EN106 First Yr Wrtng Seminar II: Academic Research & Writing

for S1B2 2011

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EN 106 First Yr Writing Seminar II: Academic Research and Writing


S1B2 2011 BL


Morales, Nadia H.


Adjunct Professor


B.A. English and American Literature, University of Texas at El Paso
M.A. English and American Literature, University of Texas at El Paso

Office Location


Office Hours

Before or After class or with an appointment

Daytime Phone


Other Phone




Semester Dates

02/01/2011  thru   03/26/2011

Class Days


Class Time

5:00 - 7:30 PM



Credit Hours



Lunsford, Andrea. Easy Writer: A Pocket Reference. 4th Ed. Boston: Bedford/St. Martins, 2010.

ISBN:  0-312-55425-7

Lunsford, Andrea. Everything's An Argument: With Readings, 4th edition

ISBN:  0-312-53861-8

Murray, Donald M. The Craft of Revision. Massachussets: Wadsworth Cengage Learning, 2004.

ISBN -13: 978-0-8384-0715-8
Publication Manual of the American Psychological Association. Sixth Edition, (6th Edition) by the American Pscyhological Association.

ISBN:  1-4338-0561-8

Reynolds, Nedra and Rice, Rich. Portfolio Keeping. Boston: Bedford/St. Martins, 2006.

ISBN -13:  978-0-312-41909-7

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

De Yanni, Robert and Hoy, Pat C. The Scribner Handbook For Writers. New York: Pearson, 2007. see instructor
Cazort, Douglas. Under The Grammar Hammer. Los Angeles: RGA, 1992. See instructor
Excerpts of the following texts to be distributed during class:

De Tocqueville, Alexis. Democracy in America. New York: Penguin, 2003.

Hamilton, Alexander, Madison, James and Jay, John. The Federalist Papers. Ed. Clinton Rossiter. New York: Signet, 2003.
"The Declaration of Independence"
Thoreau, Henry David. "Civil Disobedience."

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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Course Description:
EN 106 First Year Writing Seminar II: Academic Research and Writing: This course provides sustained experience with the research and writing tasks common in the academy. Students will explore various academic genres, with a particular focus on learning how 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:
In this course, we will examine a diverse range of scholarly writings presented through multiple contexts. The student's task is to sort through the material, analyze it, cross reference, consider motivations and contexts and derive your own conclusions based upon the empirical evidence available. The environment is optimal for students and teachers when all maintain objectivity and voice opinions in a manner that considers the feelings of others. The purpose of education is discovery, growth and the cultivation of thinking processes. It is my wish that this class will provide an environment which will facilitate the creation of new ideas while students learn the research skills needed to develop and validate these ideas. To that aim, we move forward with the understanding that no one will initiate an avenue of discourse that might be offensive to fellow students. Civility and consideration for others is the priority. Above all, this class will facilitate an exchange of ideas - a dialogue, if you will, and it is my intention to learn as much from my students as they might learn from me. I look forward to working with you this semester.

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. Learn to analyze information and form opinions.
  2. Justify opinions in formal essays through the compilation of empirical evidence.
  3. Learn to apply inductive and deductive reasoning skills to formal and informal writing assignments.
  4. Learn to use database research practices effectively and develop good WCT skills.
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:

Point Scale
Analytical Essays-Total of 8: A maximum of 5 points each for a total of 40 points
Final Argumentative Research Essay-30 points     
Portfolio - 15 points
Reflective Essay - 15 points
Total Possible Points for the Class   =   100


Point Scale:

A  =  90-100
B  =  80-89
C  =  70-79
D  =  60-69
F   =  59 and below



Late Submission of Course Materials:
Under ordinary circumstances no late work will be accepted. Extreme circumstances must be verified with the appropriate documentation. 

Classroom Rules of Conduct:
All will conduct themselves in a civil manner that is appropriate for a classroom environment. All will respect the rights and feelings of others. 

It is imperative that all students arrive to class on time, come prepared, stay for the entire allotted time and participate in class discussions. 

Course Topic/Dates/Assignments:

Week One  

Class 1:   Introduction and Discussion of Handouts and course materials

Class 2:   Chapters 1 thru 3 Everything's An Argument and 1-74  The Craft of Revision  

Essay #1  "Why Take Food Seriously? Because Your Life Depends on It"  p. 779 Everything's An Argument

Week Two

Class 1:   Chapters 4 thru 7 Everything's An Argument and 75-100 The Craft of Revision  

Class 2:  Chapters 8 thru 11 Everything's An Argument and 101-118 The Craft of Revision   

Essay #2 "Introduction Fighting Over Food - Change in the Agrifood System" p. 784 Everything's An Argument

Week Three

Class 1:  Chapters 12 thru 15 Everything's An Argument and 199-165 The Craft of Revision

Class 2:   Chapters 16 thru 18 Everything's An Argument and 166-193 The Craft of Revision 

Essay #3 "More Religion But Not The Old Time Kind" p. 858 Everything's An Argument

Research Paper Proposal due: One paragraph stating your thesis/argument and possible secondary sources

Week Four

Class 1:  Chapters 19 thru 21 Everything's An Argument and 194-215 The Craft of Revision

Class 2:  Chapters 22 thru 24 Everything's An Argument and 216-251 The Craft of Revision

Essay #4 "Evangelicalism Rebounds in Academe" p. 865 Everything's An Argument

Week Five

Class 1: Chapters 25 thru 27 Everything's An Argument and 252 to end The Craft of Revision

Class 2:  Selections from Alexis de Tocqueville's Democracy in America to be handed out during the previous class

Essay #5 "Separation of Church and State: A War on Christmas and Other Misguided Notions" p. 877
Everything's An Argument

Week Six

Class 1: Selections from Alexis de Tocqueville's Democracy in America and Henry David Thoreau's essay "Civil Disobedience"; review of previous reading assignments, WCT preparation

Essay #6 "Civil Disobedience" Henry David Thoreau

Class 2: More selections from Democracy in America, review of previous reading assignments and final essay preparation 

Week Seven

Classes 1 and 2: 

Selections from The Federalist Papers  to be distributed during class; read all of "Portfolio Keeping" 

Essay # 7 assigned selection from The Federalist Papers

Week Eight

Class 1:  "The Declaration of Independence" and selections from The Federalist Papers

Class 2:  Review of selected readings and WCT preparation

Essay #8 "The Declaration of Independence"  Final paper (Argumentative Research Essay), Portfolio and reflective essay 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 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 .

Additional Information:



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:1/27/2011 11:09:58 AM