EN 106 Research and Writing
S2B 2011 BL
BA English Troy State University, Dothan, AlabamaMA Professional Writing and Rhetoric, University of Texas at El Paso
March 21-May 15, 2011
Tuesday and Thrusday
7:40-10:10 (Room 616-2)
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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
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: Essays, Reading-response/in-class writing, prompted in-class writing, Research, and manipulation of scholarly sources.
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.
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.
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.
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.
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 for Peer Review
Peer Review Rough Draft of Research Paper. (We’ll do two peer reviews) .
Revise your Research Paper
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
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.
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:2/17/2011 12:34:31 PM