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EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
Brackett, Mary Virginia


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 106First Year Writing Seminar II: Academic Research and Writing

Semester

SP 2011 HOB

Faculty

Brackett, Mary Virginia

Title

Associate Professor of English

Degrees/Certificates

Ph.D. and M.A., English
BSMT (Medical Technology)
BSBA, Marketing & Management

Office Location

210 Copley

Office Hours

M 8:30-10:00; T & R 1:00-2:00 & by appointment

Daytime Phone

816.584.6818

E-Mail

virginia.brackett@park.edu

Web Page

http://captain.park.edu/VirginiaBrackett

Semester Dates

January 10 - May 6, 2011

Class Days

M,W,F

Class Time

10:00 - 10:50AM

Prerequisites

EN105 or equivalent and membership in the Honors Program or permission by the Program director

Credit Hours

3


Textbook:

Greene, Stuart and April Lidinsky. From Inquiry to Academic Writing: A Text and Reader. Boston: Bedford/St. Martin’s, 2008. ISBN: 312 451652
 
Lunsford, Andrea. Easy Writer: A Pocket Reference. 4th Ed. Boston: Bedford/St. Martin’s, 2010.  ISBN:0312554257

Reynolds, Nedra, and Rich Rice. Portfolio Keeping: A Guide for Students. 2nd Ed. Boston: Bedford/St.Martin’s, 2006. ISBN: 0312419090

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

The Purdue University On-line Writing Lab:  http://owl.english.purdue.edu/
This site offers exercises for grammar, punctuation and mechanics and guidance for essay development and format. It also offers proper MLA format guidance.
 
The Park University Academic Success Center: http://www.park.edu/support/
Visit this site to learn of the many services offered through Park's ASC, located on campus across the hall from the library.
Students should work with tutors prior to submission of essays assigned for this course.
 
Use your library to access electronic databases for resource material, as well as to find literature discussion series in print.

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/.

http://www.esc.edu/esconline/across_esc/writerscomplex.nsf/0/388b46277676ac8b852569cf00615929?OpenDocument
http://amarris.homestead.com/files/Academic_Writing.htm
http://www.uefap.com/writing/
http://www.uefap.com/writing/

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 This particular section is for members of the Degree with Honors Program only.

Educational Philosophy:

 
My educational philosophy begins with a strong belief in the interactive nature of learning. While I will lead discussions and emphasize various points, I will also want students to participate in that discussion. In that way, all in the class room learn from one another. The magic of writing about shared topics is found in the differing approaches to completion of writing assignments, depending upon each writer's background, personal value system, and points of reference. Those differences in ideas will emerge through lively classroom interaction, based on each day's readings, writings and group work. Everyone in this class is a writer. Because writers project concern for the basic human condition into their writing, regardless of the subject matter, we as readers may identify with one another's work, reviewing and commenting upon one another's writing in a respectful manner. Reading and writing are at once both highly personal and highly political acts.

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.


  Instructor Learning Outcomes
  1. Apply theories and techniques for academic inquiry and writing to applied learning situations (service-learning).
  2. Explore the continuities (and discontinuities) between inquiry and knowledge making in the academy and in the local community, or public.
  3. Contribute meaningfully to deliberation of a social problem through academic and community-based research.
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:

 

In-class writing and verbal assignments
E-companion reaction statements
Peer response
Activity reports
Service Learning Hours
Service Learning Project
Four academic essays with research sources
Portfolio
Instructor conferences
 

Grading:

 All Honors courses grades are weighted. The earning of an Honors A requires extraordinary efforts.

Interview project, Verbal summaries, In-Class writings, peer reviews, reaction statements – 10 each

120

Action plan & conference

10

Essay #1

100

Essay #2

100

Essay #3

100

Essay #4 (service-learning essay)

200

SL Project

 50

Activity Reports – 10 each

20

Core Assessment (portfolio)

100 points (total course points = 800)

90-100% A

80-89% B

70-79% C

60-69% D

 

                                                                         

 

Late Submission of Course Materials:

  • Due dates for all written, graded assignments and their components appear on the attached schedule. 
  • Adherence to the schedule is required to facilitate student progress and to complement instructor work load. 
  • Assignments may be turned in early if so approved by the instructor. 
  • No excuse for late assignments accepted, other than for medical emergency. 
  • Late assignments will earn grades lowered by 5 points for each day (not class day) they are late. 
  • No assignment will be accepted after one week beyond its due date.

Classroom Rules of Conduct:

 
  • Arrive on time for class. Because this class is organized as an Independent Study, meeting days may vary. Some release time for service learning is incoporated into the schedule. Consult the schedule.
  • Late arrival interrupts the class and shows lack of respect for the professor and your fellow students.
  • E-companion for EN106HOB is used in this class. Various materials must be submitted as directed. Gain access to e-companion early on and become adept at using it.
  • Check e-mail often.
  • Participation in class room discussion is expected.
  • Behavior and writing at the level appropriate for a member of the Degree with Honors Program is expected.
  • Participation in service learning is required. It will prove crucial to your ability to produce several course assignments. Do not delay beginning participation.
  • Please note office conferences may be scheduled by appointment in addition to regularly scheduled conference hours. Please plan to visit your instructor with rough drafts or for discussion as instructed and as needed.
Adopted from Dr. Emily Donnelli's syllabus:

Not surprisingly, EN 106 is a reading and writing-intensive course. Expect complex readings that demand your active participation as you wrestle with new ideas and sophisticated vocabulary. You will be expected to demonstrate:

·         openness (not necessarily acceptance) of new ideas,

·         critical thinking (not criticism), and

·         diplomacy when presenting your thoughts and responding to those of other students.

Unlike other academic writing courses you may have taken, EN 106 for honors will also explore the relationships between inquiry and writing in the academy and in the community. We will undertake this exploration through course readings and writing assignments, including self-designed service-learning projects.

Although everyone’s final service-learning project will include three parts (writing about, writing with, and writing for the community), the details and extent of your service to the community will depend on your research goals, the needs of your community partner, and the extent to which you desire to undertake community-based research. Thus, students’ final projects will include differing degrees of “traditional” and community-based research applications. Regardless, all students will need to plan a minimum of 24 (logged) hours of community service in English 106--half of which must be completed prior to week 10 of the course. Those who hold academic scholarships and are required to complete 40 hours of service may want to do so with the Honors SL partner. Some class time will be “released” for this service, though the vast majority will be done on your own schedule.    

 BE CONSIDERATE OF CLASSMATES AND THE INSTRUCTOR AND TURN OFF ALL ELECTRONIC COMMUNICATION INSTRUMENTS BEFORE ENTERING THE CLASSROOM. NO TEXTING DURING CLASS.

Course Topic/Dates/Assignments:

 EN106 for Honors Students         spring 2011         Tentative Schedule - Adjustments may be made

Check e-mail and e-companion often for announcements, reminders, etc.

Week One
 
1/10   Introductions and Course Overview—Focus, Assignments, SL. Interview Project Assigned.
 
1/12   Defining Academic Writing and Academic “Habits of Mind.” Read: Green and Lidinsky, Chapter 1 (all) and Reynolds and Rice, Part 1 (all).
 
1/14   Case Studies on Academic Writing. Read: Greene and Lidinsky, Chapter 8 (all). Begin Service-Learning Planning.
 
Week Two
 
1/17   No Class: University Holiday.
 
1/19   Writing in/for the Academy and Writing in/for the Community. Read: Edmundson, “On the Uses of a Liberal Education,” pp. 277-307 in Greene and Lidinsky.  Verbal summary: Cortney
 
1/21   Writing in/for the Academy and Writing in/for the Community (cont.). Interview Projects Due to doc share – 5 minute in-class verbal summary and discuss SL , Essay #1 assigned
 
Week Three
 
1/24   Read What is Hospice Care?” at http://dying.about.com/od/whatishospice/a/whatishospice.htm Read “The Debate in Hospice Care” at http://jop.ascopubs.org/content/4/3/153.full. Read “Palliative care” at http://specialchildren.about.com/od/medicalissues/g/palliative.htm  Verbal summary: Josh
 
Submit reaction statement to e-companion doc share by 6PM the night before class
 
1/26   From Revising to Editing, Greene and Lidinsky, Chapter 10 (All)
 
1/28   Reading Critically, Uncovering POV. Read: Greene and Lidinsky, Chapter 2, pp. 25-35.  Verbal summary: Angelica and SL discussion
 
Week Four
 
1/31   Bring Essay #1 Draft to class for peer response
 
2/2   Reading Critically (cont.). Read: Greene and Lidinsky, Chapter 2, pp. 36-46. Verbal summary: Kirby and  Identifying Claims and Analyzing Arguments. Read: Greene and Lidinsky, Chapter 3 (all).  
 
2/4   Essay #1 Final Draft Due to drop box. Identifying Claims and Analyzing Arguments (cont.). Verbal summary: Taylor - Essay #2 assigned
 
Week Five
 
2/7   Read: Greene and Lidinsky, Chapter 4 (all). Knowledge-Making in the Academy.
 
2/9   Read: Pratt, “Arts of the Contact Zone,” pp. 354-369 in Greene and Lidinsky. Knowledge-Making in the Academy (cont.).  Verbal Summary: Cortney - Continue Discussion of Pratt.
 
2/11   Knowledge-Making in the Academy (cont.). Read: Loewen, from “Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong,” pp. 332-353 in Greene and Lidinsky.  Verbal Summary: Josh
 
Week Six
 
 
View photos of the homeless at http://www.squidoo.com/homeless-in-americaSubmit reaction statement to e-companion doc share by 6PM the night before class
 
2/16   Knowledge-Making in the Academy (cont.).  Discuss SL project design
 
2/18   Bring Essay #2 Draft Essay draft to class for Peer Response. Read: Greene and Lidinsky, Chapter Five (all)
 
Week Seven
 
2/21    No Class. University Holiday
 
2/23   Domestic Violence issue – Read “Handbook” at  http://www.domesticviolence.org/ Submit reaction statement to e-companion doc share by 6PM the night before class and continue discussion Chapter Five
2/24 Event Opportunity – no written report required - Evie Shockley – Writers’ Place
 
2/25   Essay #2 Final Draft Due to drop box  - Academic Inquiry into Social Problems. Read: McIntosh, “While Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women’s Studies,” pp. 520-532 in Greene and Lidinsky. Verbal summary: Angelica
 
Week Eight
 
2/28   Essay 3 assigned and Academic Inquiry into Social Problems (cont.). Read: Ehrenreich, “Maid to Order: The Politics of Other Women’s Work,” pp. 479-496 in Greene and Lidinsky. Verbal summary: Taylor
 
3/2   Academic Inquiry into Social Problems (cont.). Read: DuCille, “Dyes and Dools: Multicultural Barbie and the Merchandising of Difference,” pp. 458-478 in Greene and Lidinsky. Verbal summary: Kirby
 
3/4   Academic Inquiry into Social Problems (cont.): Exploring Disciplinary Approaches to Social Problems. Read: Greene and Lidinsky, Chapter 6 (all).
 
Week Nine (3/7, 3/9, & 3/11):  No Class Meetings: Spring Break.

Week Ten
 
3/14   Exploring Disciplinary Approaches to Social Problems (cont). Read Greene and Lidinsky, Chapter 7, pp. 130-137.
 
3/16   Synthesis. Read: Greene and Lidinsky, Chapter 7, pp. 137-156. Essay #3 discussion
 
3/18   Essay #3 Rough Draft Due to drop box – everyone comments on all rough drafts as directed via e-companion – No class meeting
 
Week Eleven
 
3/21   SL release day
 
3/23   Read: Greene and Lidinsky, Chapter 9 (all). Essay #3 Final Draft Due to drop box
 
3/25    Individual Writing Conferences – Copley 210

Week Twelve

3/28      Other Methods of Inquiry. Read: Greene and Lidinsky, Chapter 11 (all)

3/30     Chapters 9 & 11 continued, submit SL update to doc share by 6PM the night before class verbal summary in class, each student

4/1         Research and writing day

Week Thirteen

4/4         HN Action Plan due – meet with Brackett Copley 210

4/6         SL project discussion – bring draft, poster, ppt, etc. to class for display

4/8         Research and writing day

Week Fourteen

4/11    Preparing the Portfolio. Read: Rice and Reynolds, Chapter 7.

4/13  SL Release Day

4/15 Preparing the Portfolio. Read: Rice and Reynolds, Chapter 8.

Week Fifteen

4/18 Portfolio peer review – details TBA

4/20 TBA

4/22 No Class. University Holiday.

Week Sixteen

4/25  Bring Essay #4 draft to class for Peer Response.

4/27   Essay #4 and portfolio due. Honors Program discussion

4/29  Course Synthesis and Final Discussion

Week Seventeen
 
May 2   Final Examination: 10:15 - 12:15

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
Academic dishonesty will not be tolerated at any point in any course enrolled in by Degree with Honors Program students. This includes the use of any "assignment avoidance" materials, including on-line language translation, published essays, and improper or lack of attribution of credit for ideas and statements.

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
Plagiarism is a serious offense gaining no tolerance in this class.  Acts of plagiarism will result in serious consequences.  There is no such thing as “minor” plagiarism--all cases are serious and will be viewed as an act of theft on the part of the student.  Please consult with your instructor in any course prior to submitting an assignment if you need guidance regarding plagiarism additional to that received in class.

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
All students are allowed 3 days (one week) of missed classes. If a student misses more than one week, the instructor may withdraw the student from class and from the Degree with Honors Program. Exceptions may be allowed on an individual basis, depending upon circumstances leading to the absences. Please talk with me if you must be absent for an extended period of time. Always alert all of your instructors if you encounter an attendance challenge.

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 .

Additional Information:

Course Overview - adopted from Dr. Emily Donnelli

English 106 focuses on those writing and research tasks common to all collegiate courses, regardless of discipline. We will cover such topics as engaging in academic inquiry, developing an argumentative thesis, organizing an academic essay, documenting sources, and editing your prose.


Throughout the course we will practice what Greene and Lidinsky, the authors of our textbook, call the "habits of mind" of academic writers. Academic writers:



       
  • make inquiries--observe, ask questions, and examine alternatives.
       
  • seek and value complexity--avoid binary thinking (Remember the discussion of binaries in LE100?).
       
  • view writing as a conversation.
       
  • understand that writing is a process.


Drawing from the readings included in our textbooks and from scholarly research you will locate via the Park University McAfee Library, you will compose four academic essays. Your work will culminate with a portfolio due at the conclusion of the course. You will articulate the relationship of work and activity in public communities to the academic community. As noted by Marci F. Muth in Community Voices, "although these three general communities may differ in expectation and execution, they also share forms, conventions, and situations that challenge writers."


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, From Inquiry to Academic Writing. 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, service, and intellectual future.




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:12/26/2010 9:21:37 AM