EN106 First Yr Wrtng Seminar II: Academic Research & Writing

for FA 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


FA 2010 HOF


Ludecke, Larry C.


Adjunct Professor - English


MA English, UMKC
BA English Language and Literature, Park University
AA Liberal Arts, JCCC

Office Location


Office Hours

Before and after class



Semester Dates

August 16,  2010-December 10, 2010

Class Days


Class Time

8:00 - 8:50 AM


EN105 or equivalent

Credit Hours


Portfolio Keeping: A Guide for Students  by Nedra Reynolds and Rich Rice

Easy Writer: A Pocket Reference, 4th ed.  Boston/St. Martin's, 2010 ed: Andrea Lundsford

College Writing: A Personal Approach to Academic Writing.  3rd ed. by Toby Fulwiler

Textbooks can be purchased through the MBS bookstore

Additional Resources:
Loose leaf paper for your journal.

A light weight paper folder to hold your journal, handouts, and this syllabus.

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:
My Educational Philosophy is based on providing "Opportunities" to learn, which focus on interaction.

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. Be completely ready to take and pass the Writing Competency Test.
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:
The 1st half semester essay projects will consist of 3 drafts each.  Each draft is worth 1/3 of the project's grade.  You will receive feedback from your peers and then from me.  All three drafts must be turned-in together to receive credit for the project.

Essay Format:  All drafts of all essays must be typed, double spaced, with one inch margins all around.

In-Class Writing:  Opportunities will be provided to analyze and respond to short readings in class.  It will not be possible to make it up if you are absent.

Reading Journal:  This is a place to respond to readings, answering questions, recording stray observations, and rehearse ideas for essay drafts.  The journal is graded on quantity, not content.

Best Works Portfolio:  Include your two best essays.  They must be polished and perfected.  The portfolio is due during finals week.

1st Half Essay Projects 300 Points

2nd Half Research Project 300 Points
Reading Writing Journal 100 Points
In-Class Writing 100 Points
Final Portfolio 200 Points
Total Possible 1000 Points

900-1000 Points = A
800-899 Points = B
700-799 Points = C
600-699 Points = D
Less than 600 = F

Late Submission of Course Materials:
All assignments must be turned in at the beginning of the class.  Late assignments cannot be accepted.

Classroom Rules of Conduct:
We must "always" show respect for each other.  You are strongly encouraged to participate in classroom discussions.  Be open to new ideas, and do not discourage others from expressing themselves.

Course Topic/Dates/Assignments:

Week 1 Introduction and Intro Essay Assigned
Week 2 Introduction Essay and Presentations
  Portfolio Keeping Lecture
Week 3 Assigned Reading and In-Class Writing
  Critical Essay Lecture and Focus on Thesis
Week 4 Assigned Reading and In-Class Writing
  Essay #1 Assigned
Week 5 1st Draft Essay #1 Due--Group Feedback
  2nd Draft Due for My Feedback
Week 6 Outline Development Lecture and Demo
  Outline Draft #1 Due
Week 7 Final Draft of Outline Due
  1st Draft Essay #2 Due--Group Feedback
Week 8 2nd Draft Due for My Feedback
  Final Draft of Essay Due
Spring Break No Class
Week 9 Assigned Reading and In-Class Writing
  Lecture and Demo of 3-Step Quoting Method
  Essay #3 Assigned
Week 10 1st Draft Essay #3 Due--Group Feedback
  2nd Draft Due for My Feedback
Week 11 Assigned Reading and In-Class Writing
  Assigned Long Research Project
Week 12 Library Presentations
Week 13 Thesis and Prospectus Due for Approval
Week 14 Outline Due and Works Cited Due
Week 15 1st Draft of Research Project Due
Week 16 2nd Draft of Research Project Due
Finals Week "Best Works" Portfolio 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:7/27/2010 2:40:48 PM