EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
S2RR 2011 MT
Thomas, Peter F.
MA in English – Boise State UniversityBA in Communications –University of Southern California
Before and after class and by appointment
208-395-0607 (Call before 9:00 PM)
March 21 – May 15, 2011
5:00 - 7:30 PM
Lunsford, Andrea, John Ruszkiewicz, and Keith Walters. Everything’s an Argument
(with readings). 4th Ed. Boston: Bedford/St. Martin’s, 2007. ISBN: 0-312-44750-7.
Lunsford, Andrea. Easy Writer: A Pocket Reference. 4th ed. Boston: Bedford/
St.Martin’s, 2010. ISBN: 0-312-58388-5.
Reynolds, Nedra, and Rich Rice. Portfolio Keeping: A Guide for Students. 2nd Ed.
Boston: Bedford/St.Martin’s, 2006. ISBN: 0-312-41909-0.
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: Because of the demands of today's world, it is important students emerging into the workforce be able to read and comprehend informational texts. Moreover, the demands of the workforce require students be able to communicate their understanding of informational texts through written expression. It is my belief that possessing reading and writing skills is essential to success in the workforce. In order to successfully comprehend informational texts, I believe it is important to develop students' critical thinking skills and to promote students' exploration of ideas, issues, and contradictions through class discussions and lectures and by accessing students' prior knowledge.
Additionally, English 106 focuses on those writing and research tasks common to all collegiate courses, regardless of discipline. Thus, this class will serve as an important foundation for developing writing and research skills and will be critical to success in future classes outside of English. We will cover such topics as engaging in academic inquiry, developing an argumentative thesis, organizing an academic essay, documenting sources, and editing your prose. Students become better writers by writing; therefore, to facilitate students' writing abilities, I believe it is necessary for students to learn and use the writing process and to receive numerous guided writing opportunities.
Drawing from the readings included in our textbooks and from scholarly research you will locate via the Park University McAfee Library online, the Mountain Home Air Force Base Library and its databases, and other online sources, you will compose five academic essays, two of which will be deep revisions of earlier drafts. Your work will culminate with a portfolio due in the final week of the course.
The pattern and import of your work--establishing and articulating your position in relationship to other, textually defined positions, joining in conversation with ideas--is reflected in and supported throughout our primary text. It is also the very sort of work you will continue to do as you pursue a field of study, establishing your own experience and expertise for your vocational and intellectual future.
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: EN 106 includes the following assessments:
Grading: You will be able to track your average exactly throughout the course. The grading scale is as follows: A = 90-100; B = 80-89; C = 70-79; D = 60-69; F = 0-59. You will know in advance the standards for each assignment. My goal is to give you prompt, clear, and useful feedback to help you become a better, more thoughtful writer.
Participation and In-class Activities 10%
The student will receive points for participation by participating in-class discussion and completing in-class writing practices, grammar and punctuation practices, and MLA practices.
Peer Critiques 10%
The student will bring three required completed rough drafts to class and will participate in peer critiques.
P1: 3-4 Page Research Paper 10%
P2: Deep revision of Paper 1 10%
P3: 3-4 Page Research Paper 10%
P4: Deep revision of Paper 3 10%
P5: 5-7 Page Research Paper 20%
Late Submission of Course Materials: If you must be absent, please call or email me as soon as possible. If you miss something, make arrangements with me to get your assignments in at the earliest possible time. If you miss assignments due to an unexcused absence and turn them in late, you will receive a 50% grade deduction. I understand that unavoidable situations such as temporary duty can create conflicts, so please always contact me in advance. I will work with you.
Classroom Rules of Conduct: During classroom discussions, students are expected to treat each other with respect. Interruptions are to be kept minimal, and students are to enter the classroom with the understanding that everyone has a different interpretation and opinion and that no opinion is better than another. Students are to be careful while eating and drinking in the rooms and should throw away any trash they have before they leave. Turn off cell phones, blackberries and other electronic devices before entering the classroom. Do not turn them back on in the classroom.
If you need to contact me outside of class, you can email me or call me. If the issue is urgent, I suggest you call me. I check my email daily but at different times, so I may not see your email right away.
Course Topic/Dates/Assignments: 3/22/11 DAY #1
Introduction to EN 106
Discuss eCompanion and Pirate Mail
Discuss the writing process
Reading and discussion
Writing Workshop: Introductory paragraphs and thesis statements
3/24/11 DAY #2
Everything’s an Argument: 250-268 (Evaluation)
Easy Writer: “Research,” pp. 168-182; and “MLA Style, pp. 196-231.
Discuss finding scholarly articles, using the database, and finding reliable internet sources.
Discuss Paper 1 (Evaluation)
3/29/11 DAY #3
Everything’s an Argument: 269-73 (Evaluation Guide)
Easy Writer: “MLA Manuscript Format,” “In-text Citations,” pp. 196-203; and “Taking Notes” and “Integrating Quotations, Paraphrases, and Summaries,” pp. 182-189.
Discuss paraphrasing, summarizing, and incorporating quotes into writing
Writing Workshop: Developing papers: support, organization, transitions, conclusion
Peer Critique of Paper 1
3/31/11 DAY #4
Easy Writer: 20-31 (Arguments)
Everything’s an Argument: 45-58 (Heart)
Paper 1 due on eCompanion
Discuss paper 2 (1st Deep Revision)
4/5/11 DAY #5
Everything’s an Argument: 60-76 (Character); 393-410 (Humor)
Peer Critique Paper 2
4/7/11 DAY #6
Paper 2 due on eCompanion
Everything’s an Argument: 285-326 (Causal Arguments)
4/12/11 DAY #7
Writing Workshop: Brainstorming and Planning
Everything’s an Argument: 78-100 (Facts and Reasons)
Easy Writer: 187-92 (Integrate Sources)
Peer Critique Paper 3
4/14/11 DAY #8
Writing Workshop: Developing papers
Paper 3 due on eCompanion
Discuss paper 4 (2nd Deep Revision)
4/19/11 DAY #9
Everything’s an Argument: 514-26 (Intellectual)
Peer Critique Paper 4
4/21/11 DAY #10
Writing Workshop: MLA Refresher
Reynolds & Rice, Part One, pp. 1-31.
Paper 4 due on eCompanion
Everything’s an Argument: 327-351 (Proposals)
4/26/11 DAY #11
Writing Workshop: Revising and Editing
Everything’s an Argument: 491-512 (Fallacies)
4/28/11 DAY #12
Read/Discuss: Reynolds & Rice, “Putting it Together” (pp. 40-47) and “Preparing to Write the Introduction…” (pp. 48-52).
5/3/11 DAY #13
Peer Critique Paper 5
5/5/11 DAY #14
Easy Writer: 146-150 (Diction)
5/10/11 DAY #15
Paper 5 Due on eCompanion
5/12/11 DAY #16
Complete Student Survey
Read/Discuss: Review course contents and reading selections
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:2/13/2011 2:58:29 PM