EN106 First Yr Wrtng Seminar II: Academic Research & Writing

for S1LL 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


S1LL 2013 LR


Bradford, Erin


M.A. English, Colorado State University, Colorado
B.A. English Literature and Studio Art, Hendrix College, Arkansas

Office Location


Office Hours

4:15-5:00 Thursdays (before class)



Semester Dates


Class Days


Class Time

5:00 - 10:00 PM

Credit Hours



Greene, Stuart and April Lidinsky. From Inquiry to Academic Writing. 2nd Ed. New York: Bedford, 2011.
ISBN: 0-3126-0141-7. ISBN for text bundled with Easy Writer and Portfolio Keeping: 1-4576-0510-4.

Lunsford, Andrea. Easy Writer: A Pocket Reference. 4th Ed. New York: Bedford, 2010.
ISBN: 0-312-65031-0.

Reynolds, Nedra and Rich Rice. Portfolio Keeping: A Guide for Students. 2nd Ed. Boston:Bedford/St. Martin’s, 2006.  ISBN: 0312-41909-0.

Additional Resources:

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 educational philosophy for EN106 is one of lectures, readings, quizzes, dialogues, examinations, and assigned writing to inspire the learner to consider different points of view as well as opposing arguments to traditional canons.  The instructor will engage the learner to explore new ideas, issues, contradictions, and philosophies that may contradict the norm.
English 106 focuses on those writing and research tasks common to all collegiate courses, regardless of discipline. We will cover such topics as engaging in academic inquiry, developing an argumentative thesis, organizing an academic essay, documenting sources, and editing your prose.

Throughout the course we will practice what Greene and Lidinsky, the authors of our textbook, call the "habits of mind" of academic writers. Academic writers:

  • make inquiries--observe, ask questions, and examine alternatives.
  • seek and value complexity--avoid binary thinking.
  • see writing as a conversation.
  • understand that writing is a process.

Drawing from the readings included in our textbooks and from scholarly research you will locate via the Park University McAfee Library online, you will compose four academic essays, three of which will be critical analysis from articles in our book (similar to what you will encounter on the WCT test) and one of which will be a research paper. Your work will culminate with a portfolio due in the 8th 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, From Inquiry to Academic Writing. 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

  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.

  Instructor 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-w
  3. Analyze and integrate research resources for essays based on traditional and online research, which include using appropriate documentation practices.
  4. Understand how to write both a critical analysis and a research paper from start to finish.
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:
 Your final grade will consist of the following, summing 1000 points total...

*Research Paper: (100 points)

*Essay 1:(100 points)

*Essay 2:(200 points) - workshop in class

*Essay 3 (200 points) - presented in class on last night

*Journal: (100 points)

*Quizzes: 5 quizzes of 20 point value (one is a critiqued previous essay) (100 points)

* Portfolio: All drafts of all assignments (100 points)

*CORE ASSESSMENT:  One final-draft essay and a reflective essay (100 points)

Class discussion, readings and activities will provide guidance on the proper format for these pieces. And you will receive feedback on each from your classmates and me to help you revise. You will consult with me on a semifinal draft of your project. However, before you submit your first drafts, you should consult with me to make certain your work reflects the principles being learned in the course.


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.  You can always access your current grade by viewing your online gradebook at parkonline.org

Late Submission of Course Materials:

Late Submissions will be penalized negative 10 (for one week late) or 20 (more than one week late) points on the final grade. If you fail to turn in a late assignment within two class meetings, then you will receive zero points for that assignment and you cannot make it up.  MISSING CLASS – even an excused absence - DOES NOT EXCUSE YOU FROM SUBMITTING THE ASSIGNMENT!

Classroom Rules of Conduct:

·          Please keep all cell phones on silent during class and step outside of the classroom to take EMERGENCY CALLS ONLY.

·          No food or drink (except water – on floor only) during class.

·          Be respectful of both other students and me while in class – please keep language as clean as you can!

Course Topic/Dates/Assignments:

Jan 17:  Introductions and Chapters 1, 2, 3 and 4.  What is critical thinking? HOMEWORK: Journal Writing - keep up every day!

Jan. 24: APA style, research paper (100 points) Quiz 1 (20 points)

Jan. 31:  Chapters 5,6,7 and Quiz 2. HOMEWORK: start on Essay 1 (chapters 13/14) (100 points)

Feb. 7:  Chapters 15 and Quiz 3 HOMEWORK: Essay 1 due this week (100 points)

Feb. 14:   Chapters 16. HOMEWORK: work on Essay 2 (chapter 16) (200 points)

Feb. 21:  Chapters 17 and 18 and Quiz 4.  HOMEWORK: Essay 2 due this week

Feb. 28:  Chapters 19 and 20. HOMEWORK:Essay 3 (chaper 17) (200 points) and put together Final Portfolio

March 7:  Essay 3, Core Assessment, revised essay (for quiz #5), and Final Portfolio (100 points) due

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

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.

Park University 2011-2012 Undergraduate Catalog Page 98

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, 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:12/13/2012 7:37:28 PM