EN106 First Yr Wrtng Seminar II: Academic Research & Writing

for F2V 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


F2V 2010 GO


Ramirez, Brandy R


English Lecturer


M.A. in English
B.A. in English/Journalism minor

Office Hours

By Appointment

Daytime Phone





Semester Dates

Oct. 18, 2010 - Dec. 12, 2010

Class Days


Class Time

7:35 - 10:05 PM


EN 105 or its equivalent

Credit Hours



From Inquiry to Academic Writing: A Text and Reader, Greene and Lidinsky, Eds., Bedford St. Martins, 2008, ISBN: 0-312-45165-2.
Portfolio Keeping: A Guide For Students, Reynolds and Rice. 2nd ed. Boston: Bedford, 2006, ISBN: 0-312-41909-7.

Easy Writer: A Pocket Handbook, Lunsford. 4th ed. Boston: Bedford, 2009, ISBN: 0-312-55425-7. 

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:

The instructor's educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. I use a variety of teaching methods to engage each learner in critical thinking and encourage the exploration of ideas, issues, and contradictions.

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:
  • Weekly discussion assignments,
  • Five substantial writing assignments, which includes a research paper and presentation,
  • A summative "best works" portfolio including the student's two strongest essays, artifacts related to the writing process, and a reflective introductory essay,
  • Peer review activities to highlight deep revision,
  • A final examination.

All graded components of the course include detailed assignment descriptions and grading criteria.


You will be able to track your average exactly throughout the course. The grading scale is as follows: A = 90-100; B = 80-89; C = 70-79; D = 60-69; F = 0-59. You will know in advance the standards for each assignment. My goal is to give you prompt, clear, and useful feedback to help you become a better, more thoughtful writer. 
Weekly Discussions and Quizzes: 200 pts = 20%
Peer Reviews: 100 pts = 10%
Observation Report: 100 pts = 10%
Summary & Summary Abstract: 50 pts = 5%
Annotated Bilbiography: 100 pts = 10%
Research Paper: 150 pts = 15%
Presentation: 50 pts = 5%
Writer/Research Notebook: 50 pts = 5%
Portfolio: 150 pts = 15%
Final: 50 pts = 5 %
Total: 1000 points

Late Submission of Course Materials:

  • For students who miss weekly quizzes because of an excused absence, you will have an opportunity to complete an alternative assignment. 
  • There will be a 5-point deduction per class period for late assignments (i.e. If an assignment is due on Tuesday, and you turn it in Thursday after the due date, I will deduct 5 points, and will keep deducting for each class period until recieved).


Classroom Rules of Conduct:

1.   Students who cannot make it to class should contact me by email or phone in case we have scheduled group work or peer reviews.
2.   If you show up to class late, please silently walk into the classroom and find a seat close to the door so as not to disturb the class in session.
3.   Please turn off or put your cell phones on silent during class, and do not text during class.
4.   Please exude maturity in the classroom and respect your peers and teacher.

Course Topic/Dates/Assignments:



Activities, Assignments

Week 1

Habits of Mind of Academic Writers

Tues. 10-19:
Review syllabus and go over course objectives
Discussion: The writing process and rhetorical stance, the Writer's Portfolio, the Writer/Researcher's Notebook.                           In-class writing assignment: Post Introduction  Assigned Reading: Greene & Lidinsky, Chapter 1 & 2. In Reynolds & Rice, Part One, pp. 1-31.

Thurs. 10-21:
Quiz #1
Discussion over reading assignment
Approaching the Research Process: Planning and Exploration
The Observation Report
Assign: Observation Report
Assigned Reading:
In Lunsford, "Writing." In Greene & Lidinsky, Ch. 7

Week 2

Entering Academic Conversations

Tues. 10-26:

Read/Discuss: “Arts of the Contact Zone,” pp. 354-369.
Global Workshop: Observation Report
Assign: Summary over "Arts of the Contact Zone"
Asssigned Reading:
In Lunsford, “MLA Manuscript Format,” “In-text Citations,” pp. 196-203; and “Taking Notes” and “Integrating Quotations, Paraphrases, and Summaries,” pp. 182-189.


Thurs. 10-28:

Quiz 2

Discussion and Practice: Summaries and paraphrases

Global workshop: Summary Draft 1

Local workshop: Observation Report

Assigned Reading: In Greene & Lidinsky, Ch. 4 & Ch. 5. In Lunsford, "Sentence Grammar" 

Week 3

Identifying Issues, Forming Questions, and Developing a Thesis

Tues. 11-2:
Discuss: Assigned reading: “Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong,” pp. 332-353.
Mini Grammar Lesson

Local workshop: Summary Draft 2

Editing workshop: Observation Report

Assigned Reading: In Lunsford, "Sentence Grammar".

Thurs. 11-4:
Due: Final Draft of Observation Report

Quiz 3

Exploration of three possible topics

Forming Questions

Developing a Working thesis

Editing workshop: Summary Draft 3

Assigned Reading: In Greene & Lidinsky, Ch. 6. In Lunsford, “Research,” pp. 168-182; and “MLA Style, pp. 196-231.

Week 4

Finding and Evaluating Sources

Tues. 11-9:

Due: Summary

Library orientation

Evaluating reliable and unreliable sources

Discussion: Annotation techniques, Keeping a record of sources, plagiarism, research schedule, the Writer/Researcher’s Notebook

Discussion and Assign: Research Project

Discuss and assign: Annotated Bibliography

Tues. 11-11:
Holiday--Veteran's Day (We will not meet in class, but you have to complete the following and submit to E-Companion)                         
Quiz 4
Library Assignment

Assigned Reading: In Greene & Lidinsky, Ch. 9; Appiah, “Moral Disagreement,” pp. 378-389; and Foer, “How Soccer Explains the World: An Unlikely Theory of Globalization,” pp. 406-416. In Lunsford, “Language,” pp. 138-151. 

Week 5

Developing and Organizing Arguments

Tues. 11-16:

Practice and Discussion: Analyzing Argument: Rogerian and Toulmin argument

Global workshop: Annotated Bibliography

Assigned Reading: Article in Doc Sharing.


Thurs. 11-18:                                                   

Quiz 5

Discussion: Outlines, methods of development, facts, transitions, and commentary

Local workshop: Annotated Bibliography

Assigned Reading: In Greene & Lidinsky, Ch. 8 & Ch. 10. “Preparing to Write the Introduction…” (pp. 48-52).  

Week 6

Responding to and Revising Arguments

Tues. 11-23

Due: Research paper discovery draft

Discussion: Fallacies, introductions, and conclusions
Group Work: Responding to argument
Global Workshop: Research paper, Draft 1
Editing Workshop: Annotated Bibliography.
Assigned Reading:  In Greene & Lidinsky, Ch. 3 (pp.47-62).


Thurs. 11-25: Thanksgiving Holiday (will not meet in class)
Due: Annotated Bibliography
Due: Take home: Quiz 6
Assign: Summary/Abstract

Local Workshop (email): Research Paper, Draft 2

Assigned Reading: In Reynolds & Rice, “Putting it Together” (pp. 40-47)

Week 7

Proofreading and Editing

Tues. 11-30:

Discussion and practice: Grammar and Style, editing techniques

Final instructions on Portfolio and Writer/Researcher Notebook

Global and Local workshop: Summary/Abstract

Editing Workshop: Research Paper, Draft 3

Thurs. 12-2:

Due: Research Paper, Final Draft

Quiz 7

Editing Workshop: Summary/abstract

Assigned Reading: Short stories in Doc Sharing

Week 8

Looking Ahead

Tues. 12-7:
Due: Summary/Abstract, Portfolio (including core asssessment), and Writer/Researcher Notebook
Introduction to Literary Analysis
Thurs. 12-9:                                              Presentations
Literary Analysis discussion continued
*Note: If there is a final assigned for this course, this information is subject to change

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. 


Last Updated:9/17/2010 4:08:31 PM