EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
F1T 2010 DLE
Decker, Amy B.
Senior Adjunct Faculty
MA English, 2002, George Mason UniversityBA English, 1998, George Mason University
540 419 9463
Aug 16~ Oct 10, 2010
EN 105 or its equivalent
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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My educational philosophy is to guide adult learners in their engagement with texts so that they may make meaningful connections between texts and with their own lives. I aim to provide an environment in which students use those connections to enrich their ideas and understandings about the human condition. It is essential that adult learners develop confidence in their ability to form, support, and articulate their ideas, so my philosophy of education always focuses on both abstract principles and the very concrete ones involved in clear communication and idea exchange that will serve adult learners both academically and professionally.
Learning Outcomes: Core Learning Outcomes
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 RubricClass Assessment:
All graded components of the course include detailed assignment descriptions and grading criteria.
Portfolio & Core Assessment
Core Assessment Selection
Late Submission of Course Materials: Keep the instructor informed of any situations that might require the submission of late material. Generally, timely work in the classroom (participation in discussions, peer reviews, etc.) may not be 'made-up' if missed, regardless of the nature of the absence (excused or unexcused). Weekly assignments such as formal papers may be accepted late, at the instructor's discretion, with a penalty not to exceed one grade per day of lateness.
This course is a condensed, collegiate, 8-week term. It is essential to your success that you remain on top of things to avoid insurmountable workloads and stress levels, as the time will go fast.
Classroom Rules of Conduct:
Students are responsible for clicking on the link below and thoroughly reading each Online course policy. If you have questions about any of these policies, please contact your instructor for clarification.
Online Course Policies
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.
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.
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.
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.
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.
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.
Responding to and Revising Arguments
Read/Discuss: In Greene & Lidinsky, Ch. 8 & Ch. 10.
Write: Essay #5.
Proofreading and Editing
Read/Discuss: In Reynolds & Rice, “Putting it Together” (pp. 40-47) and “Preparing to Write the Introduction…” (pp. 48-52).
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.
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 .
Last Updated:7/24/2010 2:16:36 PM