EN106 First Yr Wrtng Seminar II: Academic Research & Writing

for F2RR 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


F2RR 2010 MT


Thomas, Peter F.


Adjunct Faculty


MA in English – Boise State University
BA in Communications –University of Southern California

Office Location


Office Hours

Before and after class and by appointment

Daytime Phone

208-395-0607  (Call before 9:00 PM)



Semester Dates

October 18 – December 12, 2010

Class Days


Class Time

5:00 - 7:30 PM



Credit Hours



Lunsford, Andrea, John Ruszkiewicz, and Keith Walters. Everything’s an Argument

(with readings). 4th Ed. Boston: Bedford/St. Martin’s, 2007.   ISBN: 0-312-44750-7.

Lunsford, Andrea. Easy Writer: A Pocket Reference. 4th ed. Boston: Bedford/

St.Martin’s, 2010. ISBN: 0-312-58388-5.

Reynolds, Nedra, and Rich Rice. Portfolio Keeping: A Guide for Students. 2nd Ed.

Boston: Bedford/St.Martin’s, 2006. ISBN: 0-312-41909-0.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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:
Because of the demands of today's world, it is important students emerging into the workforce be able to read and comprehend informational texts.  Moreover, the demands of the workforce require students be able to communicate their understanding of informational texts through written expression. It is my belief that possessing reading and writing skills is essential to success in the workforce. In order to successfully comprehend informational texts, I believe it is important to develop students' critical thinking skills and to promote students' exploration of ideas, issues, and contradictions through class discussions and lectures and by accessing students' prior knowledge. 

Additionally, English 106 focuses on those writing and research tasks common to all collegiate courses, regardless of discipline.  Thus, this class will serve as an important foundation for developing writing and research skills and will be critical to success in future classes outside of English.   We will cover such topics as engaging in academic inquiry, developing an argumentative thesis, organizing an academic essay, documenting sources, and editing your proseStudents become better writers by writing; therefore, to facilitate students' writing abilities, I believe it is necessary for students to learn and use the writing process and to receive numerous guided writing opportunities.  

Drawing from the readings included in our textbooks and from scholarly research you will locate via the Park University McAfee Library online, the
Mountain Home Air Force Base Library and its databases, and other online sources, you will compose five academic essays, two of which will be deep revisions of earlier drafts.  Your work will culminate with a portfolio due in the final week of the course.

The pattern and import of your work--establishing and articulating your position in relationship to other, textually defined positions, joining in conversation with ideas--is reflected in and supported throughout our primary text.  It is also the very sort of work you will continue to do as you pursue a field of study, establishing your own experience and expertise for your vocational and intellectual future.

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:


  • Weekly in-class writing and research practice;
  • Two 3-4 page research papers with deep revision and one 5-7 page research paper;
  • A process portfolio including the student's best-works essay, writing samples, and a reflective introductory essay;
  • Three peer-review activities.

You will be able to track your average exactly throughout the course. The grading scale is as follows: A = 90-100; B = 80-89; C = 70-79; D = 60-69; F = 0-59. You will know in advance the standards for each assignment. My goal is to give you prompt, clear, and useful feedback to help you become a better, more thoughtful writer.

Participation and
In-class Activities 10%

The student will receive points for participation by participating in-class discussion and completing in-class writing practices, grammar and punctuation practices, and MLA practices.

Peer Critiques 10%

The student will bring three required completed rough drafts to class and will participate in peer critiques.

P1: 3-4 Page Research Paper   10%

P2: Deep revision of Paper 1    10%

P3: 3-4 Page Research Paper   10%

P4: Deep revision of Paper 3    10%

P5: 5-7 Page Research Paper   20%

Portfolio 20%     

Late Submission of Course Materials:
If you must be absent, please call or email me as soon as possible.  If you miss something, make arrangements with me to get your assignments in at the earliest possible time.  If you miss assignments due to an unexcused absence and turn them in late, you will receive a 50% grade deduction.  I understand that unavoidable situations such as temporary duty can create conflicts, so please always contact me in advance.  I will work with you. 

Classroom Rules of Conduct:
During classroom discussions, students are expected to treat each other with respect.  Interruptions are to be kept minimal, and students are to enter the classroom with the understanding that everyone has a different interpretation and opinion and that no opinion is better than another. Students are to be careful while eating and drinking in the rooms and should throw away any trash they have before they leave. Turn off cell phones, blackberries and other electronic devices before entering the classroom. 

If you need to contact me outside of class, you can email me or call me.  If the issue is urgent, I suggest you call me.  I check my email daily but at different times, so I may not see your email right away.

Course Topic/Dates/Assignments:
10/19/10 DAY #1
Introduction to EN 106
Discuss syllabus
Discuss eCompanion and Pirate Mail

Discuss the writing process
Reading and discussion

Writing Workshop: Introductory paragraphs and thesis statements

10/21/10 DAY #2 

Everything’s an Argument: 250-268 (Evaluation)

Easy Writer:   “Research,” pp. 168-182; and “MLA Style, pp. 196-231.
Discuss finding scholarly articles, using the database, and finding reliable internet sources.
Discuss Paper 1 (Evaluation)

10/26/10 DAY #3 
Everything’s an Argument: 269-73 (Evaluation Guide)

Easy Writer: “MLA Manuscript Format,” “In-text Citations,” pp. 196-203; and “Taking Notes” and “Integrating Quotations, Paraphrases, and Summaries,” pp. 182-189.
Discuss paraphrasing, summarizing, and incorporating quotes into writing
Discuss plagiarism
Writing Workshop: Developing papers: support, organization, transitions, conclusion
Peer Critique of Paper 1

10/28/10 DAY #4
Easy Writer: 20-31 (Arguments)

Everything’s an Argument: 45-58 (Heart)

Writing Workshop
Paper 1 due
on eCompanion

Discuss paper 2 (1st Deep Revision)

11/2/10 DAY #5

Everything’s an Argument: 60-76 (Character); 393-410 (Humor)

Peer Critique Paper 2

11/4/10 DAY #6
Paper 2 due
on eCompanion

Discuss paper 3 (Causal)

Student/Teacher Conferences
Everything’s an Argument: 285-326 (Causal Arguments)

11/9/10 DAY #7
Writing Workshop: Brainstorming and Planning
Everything’s an Argument: 78-100 (Facts and Reasons)

Easy Writer: 187-92 (Integrate Sources)

Peer Critique Paper 3

11/11/10 DAY #8
Writing Workshop: Developing papers
Paper 3 due
on eCompanion

Discuss paper 4 (2nd Deep Revision)


11/16/10 DAY #9
 Writing Workshop
Everything’s an Argument: 514-26 (Intellectual)

Peer Critique Paper 4

11/18/10 DAY #10
Writing Workshop: MLA Refresher
Reynolds & Rice, Part One, pp. 1-31.

Paper 4 due on eCompanion

Discuss paper 5 (Proposals)

Everything’s an Argument: 327-351 (Proposals)

11/23/10 DAY #11
Writing Workshop: Revising and Editing
Everything’s an Argument: 491-512 (Fallacies)

11/25/10 DAY #12
 Read/Discuss: Reynolds & Rice, “Putting it Together” (pp. 40-47) and “Preparing to Write the Introduction…” (pp. 48-52).

11/30/10 DAY #13
Writing Workshop
Peer Critique Paper 5

12/2/10 DAY #14
Writing Workshop

Easy Writer: 146-150 (Diction)

12/7/10 DAY #15
Paper 5 Due on eCompanion

12/9/10 DAY #16

Portfolio Due
Complete Student Survey
Read/Discuss: Review course contents and reading selections

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:9/18/2010 3:31:25 PM