EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
SP 2011 HOJ
M.F.A., Creative Writing, University of North Carolina GreensboroB.A., English, Hope College
1/10/11 - 5/6/11
8:00 - 10:30 AM
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EN 106 is an extension of the writing courses you have
already completed--and of the writing you have done for other classes and in
other areas of life. You have probably already written in a wide variety of
genres: the personal essay, the persuasive paper, the book review, the
informative speech, the journal entry, the lyric poem, the text, the email, the
note on the refrigerator. In this course, we will focus on a particular genre
of writing: the academic essay. The academic essay incorporates research,
response, argumentation, and a whole lot more. You will write four papers, one
substantial revision/expansion, learn how to use the library, discuss types of
arguments, and learn tricks to make your writing work. You will also begin to
learn more about your major field, learn how to interpret advertisements, and
flex your problem-solving muscles.
This course is formulated around the idea that writing is
not an innate ability but a learned skill. Class and small-group discussion,
textual analysis, free-write and pre-write activities, lectures, and online
discussions will all contribute to your understanding of the things that make
good writing tick. I take it as my charge to help each of you, in whatever way
I can, to make measurable and demonstrable gains in your academic writing.
Learning Outcomes: Core Learning Outcomes
Every course has a Core Assessment, which is one assignment given in all sections of the course. For En 106 the Core Assessment consists of one final-draft essay from each student’s portfolio, chosen by the student, plus a Reflective Essay. Written at the end of term, the Reflective Essay must describe in significant detail the student’s strengths and a discussion of opportunities for improvement as revealed in the complete portfolio. The reflective essay must also analyze the student’s overall development as a writer over the duration of the semester/term.
Although all students in all sections will present a portfolio that includes evidence of prewriting and multiple drafts, the Core Assessment will consist only of one final-draft essay and the Reflective Essay.
Link to Class RubricClass Assessment:
300 pts Class
100 pts Paper
100 pts Paper
100 pts Paper
100 pts Paper
300 pts Final Portfolio (Core Assessment)
You will receive points in each area. These points will then be added and divided by 10 in order to tabulate your final percentage. The grading system is standard: 100-90 - A;
89-80 - B; 79-70 - C; 69-60 - D; 59 & below - F. Pluses and minuses will
occasionally, but rarely, be appended to your grade. You can find the paper
rubric in the next section.
Class Participation (300 pts)
The easiest way to earn a good grade in this class is to
come to every class meeting and participate. Participation includes: arriving
on time with this week's text in hand; making thoughtful, considered
contributions to class discussion (each student should speak at least once during class); completing of all quizzes and
in-class assignments; and demonstrating a critical understanding of the
material in each week's text. (In other words, you should know what the author says, how she says it, what evidence she provides, and potential shortcomings in her argument and/or style.)
One formalized weekly assignment will also help determine
your class participation grade: each week you will write a brief reading
response to one of the following week's texts. These responses will be assigned
in class and submitted via eCompanion. Reading responses are due on
Friday at noon. This means the Friday before the class in which we discuss the
topics might include:
You must log onto eCompanion to see what, specifically, I am
looking for in your response. Each week will be different, and occasionally
your eCompanion response will be related to an upcoming paper or assignment.
For each response you will receive a pass/fail grade that will affect your
You will write four papers throughout the semester. Each
paper should be at least a second draft.
Your papers should use the citation style preferred for your major (e.g., APA
for nursing majors, MLA for English majors) and must be peer-reviewed.
Remember, academic papers are persuasive and they respond to others' arguments. You will receive detailed assignments for each
paper, but briefly:
Paper 1 (100 pts)
You will write a 4-5 page response to "The Cost
Conundrum" by Atul Gawande. You will incorporate 2-3 sources into your
Paper 2 (100 pts)
You will find a scholarly article from a journal in your
field and write a 4-5 page response to the author's argument. Be sure you are
adding something to the conversation. You will incorporate 4-5 sources into
Paper 3 (100 pts)
You will write a 3-4 page rhetorical analysis of a print or
television advertisement, focusing on how the text uses the three appeals. You
will also present your findings to the class in a 5-7 minute presentation.
Paper 4 (100 pts)
In 5-6 pages, you will discuss solutions to a current
problem or controversy in your major field. You will incorporate 5-6 sources
into your paper, including an interview with someone who works in your field.
Final Portfolio (300 pts)
Please see above, under "Core Assessment." You will receive more detailed instructions later in the semester.
You must meet with me twice throughout the semester to
discuss your papers and performance in class. One of these meetings will take
place in mid-March, during class time. The second conference should be in
person but might, under certain circumstances, take place via telephone.
Grading: Your papers will be graded accorded to the following rubric:
An A paper (100-90 pts): has a clear thesis; supports and elaborates thesis
with well-reasoned logic; makes proper use of evidence/research; engages and
refutes opposing viewpoints; acknowledges limits and possible shortcomings of
argument; structure/arrangement is clear, logical, and appropriate for topic;
stays absolutely on topic; uses proper grammar, appropriate diction, and
A B paper (89-80 pts): has a clear thesis; supports thesis with logic;
makes proper use of evidence/research; structure/arrangement is mostly clear;
stays mostly on topic; uses proper grammar, appropriate diction, and correct
A C paper (79-70 pts): has a thesis; supports thesis with scant
evidence/research; structure/arrangement is inappropriate or hard to follow;
veers off topic often; contains several grammatical or syntactical mistakes.
A D paper (69-60 pts): thesis is unclear; lacks support or evidence;
structure/arrangement is tough to discern; mechanical errors impede
An F paper (<59 pts): has no thesis; lacks support or evidence of any
kind; structure/arrangement impedes understanding; sentence meaning impossible
Late Submission of Course Materials:
Assignments turned in complete and on time (that is, by the
beginning of class or by a predetermined date and time) will be graded. Late
assignments will be returned unread and with a grade of 0. I will always accept
Classroom Rules of Conduct:
EN 106 is a reading and writing course, so you can expect
complex readings that demand your active participation as you wrestle with new
ideas and sophisticated vocabulary. You will be expected to demonstrate
openness to new ideas, critical thinking, and diplomacy when responding to
other students. You must also conduct any additional research that will help
you understand each text. At a bare minimum, this includes looking up any word
you don't already know. Since our class meetings will be discussion based, I
expect you to contribute to every class.
Park's standard absence policy applies. Keep in mind,
however, that each absence will substantially affect your participation grade and probably disturb the quality of
your papers and other work for this course. In other words, if you miss more than one class meeting, you will have a tough time earning a good grade in this course.
As a rule, students may not use cell phones, laptops, or
other electronic devices without the prior consent of the instructor. Students
requiring an accommodation must see me.
The following schedule is only a rough plan. Readings, due
dates, and class activities are subject to change due to the progress and needs
of the class.
Bold text indicates
what you should read prior to class. Italics indicate no class on
that date. Roman text indicates class topics and activities. Keep in mind that
responses & eCompanion assignments are due at noon on Fridays.
TOPIC / ASSIGNMENTS
Introductions. What is "Good Writing?" Habits of
Mind & the Fundamentals of Research. Assign Paper 1.
Self-Introduction due via eCompanion.
NO CLASS - MLK DAY
Jan 21: response
to "The Cost Conundrum" via eCompanion.
Library Resources. Discuss "The Cost Conundrum."
Claims & Evidence.
FIAW ch. 1 & 2. Gawande, "The Cost
Jan 28: Library
Assignment due via eCompanion.
Continue discussion. Organization & Citations. Peer
Review--the basics. Using Templates to Respond.
FIAW 3 & 4. TSIS ch. 1-3, 11-12. Lamott, "Shitty
First Drafts" (eCompanion).
Feb 4: response
to "They Say / I Say" via eCompanion.
Draft of Paper 1 due. Peer Review Workshop. Assign Paper 2.
TSIS ch. 4-7.
Feb 11: response
to "Lies My Teacher Told Me" via eCompanion.
Paper 1 due.
Discuss "Lies My Teacher Told Me." Assign Paper 2. Paper 2
Activity. Making Peer Review Work for You.
Loewen, "Lies My Teacher Told Me" (FIAW 332-354)
Feb 28: Paper 2
Proposal due via eCompanion.
NO CLASS - PRESIDENTS' DAY
Feb 25: Interview & Peer
Review Worksheet due via eCompanion.
Rhetorical Analysis & the Three Appeals. Video
Activity. Assign Paper 3.
TSIS 8-10. Scholes, "On Reading A Video Text"
Mar 4: Paper
2 due via email.
NO CLASS - SPRING BREAK
Individual Conferences in Class. Paper 3 Proposal due.
Mar 18: response
to "Children's Culture..." due via eCompanion.
Discuss "Children's Culture and Disney's Animated
Films." Making Rhetorical Analysis Work for You.
FIAW ch. 8. Giroux, "Children's Culture and Disney's
Animated Films" (FIAW 567-591)
Mar 25: Peer
Review Worksheet due via eCompanion.
Paper 3 due.
Rhetorical Analysis Presentations. Assign Paper 4.
Apr 1: response
to "On the Uses of a Liberal Education" via eCompanion.
Paper 4 Proposal due.
Discuss "On the Uses of a Liberal Education." Response Activity.
FIAW ch. 6-7, 11. Edmundson, "On the Uses of a
Liberal Education" (FIAW 277-292)
Apr 8: response
to "Maid to Order" via eCompanion.
Discuss "Maid to Order." Paper 4 Activity.
TSIS ch. 13-14. Ehrenreich, "Maid to Order"
Apr 15: Peer
Review Worksheet due via eCompanion.
Paper 4 due. Bring all papers to class. Revision--the basics. Revision Activity.
Making Revision Work for You. Reflection Activity.
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
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:1/6/2011 11:37:02 AM