EN306C Prof Wrtng in the Disciplines: Adv Expository & Research Wrtng

for S1T 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 306 Prof Wrtng in the Disciplines:Adv Expository & Research Wrtng


S1T 2013 DL


Letitia Trent


Adjunct Faculty


BA English
MFA Creative Writing

Office Location


Office Hours

by appointment; check e-mail daily from 11:00 AM to 4:00 PM Mountain Time

Daytime Phone


Other Phone





Class Days



EN105, EN 106, passing the Writing Competency Test and 60 credit hours

Credit Hours



Writing with Consequence:  What Writing Does in the Disciplines, by Howard TinbergISBN: ISBN: 0-321-02674-8. 

The Essential Guide:  Research Writing Across the Disciplines
, by James D. Lester and James D. Lester, Jr. ISBN:  0-205-57645-1

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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Course Description:
EN306 Professional Writing in the Disciplines- Advanced Expository and Research Writing: This course is the third course in the required writing sequence at Park University. It emphasizes professional writing skills and expectations in various disciplines while developing further basic writing skills. Specific departmental courses may be deemed equivalent and will be used to satisfy this course. This course will have three sections.C. Advanced Expository and Research Writing: This course develops furtherskills in advanced expository writing: long essays or articles for publication in journals or trade magazines, arts or literary publications, the teaching of writing, and general critical or argumentative pieces. Prerequisite:Passing the Writing Competency Test and 60 credit hours. 3:0:3

Educational Philosophy:
My philosophy is one of student-centered learning: I believe that we learn through collaboration, discussion, and exchange of ideas. I am here to help and am devoted to making this class a fun and useful one for you. 

Learning Outcomes:
  Core Learning Outcomes

  1. Identify the differences between writing in the classroom and writing in academic and professional communities;
  2. Identify and demonstrate the requirements for communicating effectively and ethically in a globally-oriented, technological, and diverse professional environment;
  3. Analyze the purposes of writing, the question of authority in the writing process, the relationship of writer to various classes of readers, and the typical vehicles available for written communication in the disciplines;
  4. Investigate and report on the specialized forms of writing produced in your discipline or a discipline that you anticipate becoming a part of, including consideration of the methods of inquiry, research, and project management; types of documents critical to communicating in that discipline; approaches to evidence and argumentation/persuasion; conventions of style and documentation, and standards for excellence in the field, including benchmark writers and publications;
  5. Explore the question of originality in your discipline, to include: identifying what constitutes an original and significant contribution to that field; the ethical and practical considerations of how writers use the work of predecessors in the field, including how the field interprets plagiarism and illicit use of previous work or information; and what avenues are open to undergraduate students to produce original documents for various audiences;
  6. Analyze the process of publication for audiences within a selected discipline and for other audiences, including academic, professional, and general;
  7. Develop and propose a writing project modeled on writing in a specific publication, aimed at a target audience, and designed to contribute to the field's ongoing work; the proposal will include a plan for presenting the work to others in the field or presenting it for publication.
  8. Apply techniques necessary for efficient drafting, revising, and proofing.

Core Assessment:

Throughout this term/semester you have dedicated yourself to better understanding the identity of your discipline through examination of its common audiences, genres, types of evidence, language, and documentation styles. Rhetorical conventions in the professional discourse of your discipline reveal your discipline's values and epistemologies—this analysis has helped you anticipate what it will take to gain entrance into and writing successfully within the professional communities of your discipline.


The purpose of this writing assignment, then, is to give youan opportunity to demonstrate that you have learned enough about analyzing writing in the disciplines to effectively evaluate writing from a discipline other than your own—that is, to sho wthat you have gained the rhetorical analysis necessary to effectively “read” discourses outside of your discipline. Broadly speaking, this assignment should help you further realize that rhetorical analysis skills are transferable—they can enable you to understand what ittakes to be a member of any community,academic or nonacademic.  As a critical reader, you should have the tools to see “behind” discourse conventions to uncover values and determine what will be persuasive to various audiences.

Task and Audience:

In an essay of approximately 1000 words, assess apeer-reviewed piece (the type of writing we've discussed as being common tovirtually all disciplines) from outsideyour discipline in terms of the following rhetorical categories wediscussed in class:  Audience, Purpose, EpistemologicalLens, Rhetorical Appeals, Genre, Lexicon, and Documentation.  Remember, you will be using the article as representative of discourse in that discipline, so your local analysis will need to result in a generalizable claim about that discipline's identity. 

You'll strengthen your analysis by comparing that peer-reviewed piece with one representative of the writing in your own discipline.  You can also employ ancillary resources about writing-in-the-disciplines (including our coursetext) to support your claims.

Your audience for this piece will be an academic one(read:  I should conform to academic expectations for organization, language, etc.). More specifically, imagine that you are writing to a neophyte in the discipline you have chosen to analyze. You are teaching that individual, who is new to this kind of analysis, how to determine something about a discipline's identity through its discourse.

Link to Class Rubric

Class Assessment:

The end product of EN306(C) will be a comprehensive research(ed) writing project specific to your discipline and professional interests.  While not a "research" paper or report, your project will integrate research to support a central message and persuasive goal.  To gain a better understanding of and experience with your disciplinary discourse community, you will identify a target genre and publication for your project.  The length and other requirements of your final project will depend on the discourse community you are writing to and, closely related, the criteria of the specific genre/publication you target.
We will emphasize the writing process by completing several smaller writing projects and activities that will put you in the position to write a persuasive piece.  These smaller assignments will guide you through the research, analysis, and dialogue about your topic necessary to be a confident, informed participant in your discourse community.

This course includes:

--Weekly reading assignments
--Weekly presentations of material (called "lectures")
--Weekly threaded discussions
--Weekly journal entries (which provide a low-stakes way for you to use writing as a tool for learning)
--Writing assignments
--A proctored final examination

More about the Proctored Final Examination

An examination will be taken in person during the 8th week of instruction at one of the Park University sites around the country or at an alternative location approved by your Instructor where Park University sites are not available.  It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who will be accepted and approved by the instructor.  Guidelines for selecting an acceptable proctor can be found at the Park University Website.  For proctored examinations, photo identification is required at the time of the test.  A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to me for approval.  Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.  Some Graduate Online courses may not require a proctored Final Examination.

Please Note:     

  • It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor. 
  • Approval of proctors is the discretion of the Online instructor. 
  • A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval. 
  • Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade. 
  • Some Graduate Online courses may not require a proctored Final Examination. 

You will be able to track your average exactly throughout the course. Park University's grading scale is as follows: A = 90-100; B = 80-89; C = 70-79; D = 60-69; F = 0-59.  My goal is to give you prompt, clear, and useful feedback to help you become a better writer and thinker.

Grading Criteria for Discussion Participation




No Response


Response to only 1 (out of 2 or 3) discussion threads


A response that lacks essential information and indicates minimal effort


A response that includes most essential information but lacks response to one or more primary aims of the prompt


A response that includes all essential information, is thoughtful and cohesive


A response that includes all essential information, is thoughtful, cohesive and promotes further class discussion (engages critical thinking ability)

Grading Criteria for Writing Assignments 
Following are the general categories that will focus my assessment of the effectiveness of your writing:

Focus:  Refers to the clarity of your central message and its consistency throughout the writing assignment.

Support:  Refers to the appropriateness and extensivenss of the outside research you use to contextualize your topic and provide support for your message.

Analysis:  Refers to the clarity, sophistication, and persusasiveness of those links you make between your supporting evidence and your central message.

Grammar & Readability:  Refers to the extent to which your writing conforms to standards of grammar and correctness.

Rhetorical Conventions:  Refers to those conventions that your target audience/discourse community would expect in a piece of writing (this includes, but is not limited to, the next and final category).

Documentation:  Refers to the documentation of all sources that have informed your writing product (published and unpublished, directly quoted or merely represented in your own thoughts).  Also refers to your consistent use of the documentation style appropriate to your discipline.

Late Submission of Course Materials:
Late work will not be accepted unless I am notified ahead of time with a legitimate reason (medical, family issues, etc.) or if there is an emergency. Either way, please contact me ASAP so we can work to catch you up. 

Classroom Rules of Conduct:
Please follow these rules: 

1. Use complete sentences, proper grammar, and standard spelling and punctuation on the message boards. Please consider the message boards to be an assignment. 

2. Avoid personal attacks or responses that contain offensive, gender-biased, racist, homophobic, or any other language that shows disrespect to another person's identity or beliefs. 

3. Back up all of your ideas with specifics. 

Course Topic/Dates/Assignments:





Due Date
(Specific dates will be provided with
assignment details)
Writing Assignment #1 (Disciplinary Interview Report)
50 Week 2
Writing Assignment #2 (Annotated Bibliography & Research Vision) 
100 Week 3
Writing Assignment #3 (Rhetorical Analysis of Target Genre and Publication) 
100 Week 4
Writing Assignment #4 (Prospectus & Information Plan) 
100 Week 5
Writing Assignment #5 (Final Draft of Research(ed) Essay)
Week 8
Learning Journal Entries 
Weeks 1-6
Weekly Discussions (in Weeks 6 & 7, these will be peer response activities) 200 Weeks 1-8
Final Examination
Week 8

 Total Points


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 Honesty and EN306c

EN306c is designed to help you improve your writing skills as they apply to your particular discipline.  An integral part of what it means to write professionally in a discipline is to acknowledge the ideas that have influenced your own.  This means, of course, crediting direct quotations, but it also means crediting all ideas (even if they are summarized) from published and unpublished sources.  Careful citation shows that you have consulted others in your field to gain the most accurate understanding of a topic and it also shows your professionalism and credibility.

Academic honesty is part of the academic culture, part of what it means to be a scholar, but intellectual ethics also define what it means to be a professional in the field.  Numerous lawsuits have emerged from inaccurate or omitted acknowledgement of sources; breeches of intellectual property often cause individuals their professional reputations and careers.  Documentation systems like APA, MLA, CBE, etc. are in place to ensure that writers have systematic ways to credit outside sources.  In this course, I will expect you to demonstrate mastery of the system that is most appropriate to your discipline.  More than that, though, I want you to understand the logic of citation so after this class, you can master systems you might encounter on the job.

If you ever have a question about whether or not to cite something, or how, please contact me prior to submitting your work for assessment.  Uncited or incorrectly cited information will be considered academic dishonesty.

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

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.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 98
A class week is defined as the period of time between Monday and Sunday. The first week begins the first day of the term and ends midnight the following Sunday. Assignments scheduled for completion during a class week should normally be completed by Sunday of the week assigned, although I'll provide specific due dates for all assignments, including online discussions. Writing assignments and formal papers should be completed and successfully submitted so that they are in my hands on the due date.

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, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Paper presents a creative, insightful thesis about a discipline's identity and values based on a comparative examination of professional discourse. Paper presents a clear and accurate thesis about a discipline's identity and values based on a comparative examination of professional discourse. Thesis reflects an incomplete, inaccurate or underdeveloped argument about a discipline's identity and values. (e.g. no evidence of operationally defined competency) 
1, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Paper makes clear, sophisticated, and persuasive links between primary texts compared and thesis argued. Paper clearly relates comparative examination of primary texts to thesis argued. Examination of primary texts does not relate to or support central argument/thesis.  
1, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Paper identifies and compares the disciplinary values reflected in the rhetorical conventions of each primary text, and also incorporates ancillary resources about writing-in-the-disciplines to deepen the analysis. Paper identifies and compares the disciplinary values reflected in the rhetorical conventions of each primary text. Paper inaccurately or incompletely identifies the values suggested by the rhetorical conventions present in each primary text; comparison of writing in the two disciplines chosen is superficial or inaccurate.  
1, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Paper demonstrates expertise in applying concepts of rhetorical analysis (purpose, audience, evidence, etc.) to uncover key similarities and differences in the conventions of writing in two disciplines. Paper accurately applies concepts of rhetorical analysis to identify conventions in the academic writing of two disciplines, at a minimum, identifying key similarities and differences in purpose, audience, evidence, vocabulary, and documentation. Identification of key similarities and differences in the writing conventions of the disciplines is incomplete (i.e. does not address the minimum concepts identified) or inaccurate.  
Content of Communication                                                                                                                                                                                                                                   
2, 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Paper defines a central argument (thesis) that can be traced throughout; supporting arguments are logically organized and transitions explicitly state the conceptual relationship among the supporting arguments. Paper is clearly organized, with a defined central argument (thesis) that can be traced throughout; supporting arguments are logically organized, and the reader is guided through the paper with transitions. The organization of the paper is unclear, either because the thesis is not articulated plainly or prominently or because the relationship among the supporting arguments is not made explicit through transitions that guide the reader.  
Technical Skill in Communicating                                                                                                                                                                                                                           
2, 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Paper displays facility in the use standard edited English in academic settings, including grammatical correctness and a sophisticated tone/voice.  All sources are accurately documented in-text and end-text. Paper is free from distracting errors in grammar, usage, and mechanics; is written in an academic tone/voice; and documents all sources accurately in-text and end-text according to the system appropriate to the writer's discipline. Paper contains distracting errors in grammar, usage, and mechanics; inconsistency in academic tone/voice; and/or inaccuracy in the documentation of sources in-text or end-text.  
First Disciplinary Competency:  Rhetorical analysis                                                                                                                                                                                                        
1, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Paper demonstrates sophisticated understanding of the connection between a (disciplinary) community's genres and rhetorical conventions and its values/identity. Paper demonstrates understanding of the connection between a (disciplinary) community's genres and rhetorical conventions and its values/identity. The paper demonstrates an understanding of the connection between a discipline's writing and its values/identity.  
Second Disciplinary Competency:  Genre knowledge                                                                                                                                                                                                           
1, 3, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Paper demonstrates an understanding of the importance of peer-review genres in all academic disciplines; the paper may also reflect an understanding of the broader range of genre types within the disciplines examined. Primary texts chosen for the paper reflect the student's ability to recognize the features common to a scholarly, peer-reviewed piece in the disciplines. One or more of the primary texts chosen for the paper is not a scholarly, peer-reviewed piece, resulting in a flawed comparison.  


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Last Updated:12/15/2012 2:02:24 PM