EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
S2Z 2011 ML
Wilcox, Karen Marie
Adjunct English Faculty
BA in English from Montana State University-BozemanMA in English from Montana State University-Bozeman
14 March 2011 - 8 May 2011
5:00 - 7:30 PM
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
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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
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:
· 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)
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.
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.
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 .
Last Updated:2/15/2011 4:50:13 PM