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EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
Hartley, Harrison


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EN 106 First Yr Wrtng Seminar II:Academic Research & Writing

Semester

F2J 2010 IN

Faculty

Harrison Hartley

Title

Senior Adjunct Instructor

Degrees/Certificates

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

Office Location

Before and after class and as otherwise arranged.

Office Hours

Immediately before and after class and as otherwise arranged.

Daytime Phone

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

E-Mail

Harrison.Hartley@park.edu

harrisonhartley@wildmail.com (For use if the Park site is down.)

Semester Dates

18 October - 12 December 2010

Class Days

Tuesday

Class Time

5:30 - 9:50 PM

Prerequisites

EN105 or Equivalent

Credit Hours

3


Textbook:

From Inquiry to Academic Writing: A Text and Reader, Greene and Lidinsky (Eds.), Boston: Bedford St. Martin's, 2008, ISBN 0-312-45165-2
 
Portfolio Keeping: A Guide for Students, Reynolds and Rice, Second Ed., Boston: Bedford St. Martin's, 2008, ISBN 0-312-41909-7
 
Easy Writer: A Pocket Handbook, Lunsford, Fourth Ed., Boston: Bedford St. Martin's, 2009, ISBN 0-312-55425-7

Additional Resources:
Additional resources will be provided by the instructor or will be readily available at the university or public library or on a reliable, tested web site.

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 106 (C) First year Writing Seminar II: Academic Research and Writing: The course provides sustained experience with the research and writing tasks common in the academy. Students will explore various academic genres, with particular focus on learning to undertake academic inquiry: engage in close reading; incorporate research into their writing; and document sources. Peer response, reflection and revision are emphasized through a summative course portfolio. Pre-Requisite: EN 105 or equivalent. 3:0:3

Educational Philosophy:

   "Writing is easy. All you have to do is stare at a blank piece of paper until drops of blood
                                         form on your forehead."     - Gene Fowler
 
   Every piece of writing stands as a record of the writer's essential nature; of intelligence, of perceptivity, of compassion, understanding, industriousness, and ethics; and so deserves careful consideration. Writing is serious business. Like education in general, however, "serious" does not mean grim. Building on the rhetorical skills practiced in EN105 (i.e. description, narration, classification/division, and comparison/contrast), EN106 will concentrate on subject selection and development, research and documentation, and what counts as evidence in building a rational argument. There will be a midterm and a final examination (covering logic and logical fallacies, the principles and practices of documentation, and other such information), a series of short essays done in class in response to assigned reading, two shorter research essays, and a longer research essay that will be adaptable to the Core Assessment as part of the required portfolio and reflective essay. Class sessions will include readings, discussions, lectures (sometimes featuring art and artifacts from world cultures), appropriate video essays, and workshops.  
  
 "Extraordinary claims require extraordinary evidence."
- Carl Sagan
 
(It follows, then that ordinary claims require ordinary evidence; and it follows again that CLAIMS REQUIRE EVIDENCE.)

Learning Outcomes:
  Core Learning Outcomes

  1. Develop and maintain a controlling theme and/or focus for a research essay(s) that is fully developed in the use of details and examples.
  2. Demonstrate a range of writing activities in completing writing tasks (pre-writing, revising, editing, proof-reading, and formatting).
  3. Analyze and integrate research resources for essays based on traditional and online research, which include using appropriate documentation practices.


  Instructor Learning Outcomes
  1. In addition to the Core Learning Outcomes, class members who successfully complete this course will be able to demonstrate a working knowledge of basic logic and logical structures (including the recognition of common logical fallacies);
  2. Integrate the four primary rhetorical modes (description, narration, comparison and contrast, and classification and division) into more advanced structures including exposition, explication, and argument and persuasion;
  3. And produce a body of work that shows commitment 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 106 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:

      There will be both a midterm and final examination (covering logic, documentation, and other practical information), four shorter semi-formal essays written during the class period in response to reading and discussion, two shorter formal research essays (of three to five pages each), and a longer formal research essay (of six or more pages) in addition to the Core Assessment requirements. NB: Any assignment may be rewritten any number of times within the confines of the course calendar for progressively improved grades, but all work must be submitted by the last class. Also, there will be five opportunities to glean a few extra points with short exercises due at weeks two, three, five, six, and eight. (See the topical schedule below for further information.)  

Grading:


In-class semi-formal essays @ 5% of the course grade each:           20%
Midterm Examination:                                                                           5%
Research Essay  #1:                                                                              10%
Research Essay  #2:                                                                              15%
Final Examination:                                                                                   5%
Research Essay #3:                                                                               20%
Core Assessment:                                                                                 25%

Late Submission of Course Materials:

     Assignments may be submitted late with the instructor's permission, but barring only extreme circumstances ALL assignments must be submitted by the end of the last class.  If you are in the military and must report for duty, copies of your orders should be submitted to the Campus Director. Some documentation for business and family emergency absences should be provided to the instructor who will submit them if necessary.

Classroom Rules of Conduct:

      Please remember to turn off your cell 'phone or place it on silent mode. We will break for food about 6:40 and again about 8:15 in the interests of sanity and sanitation. If you wish to bring food or drink, please do, and if you wish to record a lecture or use a laptop (subject to the availability of wall sockets), you are welcome to do either or both. (Also, at the risk of sounding anachronistic and a little inane: be sure to bring plenty of paper and several pens with black ink as we will be taking notes throughout the course and may be caught up in a spasm of impromptu writing any time!)   
 
 

Course Topic/Dates/Assignments:

NB: Formal essays must be submitted as follows: word processed or typed on plain 8.5X11 inch paper in a 12 point plain typeface (Times New Roman is recommended), double-spaced with one inch margins, the title and author lines dropped and centered and full documentation included according to the style specified, all (of course) in Standard English.  

Topics listed below indicate general areas of discussion. Assignments are given a week in advance and tests and essays are marked on the dates assigned and the dates due. In-class essays are marked "IC" in advance and on the dates they will be written. Assigned sections of From Inquiry to Academic Writing are referred to as "G&L" for editors Greene and Lidinsky. (Bring Bonus work to the class after the one in which it is given.)

                                        "Some editors are failed writers, but so are most writers."
                                                                               - T.S. Eliot

Consider: Why write? What is the appeal? Is writing necessary? What makes good writing?

       Dates,  Topics, Assignments and Projects Due

Week 1 - 19 Oct.:    The Writing on the (Cave) Wall: The First Human Records and What they Mean.
    Discussion: G&L sections 1 & 2; review (from En105) the form and practice of journal and portfolio keeping. By way of further consideration, for next time, read Reynolds and Rice as assigned; G&L sections 3and 4,  & Edmundson (p277) and Loewen (p.332). Next time: first draft of research essay 1due  (we will discuss form and possible topics). Tonight: initial sample writing in class.
    Bonus - For one point, answer this question in a well-knit paragraph or two with source references:  if you hear a funeral bell ringing in the distance, why should you not ask for whom it tolls?


Week 2 - 26 Oct. :         "Writing is thinking on paper" - William Zinsser
                                 (Is writing more indicative of thinking than speaking? If so, how?)  
                        
   The pros and coms of prose and cons, OR: language and logic. (NB: if I had added "truth" I would have had to pay homage to A.J.Ayer. Ask me why.) Research essay #1 first draft due now.For next time, read G&L sections 5 &8 and the material provided on logic and logical fallacies.. Consider topics for research essays 2 and 3, the rough draft of research essay 2 (due week 4). Tonight: in-class writing 1 (the formal version). CAVEAT: from Abraham Lincoln -
                    "He can compress the most words into the smallest idea of any man I ever met."

   Bonus: For one point, solve the following problem: your hairdresser, "King" Gordius (or "Gordy" to those who know him best), has given you a new "do" but you don't like it. WHY don't you like it, and why do you refuse to allow his rival, the Great Mr. Alexander, to fix it for you? (Answer in a paragraph or two with references to your sources.)

Week 3 - 2 Nov.:  "The man who doesn't read good books has no advantage over the man who can't read them.   - Mark Twain

    Discuss topics, requirements, and progress regarding research essay 2 (draft 1 due next week). For next time, read G&L sections 5 & 7, Appiah (378), Diamond (390), the Carol Tavris essay provided, and selections from Lunsford with the associated exercises and other material provided on logic and argument; midterm review this session; in-class writing 2 next week as part of the mid-term.

           The Writer's Nightmare: to receive the following note from the esteemed Dr. Samuel Johnson.

                   "Your manuscript is both good and original, but the part that is good is not original
                                                         and the part that is original is not good."



Week 4 -  9 Nov.:         "A blank page is God's way of showing you how hard it is to be God."
                                                                                     - Unknown  
             
   MIDTERM with IC; the first draft of research essay 2 is due now.  Early on, we will discuss G&L and other assignments; after break, we will have a discussion of any problems and take the examination.  The first draft of research essay 3 is due next time; IC3 next time; for next time, skim G&L sections 9 & 10, Frank (p.497),  and exercises assigned from Lunsford.
   Bonus - Which President is said to have placed the first bathtub in the White House, who announced this historical gem, what was the result of the announcement, and what lesson should we learn from the entire history of his fascinating bit of trivia?

Week 5 - 16 Nov.:       "You don't write because you want to say something.
                                                                           You write because you've got something to say."  
                                                                                                             - F. Scott Fitzgerald

   Research essay 3, first draft, due now. Review the principles of logical analysis as they apply to various types of research and the construction of legitimate arguments. (We will take a brief sojourn into the murky quagmire of propaganda and write about it in IC3.)  For next time, we will have a general work session on revision for Research Essays 1, 2, and 3; read the additional material on clear thinking provided and prepare to discuss it, and read Tannen (p.654) in G&L. IC3 now!
   Bonus: Women are said to have one less rib than men. For one point, in a paragraph or two, succinctly identify the origin of this contention and explain why some people do not accept it. (Cite all sources.)  

Week 6 - 23 Nov:    "To write is to put the seeming insignificance of human existence
                                                   into a different perspective."   - Alfred Kazin
                    
   Research essays 1,2, 3 final drafts due next time; review and problem-solving as necessary for the portfolio. Discussion: the failure of linear, clear thinking in our age of sound-bytes, will-o'-the-wisp imagery, and "comic-book mantalities, or: Why People Believe Wierd Things" possibly in response to the G&L essay by Johnson (p.730). For next time,  read the essays provided (from Sagan, Eiseley, Shermer, etc.) and/or whatever we select as a class from G&L section 16 and prepare to discuss them in IC4. The portfolio and reflective essay are due week 8.   

Week 7 - 30 Nov:       "If the doctor told me I had only six minutes to live, I'd type a little faster."        
                                                                                 - Isaac Asimov

   Research essays due in final form; portfolio and Core Assessment materials all due next week. Prescriptive writing workshop, review for the final examination, and IC4 this session.
   Bonus:  Why did the Mome Raths outgrabe? (Be sure to explain it and cite your sources!)

Week 8 - 7 Dec:       "Who cannot LIMIT himself can never be able to write."
                                                        - Nicolas Boileau-Despereaux, 
                                                              "The Poetic Arts" (1674)     

                                All Core Assessment materials due now; final examination.  

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
All University policies governing academic honesty will be strictly observed.

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93
There are three general types of plagiarism: patchwork, global, and incremental, but any way you take it, it's stealing somebody else's work. Park University has a zero tolerance policy for plagiarism because it is not only unethical and unwise, but in certain cases, legally actionable. Avoid even the slightest appearance of 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 2010-2011 Undergraduate Catalog Page 95-96
NB: an education seems to be the one thing Americans are willing to pay for and not get! Come, and collect what you have already paid for. If you must come late, do so - MUCH better late than never! If you know in advance you will be absent, communicate as soon as possible with the instructor to make arrangements to fill in the gaps. If you miss by way of emergency, communicate with the instructor as soon as you can to catch up on what you missed. Prompt communication will enable an "excused" absence, and excessive absence (excused or unexcused and usually set at three absences of any kind over the eight week period) may result in an "F" for the course.

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 .
All reasonable adaptations to either the environment or methodology necessary to improve academic success will be attended to immediately. Communicate any particular needs to the instructor for prompt attention.



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, strong voice appropriate to the topic. The main point, or thesis, of the essay is clear, although could be expressed more gracefully. The voice is appropriate for the topic, for the most part. The essay lacks a main point and instead presents several potential theses. The voice is not appropriate to the topic. No portfolio is turned in or guidelines are not followed. 
Development                                                                                                                                                                                                                                                
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The essay presents relevant and tasteful detail that supports the thesis and provides an appropriate sense of exploration of topic, with attention to ambiguities as well as certainties. The essay presents relevant detail, but needs further explanation. It is not always clear how the information supports the thesis. Ambiguities are not addressed, or are addressed within a rigid framework. The essay lacks appropriate and relevant detail, and emphasizes information rather than interpretation. Ambiguities are not addressed. No portfolio is turned in or guidelines are not followed. 
Organization                                                                                                                                                                                                                                               
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Details are organized logically, and with a pleasing sense of exploration. Digressions are appropriate and add to the overall argument. Details are logically organized, but are sometimes simply tacked on without adequate discussion or sense of purpose Digressions are sometimes puzzling. The organizational plan is confusing and often irrelevant to the stated purpose of the essay. No portfolio is turned in or guidelines are not followed. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Central topic and purpose is substantial, relevant, and creatively addressed with fresh insight. Details are carefully analyzed in ways that support the thesis and reveal new perspectives. Voice is consistently graceful, strong, and appropriate throughout. Central topic and purpose is potentially good, but could be further developed. Details and examples are sometimes irrelevant or inadequately analyzed, but potentially good. Voice is good, but prosaic. Central topic lacks clarity and the purpose is not always clear. Details are irrelevant or inadequately explained. Connections are unclear.  The voice does not match the purpose of the essay. No portfolio is turned in or guidelines are not followed. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Writing employs conventions of Standard Written English with grace and style. Use of MLA documentation is flawless. Writing employs conventions of Standard Written English adequately, with only occasional gaps. Use of MLA documentation is fully adequate, with only occasional gaps. Writing shows persistent problems with the use of Standard Written English. Statements are often illogical or incomprehensible. Use of MLA documentation is spotty, fails to follow form, or absent from the paper. No portfolio is turned in or guidelines are not followed. 
Understanding Audience and Purpose                                                                                                                                                                                                                         
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The purpose of the essay is abundantly clear through the use of a clearly stated thesis. The writer addresses a specific audience using an appropriate level of discourse and anticipating possible questions. The purpose of the essay is essentially clear, though the thesis could be further clarified. The writer addresses a specific audience, though does not always anticipate reader's questions. The purpose of the essay remains unclear. The writer does not consider the needs of the audience and does not include appropriate discourse. No portfolio is presented or guidelines are not followed. 
Rhetorical Strategies                                                                                                                                                                                                                                      
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The writing presents information skillfully and uses appropriate strategies and organization. The writing presents information adequately using appropriate strategies, although the organizational plan is not always clear. The writing does not employ appropriate rhetorical strategies and lacks a clear sense of organization. No portfolio is presented or guidelines are not followed. 

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Last Updated:9/18/2010 12:37:18 AM