Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
Azar, Melissa D.


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 First Yr Wrtng Seminar II:Academic Research & Writing

Semester

F2B 2010 BLB

Faculty

Azar, Melissa D.

Title

Adjunct Faculty

Degrees/Certificates

BA Creative Writing
MA English Literature
Certified Online Instructor

Daytime Phone

915-434-3035

E-Mail

Melissa.Azar@park.edu

mlissa48@hotmail.com

Semester Dates

October 18-December 12

Class Days

M--W

Class Time

5:00-7:30

Prerequisites

EN 105

Credit Hours

3


Textbook:
 

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

ISBN: 0-312-41909-0


Lunsford, Andrea. Easy Writer: A Pocket Reference. 4th Ed. Boston: Bedford/St. Martin’s, 2010.

ISBN: 0-312-55425-7

Lunsford, Andrea, Everything's an Argument: With Readings, 4th edititon

ISBN: 0-312-44750-7

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
 

A Dictionary and Thesaurus

MLA  or APA Handbook

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:
The primary goal of this course is to instruct students in not only accurate reasearch and documentation, but also to implement strategies to make both research and incorporation of research more simple and effective. Students will be evaluated on the relevance of their research to the selected topic, the quality of the writing and basic composition skills (acquired in EN 105) and on the consistent use of prewriting and writing strategies. Students will be expected to have a firm grasp on basic composition skills and grammar control at this stage in their education.

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 analyses 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)

    

Late Submission of Course Materials:
 

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. 

Major paper assignments will not be accepted if late.

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:
 

***Please check the companion regularly for updates, lecture notes, assignment guidelines, discussions, supplemental materials, and your grades.

***In-class Individual or Collaborative Analyses cannot be made-up even if you have an excused absence. We will have eight of these and I will count six, so that if you miss two, you can still receive full credit for this portion of your grade. (Certain modifications will be made on a case-by-case basis, for example military TDYs and other exceptional documented circumstances)

 Week One

           

Ice-breaker. Introduction to the course, discussion of texts, discussion of syllabus and course calendar, discussion of the e companion 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?   

Weekly Homework: Readings from text: Everything’s an Argument. View the PowerPoint on the e-companion entitled, "Organizing an Argument.” Complete the quiz on Organizing an Argument on the e-companion, by midnight on Thursday. 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 Saturday evening for an annotation exercise. Read all of Portfolio Keeping.  

 Week Two

           

Discuss the first essay: Analysis of an Article. (submit final online by Sunday midnight April 5)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 (submit online by Sunday Midnight March 29)

Weekly 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 Saturday for a Peer Review. Research Paper Proposal Template (submit online by Thursday at 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.)  In-class Quiz on Portfolio Keeping.

Weekly Homework: Readings from text: Everything’s an Argument. Complete Proposal of Research Paper and submit online by Thursday at midnight.

Week Four

           

Discussion of your second essay: Analysis of a Magazine or Newspaper Article Discussion of Thesis statements, topic sentences and transitions. In-class Individual or Collaborative Analysis.

Weekly Homework: Readings from text: Everything’s an Argument. Begin your essay: Analysis of a Magazine or Newspaper Article. View the PP on Thesis Statements and complete online quiz by Thursday at midnight.  Bring draft of second essay: Analysis of a Magazine or Newspaper Article to class next Saturday for a Peer Review.  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.

Weekly Homework: Analysis of a Magazine or Newspaper Article Due by Thursday at midnight. View PP on MLA and APA on the ecompanion under Week Five MLA Quiz- complete quiz by Thursday as well. Continue working on your research paper. Bring a rough draft to class next Saturday for a Peer Review.

Week Six

Peer Review Rough Draft of Research Paper on Saturday evening. In-class Individual or Collaborative Analysis.

Weekly Homework: Readings from text: Everything’s an Argument. 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

 Weekly Homework: Final Research Paper Due Saturday.

***Note: Late papers will not be accepted.

Week Eight

 Course Wrap-up, Discussion of Reflection Essay. In-class reflective essay, Final Exam.

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 protected by copyright
                               and can not be reused without author permission.

Last Updated:9/22/2010 1:12:11 PM