Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
Webb, Judika


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 Research and Writing

Semester

S1B 2011 BL

Faculty

Webb, Judika

Title

Lecturer

Degrees/Certificates

BA English Troy State University, Dothan, Alabama
MA Professional Writing and Rhetoric, University of Texas at El Paso

Office Hours

continuous

Daytime Phone

(915) 760-6506

Other Phone

(915) 203-6069

E-Mail

judika.webb@pirate.park.edu

judywebb78@hotmail.com

Semester Dates

January 10 - March 6, 2011

Class Days

Tuesday and Thrusday

Class Time

7:40-10:10

Credit Hours

3


Textbook:

 
Reynolds, Nedra, and Rich Rice, Portfolio Keeping: A Guide for Students, 2nd edition
ISBN: 9780312419097
 
Lunsford, Andrea, Lunsford's Easy Writer: A Pocket Reference, 4th edition
 ISBN: 9780312650315
 
Lunsford, Andrea, Everything's an Argument: With Readings, 5th edition
ISBN: 9780312538613

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

A Dictionary and Thesaurus

APA Handbook 6th edition

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:
Judika C. Webb – Educational Philosophy
     I believe that my philosophy of teaching reflects my philosophy of learning.  As a writer, teacher, and military spouse for over twenty years, much of my learning, like many of my students' has transpired through life's experiences.  The uniqueness of  moving from community to community within the United States, and of living abroad, offer a wonderful clash and confluence of language and culture, opportunity for adventure and exploration, and aggressive demand to converge and enter diverse discourse communities. Yet often with such experience, the challenge of access has historically limited the leap to higher education. 
    Park University offers that access.  I believe my role, as  facilitator, mentor, and teacher are to introduce avenues that encourage this exchange. Students need tools both practical and theoretical to conduct scholarship, to analyze complex ideas, to reach higher levels of cognition.  Consequently, the duality of this Interaction catapults the entire learning community into new realms of understanding.
    My goal in a composition and/or literature course is to help students express themselves clearly and concisely in any writing environment and to understand what they read.  I hope to encourage them to evaluate, synthesize, analyze, and apply what they read in order attain knowledge and ultimately produce their own original thought.   To achieve this, students must understand the practical elements of composition and literature to include English grammar, spelling, punctuation, and mechanics. In addition, to this, they must be able to see and manipulate the Rhetorical and Literary Devices such as allusion, allegory, assonance, consonance,  foreshadowing, and metaphor, then, they must understand the theoretical aspects of writing to include appeals to the audience through logos, pathos, and ethos, and the process of invention, arrangement, style, and delivery.
     I believe learning must take place both autonomously and collaboratively. Students must discipline and challenge their own minds before they can challenge the minds of others. As a composition and literature teacher, my greatest sense of accomplishment occurs when students begin teaching one another; when the conversation of a student's individual screen begins its contribution to the learning community; when learning communities begin writing their own scripts, and ultimately when they collaborate and begin writing new scripts for the world.

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:
Essays, Reading-response/in-class writing, prompted in-class writing, Research, and manipulation of scholarly sources.

Grading:

(1) Analysis of a Scholarly Article 5%
(1) Analysis of a Magazine or Newspaper Article 5%
(6) In-class individual or group analysis 5 % each (20% total)
(1)Argumentative research essay with various components (10%)
(1) Portfolio to include all pre-writing, drafting, outlines, revisions, peer reviews, and final drafts of all essays (50%)
(1) Reflective Essay (%10)

Total: 100%
    
Grading Scale-this is a general grading scale for written assignments. You will receive a detailed grading scale and rubric  (grade breakdown) that is specific to each assignment, in addition to student models. Please also refer to the Core Assessment on this syllabus. The Core Assessment is  a comprehensive or cumulative measurement of your understanding of the entire course’s objectives. In English 106, you will demonstrate this in a final portfolio.   Therefore, please think of the final portfolio, as a final comprehensive exam that demonstrates your understanding of the core competencies/outcomes. (what you are expected to know after taking this course)
 
A paper (Superior-Exceeds Expectations): The Superior paper is written far above the minimum standards outlined for the assignment. It includes all the positive qualities of the B paper, in addition, it displays originality, imagination, vitality, and a personal voice for the author. But the principal characteristic of the "A" paper is its rich content and analysis. The quality, quantity, clarity, and density of the information delivered is such that the reader feels significantly taught by the author, sentence after sentence, paragraph after paragraph. The "A" paper is also marked by stylistic finesse: the title and the opening are engaging; the transitions are artful; the phrasing is tight, fresh, and specific; the tone enhances the purpose of the paper. Close attention to the careful use of exceptional research and documentation in the determined style are demonstrated. The "A" paper, because of its careful organization and development, imparts a feeling of wholeness and clarity.

The B paper, (Good-Meets Expectations)  then, is a complete paper in fulfilling the assignment, but unlike an A paper, does not go above and beyond the assignment’s expectations. The B paper, in general lacks something in organization, clarity, richness of detail, quantity and quality of information, cleanness of style, or any of the elements that constitute an A paper. Often, the B paper is one revision away from being an A. Such a revision, if applicable, should involve noticing the flaws and thinness in analysis, content, or style, and then moving vigorously to correct them.

C paper (Adequate-Meets Expectations): It is generally competent but lacks intellectual rigor; it meets the assignment, has few mechanical errors and is reasonably well-organized and developed. The actual information it delivers, however, seems thin and commonplace. One reason for that impression is that the ideas are typically cast in the form of vague generalities--generalities in presentation of theory, experimental findings, or even application examples. The paper may not be developed fully, its logic may be unconvincing or its organization, paragraphs, or sentences weak. Stylistically, the "C" paper has other shortcomings: a weak opening paragraph, a perfunctory conclusion, strained transitions, choppy and monotonous sentence patterns, and diction marred by repetition, redundancy, and imprecision. Occasionally, a paper may rate an A or B in content and receive a C because of errors of form. Just as often, a paper may be relatively correct in form, but its content may be uninspired or thin, thus warranting a grade no higher than C.
 
D paper (Unsatisfactory-Does Not Meet Expectations): This paper is largely faulty, often because of errors of form or mechanics, but it does not warrant complete disregard. It may contain little or no content, it may simply restate arbitrarily selected material from the sources, or it may lack coherent organization. It does, however, have some saving graces: a spark of originality, some mastery of sentence skills, or relative grasp of organization.
 
F paper (Not acceptable- No Evidence of Meeting Expectations): Its treatment of the subject is superficial; its theme lacks discernible organization; its prose is garbled or lacking in clarity or style. Mechanical errors are frequent. In short, the ideas, organization, and style fall far short of acceptable university level writing.

Late Submission of Course Materials:

Major Assignments will receive a letter grade reduction per class meeting period.

Classwork/classwriting cannot be made up even if you have an excused absence. Many of these writings require peer collaboration, discussion, and response. You will have approximately 8  in-class writing assignments, and I will count 6 of them. 

Classroom Rules of Conduct:
Students are expected to come to all classes, be on time and stay until class is dismissed.  Class absences for legitimate reasons as a personal illness, temporary duty, or unexpected work conflicts are excusable; however, the student must provide the instructor with a written explanation either prior to or immediately after the absence to be excused.  Since this class only meets eight times, the student will be dropped from the course after two unexcused absences.  Students who registered late and missed any classes must show proof of the date of registration.  Evidence of academic dishonesty or plagiarism constitutes grounds for involuntary withdrawal from the class.

Course Topic/Dates/Assignments:

 Week One

  Ice-breaker. Introduction to the course, discussion of texts, discussion of syllabus and course calendar, discussion of the eCompanion and posting assignments, discussion of Library Databases.  Discussion of appropriate topics for the argumentative research paper. Discussion of sources. Discussion of Portfolio Keeping and Hot Topics for Research Papers. Discussion of: What is a scholarly article? What is analysis? Where to find scholarly articles?  
Weekend Homework: Readings from text: Everything’s an Argument. . Begin brainstorming on an issue that you want to research during this course. Begin looking at Park's Library Database for your Scholarly Article on this topic.  Please bring a copy of your first scholarly article to class next Friday evening for an annotation exercise. Read all of Portfolio Keeping. 


Week Two                                                                                                                                                               Discuss the first essay: Analysis of a Scholary Article Due (Sunday midnight week Four )Assignment guidelines, student model and grading rubric are listed under Week Two on the eCompanion) Review assignment in class of Analysis of a Scholarly Article 1,  Read Student Model-Analysis of a Scholarly Article .  Discussion of Peer Review Process and Revision. Brainstorm topics for research paper. In-class Individual or Collaborative Analysis.  Discuss the Research Paper Proposal Template.
Weekend Homework: Readings from text: Everything’s an Argument. Work on the rough draft Analysis of a Scholarly Article. Bring a copy of your draft and a copy of your scholarly article to class next Thursday for a Peer Review. Research Paper Proposal Template Due this Sunday midnight.


Week Three                                                                                                                                 

Continue discussing Analysis; the difference between summary and analysis; Peer Review Analysis of a Scholarly Article. In-class Individual or Collaborative Analysis.  Begin Discussing the Research Paper (Assignment, Student Model and Grading Rubric on the eCompanion under Week Three. Discuss Proposal for the research paper. Begin Proposal (Proposal Template on the eCompanion under Week Three.)   Quiz on Portfolio Keeping Due (Sunday Midnight Week Three )
Weekend Homework: Readings from text: Everything’s an Argument.

Week Four

Discussion of Thesis statements, topic sentences and transitions. In-class Individual or Collaborative Analysis.
Weekend Homework: Readings from text: Everything’s an Argument. Begin your essay: Analysis of a Magazine or Newspaper Article.   Begin outline of the Research Paper.


Week Five

Peer Review: Analysis of a Magazine or Newspaper Article. Discussion of the Logical Fallacies, Group Activity Logos, Pathos, and Ethos. In-class Individual or Collaborative Analysis.                                                           

Weekend Homework: Analysis of a Magazine or Newspaper Article Due (Sunday midnight Week Five       ). Outline of research paper Due (Sunday midnight Week Five          ) . Continue working on your research paper. Bring a rough draft to class next Tuesday Nov. 23 for a Peer Review.

 


Week Six

Peer Review Rough Draft of Research Paper. (We’ll do two peer reviews) .
Revise your Research Paper


Week Seven

Discussion of the final portfolio and Reflection Essay. In-class Individual or Collaborative Analysis. Response to posted article posted on the Ecompanion's online discussion board

FINAL PORTFOLIO DUE ( Sunday Midnight Week Seven )

***Note: Late papers will receive a -10 per each day

Week Eight 
Course Wrap-up,  Reflection Essay will be written be written in class. *Note: this essay must be written in class to receive credit.                                             


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 .



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:

This material is copyright and can not be reused without author permission.

Last Updated:1/3/2011 1:51:30 PM