EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
F2T 2010 DLL
Yates, Cindy J.
Master's Degree in Education
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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Online education is flexible, continually changing and is often unpredictable. With the development of online college courses the educational process has changed forever. One is now able to complete a college degree from anywhere in the world at any time of day or night. One of my main goals as an educator is to help students learn and be successful by being flexible, having fun and maintaining a positive attitude. It is my personal beliefs that perseverance, honesty and hard work guide my professional practice both in and out of my classroom. I want my students to realize that teaching and learning are a vital, necessary part of life that is both challenging and meaningful. I firmly believe that we successfully learn from helping others in a collaborative environment where the students not only learn from a teacher, but also from each other. It is this collaborative environment where the teacher also learns and grows with their students.
Following with this progressive ideology, I try to incorporate instruction and discussion that will allow students to use their prior knowledge and current level of skill and understanding, appreciating the different backgrounds and aptitudes that are in my online classroom each day. To meet the needs of all of my students, I must recognize that one style of teaching and instruction will not necessarily work for all and it is essential to change and adapt my instruction based upon the knowledge and past experiences that my students bring into the classroom. The Park curriculum is focused on interactive, problem based learning, where readings are not only educational, interesting, but also sometimes, controversial bringing one to active reading. Communication with whole class discourse is the main vehicle to which students learn in my class. This approach allows my classroom to be more organic, giving students the ability to change the flow of instruction based upon their discussions. My role is more of a facilitator, guiding the discussion and interactions towards a final goal. It is in this environment where truly great, teachable moments occur. For me, a successful classroom experience is one in which all students play a role in the English development of their classmates.
Teaching and Learning is an exciting, evolutionary process. As John Dewey stated, "Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself." In other words, education continually changes as life does. No one day is the same as the next, so too is education.
As found in one of my fortune cookies: “Good writing is clear thinking made visible”
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:
Portfolio & Core Assessment
Core Assessment Selection
Late Submission of Course Materials: Work must be submitted on time to be considered for full credit. Work that is submitted late will receive a full grade deduction for each day that it is late. Therefore, an essay that is due Sunday night by midnight will not earn passing credit after Wednesday night. Discussion area posts: Posts are required to be made throughout the week to receive full credit, (please do not start posting on Saturday) several posts made all in one day will receive partial credit, but all posts must be completed by the end of the week, Sunday at midnight (CST), to be considered for any credit. For detailed information on the discussion threads and peer reviews, see the "Grading and Assessment" section in the course.
Course material will be accepted late only if given prior approval from instructor. It is the responsibility of the student to enter essays into the correct week's drop box. If for some reason an essay is put into the wrong drop box, it is the student's responsibility to retrieve it and put it into the correct drop box, but will be counted as late, one grade deduction off for each day it is missing out of the correct drop box. Make sure the essay is attached when put into the drop box, if it is not; I will email you one time to let you know the essay did not attach. You will have one day (24 hours) to put the essay into the drop box, after that I will no longer accept it for credit. All essays must be in rtf. format or .doc format, if I am unable to open the essay I am unable to give you a grade for the essay.
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 92-93Read carefully, pages 187-192 in Lunsford's book "Easy Writer" if you need some clarification on avoiding plagiarism. Also, read the rest of the MLA section of Lunsford's book for correct ways to cite your references in an essay. If material is missing an in-text reference or a works cited, this is considered plagiarism; great care must be taken not to plagiarize, if in doubt reference it. If plagiarism is suspected, all avenues will be followed to resolve the issue, if confirmed that plagiarism has occurred this could lead to failing the course and to expulsion from Park University.
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:9/27/2010 3:52:25 PM