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


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

FA 2010 HOC

Faculty

Crowley, Dustin

Title

Adjunct Faculty

Degrees/Certificates

Bachelor of Arts: English, Writing and Literature, Graceland University
Master of Arts: Literature and Literary Theory, University of Kansas

Office Hours

9:00-9:45, 11:00-12:00 MWF

E-Mail

dustin.crowley@park.edu

dustin_crowley@hotmail.com

dcrowley@ku.edu

Class Days

-M-W-F-

Class Time

10:00 - 10:50 AM

Prerequisites

EN 105 or its equivalent

Credit Hours

3


Textbook:

From Inquiry to Academic Writing: A Text and Reader, Greene and Lidinsky, Eds., Bedford St. Martins, 2008, ISBN: 0-312-45165-2.
 
Portfolio Keeping: A Guide For Students, Reynolds and Rice. 2nd ed. Boston: Bedford, 2006, ISBN: 0-312-41909-7.

Easy Writer: A Pocket Handbook, Lunsford. 4th ed. Boston: Bedford, 2009, ISBN: 0-312-55425-7. 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville 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/.


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:


 I believe education should always be relevant to our lives outside the academy as well as inside. That means making both reading and writing collaborative processes that help us engage with the social, cultural, and political conversations that surround us every day. It also means learning to be persuasive in making our own arguments and contributions to those conversations, learning to operate in different contexts and genres, for different audiences and purposes and understand how others do the same.

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.


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:

EN 106 includes the following assessments:
  • Weekly discussion assignments and exercises,
  • A commonplace book of observations related to class discussions
  • Five substantial writing assignments and one annotated bibliography,
  • A summative "best works" portfolio including the student's two strongest essays (revised from previous essays), artifacts related to the writing process, and a reflective introductory essay,
  • Three peer review activities and one conference with the instructor. 
All graded components of the course include detailed assignment descriptions and grading criteria.

Grading:

You will be able to track your average exactly throughout the course. The grading scale is as follows: A = 90-100; B = 80-89; C = 70-79; D = 60-69; F = 0-59. You will know in advance the standards for each assignment. My goal is to give you prompt, clear, and useful feedback to help you become a better, more thoughtful writer. 
 
Week 1
Discussion, 20 pts
Week 2
Discussion, 20 pts
Exploratory Essay 1, 50 pts
Week 3
Discussion, 20 pts
Week 4
Conferences, 20 pts
Week 5
Discussion, 20 pts
Research Essay 1, 100 pts
Week 6
Discussion, 20 pts
Exploratory Essay 2, 50 pts
Week 7
Discussion, 20 pts
Week 8
Discussion, 20 pts
Week 9
Discussion, 20 pts
Peer Review Workshop, 20 pts
Week 10
Discussion, 20 pts
Research Essay 2, 100 pts
Week 11
Discussion, 20 pts
Annotated Bibliography, 50 pts
Week 12
Discussion, 20 pts
Week 13
Discussion, 20 pts
Week 14
Group Conferences, 50 pts
Week 15
Discussion, 20 pts
Research Essay 3, 100 pts
Peer Review Workshop, 50 pts
Week 16
Final Portfolios due Wednesday, 150 pts

TOTAL: 1000 pts

Late Submission of Course Materials:
Discussion, peer review, conferences and in-class exercises cannot be made up. Essays will be accepted late for reduced credit (one letter grade lower for each class period after original due date).

Classroom Rules of Conduct:


Instructor Contact


Throughout the course, you will have questions about assignments and other matters. You have several channels available to you for communicating course concerns with me. Email is generally the most convenient channel, but you should also take advantage of posting questions that might benefit your peers in the Office area and contacting your instructor in person during office hours. I will make every effort to respond to all messages and inquiries within 48 hours and return all formal grades within one week of the deadline for completion of the work.


In-class Conduct


All students are expected to participate in class discussions, at the very least by being engaged in active listening. For that reason, I reserve the right to count as absent any student distracted from the class for any extended period by texting, work for other classes, and the like.


Students are also expected to respect the contributions of all students to class discussions. You are, of course, free to disagree with one another, but we will do so with civility and a focus on ideas, not personal disagreements.

Course Topic/Dates/Assignments:
 

Week

Topic

Activities, Assignments


Week 1


Introduction to Academic Writing


Read/Discuss
: In Greene & Lidinsky, Ch. 1 & Ch. 2. 


Week 2


Educational Debates


Read/Discuss
: In Greene & Lidinsky, Edmundson "On the Uses of a Liberal Education" pg. 277; hooks "Teaching to Transgress" pg. 293; Kozol "Still Separate, Still Unequal" pg. 308

Write: Exploratory Essay #1



Week 3


Issues in Education and Writing


Read/Discuss
Greene & Lidinsky, Ch. 7; Lunsford, "Find It, Fix It" pg. 1-10; "Nothing New Under the Sun" handout; Anzaldua "How to Tame a Wild Tongue" handout



Week 4


Conferences


Write: Research Essay 1




Week 5



Analyzing Arguments, "Reading" Media



Read/Discuss: In Greene & Lidinsky, Ch. 3; Scholes "On Reading a Video Text" pg. 370; Giroux "Children's Culture and Children's Animated Films" pg. 567. 

Write: Research Essay 1 DUE


Week 6


Media Literacy: Arguments in Media


Read/Discuss
: In Greene & Lidinsky, Ch. 4; Helmers "Media, Discourse, and the Public Sphere" pg. 679; "Media Literacy" handout.

Write: Exploratory Essay 2.


Week 7


Analyzing Media


Read/Discuss
: In Greene & Lidinsky, Schlosser "Your Trusted Friends" pg. 754; Dworkin & Messner "Just Do...What? Sport, Bodies, Gender" pg. 551. In Lunsford, "MLA Style" pg. 206


Week 8


Finding and Evaluating Sources


Library, databases, and research

Write: Research Essay 2, Peer Review Workshop

Week 9 
 Dealing with Difference
Read/Discuss
: In Greene & Lidinsky Ch. 5 and 8; Frank "The Two Nations" pg. 497. In Lunsford, "Writing for the World" pg. 142-7
 
Write: Research Essay 2 DUE

Week 10
 Appealing to Different Audiences
Type text here

Read/Discuss
: In Greene & Lidinsky duCille "Dyes and Dolls" pg. 458. 

Write: Annotated Bibliography

 Week 11  Discourses of Difference Read/Discuss: In Greene & Lidinsky Pratt "Arts of the Contact Zone" pg. 354; Appiah "Moral Disagreement" pg. 378; McIntosh "White Privilege and Male Privilege" pg. 520 

Week 12  Discourses of Current Events  Current events debates
Analyzing political discourse through web sites, TV ads, etc

 Week 13
 Group Conferences  Write: Research Essay 3
 Week 14  Re-vision and Portfolio Keeping  Read/Discuss: Reynolds & Rice Ch. 6, 8, 9

Write: Research Essay 3 DUE
 Week 15  Revision Strategies  Revision Strategies and Purposes

Write: Revisions of two essays, portfoliorite:
Peer Review Workshop
 
Week 16
 Final Portfolios Due Wednesday  


     

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

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
If you have any concerns that you might be inappropriately using or citing sources, see me BEFORE you turn in your paper.

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

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Focus                                                                                                                                                                                                                                                      
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The main point, or thesis, of the essay is not only abundantly clear to the reader, but gracefully expressed in a clear, 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. 

Copyright:

Last Updated:8/8/2010 8:57:02 PM