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EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
Yates, Cindy J.


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

F2T 2010 DLL

Faculty

Yates, Cindy J.

Title

Adjunct Faculty

Degrees/Certificates

Master's Degree in Education

E-Mail

cindy.yates@park.edu

Semester Dates

10/18/10-12/12/10

Class Days

TBA

Class Time

TBA

Prerequisites

EN 105 or its equivalent

Credit Hours

3


Textbook:

From Inquiry to Academic Writing: A Text and Reader, Greene and Lidinsky, Eds., Bedford St. Martins, 2008, ISBN: 0-312-45165-2.
 
Portfolio Keeping: A Guide For Students, Reynolds and Rice. 2nd ed. Boston: Bedford, 2006, ISBN: 0-312-41909-7.

Easy Writer: A Pocket Handbook, Lunsford. 4th ed. Boston: Bedford, 2009, ISBN: 0-312-55425-7. 

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


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:


 

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

  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:

EN 106 includes the following assessments:
  • Weekly discussion assignments,
  • Five substantial writing assignments, two of which incorporate deep revision,
  • A summative "best works" portfolio including the student's two strongest essays, artifacts related to the writing process, and a reflective introductory essay,
  • Three peer review activities,
  • A final examination.
All graded components of the course include detailed assignment descriptions and grading criteria.
 
Grading of the discussion threads and peer response: Your responses for the discussion thread should be thoughtful and substantive to earn full credit. Examples of desirable, full-bodied responses and undesirable, partial responses will be provided during week one. In general, posts should be no shorter than four sentences. Posts can be spontaneous, suggesting, when appropriate, your tentative position on issues; nevertheless, your posts should be carefully read before making them final. Underdeveloped posts will receive partial credit. Posts (including the initial post and responses to other peers) deposited all in one day will not receive full credit; posts must be posted throughout the week, to formulate a discussion, to receive full credit.
If you have exceeded the number of required posts, entered and commented on multiple occasions, and given evidence of reading, you are likely to earn an A. B-range work meets all minimum standards, but shows few signs of seeking to exceed those standards. It is still above-average inasmuch as it grapples with the central issues of the week, raising questions and observations that connect with the reading. C-range work meets the required number of entries for the week, but at least one of those entries might fall below the suggested length range for interchanges. C-range work shows some signs of being done hastily, such as typos or incomplete sentences (have you re-read your work before posting?). Also, it tends to do less to engage with the reading or to consider how the reading sets up or addresses the question(s) or observation(s) you raise in your entry. D-range work (I hope to see very little of this in the weeks ahead) might be missing entries. It might not make reference to the reading at all, and it falls below the minimum standards for length in more than one entry. It is also confusing or merely repeating a point already raised by a peer. I rarely assign F's in the threaded discussions unless work is missing, late or glaringly underdeveloped or sloppy. Posts for the peer review need to be a thoughtful repose that is helpful for the revision of the essay and provide comments that will aide the writer to make the necessary revisions.
 
Proctored final examination - An examination will be taken in a proctored testing environment during the 8th week at one of the Park University sites around the country or at an alternative location. For proctored examinations, photo identification is required at the time of the test. Guidelines for selecting an acceptable proctor can be found on the Park University website.You must show up on time for the exam, bring your book as it is needed for the exam, and you must put your name on the exam. If an emergency arises and you are not able to make the scheduled exam time, you must contact the instructor and the proctor to reschedule a time to take the exam. All exams must be received by the end of the eighth week of the session to be graded for points, it is best to have the exam sent the same day the exam is taken to ensure it is received and scored.


Other Information on proctored exams:
Proctor Forms: It is the responsibility of the student to arrange for and secure a proctor for the final exam. The proctor form will be available during the second week of the course and will close on the Friday of the sixth week of the session. Even if you are going to use a Park proctor you still must fill out the form. If you are requesting a non-Park proctor you must state a reason as to why the non-Park proctor is needed. The proctor request form will be rejected if you do not fill in the reasons why you need a non-Park proctor; you will then need to fill out a new form for approval. You must also make sure your proctor fulfills the requirements for being a proctor. If you fail to take the final exam it will result in an automatic "F" grade.

Grading:

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. 
 

WEEK

ASSIGNMENT

POINTS

Week 1

Discussion

20

Week 2

Discussion
Essay

20
50

Week 3

Discussion
Essay

20
100

Week 4

Discussion
Peer Review
Essay

20
10
130

Week 5

Discussion
Essay

20
100

Week 6

Discussion
Peer Review
Essay

20
10
130

Week 7

Discussion
Peer Review
Portfolio & Core Assessment

20
10
200

Week 8

Discussion
Final Examination
Core Assessment Selection
(from portfolio)*

20
100
 ---

TOTAL

1000

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
http://captain.park.edu/portal/online_course_policies.htm

Instructor Contact
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.

Course Topic/Dates/Assignments:
 

Week

Topic

Activities, Assignments


Week 1


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.


Week 2


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.


Week 3


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.


Week 4


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.



Week 5



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.


Week 6


Responding to and Revising Arguments


Read/Discuss
: In Greene & Lidinsky, Ch. 8 & Ch. 10.

Write: Essay #5.


Week 7


Proofreading and Editing


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

Write: Portfolio.


Week 8


Looking Ahead


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
Read 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.

  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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

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. 

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Last Updated:9/27/2010 3:52:25 PM