EN 106 First Yr Wrtng Seminar II:Academic Research & Writing
U1T 2011 DLJ
BA, English, University of WashingtonMA, English, Syracuse University
no physical office
online only - use e-mail
June 6 - July 31, 2011
Online only - no class meetings
EN 105 or its equivalent
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Additional essays and lectures may be posted to the Document Sharing area in the course site. When such items are made available, you'll need to be able to download them, print them, or both. Additionally, Park offers the following resources to help you in your academic endeavors:
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/.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 firstname.lastname@example.org 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.
I am interested in critical inquiry into just about any subject, and I try to share with my students the benefits of asking the meaning of words, phrases and visual images they hear and see everyday. As a student, I learned to see canonical literature in modern situation comedies, to see the formulaic nature of the evening news, and pay attention to the details in advertising. As a teacher, I attempt to share these insights and to encourage my students to ask “what does it mean” and “what would have to be true for x to happen”. I encourage them to see beyond the immediate image or sound, to be a more attentive consumer of information.
I try to help my students anticipate reception of their written work in various audiences. Whether in the academy or in the world of work, students participate in several different discourse communities. I believe it is my job to help them identify those communities, and to understand the “rules” of discourse in them. I try to show how a text produced for a friend as e-mail may not be well received as an academic paper, or how business formality differs from academic formality. At the same time, I encourage them to preserve their own voice in their writing, no matter the form. I believe if I can show them that there are differences, and help them understand how the texts they produce might be received, I can help them prepare for success in whatever community they inhabit.
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: Late work will be marked down one grade for every twelve hours it is late. Essays must be submitted, even if they are late, in order to successfully complete the course. Should you encounter circumstances that prevent timely submission of an assignment, communication prior to the due date may result in special consideration.
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 Office area 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 work.
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 92I am highly intolerant of cheating in any form. Your education is valuable, but not if you don't actually do the work. Do your own work, give credit to others where it is due, be forthright if you make a mistake, and treat both the material and your classmates with respect. We'll do the same for you.
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 92-93In an online writing class, with internet resources for our research, the "shortcuts" available are many and tempting. Don't do it. Don't copy from a web page because it's easier - take the time to type it yourself. Don't copy without using quote marks and proper citation. Don't "patchwrite" - or try to take a quote, change just a few words and pass it off as your own. Remember, please, that if you could find it, I can find it, and I will, and the penalties will be severe.
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 .Remember that in the online environment, I can't see you or hear you or know what your situation may be. If you have a disability, whether physical or learning, please take advantage of the services available to you.
Additional Information:Throughout the course, I will assume you will read all of the provided material - weekly overview, lectures when provided, discussion instructions, essay instructions, the grading and assessment guidelines, and all assigned reading for the week. I won't be able to tell if you have questions about the material or know if you don't understand something unless you tell me. Please ask if you have any questions, especially about assignments. My online virtual office is always available for questions and comments, and you can use the weekly discussion boards to float your preliminary ideas.
I grade assignments based in part on the degree to which your work responds to the particulars of the assignment. It's really important therefore that you understand those assignments so you'll get the best possible score. It's never dumb to ask a clarifying question. It is dumb to lose points because you didn't.
Last Updated:5/17/2011 11:32:12 AM