EN106 First Yr Wrtng Seminar II: Academic Research & Writing

for SP 2011

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


EN 106 First Yr Wrtng Seminar II: Academic Research & Writing


SP 2011 HOG


Sackhoff, Jennifer


Adjunct Faculty, English


B.A. Emporia State University; M.A. Emporia State University

Office Hours

By Appointment

Other Phone

(816) 607-1613 (voicemail only)



Class Days


Class Time

8:45 a.m. - 10:00 a.m.


EN105 or equivalent

Credit Hours



Greene, Stuart and April Lidinsky. From Inquiry to Academic Writing: A Text and Reader. Boston: Bedford/St. Martin's, 2008. (ISBN: 0312451652)

Lunsford, Andrea. Easy Writer: A Pocket Reference. Boston: Bedford/St. Martin's, 2009. (ISBN: 0-312-55425-7)

Reynolds, Nedra and Rich Rice. Portfolio Keeping: A Guide for Students. 2nd Ed. Boston: Bedford/St. Martin's, 2006.(ISBN: 0-312-41909-0)

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
A college dictionary and thesaurus

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:

Writing rarely occurs in a vacuum; often when we write, we are responding/relating to the world around us. Furthermore, writing is a craft that uses a particular set of skills. This course (EN 106) will provide you the opportunity to further develop your skills as a writer through informal and formal writing assignments for a variety of audiences.

The majority of our time this semester will be spent writing and responding to the writing of others (either peers or "professionals"). Because this is a participation-based course, you will be expected to engage in discussions, writing activities, and workshops.

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. Acknowledge the value of the free exchange of ideas and opinions as it relates to the writing process.
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:

Attendance/Participation:We will have a number of in-class activities including discussions of reading assignments, short reaction responses to readings based on discussion questions/prompts, and in-class writing exercises to generate ideas. Both in-class and out-of-class activities will make up your attendance/participation grade. You will be required to maintain a "learning journal"; this will act as a repository for all of your in-class work, homework, and brainstorming (I recommend using a 3-ring binder.) All entries for your learning journal are expected to be typed if you wish to receive credit for your work. In certain instances, I will indicate on the Tentative Schedule that a handwritten worksheet is acceptable. It is your responsibility to keep up-to-date on your learning journal, and bring your learning journal with you to every class. I will collect the learning journals at random intervals throughout the semester to evaluate its contents. If you are absent on the day learning journals are collected, then the work is considered late and will earn a zero.Missing work cannot be "made up." For instance if I collect learning journals during Week 3 and you have missing assignments, these will earn zero points. If these missing assignments are present when I collect learning journals during Week 5, these assignments are considered late and still earn zero points. It is in your best interest to complete work as it is assigned.

Essays: During this course, you will compose 4 major writing assignments in addition to your semester portfolio (see below). Because writing is a process, a portion of your grade for each essay will be based on invention, peer response, and revising. You will be required to submit copies of any source material you used in your essays. Your essays also will be evaluated on their focus, development, organization, and mechanics (word choice, grammar, and format). It is my goal to have graded essays returned to you within two weeks from the date of submission. At times, circumstances may arise that delay this turnaround. If I anticipate such a delay, I will let you know.

Peer Response Workshops: Peer Response Workshops provide you an opportunity to receive feedback on your work prior to the due date of your essays. You are expected to have two printed drafts ready on days scheduled for peer review. Do not wait until before class to print drafts of your essay. Invariably the computer lab will be full, the printer will run out of ink or paper, or some other technological issue will arise. Print your drafts at least the night before a workshop or due date. If you do not bring a printed draft for peer review days, you will be asked to leave class and will be counted absent. In addition, you will lose your attendance/participation points for that day. Note that you also receive points on the "final" draft of your essay for completing Peer Response. Failure to participate in Peer Response will result in a 10% deduction on your graded "final" essay.

Portfolio: Throughout this course, you will receive a lot of feedback – from me and from your classmates – on each paper. You will earn a grade for each essay because writing on deadlines is a reality of writing in college and in the workforce. However, the final course portfolio provides you the opportunity to revise and reflect on your writing. This portfolio will allow you to showcase your progress as a writer and demonstrate your writing process.

Quizzes:Quizzes will be unannounced. Any information covered in class discussions, reading assignments, or handouts are fair game for quiz material. Generally speaking, quizzes will be given within the first five minutes of class. If you are tardy and a quiz already has been distributed, you will miss the opportunity to take that quiz.

Final Exam: You will have a final exam modeled after the Writing Competency Test.


Grades are not "given" in this course; you earn your grade based on the work you produce and the progress you make as a scholar during this semester. A final grade in this course will be based on the following elements (NOTE: Extra credit is not provided in this course):

            Quizzes:                                              75   points

Essay 1:                                              100 points

            Annotated Bibliography:                      100 points

            Research Essay:                                  100 points

            Essay 4:                                               100 points

            Attendance/Participation:                      125 points

            Final Exam:                                          100 points

            Portfolio & Core Assessment:              300 points

            Total                                                  1000 points

The final grade calculation will correspond to the following letter grades:

            A: 1000 – 900 points

            B: 899 – 800 points

            C: 799 – 700 points

            D: 699 – 600 points

            F: 599 and below

Final grades will be posted using the University's MyPark system. Because e-mail is easily hacked and compromised, requests for grades to be e-mailed to you will not be granted. This is an effort to protect your rights under FERPA.

Late Submission of Course Materials:

Due dates for each essay are included on the tentative schedule. Essays are to be turned in on the due date at the beginning of class. Late papers will be dropped a letter grade for each class period it is late. I understand that life happens, and there may arise certain circumstances where a late paper may be exempt from the dropped grade policy. If you believe you have such a circumstance, speak to me about it when you turn in the paper.

I will not print your assignments or papers for you; do not e-mail me your assignments or papers unless you have made previous arrangements with me. Late homework/learning journals will not be accepted.

Note: Technology is not always reliable. Invariably, computers will crash; printers will quit working or run out of ink. Computer/printer failure is not an acceptable excuse for submitting late assignments. I suggest you save often; and either e-mail a completed copy of the assignment to yourself or invest in a flash drive on which to save your work (better yet, do both).

Classroom Rules of Conduct:

We are a community of learners in this class; as such, we will have a respectful learning environment conducive to an open exchange of ideas so long as those ideas do not violate university policies. As a part of our respectful learning environment, it is your responsibility to come to class prepared, which includes having completed reading and writing assignments on the due dates. Likewise, you are expected to arrive on time for class. If you are more than 10 minutes late to class, you will be considered absent.  

You are expected to type all learning journal assignments unless otherwise indicated in class or on the Tentative Schedule. As such, no handwrittenlearning journal assignments will be accepted. It is your responsibility to have your learning journal prepared for class each day and ready to turn in to me in the event I collect them on any given day.

Each essay will be graded according to the criteria sheets for each respective essay and a general rubric. The criteria sheets will be provided at the beginning of each "unit", and I will provide you with the general rubric at a later date. 

All drafts and essays will be typed with 12-point, Times New Roman font, double-spaced lines, and one-inch margins on all sides of the pages. We will use proper MLA documentation and format guidelines.

Cell phones, PDAs, pagers, mp3 players, and other electronic devices will be turned off or placed on silent mode for the duration of the class period. Because so much of this course depends on in-class activities and discussion, you may be marked absent at my discretion if you are more engaged with these electronic devices or side conversations than with the class.

** A Note on Papers: I will not discuss grades on papers the day I hand them back. You are welcome to discuss a grade the next day once you've taken the opportunity to review any comments or suggestions I've made on the essay.

**A Note on Grades: I will figure grades twice a semester (at midterms and at the conclusion of the semester). I will not figure grades at any other point in the semester except under very rare circumstances. If you are in an organization or other student activity that requires "progress" reports, I will provide you with a rough estimate of your grade. I have provided you with the breakdown of points in this syllabus. Furthermore, I return your graded work to you. Your grade is not "kept a secret" from you. You are expected to be responsible for your own education. As such, you should track your own progress in this course with the graded work returned to you and the breakdown of points provided in this syllabus.

Course Topic/Dates/Assignments:

A hardcopy of the Tentative Schedule will be provided on the first day of class.

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
Additionally, all work completed for this class must be original to EN106. Essays found to be previously submitted to another class or another instructor as fulfillment of that course's requirements will be subject to the plagiarism penalties outlined below.

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
A student who submits a plagiarized paper or who allows another person to copy his or her work is subject to receiving a 0 grade for the paper/quiz/assignment.

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
Because so much of the work done in composition courses is done in class, it is mandatory for all students to attend regularly and be on time. You will be marked absent if you arrive to class more than 10 minutes late. Because there are legitimate reasons for missing class, you are allowed ten absences before failing this course; however, any absence can affect your grade in this course. I do not distinguish between excused and unexcused absences. In the event of an absence, it is your responsibility to obtain any missed notes either by speaking to me or to a classmate. You will not be able to recoup missed participation/homework points for the day(s) missed.

Furthermore, failure to bring rough drafts to Peer Response Workshops will result in an absence.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The main point, or thesis, of the essay is not only abundantly clear to the reader, but gracefully expressed in a clear, strong voice appropriate to the topic. The main point, or thesis, of the essay is clear, although could be expressed more gracefully. The voice is appropriate for the topic, for the most part. The essay lacks a main point and instead presents several potential theses. The voice is not appropriate to the topic. No portfolio is turned in or guidelines are not followed. 
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The essay presents relevant and tasteful detail that supports the thesis and provides an appropriate sense of exploration of topic, with attention to ambiguities as well as certainties. The essay presents relevant detail, but needs further explanation. It is not always clear how the information supports the thesis. Ambiguities are not addressed, or are addressed within a rigid framework. The essay lacks appropriate and relevant detail, and emphasizes information rather than interpretation. Ambiguities are not addressed. No portfolio is turned in or guidelines are not followed. 
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Details are organized logically, and with a pleasing sense of exploration. Digressions are appropriate and add to the overall argument. Details are logically organized, but are sometimes simply tacked on without adequate discussion or sense of purpose Digressions are sometimes puzzling. The organizational plan is confusing and often irrelevant to the stated purpose of the essay. No portfolio is turned in or guidelines are not followed. 
Content of Communication                                                                                                                                                                                                                                   
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Central topic and purpose is substantial, relevant, and creatively addressed with fresh insight. Details are carefully analyzed in ways that support the thesis and reveal new perspectives. Voice is consistently graceful, strong, and appropriate throughout. Central topic and purpose is potentially good, but could be further developed. Details and examples are sometimes irrelevant or inadequately analyzed, but potentially good. Voice is good, but prosaic. Central topic lacks clarity and the purpose is not always clear. Details are irrelevant or inadequately explained. Connections are unclear.  The voice does not match the purpose of the essay. No portfolio is turned in or guidelines are not followed. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Writing employs conventions of Standard Written English with grace and style. Use of MLA documentation is flawless. Writing employs conventions of Standard Written English adequately, with only occasional gaps. Use of MLA documentation is fully adequate, with only occasional gaps. Writing shows persistent problems with the use of Standard Written English. Statements are often illogical or incomprehensible. Use of MLA documentation is spotty, fails to follow form, or absent from the paper. No portfolio is turned in or guidelines are not followed. 
Understanding Audience and Purpose                                                                                                                                                                                                                         
The purpose of the essay is abundantly clear through the use of a clearly stated thesis. The writer addresses a specific audience using an appropriate level of discourse and anticipating possible questions. The purpose of the essay is essentially clear, though the thesis could be further clarified. The writer addresses a specific audience, though does not always anticipate reader's questions. The purpose of the essay remains unclear. The writer does not consider the needs of the audience and does not include appropriate discourse. No portfolio is presented or guidelines are not followed. 
Rhetorical Strategies                                                                                                                                                                                                                                      
The writing presents information skillfully and uses appropriate strategies and organization. The writing presents information adequately using appropriate strategies, although the organizational plan is not always clear. The writing does not employ appropriate rhetorical strategies and lacks a clear sense of organization. No portfolio is presented or guidelines are not followed. 


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Last Updated:1/4/2011 12:57:18 PM