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 HOI


Boney, David A.


Adjunct Faculty, English


M.A. – English, Ohio State University
B.A. – English, Georgia Southern University

Office Hours

By Appointment




Class Days


Class Time

3:50 - 5:05 PM


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.

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

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

Textbooks can be purchased through the MBS bookstore

Additional Resources:

You will also need to purchase loose-leaf paper and a notebook or folder in which to keep your Critical Response Notebook entries.

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.
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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 is not an endpoint, but a process. And the process is not particularly easy. It’s often painful and messy, but it can also be incredibly rewarding. Writing helps us engage in and reflect on the world around us, and good writing adds something to the conversation we’re all involved in regardless of our field, profession, or focus. To that end, the writing classroom should provide a workshop space where students can take chances, see what works and what doesn’t, and learn to revise their work in ways that make it more focused and effective.
English 106 provides an expansion of the writing foundations begun in English 105. In this class we will focus primarily on structure, organization, critical discussion, and research. Good writers are versatile writers—people who can adapt to different situations and audiences. The ultimate goal is to help you become a better critical thinker, critical reader, and critical writer in whatever academic discipline you choose to pursue.

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:

Attendance and ParticipationYour ACTIVE participation in class is required.  Keep in mind that participation goes beyond simply showing up for class.  Anyone can be physically present with minimal difficulty, but I expect you to actively take part in class.  Participation means consistently contributing to class discussions, writing workshops, in-class reading, and generally respecting the class as a place to learn and share your ideas with others.  I’ll also ask you during the semester to sign up for two fifteen-minute one-on-one conferences with me (that will take place during class), so that you can let me know how you are doing in the course.  I’ll pass around a sign-up sheet in class the week before the meeting, so you’ll have plenty of notice.  Failure to show up for these conferences will count against your participation grade.


Essays:  During this course, you will write four major essays 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. Grades will be assessed for each of these essays. Your essays will be evaluated on their focus, development, organization, and mechanics (word choice, grammar, and format).


Portfolio:  The final project in this class will be a portfolio project. The portfolio is more than accumulation of all the materials you’ve generated throughout the semester. It’s an overview of your growth as a writer. In addition to the drafts of essays you’ve written during the semester, the portfolio will include a major deep revision of one of the essays you’d most like to rework.


Critical Response Notebook:  The Critical Response Notebook is a type of journal that you will keep throughout the semester. Roughly once per week, I will ask you to begin class by writing a response to one of the day’s readings or to an issue we have been discussing in class. The Critical Responses allow you to focus and formulate your ideas in writing before we turn to discussion. The Notebook will be a collection of these writings and will be a part of the final Portfolio grade.



The graded elements of English 106 are as follows:

·         Essay #1                                  100 Points

·         Essay #2                                  100 Points

·         Essay #3                                  100 Points

·         Essay #4                                  100 Points

·         Critical Response Notebook     150 Points

·         Participation                              150 Points

·         Portfolio                                    300 Points


This works out to 1,000 points. The final grade will be calculated using a percentage scale, which breaks down this way:

A:        1,000-900 points

B:        899-800 points

C:        799-700 points

D:        699-600 points

F:         Anything below 599

Late Submission of Course Materials:

All work is due on the assigned date unless an alternate date is negotiated in advance.   Late work that is not excused before its due date will be penalized by one full letter grade for each day it is late. Check your schedule for potential conflicts well ahead of due dates, and speak with me ahead of time if you anticipate difficulty meeting a deadline. Please note: Computer/printer failure will not excuse late work penalties. Essays cannot be mailed to me. They must be presented in class on the day they are due.

Classroom Rules of Conduct:

Both the reading and the writing in this course will require you to think in complex ways. I’m asking you to approach readings with an open mind and to respond to new ideas in sophisticated ways. The classroom offers us a place to share ideas, and we should treat each other with the respect that’s appropriate for serious inquiry and conversation.
In order to ensure that the classroom provides a serious, adult space for meaningful discussion, I ask that all electronic devices be turned off completely during class. Phones (even smart phones) are distractions that interrupt class. Anyone who thinks it necessary to text or receive texts during class time will be counted as absent. We’re all grown-ups here; let’s all act like it.

Course Topic/Dates/Assignments:
A hard copy of the Tentative Schedule will be provided on the first day of class. Readings must be completed on the day they are assigned.

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 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
We all have the ability to think for ourselves, and this involved a certain degree of both originality and responsibility. Anyone caught trying to pass off someone else's work as their own when turning in an assignment will receive zero points for it.

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
It is vital in a writing class that everyone shows up on time and begins class immediately. If you arrive in class more than ten minutes late, you will be marked as absent. I understand that difficulties arise over the course of a semester. You have three free absences. You don't need to provide documentation for them—they're neither excused nor unexcused. They're yours. But if you miss in excess of three classes, you'll find yourself losing more than participation points. For each additional three classes you miss (including conferences and peer group workshops), your final grade will be lowered by 100 points. Failure to come to peer response workshops prepared with essays printed will also be counted as 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:1/11/2011 1:35:41 AM