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


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 HOD

Faculty

Mumma, John

Title

Adjunct Professor of English

Degrees/Certificates

BA in English, Michigan State University, East Lansing, MI
MA in Teaching Rhetoric and Composition, University of Illinois/Chicago

Office Location

Academic Support Center

Office Hours

to be announced

Daytime Phone

816-584-6330

E-Mail

John.Mumma@park.edu

jbm4321@yahoo.com

Semester Dates

August 16 through December 8

Class Days

MW

Class Time

3:00--4:15pm

Prerequisites

EN105

Credit Hours

3


Textbook:

Lunsford, Andrea. Easy Writer: A Pocket Reference. 4th Ed. Boston: Bedford/St.

Martin’s, 2009. ISBN: 0-312-55425-7.

Reynolds, Nedra, and Rich Rice. Portfolio Keeping: A Guide for Students. 2nd Ed.

Boston: Bedford/St.Martin’s, 2006. ISBN: 0-312-41909-0.

 

Greene, Stuart, and April Lidinsky. From Inquiry to Academic Writing: A Text and

Reader. Boston: Bedford/St. Martin’s, 2008. ISBN: 0-312-45165-2. Students may order From Inquiry to Academic Writer bundled with Easy Writer and Portfolio Keeping by using ISBN: 0-312-55468-0.

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:

English 106 should be a blend of reading and writing, small group and individual work, and discovering the advantages of using sources to enhance one's own writing.  The instructor believes English instruction at this level should largely be conducted on a one-on-one basis, and this approach will be practiced in this class to a reasonable degree.
 
For success in EN106, students should practice the following:
  • Read directions for assignments and follow those directions
  • Manage time to avoid procrastination
  • Come to class prepared
  • Complete all work (particularly important in a cumulative point system such as ours)
  • Proofread and revise work when the opportunity presents itself
  • Exceed instructor expectations
  • Take responsibility.  Consider things you can do to succeed rather than blaming others or  making excuses
  • Embrace the class as a challenge rather than a mere requirement or "hoop" you must jump through

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:

Each unit will involve practice and preparatory materials as well as finished essays.  The practice materials receive "completion" points (max credit for doing all that is required and handing it in on time; revision and instructor input play a big part in this phase of the writing process).  Final essay drafts receive "critical" points (Instructor deducts points at his discretion; students receive detailed instructor comments on the paper and a grading rubric). 
 
Directions for assignments will be distributed by the instructor as the class progresses.
 
Daily Responses -- We will begin each session by writing on a controversial question. You will have ten minutes to write a response to the question. At the end of the ten minutes, bring up your response for the instructor's initials. Initials will not be given after the ten minute session is concluded. We will have 20 responses during the semester; initialed responses are worth 5 points each for a total of 100 points in the semester. You may drop two zeroes in this grading category. The responses may not be made up either during or after class. Therefore, if you wish to make as many points as possible in this category, come at the beginning of class ready to think and write.
At four points in the semester, you will pick one of the responses and develop it into a typed, double-spaced, one-page response. No sources are required. The typed response is worth 10 points for a total of 40 points in the semester. The instructor will announce the due dates at least one class session in advance.
 
ESSAY UNITS
 Research and Writing Introductory Unit 
   Practice and preparatory work includes research with Park databases; summarizing, quoting, paraphrasing  (SQP); documentation practices, paragraph structure.
   Final draft for this unit will be an essay that follows "Basics of Good Essay Form" on the Academic Support Center's webpage, contains at least five fully-developed paragraphs, use of at least one PV database source, documented in MLA style. 
 
IA (From Inquiry to Academic Writing) "Technologies and Pop Culture" Essay Unit
   Reading of essays in the Pop Culture section of IA.  Discussion, peer reviews, and writing practice.
   Independently written essay on IA unit topic.
 
WCT Practice Essay (Preparation for the WCT test required of all Park students)
   Argument exercises.
   WCT draft based on a "packet" of Park Database articles selected by the instructor.
 
 Multiple Source Essay 
   Multi-stage research and writing process, annotated bibligraphy, interview/survey source, essay plan, and peer reviews.
   Final draft needs to be four to six typed, double-spaced pages with use of at least four documented sources (MLA or APA style)
 
IA "A World of Difference" Essay Unit.
   Discussion Questions, Reader Responses, and drafting.
   Final draft must make at least some use of comparison/contrast format as discussed in class.
 
Portfolio Draft (chosen from among any of the critically graded essays in the term, except the  WCT)
   This is the core assessment paper.  Directions will be provided. 

Grading:

Research and Writing Introductory Unit
   Source group responses and Peer Review  =  20 completion points
   Essay (5 paragraphs; 1 database source) = 80 critical points
 
IA "Technologies of Pop Culture" Essay
   Pop Culture materials = 50 completion points
   IA Essay (student's topic) = 100 critical points
 
Multiple Source Essay
   Annotated bibiliography = 20
   Essay Plan = 10
   Peer Review = 10
   Interview or Survey Results = 20
   Multiple Source Essay = 200
 
WCT Practice Essay
   Argument practice= 20 completion points
   WCT draft = 80 critical points
 
IA "A World of Difference" Essay
   RR's, C/C exercises, Peer reviews = 50
   Final Draft = 100
 
Daily Responses (20 Responses, 5 pts each) = 100 points
Typed drafts from Daily Respones = 40 points
 
 Core Assessment
   Writing Process and Final Draft = 200
 
Total points = 1100
Grading scale is 90%-100% = A, 80%-89% = B, etc.
 
 

Late Submission of Course Materials:

As a general practice, late assignments lose one letter grade per session late. 

Classroom Rules of Conduct:

Bring a copy of this syllabus to class every day.
 
Keep an English folder, bring it to class, and hand in essays and corresponding writing process materials in the folder.  This should be a standard two pocket folder, inexpensive and readily available at the college bookstore, Walgreens, CVS, and similar stores.  Do not use a bulky, hardcover notebook for your English folder.  The instructor may reject folders that do not meet the required description.
 
Retain copies of your assignments on flashdrive or in some other accessible, permanent form.  In the event of a grade challenge, students will need to produce copies of graded papers and rubrics as evidence of grades received.
 
No cell phones or texting in class.  No lap top use that is not directly relevant to classwork.
 
Textbooks listed above are required.  We will use them routinely; you will need the current editions of each.  Forego buying the textbooks at your own risk.
 
Appropriate behavior is expected at all times.  Inappropriate behavior will be noted by the instructor, who will then send a follow up email the student regarding the behavior.  Continued offenses will result in the instructor forwarding all such email regarding student behavior to the Humanities Chair and Dean of Students for disciplinary action.
 
Students are responsible for their own record keeping.  The instructor will update grades on ecompanion periodically, but not upon demand.  If you want to know your grade, keep track of the grades you have received.  The rest is simply math.  Any time you have a grade inquiry, you may certainly send me an email to the instructor requesting scores.
 
Come to class on time and stay for the entire period for maximum credit in class.  A pattern of late arrival or leaving early may be factored adversely into a student's final grade without notice.

Course Topic/Dates/Assignments:

Our schedule needs to be flexible.  Day to day assignments and actual paper deadlines will be adjusted and announced through instructor email and in-class.    Students are responsible for checking email (or parkonline.org/docsharing) on a daily basis, particularly if they have been absent.  In addition to scheduled assignments, in-class group work, lecture/explanation of concepts, writing practice, and short video clips will be integrated into daily class activity at the instructor's discretion.  No significant point variation will result.
 
The instructor will announce dates when students need to bring Portfolio Keeping to class.  We will discuss sections in class, and the book will need to be used as a source in the Portfolio Unit materials at the end of the term.
 
Bring the EW and IA texts to class every day unless otherwise directed by the instructor.

 August

16 and 18 Introduction to the course and discussion of the syllabus.

23 Begin Research and Writing Introductory Essay. Directions will be posted on parkonline.org/doc. sharing. Bring EW to class.

25 Bring your chosen Park Database article to class for group discussion. You will tell group members what your article is about and why you think it contains a topic worthy of discussion in a college paper. Quote at least one significant passage to group members. You will then take notes recording group member comments on the topic and your article. Select pertinent group member responses to quote or paraphrase in your paper.

30 Peer Review session. Bring a rough draft of your Critical Response Essay for peer feedback. The draft needs to be at least one typed, double-spaced page or two legible handwritten pages to qualify. Those with drafts that do not qualify may conduct peer reviews outside of class for reduced credit. We will also discuss MLA documentation during the period, so bring EW and your source article.

September

1 Hand in your Research and Writing Introductory Essay in your English folder. The folder should include the grading rubric, completed typed draft of at least 2 pages, your article from the database, Aug. 25 group discussion notes. We begin our IA/Pop Culture unit today. Discussion Questions will be distributed.

 6 Labor Day.  Class does not meet.

8 Bring your Reader Response for Schlosser in IA on 754. All RR's for IA articles should be at least one half page each. Write your general impression of or reaction to the article saying whether or not you agree or disagree with the author on certain points or how you can relate in some what to what the author is saying. Include and comment on at least one quotation from the article. The same format should be used for all RR's. Bring your RR to the instructor's desk at the beginning of class for his initials indicating that you completed your RR on time.

13 RR for Johnson (IA 730)

15 RR Selfe (IA 783).

20 Peer Review session. Bring a rough that meets the same qualifications as discussed on Aug 30.

22 Hand in your Pop Culture essay in your folder with the writing process. We begin our Database/Multiple Source essay. Directions distributed (4-6 pages/4 sources).

27 and 29 Conduct preliminary research for your annotated bibliography (12 sources investigated).

October

4 and 6 Essay Plan

11 and 13  Spring break.  Classes do not meet.

18 Peer Review for Multiple Source Essay.  Bring EW for work with documentation.

20 Hand in Mulitiple Source essay in your folder with all writing process. Begin WCT essay unit.  Directions distributed.

25 and 27  Discuss and practice argument for WCT unit.

November

1 Hand in WCT essay.   Begin IA "A World of Difference" essay.   Discussion Questions distributed.

3  RR for Diamond (IA  390).

8  RR for Foer  (IA 406).

10  RR for Gladwell  (IA  432).

15 Peer Review for IA essay. 

17 Hand in IA "A World of Difference" essay.

22 through final exam period -- Drafts returned.  Directions for Portfolio Draft unit distributed.  Schedule to be announced.

 

 

 

 

 

 
 
 
 

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

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
Attendance at Park University is mandatory.  Students do not make their own attendance policies that the university must follow.  

Students' first four absences will be marked as "excused".  Subsequent absences will be marked "unexcused."  Excessive unexcused absences may be factored into the student's final grade without notice.  For example, a student with a grade of A on classwork may receive a final grade of B for having excessive absences.

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. 

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Last Updated:7/14/2010 1:28:12 PM