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EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
Wilcox, Karen Marie


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

S2Z 2011 ML

Faculty

Wilcox, Karen Marie

Title

Adjunct English Faculty

Degrees/Certificates

BA in English from Montana State University-Bozeman
MA in English from Montana State University-Bozeman

Daytime Phone

406-899-5860 (cell)

Other Phone

406-452-0587 (home)

E-Mail

karen.wilcox@park.edu

Semester Dates

14 March 2011 - 8 May 2011

Class Days

--T-R--

Class Time

5:00 - 7:30 PM

Credit Hours

3


Textbook:
 

Greene, S., & Lidinsky A. (2008). From inquiry to academic writing: A text and reader. NY:  Bedford/St. Martin’s.

Lunsford, A. A. (2006). Easy writer: A pocket reference. (4th  ed.). Boston: Bedford/St. Martin’s.

Reynolds, N., & Rice, R. (2006). Portfolio keeping: A guide for students. (2nd ed.). Boston: Bedford/St. Martin’s.

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:
 

Learning to write clearly, to communicate effectively, and to think critically enables students to identify and clarify their own beliefs, thoughts, and reactions, leading to personal and professional success and empowerment. Teaching techniques will revolve around lecture, group discussion, group exercises, and individual demonstration/ performance exercises.

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:
 

·          3 position essays with research

·         5 research processes

·         7 reader/writer response journals

·         Portfolio assessment (prewriting activities, rough drafts, peer reviews & revising; self-evaluation of progress; and core assessment-revision assignment)

Grading:
 

  • 1st Position Essay:                                           100 points
  • 2nd Position Essay, In-Class:                           100 points
  • 3rd Position Essay—Research:                        150 points
  • Reader/Writer Response Journal:                      70 points
  • Portfolio Assessment:                                      200 points
  • Research Steps:                                                 25 points

Late Submission of Course Materials:
 

All materials need to be turned in on time unless other arrangements are made with the instructor. A 10% deduction may apply to late materials, and after a two week period, late assignments may not be accepted.

Course Topic/Dates/Assignments:
 

Session 1: 15 March

Reading: Greene & Lidinsky, Chapters 9; Lunsford, Ch. 1-3 (these are shorter ones!).

In-Class Activities: 1) Introduction to class via reading the syllabus, discussing expectations for the journal entries, how the portfolio works, and how to use the http://parkonline.org site for Threaded Discussions, Doc Sharing, Announcements, Gradebook, Dropbox, and the PDL 200 Online Writing Lab; 2) Review of basic writing skills and how to write arguments.

Please view documents for point bearing assignments in the left-hand menu at the parkonline.org site under Week 1, and also check the Announcements & Doc Sharing tab for additional messages and documents.

______________________________________________________________________________

Session 2: 17 March

Reading: Greene & Lidinsky, pp. 730-753, Johnson’s essay, “Everything Bad for You is Good;” Lunsford, Ch. 38.

In-Class Activities: 1) Introduction to research writing; 2) Completing Research Step 1--prewriting for the research paper, in class; 3) Discussing 1st Position Paper assignment plus prewriting (in class) including discussion of Greene & Lidinsky selection (Johnson) for the 1st Position Paper.

Assignments Due: Journal Entry 1 (based on any of the readings for the week; see the J.E. handout posted at the http://parkonline.org site, in the left-hand menu & Doc Sharing area.) Post/submit your assignment to the Dropbox at the http://parkonline.org site, and be ready to share your thoughts and feelings in class.

______________________________________________________________________________

Session 3: 22 March

Reading: Reynolds & Rice, Part I (pp. 1-31); Greene and Lidinsky, Ch. 10 (on revision and peer review). Check the Doc Sharing area for additional documents.

In-Class Activities: 1) Rough draft workshop for the 1st Position Essay—if you miss class, you’ll want to post your rough draft at the http://parkonline.org site in the Threaded Discussion area (left-hand menu/column) and request a peer review—as well as look for a paper to review, using the questions posted there; 2) In-class discussion of Reynolds & Rice (portfolios)—make sure you complete the worksheet and create an analogy to use in your reflective essay later in the term; 3) Discussing revision.

Assignments Due: Rough draft of and prewriting for the 1st Position Essay + outline; peer review.

Post/submit your assignment to the Dropbox at the http://parkonline.org site. Also, submit to the PDL 200 for a peer review from Parkville campus. Look for the “special courses” heading on your parkonline.org home page.
______________________________________________________________________________

Session 4: 24 March

Reading: Lunsford, Ch. 38, cont. & 39; Greene & Lidinsky, Ch. 6.

In-Class Activities: 1) Discussing Greene & Lidinsky on “From Finding to Evaluating Sources”; 2) Assigning Research Step 2—database search (see the document in the Doc Sharing, Week 2, area); 3) preliminary computer search.

Assignments Due: Research Step 1 (the prewriting for the research paper from last week if you didn’t do it in class); Journal Entry 2, based on the readings for this week, hard copy needed for in-class discussion; also, post the journal entry to the Threaded Discussion area (at the http://parkonline.org site in the left hand menu) and respond to two of your peers’ journal entries.

If you miss class, post/submit your assignment to the Dropbox at the http://parkonline.org site.


______________________________________________________________________________

Session 5: 29 March

Reading: Greene and Lidinsky, pp. 390-406 (Jared Diamond reading for Position Paper 2), Ch. 5 (more on writing a great thesis). Check the Doc Sharing area for additional documents.

In-Class Activities: 1) 2nd /Position Essay Assignment (Mid-Term, In-Class Essay) + prewriting—recognize that the midterm will require a quote and paraphrase as well as a References page; 2) Discussing Greene & Lidinsky selection, completing an in-class exercise—the student (Potish) essay in Ch. 5; 3) Discussing the in-class portion (2nd draft) of this essay for the midterm.

Assignments Due: 2nd/revised draft of the 1st Position Paper to be turned in for instructor comments and grade. Post/submit your assignment to the Dropbox at the http://parkonline.org site.

______________________________________________________________________________

Session 6: 31 March

Readings: Greene and Lidinsky, Ch. 7; Lunsford, Ch. 39, cont.

In-Class Activities: 1) Research groups discussing Research Step 2 (from last week) and assigning Research Step 3 (the note cards and scratch outline); 2) Viewing the PowerPoint for Research Methods, Week Three; 3) Discussing quotes and paraphrases, plus in-class exercises.

Assignments Due: Research Step 2 (if you didn’t complete it last week in class); Journal Entry 3 (based on any of the readings for the week). Post/submit your assignment to the Dropbox at the http://parkonline.org site.
______________________________________________________________________________

Session 7: 5 April

Reading: Greene & Lidinsky, Ch. 1. Check the Doc Sharing area for additional documents.

In-Class Activities: 1) Rough draft workshop for the 2nd Position Essay—if you miss class, follow the same instructions for completing the peer review online as explained for Position Paper 1; 2) Discussing Greene & Lidinsky on academic writing and reading; 3) Continued work with quotes and paraphrases.

Assignments Due: Rough draft for Position Essay 2 + prewriting and outline; peer review. Post/submit your assignment to the Dropbox at the http://parkonline.org site.

_____________________________________________________________________________

Session 8: 7 April

Reading: Revisiting Greene & Lidinsky, pp. 138-149, on synthesis, and Ch. 2.

In-Class Activities: 1) Introduction to critical thinking—analysis & synthesis—skip the E. D. Hirsch Jr. reading in the chapter, and focus on the Ada Maria Isasi-Diaz & Barbary Ehrenreich ones, 2) Watching the WCT video in preparation for the midterm exam/going online to the PDL 200 to see the WCT info there.

Assignments Due: Journal Entry 4, based on the readings for this week. Post/submit your assignment to the Dropbox at the http://parkonline.org site. Always be prepared to share from your journals in class.

______________________________________________________________________________

Session 9: 12 April

In-Class Activities: In-Class, 2nd Position Essay--Midterm (write the essay in class--to be turned in for instructor comments; if you miss class, you need to make up the test in a proctored situation—Call the Park U. office for open hours). See the assignment in the left-hand menu of the http://parkonline.org site; you may bring paper to write on, pens, white-out, a dictionary, etc.

______________________________________________________________________________

Session 10: 14 April

Reading: Lunsford, Ch. 40 (on plagiarism) & 43 (on APA style formatting). Check the Doc Sharing for additional documents.

In-Class Activities: 1) Formatting the APA References page; 2) Recap of using sources, avoiding plagiarism—plus other formatting elements for the APA References page; 3) PowerPoint for Research Methods: Week 5 and assigning Research Step 4 (the APA References page)—bring any of your sources and complete bibliographic information for a workshop & help with formatting.

Assignments Due: Research Step 3 (scratch outline and note cards); Journal Entry 5. Post/submit your assignment to the Dropbox at the http://parkonline.org site.
______________________________________________________________________________

Session 11: 19 April

Reading: Greene & Lidinsky, Ch. 4. Check the Doc Sharing area for additional documents.

In-Class Activities: 1) Review of elements of argumentative essay writing and basic writing; 2) close reading and analysis of student work to focus on sentence style, voice, development, and audience; 3) post-write on first two essays for the portfolio.

______________________________________________________________________________

Session 12: 21 April

Reading: Greene & Lidinsky, Ch. 8.

In-Class Activities: 1) How to write a rough draft of the research paper—PowerPoint for Research Methods: Week 6; 2) discussing research introductions; 3) exercises to help get going with the rough draft; discussing the Core Assessment for the portfolio.

Assignments Due: Journal Entry 6; Research Step 4 (APA References page). Post/submit your assignment to the Dropbox at the http://parkonline.org site.

_____________________________________________________________________________

Session 13:  26 April

Reading: Reynolds & Rice, revisited (Part II); Friedman’s essay “While I Was Sleeping,” (pp. 417-431 in Greene & Lidinsky). Check the Doc Sharing area for additional documents.

In-Class Activities: 1) Portfolio exercises—revisiting the analogies from the beginning of class & changing them, re-evaluating the portfolio checklist; 2) Discussing Friedman’s essay as an example of a reading for the WCT.

_____________________________________________________________________________

Session 14: 28 April

 Readings: Revisiting Reynolds and Rice on Reflective Essays (pp. 48-52); Greene & Lidinsky, pp. 432-446), Gladwell’s “The Tipping Point.”

In-Class Activities: 1) How to write an abstract;  2) Peer review/rough draft workshop for the research paper—if you miss class, follow the instructions given for the online peer review in the Threaded Discussion area at http://parkonline.org; 3) Discussion of and assignment for the portfolio reflective essay (2-3 pages double spaced); 4) Companion discussion of Gladwell’s essay as one which might be paired with Friedman’s essay for the WCT.

Assignments Due: Journal Entry 7 (based on the readings for the week); rough draft of the research paper plus outline + peer review. Post/submit your assignment to the Dropbox at the http://parkonline.org site.
______________________________________________________________________________

Session 15: 3 May

In-Class Activities: 1) 2nd peer review for the research essay—we will use the entire class period to conduct multiple peer reviews. Depending on the size of the class, we may begin presentations of Research Step 5.

Assignments Due: Students should come to class with a revised edition of their core assessment/portfolio choice paper for a peer review. We will also conduct a 2nd peer review for the research essay.

______________________________________________________________________________

Session 16: 5 May

In-Class Activities: Research Step 5: informal student presentations for the research assignment; 2) exit interview questions.

Assignments Due: The following items must be submitted to the Dropbox for a grade: the core assessment & reflective essay for the Portfolio as well as research papers.

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

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

Additional Information:

All point-bearing assignments will be in the left-hand menu by week. All assignments for a grade, save the midterm/in-class essay will be submitted to the Dropbox for a grade.
 

If you miss a class day, it is your responsibility to check the http://parkonline.org classroom for materials and assignments.

 

Pre-writing and peer review assignments will be done in class, and will be given process points. If you are in class, you don't need to submit them to the Dropbox. If you miss class, it is your responsibility to complete the assignments and submit to the Dropbox.



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:2/15/2011 4:50:13 PM