EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
U1T 2011 DLH
Strong, Donna J.
Title English Adjunct Instructor, Park University; Journalism Lab Instructor/English Adjunct, Del Mar College
MA English, Texas A&M University-Corpus ChristiMPA Public Administration, Texas A&M University-Corpus ChristiBA English, Texas A&M University-Corpus Christi
I am available via Internet most of the time and by phone in the evenings (or days if it is critical)
361/698-1246 (off for the summer so use home contacts)
Donna.Strong@park.edu (automatically forwards to home address)
email@example.com (off for the summer so use home contacts)
May 8, 2011
TBA Continual - Asynchronous Online
EN 105 or its equivalent
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.Online Classroom Technical Support - For technical assistance with the Online classroom, email email@example.com or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.FAQ's for Online Students - You might find the answer to your questions here.
My philosophy is to provide you with numerous resources, interesting materials and readings and links to web-based sources and materials that will create an effective learning
that is also fun (because I believe that learning should NOT be
make every effort to be available to you regularly and frequently. If
you ever have questions do not hesitate to ask - not knowing can be
job is to guide you through some practical and challenging learning
experiences and help
you understand and master skills for college and the professional
world. All of you should emerge from this class with additional or
enhanced skills that will serve you well in future classes at ParkU, at work and in your personal life.
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:
All graded components of the course include detailed assignment descriptions and grading criteria.
Portfolio & Core Assessment
Core Assessment Selection
Late Submission of Course Materials: It
is essential that documents be delivered on time in finalized form. Generally, late submission of work will be
subject to a 10% per day penalty. However, when emergencies arise, late
submissions of assignments will be handled on a case-by-case basis. You should alert me as soon as you know you will be late, preferably before the due date. Assignments not submitted by the end of the term/class will receive no credit.
Classroom Rules of Conduct: Students are
responsible for clicking on the link below and thoroughly reading each
Online course policy. If you have questions about any of these policies,
please contact your instructor for clarification.
Online Course Policies
Throughout the course, you will have questions about assignments and
other matters. You have several channels available to you for
communicating course concerns with your instructor. Email is generally
the most convenient channel, but you should also take advantage of
posting questions that might benefit your peers in the "Questions & Problems" link (under Course Home) and
contacting your instructor by phone as needed. I will make every effort
to respond to all messages and inquiries within 48 hours and return all
formal grades within one week of the deadline for completion of the
Habits of Mind of Academic Writers
Read/Discuss: In Greene & Lidinsky, Ch. 1 & Ch. 2. In Reynolds & Rice, Part One, pp. 1-31. In Lunsford, “Find It. Fix It,” pp. 1-10.
Write: Post introduction.
Entering Academic Conversations
Read/Discuss: In Greene & Lidinsky, Ch. 7; and Pratt, “Arts of the Contact Zone,” pp. 354-369. In Lunsford, “MLA Manuscript Format,” “In-text Citations,” pp. 196-203; and “Taking Notes” and “Integrating Quotations, Paraphrases, and Summaries,” pp. 182-189.
Write: Essay #1.
Identifying Issues, Forming Questions, and Developing a Thesis
Read/Discuss: In Greene & Lidinsky, Ch. 4 & Ch. 5; and Loewen, From “Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong,” pp. 332-353.
Write: Essay #2.
Finding and Evaluating Sources
Read/Discuss: In Greene & Lidinsky, Ch. 6. In Lunsford, “Research,” pp. 168-182; and “MLA Style, pp. 196-231.
Write: Essay #3.
Developing and Organizing Arguments
Read/Discuss: In Greene & Lidinsky, Ch. 9; Appiah, “Moral Disagreement,” pp. 378-389; and Foer, “How Soccer Explains the World: An Unlikely Theory of Globalization,” pp. 406-416. In Lunsford, “Language,” pp. 138-151.
Write: Essay #4.
Responding to and Revising Arguments
Read/Discuss: In Greene & Lidinsky, Ch. 8 & Ch. 10.
Write: Essay #5.
Proofreading and Editing
Read/Discuss: In Reynolds & Rice, “Putting it Together” (pp. 40-47) and “Preparing to Write the Introduction…” (pp. 48-52).
Read/Discuss: Students will read two self-selected essays from the following three (in Greene & Lidinsky): duCille, “Dyes and Dolls: Multicultural Barbie and the Merchandising of Difference,” pp. 458-47; Ignatiev, “Immigrants and Whites,” pp. 512-519; and Giroux, “Children’s Culture and Disney’s Animated Films,” pp. 567-591.
Due: Core Assessment Selections from Portfolio.
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 95-96Grading of Discussion:
Your responses for the Discussion and Peer Responses should be thoughtful and substantive to earn full credit. In general, posts should be no shorter than four sentences. Posts can be spontaneous, suggesting when appropriate your tentative position on issues; nevertheless, you should thoroughly proof your posts should before making them final. Underdeveloped posts will receive partial credit. Unless instructions state otherwise, set a goal of posting your responses AND replying meaningfully and thoughtfully to at least 2-4 responses from others for EACH Discussion topic EACH week and that should generate some hearty exchanges, the point of discussion.
If you have exceeded the number of required posts, entered and commented on multiple occasions, and given evidence of reading, you are likely to earn an A.
B-range work meets all minimum standards, but shows few signs of seeking to exceed those standards. It is still above average – grapples with the central issues of the week and raises questions and observations that connect with the reading.
C-range work meets the required number of entries for the week, but at least one of those entries might fall below the suggested length range for interchanges. C-range work shows some signs of being hastily done (typing errors or incomplete sentences – be sure you re-read all your work before). Also, it tends to do less to engage with the essays or to consider how the reading sets up or addresses the question(s) or observation(s) you raise in your entry.
D-range work (which I sincerely hope to see little of) might be missing entries. It might not make reference to the reading at all, and it falls below the minimum standards for length in more than one entry. It is also confusing or merely repeats a point already raised by a peer.
F's in the threaded discussions are rare unless work is missing, late or glaringly underdeveloped or sloppy.
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 .
Attachments:EN106 Syllabus MSWordEN106 Syllabus Rich TextRubric
Last Updated:5/10/2011 2:21:59 PM