policy. If you have questions about any of these policies, please contact your instructor for clarification.

Course Topic/Dates/Assignments:

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

Week

Topic

Activities, Assignments


Week 1


Active Reading, Critical Thinking, Effective Writing


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

Due: Post introduction; begin Writer’s Notebook. Take Academic Honesty Quiz (may be taken as many times as necessary, prior to submitting your first essay, in order to achieve the desired score).


Week 2


Persuasion and the Personal Essay


Read/Discuss
: Readings from DiYanni and Lunsford texts.

Due: Essay #1 (Students must complete the Academic Honesty Quiz prior to submitting Essay #1).


Week 3


Focus on Focus


Read/Discuss
: Readings from DiYanni and Murray texts.

Due: Essay #2.


Week 4


Development and Organization


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

Due: Essay #3.


Week 5


All Writing is Revising


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

Due: Deep Revision (deeply revised version of essay #1 or #2)


Week 6


Clarity


Read/Discuss
: Readings from Murray text.



Week 7


Reflecting as a Writer


Read/Discuss
: Readings from Reynolds and Rice text.

Due: Portfolio.


Week 8


Academic Research and Writing: Looking Ahead


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

Due: Final Exam (taken in-person with approved proctor) and Writer’s Notebook.

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:
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.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

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 .

Additional Information:



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. 

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:12/10/2012 3:43:10 PM