EN106 First Yr Wrtng Seminar II: Academic Research & Writing

for F2K 2010

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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


F2K 2010 LA


Florentine, Sarah


Adjunct Faculty


MA, English Literature
BA, History, American Studies, English

Office Location

Education Center

Office Hours


Daytime Phone


Other Phone




Semester Dates

18 October to 12 December

Class Days


Class Time

4:00 - 6:30 PM



Credit Hours



Text: From Inquiry to Academic Writing: A Text and Reader, 1st Edition,

Greene, Stuart and April Lidinsky. Boston: Bedford/St.Martin’s, 2008. ISBN: 978-0-312-45165-3

Text: Portfolio Keeping, 2nd Ed.

Reynolds and Rice, Bedford St. Martins, 2006. ISBN: 0-312-41909-0.

Text: Easy Writer: A Pocket Reference, 4th Ed.
Author: Lunsford, Bedford St. Martins, 2009. ISBN: 

Textbooks can be purchased through the MBS 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.
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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:

This class will be taught in a collaborative environment.  Students will be expected to work with their peers as they engage in active reading and critical thinking.  Classes will feature discussion, in-class writing as well as peer revision and group work.

As explained by Greene and Lidinsky, students should be continually:

  • Making inquiries - observing, asking questions, and examining alternatives.
  • Seeking and valuing complexity.
  • Seeing writing as conversation.
  • Understanding that writing is a process.
  • Developing and using academic research skills.

A good foundation in writing is established through practice and will be essential to a successful college career. Academic learning is a process of conversation, or argument, between individuals and groups. Students will be expected to join in and participate in the conversation via reading, writing, speaking, thinking and listening.

Green, Stuart and April Lidinsky. From Inquiry to Academic Writing: A Text and Reader, 1st Edition, Boston: Bedford/St.Martin’s, 2008. (Chapter 1).

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:

EN 106 includes the following assessments:

  • Completing weekly reading assignments from the assigned texts and lectures
  • Taking quizzes randomly administered throughout the term 
  • Participating in weekly discussions
  • Completing three substantial writing assignments, referred to as essays
  • Completing applicable research assignments
  • Completing three substantial revisions of essays
  • Compiling a portfolio of class work, one final draft essay and a reflective essay
  • Completing two peer reviews
  • Completing a final examination





Due Date

5 reading quizzes




2 grammar quizzes




Active Reading/Thought Assignment



10/27 by midnight - dropbox

Essay #1



11/3 by midnight - dropbox

Critical Analysis



11/10 by midnight - dropbox

Peer Review #1



11/8 by the end of class time

Essay #2



11/15 before class time - dropbox

Annotated Bibliography



11/23 by midnight - dropbox

Peer Review #2



11/15 by the end of class time

Essay #3



11/29 by midnight - dropbox

In-class Essay




Final Essay Revisions



12/6 by midnight - dropbox




12/7 by class time

Reflective Essay



12/7 by class time

Final Exam



12/7 by class time



330 points

Late Submission of Course Materials:

Late work will be docked 3 points for every 24 hour period that it is late.

Classroom Rules of Conduct:
Be on time.  Students who are 30 minutes or more late will be counted as absent.  Be aware of the University's policy for absences. Absences are excused for duty, unexpected work conflicts and true illness.  Students must provide a written excuse prior to or immediately after the absence

Course Topic/Dates/Assignments:


In Class

Homework DUE

Week 1




Intro to EN106

·         How to Succeed in this Class

·         Refresher on Academic Writing

·         Inquiry: Writing as Thought

In Class Reading:

Grammar Articles

Academic Writing Handouts


In Class Activity:

Writing on the topic of Grammar

Grammar Debate


Introduction and Chapter 1

(ignore ‘practice sequence’ sections)

Easy Writer:

p. 1-10 “Find it Fix it.”



Reading as a Writer to Writing as a Reader

·         Active Reading/Habits of Mind

·         Rhetorical Analysis

·         Critical Writing Strategies

In Class Reading:

Active Reading Handouts

Understanding Assignments Handout

Reading to Write

In Class Activity:

Rhetorical Analysis p. 38-46

Thinking Assignment, Articles and Essay #1 distributed


Chapter 2 (p. 25-35)

and Chapter 9

Easy Writer:

p. 25-35 “Critical Thinking and Argument”

Week 2

Writing as Thought




In Class Thinking Activity

Vocabulary Quiz #1

Jonathan Nolan’s “Memento Mori”


Selections from Descartes’s  Meditations on First Philosophy


In Class Thinking Activity…. continued

Thinking Activity due by midnight to the dropbox

Week 3

Entering the Conversation of Ideas





Intellectual Arguments

·         Identifying Claims

·         Analyzing Arguments

·         Making an Argument: Disagree, Qualify, Extend

·         Appealing to your Audience


In Class Reading:

Different Types of Arguments

The 5 Cs of Effective Claims

Ethos Pathos Logos

In Class Activity:

Writing on the topic of Arguing

Knowing your Audience

Discussion and Analysis of Articles

Practice Disagree, Qualify or Extend

Vocabulary Quiz #2

Distribute reading for Wednesday


Chapter 3 and Chapter 8 p. 167-185 (ignore practice sequence)

Conventional and Unconventional Wisdom, p. 275-276

Mark Edundson’s “On the Uses of a Liberal Education,” p. 277-291

Arguable Statements

p. 30-33 in the Easy Writer



Critical Analysis

·         Recognizing and Using Evidence

·         Understanding Bias and Binary Thinking

·         Questioning Arguments

In Class Activity:

Writing on the topic of Bias and Argument

Vocabulary Quiz #3


Critical Analysis and Essay #2 distributed


Chapter 4 (ignore practice sequence) and Chapter 8 p. 186-189

Mark Hertsgaard’s “The Oblivious Empire” (handout)

Easy Writer:

p. 60-104

Essay #1 due by midnight to the dropbox

Week 4

The Writing Process





The Revision Process

·         Peer Review

·         Communication with your Editor

·         Dissecting your Draft

·         Re-evaluating your Thesis

In Class Reading:

Thesis Handout

Peer Review Handouts

Style Handout

Transitions Handout

In Class Activity:

Post Write

Peer Review

     Emphasis on Thesis


Chapter 5 p. 83-97 and Chapter 10

Portfolio Keeping:

page 20-23

Peer Review #1 due by at the end of class to instructor and peer.





·         Properly Quoting Sources

·         MLA and APA style

·         Understanding Plagiarism

In Class Activity:

Works Cited Page

Discussion of Essay #2 Articles

Grammar Quiz #1


Chapter 7

Easy Writer:

p. 106-130

Easy Writer:

(skim) p. 206-282 “Documentation”

Familiarize yourself with the two citations styles

Critical Analysis due by midnight to the dropbox

Week 5

Perfecting Analysis



Deep Analysis

  • Understanding ‘Thought’ as a Whole
  • Examining the interrelation of Ideas
  • Themes

In Class Activity:

Discussion of Articles

Post Write

Peer Review

     Emphasis on Critical Analysis of Essay in terms of the larger Theme

Vocabulary Quiz #4


Indoctrination of Revolution? Technologies of Popular Culture,

p. 677-678

Steven Johnson’s from “Everything Bad is Good for You: How Today’s Popular Culture is Actually Making Us Smarter” p. 730-752

Elizabeth Teare’s “Harry Potter and the Technology of Magic”

p. 800-814

Essay #2 due in class


Peer Review #2 due at the end of class to instructor and peer



Productive Research

  • Choosing a Topic

·         Finding and Evaluating Sources

·         The Dos and Don’ts of Research

In Class Activity:

How to Use Park’s Library

MLA and APA Recap


Grammar Quiz #2

Annotated Bibliography and Essay #3 distributed


Chapter 6


Easy Writer:

p. 176-204 “Research”


Easy Writer:

p. 130-140


Week 6

Perfecting Arguments





The Power of Thought

  • What Makes Intellectual Argument Possible?
  • Are there two Sides to every Story?
  • From Argument to Knowledge

In Class Activity:


Writing Activity

Vocabulary Quiz #5


Thomas Frank’s “The Two Nations” p. 497-511

Malcom Gladwell’s from “The Tipping Point: How Little Things Can Make a Big Difference”

p. 432-446


Deborah Tannen’s “Talking Up Close: Status and Connection”

p. 654-675


Easy Writer:

p. 142-155 “Language”


Happy Thanksgiving!

No Class

Annotated Bibliography due by midnight to the dropbox

Week 7

The Portfolio and the WCT





The Portfolio

·         Reviewing your Writing

·         Analyzing your Growth

·         Revising for a Final Essay


·         Preparing for the Exam

·         Writing an in-class Essay

Final Exam Packet Distributed

Essay #3 due by midnight to the dropbox


In-class Essay


Week 8






Revisions (3) due to the dropbox


Final Exam

Portfolio and Reflective Essay due to the dropbox

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. 


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Last Updated:9/27/2010 9:30:35 AM