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.CourseEN 106 First Yr Wrtng Seminar II:Academic Research & WritingSemesterS2J 2011 INFacultyHarrison HartleyTitleSenior Adjunct InstructorDegrees/CertificatesB.A. (English, Psychology)B.S.Ed. (English, Social Sciences), MO Life Secondary Certification - EnglishM.A. (English, Philosophy); Graduate Fellow, MU - Columbia (British/American Lit./Philosophy)Office LocationBefore and after class and as otherwise arranged.Office HoursImmediately before and after class and as otherwise arranged.Daytime Phone(816) 279-8100; leave a number for a prompt response.E-MailHarrison.Hartley@email@example.com (For use if the Park site is down.)Semester Dates14 March to 8 May 2011Class DaysMondayClass Time5:30 - 9:50 PMPrerequisitesEN105 or EquivalentCredit Hours3Textbook: 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, Boston: Bedford St. Martin's, ISBN 0-312-41909-0
Easy Writer: A Pocket Handbook, Lunsford, Boston: Bedford St. Martin's, 2010, ISBN 0-312-65031-0Additional 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 firstname.lastname@example.org or call 800-927-3024Resources 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. 3:0:3Educational Philosophy:
Writing is a public record of someone's essential nature. It is tangible evidence of the writer's intelligence, perceptivity, understanding, industriousness, and ethics, and so deserves careful consideration, and anyone who thinks writing is easy has probably never done it well!
Writing is serious business, though serious does not mean grim. Building on rhetorical skills practiced in EN105 (i.e. description, narration, classification/division, and comparison/contrast), EN106 concentrates on subject selection and development, research and documentation, and the effective construction of rational report and 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 which the class will review carefully before each test), several short essays done in class in response to assigned reading and discussion (as time permits), two shorter research essays, and a longer research essay that may be used as part of the Core Assessment for the required portfolio (along with the 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
Learning Outcomes: Core Learning OutcomesDevelop and maintain a controlling theme and/or focus for a research essay(s) that is fully developed in the use of details and examples.Demonstrate a range of writing activities in completing writing tasks (pre-writing, revising, editing, proof-reading, and formatting).Analyze and integrate research resources for essays based on traditional and online research, which include using appropriate documentation practices. Instructor Learning OutcomesIn 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);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;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 RubricClass 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.) GRADE SCALE: The standard scale (90-100%=A, 80-89%=B, 70-79%=C, 60-69%=D) will provide a general scheme for determining final marks, but given that evaluative criteria include both objective and subjective elements, class participants should become familiar with the rubric below. Practices for evaluating compositions and assigning marks will be discussed during the first class meeting and class participants are encouraged to seek clarification any time during the course.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 - MAR 14.: 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 - MAR 21. : "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 - MAR 26.: "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 - APR 4.: "A blank page is God's way of showing you how hard it is to be God."
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 - APR 11.: "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 - APR 18.: "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 - APR 25.: "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 - MAY 2.: "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.
EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
S2J 2011 IN
Senior Adjunct Instructor
B.A. (English, Psychology)B.S.Ed. (English, Social Sciences), MO Life Secondary Certification - EnglishM.A. (English, Philosophy); Graduate Fellow, MU - Columbia (British/American Lit./Philosophy)
Before and after class and as otherwise arranged.
Immediately before and after class and as otherwise arranged.
(816) 279-8100; leave a number for a prompt response.
email@example.com (For use if the Park site is down.)
14 March to 8 May 2011
5:30 - 9:50 PM
EN105 or Equivalent
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Learning Outcomes: Core Learning Outcomes
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 RubricClass Assessment:
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:
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 92All 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 92-93There 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.
Park University 2010-2011 Undergraduate Catalog Page 95-96NB: 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.
Last Updated:2/14/2011 1:05:41 AM