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EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
Al-Tabaa, Esther


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 Yr Wrtng Seminar II:Academic Research & Writing

Semester

F1B 2010 BLA

Faculty

Al-Tabaa, Esther Solis

Title

English/Adjunct Faculty

Degrees/Certificates

Double BA English and BA Communications, UTEP
MA Professional Writing and Rhetoric, University of Texas at El Paso

Office Location

assigned classroom

Office Hours

TBA through e-companion by appointment; and before or after class in assigned classroom

Other Phone

915-433-4668

E-Mail

560952@park.edu

ealtabaa@gmail.com

Semester Dates

August 14, 2010- October 2, 2010 (8 weeks, meets only on Saturdays and through e-companion during the week TBA)

Class Days

------S

Class Time

8:00 - 1:00 PM

Prerequisites

EN 105 or its equivalent

Credit Hours

3


Textbook:

 
Everything's an Argument: With Readings, Lunsford. 4th edition ISBN: 0-312-44750-7 

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:

 If you have a lap top, bring it to class.

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:

In this course, my goal is to assist you to become better communicators both in writing and in verbal discussions. This course will give you the necessary tools to prepare you to produce strong academic and research writing not only for this course, but also, to use these acquired skills successfully in other writing courses and in the real world. You will learn these skills through lectures, readings, writing, quizzes, class dialogues and through the use of e-companion to facilitate discussions, use of Internet sources and technology. You are encouraged to explore ideas, issues and contradictions in the subject matter and present a logical argument through the use of valid research. 
 

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, two of which incorporate deep revision,
  • A summative "best works" portfolio including the student's two strongest essays, artifacts related to the writing process, and a reflective introductory essay,
  • Three peer review activities,
  • A final reflection essay
  • All graded components of the course include detailed assignment descriptions and grading criteria.

Grading:

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. Assignments will be submitted through e-companion dropbox. All will be electronic submissions. Hardcopy assignments must be typed out.

 

WEEK

ASSIGNMENT

POINTS

Week 1

Discussion (e-companion/F2F)

20

Week 2

Discussion (e-companion/F2F)
Essay

20
50

Week 3

Discussion (e-companion/F2F)
Essay

20
100

Week 4

Discussion (e-companion/F2F)
Peer Review (e-companion /F2F
Essay

20
10
130

Week 5

Discussion (e-companion/F2F)
Essay

20
100

Week 6

Discussion(e-companion/F2F)
Peer Review(e-companion/F2F)
Essay

20
10
130

Week 7

Discussion (e-companion/F2F)
Peer Review (e-companion/F2F)
Portfolio & Core Assessment

20
10
200

Week 8

Discussion (e-companion/F2F)
Final Reflection Essay
Core Assessment Selection
(from portfolio)*

20
100
 ---

TOTAL

1000

Late Submission of Course Materials:

 Please check the e-Companion regularly (daily) for updates, lecture notes, assignment guidelines, discussions, supplemental materials, and your grades. Check e-Companion for detailed weekly postings for class assignments and discussions. 

Work must be submitted on time to be considered for credit. There will be no late submission of course material. If you are going to miss a class, you will be responsible for emailing assignment into the appropriate drop box in e-companion before your scheduled class time.

In-class collaborative work cannot be made up.

e-companion collaborative work must be completed on time to receive credit.

Classroom Rules of Conduct:

Please arrive on time and expect to stay the entire time. Please be prepared for class, and plan to actively participate in class discussions and class work. We only meet once a week, so attendance is very important to ensure successful completion of the course. Please have your texts purchased prior to beginning the course, especially 50 Essays: A Portable Anthology since we will be reading from this text the first day.

Please have cell phones turned on silent mode during class time. If you need to take a call, take it outside the class room.

The best way to contact me is through email.  Use the e-companion email function. I will respond quicker and there will be less chance of your email being sent to junk mail.



Students are responsible for clicking on the link below and thoroughly reading each online (the use of e-companion) course policy. If you have questions about any of these policies, please contact your instructor for clarification.

Online (e-companion web-based platform) Course Policies
http://captain.park.edu/portal/online_course_policies.htm

Instructor Contact
Throughout the course, you will have questions about assignments and other matters. You have several channels available to you for communicating course concerns with your instructor. Email is generally the most convenient channel, but you should also take advantage of posting questions that might benefit your peers in the Office area and contacting your instructor by phone as needed. I will make every effort to respond to all messages and inquiries within 48 hours and return all formal grades within one week of the deadline for completion of the work.

Course Topic/Dates/Assignments:
 

Week

Topic

Activities, Assignments (subject to revision)


Week 1


Habits of Mind of Academic Writers


Read/Discuss
: In Greene & Lidinsky, Ch. 1 & Ch. 2. In Reynolds & Rice, Part One, pp. 1-31. In Lunsford, “Find It. Fix It,” pp. 1-10.

Write: Post introduction.


Week 2


Entering Academic Conversations


Read/Discuss
: In Greene & Lidinsky, Ch. 7; and Pratt, “Arts of the Contact Zone,” pp. 354-369. In Lunsford, “MLA Manuscript Format,” “In-text Citations,” pp. 196-203; and “Taking Notes” and “Integrating Quotations, Paraphrases, and Summaries,” pp. 182-189.

Write: Essay #1.


Week 3


Identifying Issues, Forming Questions, and Developing a Thesis


Read/Discuss
: In Greene & Lidinsky, Ch. 4 & Ch. 5; and Loewen, From “Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong,” pp. 332-353.

Write: Essay #2.


Week 4


Finding and Evaluating Sources


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

Write: Essay #3.



Week 5



Developing and Organizing Arguments



Read/Discuss: 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.

Write: Essay #4.


Week 6


Responding to and Revising Arguments


Read/Discuss
: In Greene & Lidinsky, Ch. 8 & Ch. 10.

Write: Essay #5.


Week 7


Proofreading and Editing


Read/Discuss
: In Reynolds & Rice, “Putting it Together” (pp. 40-47) and “Preparing to Write the Introduction…” (pp. 48-52).

Write: Portfolio.


Week 8


Looking Ahead


Read/Discuss
: Students will read two self-selected essays from the following three (in Greene & Lidinsky): duCille, “Dyes and Dolls: Multicultural Barbie and the Merchandising of Difference,” pp. 458-47; Ignatiev, “Immigrants and Whites,” pp. 512-519; and Giroux, “Children’s Culture and Disney’s Animated Films,” pp. 567-591.

Due: Core Assessment Selections from Portfolio.

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 .

Additional Information:
This is not an online course. However, we will use e-companion extensively because we only meet one day a week. Think of e-companion as a supplement to the F2F (face to face) component of the course. Please check it frequently, as most assignments and information will be posted there. Also, using e-companion is a great way to communicate with your classmates and your instructor during the week. 



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. 

Copyright:

Last Updated:7/14/2010 12:39:07 PM