SO 306 Writing for Social Sciences
U1T 2010 DLA
Klem, Pamela R.
Ed.D. EducationMS CounselingBA Applied Psychology & BS Developmental Psychology
Sunday - Friday 9am - 1pm PT
June 7 to August 1, 2010
Prior to taking this course, you must have successfully completed SO141 or PS101 (or other introductory social science course); in addition, SO220 is recommended.
APA (2009). Publication Manual of the American Psychological Association, 6th edition, American Psychological Association.
APA (2009). Mastering APA Style: Student's Workbook and Training Guide, American Psychological Association (paper).
Strunk & White (2000). The Elements of Style, 4th edition, Boston: Allyn & Bacon (paper). ISBN: 020530902X
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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I believe that the college classroom should prepare students to think critically, make informed choices, and articulate their decision-making processes clearly, persuasively, and with ethical awareness to audiences. My goal as a teacher is to work collaboratively with students to provide an inquiry-based, student-centered classroom where learning can occur. As a facilitator and teacher, the search for knowledge becomes the focus and drive of my classrooms. Students must be the center of their learning where the focus is on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning. For every learner, this teaching method acknowledges the student’s voice as central to his or her learning experience. Student-centered learning requires students to be active, responsible participants in their own learning. Further, students make decisions about what they will learn and how he or she will construct the new knowledge and skills by building on their current knowledge and skills. Students understand expectations and are encouraged to use self-assessment measures to meet those expectations.
Final Exam - The final exam will consist of a combination of multiple choice and short essay questions that focus on key concepts and skills relevant to professional writing in the social sciences.
Development Essays – Development essays will be integrated throughout the course to provide an opportunity to practice professional writing in a variety of contexts.
1. "One side" essay: Social science research often has political and policy–related implications. Develop the best case you can for side you agree with on your chosen topic. Support your positions with the best possible evidence and arguments you can find.
2. "The other side" essay: Develop the best case you can for the side you do not agree with. Again, support your positions with the best possible evidence and arguments you can find.
3. "Balanced presentation" essay: Build on what you have done in stages 1 and 2 by developing a dialogue between those two positions incorporating only their very best reasons and evidence.
4. Literature review of two articles: Select two articles presenting original research on your topic (from the approved lists) and write a careful evaluation and comparison of their methods, findings, and analyses.
5. Research summary for two audiences: Social science writing is often targeted as different audiences, each having their own language and level of technical competence. Incorporate material from the “balanced presentation” essay and the “literature review” essay for two audiences: the general lay audience and professionals/practitioners in the field that would use this research in their work.
6. "Executive summary" essay: Summarize all of the important points from your previous essays in a clear and easy to read format.
Discussion - Discussions will explore challenges in writing and strategies for being a more effective written communicator.
Peer Review – The peer review will provide an opportunity to read, critique and comment on the work of your peers. The review will require you to apply your understanding of professional writing to assist your peers in improving their writing.
Mastery Quizzes – Mastery quizzes will test your understanding of APA style. You may complete the quiz as many times as you like prior to the due date; only the highest grade prior to the due date will be recorded.
Grading: Grades will be determined by performance on a final exam, personal influence journal, social influence research project, and class participation. Points will be assigned as follows:
6@30 points each
8@10 points each
1@10 points each
6@5 points each
Final course grades will be determined as follows:
90% and higher
448 points and higher
80% - 89%
398 – 447 points
70% - 79%
348 – 397 points
60% - 69%
298 – 347 points
59% and lower
297 points and lower
Late Submission of Course Materials: Late materials will only be accepted with written permission of the instructor.
Classroom Rules of Conduct:
· Course interaction – Students are responsible for checking email, monitoring online discussion threads, and reading all course announcements on a regular basis. Online instructors will use email, discussion threads, and/or announcements to communicate important course information.
· Submission of electronic assignments - Create a back up file of every piece of work you submit for grading. This will ensure that a computer glitch or a glitch in cyberspace won't erase your efforts. When files are sent attached to an email, the files should be in either Microsoft Word, RTF, ASCII, txt, or PDF file formats.
You are expected to actively participate in this course. All your Online communications need to be composed with fairness, honesty and tact. Spelling and grammar are very important in an Online course. What you put into an Online course reflects on your level of professionalism. For more information, see writing online at http://goto.intwg.com/ and netiquette at http://www.albion.com/netiquette/corerules.html.
The following overview provides some guidelines to assist you in planning your coursework and scheduling the major learning activities in the course:
o Strunk & White, Chapter 1
o Mastering APA Style
o Strunk & White, Chapter 2
o APA Manual
o Strunk & White, Chapter 3
o Strunk & White, Chapter 4
o Strunk & White, Chapter 5
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 2009-2010 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. Park University 2009-2010 Undergraduate Catalog Page 92
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2009-2010 Undergraduate Catalog Page 95
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:5/19/2010 5:17:44 PM