EN106 First Yr Wrtng Seminar II: Academic Research & Writing

for S2QQ 2011

Printer Friendly

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.


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


S2QQ 2011 HI


Fuller, Carol- Ann


Adjunct Faculty


Master's Degree in English
Master's Degree in Speech Pathology

Office Location

Bldg. 383, Hill AFB

Office Hours

Before and after class and by appointment

Daytime Phone




Semester Dates

14 March -08 May 2011

Class Days


Class Time

4:30 - 7:15 PM



Credit Hours



Lunsford, Andrea.  Easy Writer: A Pocket Reference.  4th ed.  0-312-58388-5
Reynolds, Nedra, and Rich Rice.  Portfolio Keeping: A Guide for Students. 2nd ed.  0-312-41909-0 
Fulwiler, Toby.  College Writing. 3rd ed.  0-86709-523-7

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:

Effective writing enables students to succeed in college, professions, and life.  I believe the person who rules the language not only rules his or her world, but also communicates more effectively than one who cannot write well.  Writing should be meaningful, applicable to self, and rewarding.  Mastering English and reading-writing-thinking skills is not a destination but a continuous journey.

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:

Critical Analysis Paper            3-4 pages               100 points               Portfolio Submission
Short Research Paper               5-6 pages               100 points               Portfolio Submission
Reading Responses                  4@ 2 pages each     100 points each
Major Research Paper              10-12 pages            200 points               Portfolio Submission
Reflective Essay                        3-4 pages               100 points               Portfolio Submission
Final Exam                                                                100 points 
Total                                                                        1,000 points               Portfolio worth 50%


A = 900 - 1,000 points                     D = 600 - 699 points
B = 800 - 899  points                        F = Below 599 points
C = 700 - 799  points

Late Submission of Course Materials:

Written assignments are due on the date assigned.  Late papers MUST BE coordinated with instructor beforehand or there will be a five-point penalty, if the papers are accepted.  Students are responsible for obtaining information regarding assignments made during any absences and for reading all assignments.

Classroom Rules of Conduct:

Cell phones are acceptable; please use only for work or emergencies
Do not text-message during class
Do not be late nor skip class to work on assignments
Thank-you, gentlemen, for removing your hats in class

Course Topic/Dates/Assignments:

Week I         Discuss research papers;                           Read pages 1-16 in Portfolio Keeping;
                     review learning outcomes;                          bring three research topics
                     assign Critical Analysis
Week II         Introduce Works Cited and                        Read pages 17-31 in P-K and Chapter
                      in-text citations; library                                 #5 in College Writing;  work on
                      presentation;  submit Critical                      short paper:  revision, theme, focus
                     Analysis in Portfolio;  discuss
                     reading assignments
Week III         In-class writing exercise;                             Read pages 32-57 in P.K;  revise, edit,
                        submit short research                                proof, and hand in short research
                        paper in Portfolio;  discuss                        paper
                        reading assignment
Week IV            Conferences; review Works                     Read 58-60 in P.K. and Chapter #8
                          Cited and in-text  Citations                       in C.W.; work on major
                                                                                             research paper
Week V             Continue conferences and peer                     Work on major research paper;
                          reviews; discuss analyzing and                       read Chapter #11 in  C.W.
                           integrating information and resources
                          for traditional and online research
Week VI           Review all aspects of a polished                         Edit, polish, proofread  major
                         research paper;  peer revision                             research paper; read Chapter #14
                          session; review Reflective Essay                          in C. W.
                         and reading assignments
Week VII         Class discussion;  submit Major                        Work on Reflective Essay;
                         Research paper in Portfolio                                review reading assignment  
Week VIII         Class summation;  submit                                 Review term concepts; prepare
                           Reflective Essay in Portfolio                            for final exam
                           Final Exam
This syllabus is a living document and may be adjusted, minimally,
if necessary to meet the needs of this class.

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 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 .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
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. 
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. 
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                                                                                                                                                                                                                                   
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                                                                                                                                                                                                                           
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                                                                                                                                                                                                                         
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                                                                                                                                                                                                                                      
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. 


This material is protected by copyright
                               and can not be reused without author permission.

Last Updated:1/29/2011 12:21:50 PM