EN106 First Yr Wrtng Seminar II: Academic Research & Writing

for S1J 2013

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


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


S1J 2013 DN


Edwards, Gregory M.


Senior Adjunct Faculty


MA Literature, Baker University
BA English, University of Missouri-Kansas City

Office Location

by appointment

Office Hours

by appointment

Daytime Phone

Daytime (816) 721-3535 (CST)

Other Phone

Evenings and Weekends (816) 721.3535 (CST)



Semester Dates

01/14/13 – 03/10/13

Class Days


Class Time

5:30 - 9:50 PM


EN 105 or equivalent

Credit Hours



Lunsford, Andrea. Easy Writer: A Pocket Reference. 4th Ed. Boston: Bedford/St. Martin’s, 2009.
ISBN-13: 978-0-312-65031-5.
Reynolds, Nedra, and Rich Rice. Portfolio Keeping: A Guide for Students. 2nd Ed. Boston: Bedford/St.Martin’s, 2006.
ISBN-13: 978-0-312-41909-7.

Greene, Stuart, and April Lidinsky. From Inquiry to Academic Writing: A Text and Reader. 2nd Ed. Boston: Bedford/St. Martins, 2011. ISBN-13: 978-0-312-60141-7.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

You will need access to your Park Google Apps email
You will need access to the eCompanion for this course at http://www.parkonline.org

For assistance with composition formats and style, students may wish to visit the following sites:



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

Educational Philosophy:
The instructor believes in the importance of effective communication in academic conversation through writing, and that such a skill will enhance the human experience in all pursuits. Lecture, writing, and the analysis of one's own writing as well as the writing of others, are effective ways to improve writing skills.

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:

350   In-class work: discussion, quizzes, peer reviews, other
150   Essays
100   Revised Essay

350   Portfolio-

Research Paper Thesis      25 pts

Research Paper Outline     35 pts

Draft Research Paper        80 pts

            Final Research Paper       150 pts

            Reflective Essay              60 pts
50      Exam

All Portfolio items must be included in submitted Portfolio for any Portfolio points to be awarded.
Core Assessment: As mentioned above, every course has a "Core Assessment." The Core Assessment for our course consists of the final-draft essay from your portfolio (Final Research Paper), and your Reflective Essay (also contained in your portfolio.)


1000 points possible

900-1000 pts   =A
800-899 pts     =B
700-799 pts     =C
600-699 pts     =D
0-599 pts         =F

Late Submission of Course Materials:

The essays and portfolio items must be submitted electronically to the appropriate eCompanion dropbox. Failure to do so will result in a loss of earned points. Assignments will lose 10% of the earned points for each day late. Grading is points-based; be sure to turn in all assignments.

In-class work cannot be made up, as it involves classroom discussion and other group activity.

Classroom Rules of Conduct:

All students are expected to be fully prepared, on time and in attendance for all classes. Respect yourself and others. Do not allow phones or other disturbances to disrupt class. Only persons enrolled in the course may be present during class.

Course Topic/Dates/Assignments:

Reading and writing in this course will be extensive. Although a portion of class time will be used for reading and writing, you will need to set aside time outside of class for focused work.

Course topics and assignments may be altered or adjusted at the instructor’s discretion. Additional reading may be assigned by instructor.

Essays and papers must be submitted electronically to the course’s online eCompanion before any credit will be applied.

Students are encouraged to read the Introduction (pp 1-7) in text Portfolio Keeping prior to first class meeting.

Week 1
Introduction to course; Review of syllabus, texts, portfolio and course expectations.
Lecture and discussion; In-class work; Review essay writing; Readings and other assignments.
Week 2
Assignments due; Lecture and discussion; In-class work; Peer review.
Writing Process; Thesis; Brainstorming; Readings and other assignments.

Week 3
Assignments due; In-class work; Structure and organization; 
Lecture and discussion; Topics.
Research methods; Readings and other assignments.

Week 4
Assignments due; Lecture and discussion; In-class work; Drafts; Outlines; Style.
Peer Review; Readings and other assignments.

Week 5
Assignments due; Lecture and discussion; In-class work; Library and online resource 
Citation; Paragraphs; Transitions; Format; Readings and other assignments.

Week 6
Assignments due; In-class work; Revision; Peer Review; Lecture and discussion; Proofreading.
Reading and assignment work.

Week 7
Assignments due; In-class work; Lecture and discussion; Reflection review; Portfolio review.
Feedback; Reading and assignment work.

Week 8
Assignments due; In-class work; Lecture and discussion.
Portfolio due; Core Assessment due; Exam.

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 2011-2012 Undergraduate Catalog Page 95-96
Academic dishonesty will not be tolerated. Contact instructor if you have questions.
All work for this course must originate after the course begins.

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 2011-2012 Undergraduate Catalog Page 95
Plagiarism will not be tolerated. Contact instructor if you have any questions.

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 2011-2012 Undergraduate Catalog Page 98
Instructor will determine whether an absence is excused or unexcused. If a student misses class s/he is responsible for missed work and lecture material. In-class work cannot be made up, as it involves classroom discussion and other group activity. Late arrivals and early departures will result in a loss of points.

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 .
Please inform instructor of any special needs during first week of class.

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:12/17/2012 2:05:14 PM