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EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
Harper, Gavin W.


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 Year Writing Seminar II: Academic Research and Writing

Semester

S1QQ 2011 HI

Faculty

Harper, Gavin W.

Title

Instructor of English

Degrees/Certificates

MA: English, Brigham Young University, 1998
BA: English, Weber State University, 1994

Office Location

BLDG 383 HAFB

Office Hours

Before and after class

Daytime Phone

801-865-0517 (cell)

E-Mail

Gavin.Harper@park.edu

Semester Dates

Jan 10th -- Mar 6th, 2011

Class Days

--M-W--

Class Time

7:30-10:15 PM

Credit Hours

3


Textbook:

Greene, Stuart, and April Lidinsky.  From Inquiry to Academic Writing: A Text and Reader.  Boston: Bedford/St. Martins, 2008.

Lunsford, Andrea A.  Easy Writer: A Pocket Reference.  4th ed.  Boston: Bedford/St. Martins, 2010.
 
Reynolds, Nedra and Rich Rice.  Portfolio Keeping: A Guide for Students.  2nd ed.  Boston: Bedford/St. Martins, 2006.

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:
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.  3:0:3

Educational Philosophy:
Building connections between strong reading/analytical skills and strong writing is one of the basic tenets of my composition courses.  I encourage students to discover connections, as well, between their own writing and the cultural expectations that help to form their work--consciously or unconsciously.  The exploration of these ideas will occur not only through lectures, but through class participation and discussion of our readings during the term, polished composition assignments, and revision of those assignments.

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.


  Instructor Learning Outcomes
  1. Develop understanding and usage of the MLA documentation style.
  2. Develop a personal writing process for research writing (research, drafting, outline, thesis, persuasive technique, formatting).
  3. Study and analyze popular forms of persuasive writing techniques.
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:
You will be required to complete 3 essays of 4-5 pages each and a final essay that showcases your ability to significantly revise one of your earlier essays by the end of this course.  As a method of achieving that goal you will be required to complete a short MLA citation assignment, an annotated bibliography, and an outline--all of which will help you complete the polished essay itself.  At the end of the course, you will be required to compile these assignments into a portfolio of writing that will include a short reflective essay on the process of developing your research writing.  The final portfolio will consist of revised final/polished copies of your earlier work--and the final grade will depend much upon the content in these revisions.  During the final week, as part of this assignment, you will also present your revisions to the class in a presentation of your best work.  You will receive further information on each of these assignments during class.

Grading:

MLA Citation Assignment:                   100 pts.
Annotated Bibliography:                       100 pts.
Outline:                                                100 pts.
Formal Essays (100 pts each):              300 pts.
Class Presentation:                               100 pts.
Final Portfolio/Revision Essay               250 pts.
Reflective Essay                                    50 pts
 
Grade Breakdown:
 
A =  1000-900 pts.
B =  899-800
C =  799-700
D =  699-600
F =  599 and Below
 
 

Late Submission of Course Materials:
As this is an eight-week course, and deadlines will approach swiftly, I strongly advise you to turn in ALL work on time.  If your work does arrive late, you will be docked a full letter grade for each day until the assignment is turned in.

Classroom Rules of Conduct:
As this class will depend upon thorough discussions of the readings and course materials, I will expect your attendance and "mental" presence on each class day.  Part of your grade will depend upon your ability to discuss, analyze, and vocally show your preparedness, so please come to class ready to debate/discuss the topics and readings you see on the schedule below.  You must complete your reading BEFORE the day your reading assignment is due. For instance, on the schedule below, if a reading is due on Jan 12th, we will discuss it that day, and you should complete your work BEFORE class time.

Course Topic/Dates/Assignments:

Date   
Course Topics/Reading Assignments   Due Dates
Jan 10th

Intro to Course

Jan 12th

MLA and Essay Drafting
Greene: Reading as a Writer p. 25-46
Lunsford: MLA Style Section
Reynolds: Ch 1 & 2

Jan 17th

MLK Jr Holiday -- No Class, BUT PLEASE READ:
Greene: On the Uses of a Liberal Education p. 277
Greene: Lies My Teacher Told Me p. 332

Jan 19th

Academic Database Research Workshop
Essay One Due
MLA Exercise Due

Jan 24th

Organizing and Documenting Research
Greene: Just Do . . . What? p. 551
Greene: Maid to Order p. 479

Jan 26th

Analyzing Research & Developing a Thesis
Greene: Analyzing Arguments p. 47-64
Greene: Thesis p. 83-103

Jan 31st

Greene: Gender, Class, and Terrorism p. 448
Greene: Night to His Day p. 617

Feb 2nd

Organizing and Balancing Research with Analysis
Essay Two Due
Annotated Bibliography Due

Feb 7th

Develop Individual Research Projects
Research: "Her Body, Himself" Carol Clover

Feb 9th

Outline Workshop

Feb 14th

Individual Research Projects, cont.
Research: "Visual Pleasure" Laura Mulvey

Feb 16th

Peer Review Workshop
Essay Three Due
Outline Due

Feb 21st

Ideas on Revision
Greene: Revising to Editing p. 227-248
Reynolds: Ch. 8

Feb 23rd

Student Presentation of Research
Peer Review
Student Teaching/Readings

Feb 28th

Student Presentation of Research
Peer Review
Student Teaching/Readings

Mar 2nd


Final Essay Revision/Portfolio Due
Reflective Essay Due

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 .



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:12/6/2010 1:00:19 PM