EN106 First Yr Wrtng Seminar II: Academic Research & Writing

for U1LL 2011

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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


U1LL 2011 LR


Autrey, Karen S.


Senior Instructor of English


M.A. Technical & Expository Writing, University of Arkansas, Little Rock, 1998
B.A. Education, Hendrix College, 1992
A.S. Navarro College, 1990

Office Location


Office Hours

by appointment

Daytime Phone




Semester Dates

May 23 -- July 17, 2011

Class Days


Class Time

5:00 - 10:00 PM

Credit Hours



§         Stuart Greene and April Lidinsky. From Inquiry to Academic Writing: A Text and Reader. Bedford/St.Martin's, 2008. ISBN 0-312-45165-2

§         Andrea Lunsford. Easy Writer: A Pocket Reference, 4th ed. Bedford/St. Martin’s, 2009. ISBN: 0-312-55425-7.

§         Nedra Reynolds and Rich Rice. Portfolio Keeping: A Guide for Students, 2nd ed. Bedford/St. Martin's, 2006.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:


Park studentsmay accessMcAfee Memorial Library, Park University’s online libraryAll students may access the Central Arkansas Library System to apply for a library card. All students may use the LRAFB library; however, civilian students will need to ask for assistance from the resource librarian who must enter the appropriate password to allow civilian students access to the on-line library databases. Military personnel may access the base library from home or from a base computer connected to LAN by using their military ID
McAfee Memorial Library                                     http://www.park.edu/Library/ 
Central Arkansas Library System                          http://www.cals.lib.ar.us/
LRAFB library                                                       http://www.lrafblibrary.org

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 his book From Orality to Literacy, Walter J. Ong theorizes how and why cultures experience a shift from orality to literacy, pointing out the value of each position on the literacy continuum. Using Ong’s metaphor, I believe the writing student takes a similar and sometimes more personal journey from orality toward literacy-in-writing: when intellectual awareness is awakened within an individual, he or she slowly moves forward along the continuum, discovering his/her voice and recognizing diversity in the voices of others. I challenge my students to question their place on the continuum as they (like I) continue to discover who we are as members of a larger community. Although students do exist on different points along the writing-literate continuum, they can each move forward successfully if given the tools with which they learn to construct a strong writing-literate foundation. When students begin to use their writing to communicate knowledge, ideas, and perspectives with each other, multiple discourses are created within the writing classroom. Through this process, students become aware of their power as individuals, as writers, and as synthesizers of information, and they are finally able to recognize, understand, and perhaps even alter the discourses of the classroom, the university, and, ultimately, the society and world in which they live.

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.

  Instructor Learning Outcomes
  1. Strengthen academic reading skills by actively reading and critically analyzing difficult discourse written by others;
  2. Sharpen critical thinking skills by analyzing rhetorical situations in order to make well-informed decisions about writing;
  3. Strengthen academic writing skills by planning, organizing, writing, revising, and editing unified, supported, coherent, and mechanically and grammatically correct expository responses to your readings;
  4. Apply various writing strategies to develop and organize ideas;
  5. Appreciate the fluid and continuous process of revision;
  6. Understand and apply the various complexities of MLA and APA methods of formatting and documentation;
  7. Discover confidence as an academic writer by becoming more comfortable with a personal writing process and an individual voice and style when producing written discourse that will be required throughout the academic career
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:

Upon completion of this course the student will be able to

·          Actively read & critically analyze complex social discourse and participate in critical discussions about those readings;

·          Plan, organize, write, revise & edit the critical academic essay & research paper;

·          Correctly integrate summarized, paraphrased, and quoted material using both Modern Language Association (MLA) and American Psychological Association (APA) styles

·          Write reflectively about writing;

·          Organize a polished portfolio of writing

Upon successful completion of the course, students will also have

§          Improved reading skills;

§          Improved study skills;

§          Improved critical thinking skills;

§          Improved time management skills;

§          Improved organizational skills;

Upon successful completion of the course, student will understand

§          The grade earned is a direct result of time and effort invested into the class.


During this course students will:

§          Participate in discussions, activities, and homework as assigned;

§          Read and critically analyze discourse written by others;

§          Plan, organize, write, revise, and edit the critical, academic essay and research paper

§          Demonstrate adequate (or better) use of research documentation skills

§          Submit a portfolio of writing and a final reflective essay


 Participation  (level of involvement & commitment, homework, attendance, preparation)


 2 Critical Essays (Average)


 Research Paper  (Core Assessment)


 Reflective Essay (Core Assessment)


100-90%               A             (Outstanding Academic Achievement)             

Students who excel in coursework, demonstrate active interest in learning and mastery of skills, and submit an outstanding end-of-term reflection. 

89-80%                  B             (Above Average Performance)            

Students who perform above average in coursework, demonstrate active interest learning but may not master all skills, and present an insightful end-of-term reflection

79-70%                   C             (Acceptable/Passing)

Student who meet minimum requirements for coursework, show a passive interest in learning and meet the minimum standard for university-level written communication, and submit a passing end-of-term reflection 

69-60%                   D             (Below Average)

Students who fail to meet minimum requirements for coursework and/or whose writing skills are below acceptable academic standards.
59-less                    F              (Unacceptable)

No work is evident at all.

Instructor reserves the right to grade student based on overall academic achievement.   All students have every opportunity to attend class, learn new skills, and apply those skills during the revision process until outstanding academic achievement is mastered; therefore, this instructor’s end-of-the-term grade is final.

Late Submission of Course Materials:

Late Submission of Materials: Students are expected to come to class prepared with assigned work; due dates are announced well in advance.

Classroom Rules of Conduct:

Student Responsibility: Students will be involved in active learning experiences that demand self-directed and self-motivated preparation and practice. Students are expected to come to class prepared (having completed all homework assignments) and ready to participate in class activities.The student will inform the instructor before class is missed when possible or contact the instructor via e-mail ASAP. Student who miss class are responsible for missed lecture information and for meeting scheduled deadlines for assignments. Absences will negatively affect final grade.


Course Topic/Dates/Assignments:

ACCELERATED LEARNING: On most university campuses, a 16-week term is considered a traditional learning format—that is, requirements for successful course completion are met by the end of the 16-week term. An 8-week term is considered an accelerated learning format. The accelerated learning format, which is the format used at Little Rock AFB, does not decrease course content and course requirements by half. Instead, accelerated learning students are expected to meet the same course requirements as traditional learning students in half the time.  Because of the complexity of the condensed nature of the course and the detailed demands of the accelerated pace of in-class lecture and activities, homework assignments, and readings assignments, students will receive (on the first day of class) a seven-page detailed Course Outline explaining these activities. Following is a generalized overview of course content:

Students will receive a comprehensive (detailed) COURSE OUTLINE on the first day of class to include lecture information, homework explanation & assignments, and due dates. Following is a general outline of course content:

Week 1:  

Plato's "Allegory of the Cave"

Course Introduction


Academic inquiry

Critical thinking

Discourse (professional / academic)

Rhetorical Analysis

Identifying issues & forming questions

From Inquiry to Academic Writing. Part I. pp. 1-35, 38-39, 46-47, 51-57

From Inquiry to Academic Writing: What does it mean to be educated and who decides? pp. 275-375

Week 2:                  

Steps for effective writing: PLAN, ORGANIZE, WRITE, REVISE, EDIT


ORGANIZE: Brainstorming techniques

The Outline

Developing a working thesis

Establishing Background Context

Works Consulted

Works Cited

Summarize, Paraphrase, Quote

MLA In-text Citations

Grading Rubric

From Inquiry to Academic Writing. Part I. pp. 65-73, 78-81, 83-94

Easy Writer: pp. 168-194; 196-231


Week 3:                  

MLA Works Cited, Works Consulted to APA References, Bibliography

Summarize, Paraphrase, Quote

APA In-text Citations

Easy Writer: pp. 168-194; 232-251

From Inquiry to Academic Writing. Part I. 125-126, 130-139, 150-152, 155-162

Week 4                   

Writing Workshop

From Inquiry to Academic Writing. Part II. Who are "we" in relation to "others"?  pp. 377-456

From Inquiry to Academic Writing. Part II. How do we experience the daily effect of race and class assumptions? pp. 457-547 

Week 5                   

Writing Workshop

From Inquiry to Academic Writing. Part II. How do we learn to think and behave as gendered people? pp.549-675

From Inquiry to Academic Writing. Part II. How does popular culture reinforce or unsettle social standards? pp. 677-816.

Week 6   

Writing Workshop 

APA title page & abstract

Week 7   

Formatting the APA research paper

From Inquiry to Academic Writing. Part I. pp. 105-124

Portfolio Keepingpp. 1-60

Week 8   

Portfolio Due

Reflective Essay Due

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:4/27/2011 8:36:01 PM