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


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

SP 2011 HOJ

Faculty

Lester, Glenn

Title

Adjunct Faculty

Degrees/Certificates

M.F.A., Creative Writing, University of North Carolina Greensboro
B.A., English, Hope College

Office Hours

by appointment

E-Mail

glenn.lester@park.edu

Semester Dates

1/10/11 - 5/6/11

Class Days

-M-----

Class Time

8:00 - 10:30 AM

Prerequisites

EN 105

Credit Hours

3


Textbook:

  •  Greene, S. & Lidinsky, A. (2008). From Inquiry to Academic Writing: A Text and Reader. Boston, MA: Bedford/St. Martin's. ISBN: 978-0-312-45165-3
  • Graff, G. & Birkenstein, C. (2009). They Say/I Say: The Moves That Matter in Academic Writing. (2nd ed.). New York, NY: W. W. Norton & Company. ISBN: 978-0-393-93361-1
  • Lunsford, A. A. (2010). Easy Writer: A Pocket Reference. (4th ed.). Boston, MA: Bedford/St. Martin's. ISBN: 978-0-312-65031-5
  •  Renyolds, N. & Rice, R. (2006). Portfolio Keeping: A Guide for Students. (2nd ed.) Boston, MA: Bedford/St. Martin's. ISBN: 978-0-312-41909-7

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/.


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

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.

 


Educational Philosophy:

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

  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:

300 pts           Class Participation

100 pts           Paper 1

100 pts           Paper 2

100 pts           Paper 3

100 pts           Paper 4

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 text. Response topics might include:

  • Ask one opened-ended discussion question and respond to one peer's question
  • In 400-500 words, react to the text
  • Write an informal analysis of the author's argument
  • Describe how you might use this article as a source in an academic paper


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 participation percentage.

 

Papers

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.

 

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 your paper.

 

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.


Conferences

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 graceful syntax.

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 syntax.

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 understanding.

An F paper (<59 pts): has no thesis; lacks support or evidence of any kind; structure/arrangement impedes understanding; sentence meaning impossible to discern.

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 early work.

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.

Course Topic/Dates/Assignments:

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.

 

DATE

TOPIC / ASSIGNMENTS

READING

Jan 10

Introductions. What is "Good Writing?" Habits of Mind & the Fundamentals of Research. Assign Paper 1.

 

Jan 14: Self-Introduction due via eCompanion.

Jan 17

NO CLASS - MLK DAY

 

Jan 21: response to "The Cost Conundrum" via eCompanion.

Jan 24

Library Resources. Discuss "The Cost Conundrum." Claims & Evidence.

FIAW ch. 1 & 2. Gawande, "The Cost Conundrum" (eCompanion).

Jan 28: Library Assignment due via eCompanion.

Jan 31

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.

Feb 7

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.

Feb 14

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.

Feb 21

NO CLASS - PRESIDENTS' DAY

 

Feb 25: Interview & Peer Review Worksheet due via eCompanion.

Feb 28

Rhetorical Analysis & the Three Appeals. Video Activity. Assign Paper 3.

TSIS 8-10. Scholes, "On Reading A Video Text" (FIAW 370-376)

Mar 4: Paper 2 due via email.

Mar 7

NO CLASS - SPRING BREAK

 

Mar 13

Individual Conferences in Class. Paper 3 Proposal due.

 

Mar 18: response to "Children's Culture..." due via eCompanion.

Mar 21

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.

Mar 28

Paper 3 due. Rhetorical Analysis Presentations. Assign Paper 4.

 

Apr 1: response to "On the Uses of a Liberal Education" via eCompanion.

Apr 4

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.

Apr 11

Discuss "Maid to Order." Paper 4 Activity. Assign Portfolio.

TSIS ch. 13-14. Ehrenreich, "Maid to Order" (FIAW 479-496).

Apr 15: Peer Review Worksheet due via eCompanion.

Apr 18

Paper 4 due. Bring all papers to class. Revision--the basics. Revision Activity.

TBA

Apr 25

Making Revision Work for You. Reflection Activity.

TBA

 

May 2

Portfolios due.

 

 

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.

  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

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:1/6/2011 11:37:02 AM