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EI 301 Academic Writing I
Van Tress, Heather


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.

Course

EI 301 Academic Writing I

Semester

SP 2013 HO

Faculty

Van Tress, Heather

Title

Instructor of English - Adjunct Faculty

Degrees/Certificates

B.A. Classical Languages, University of Missouri - Columbia
M.A. Classical Languages, Washington University, St. Louis
Ph.D. Classical Languages, Radboud University Nijmegen

Office Hours

by appointment

Daytime Phone

573-289-4803

E-Mail

heather.vantress@park.edu

hlvantress@gmail.com

Class Days

-M-W---

Class Time

12:00 - 1:15 PM

Credit Hours

3


Textbook:
Oshima, A.& A. Hogue (2006). Writing Academic English (4th ed.) New York: Pearson Longman. ISBN: 0131523597

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Additional reading and grammar materials to be provided by instructor.

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:
EI301 Acade3mic Writing I: This course introduces the advanced-level student to different rhetorical styles of writing, such as narrative, comparison/contrast, process, and so on, along with the requisite grammar. 3:0:3 @

Educational Philosophy:
Learning is the result of a collaborative interaction between teacher and student. Teachers engage in the process by making information available, raising students' awareness of salient points, and training in the use of skills, both mechanical and intellectual, in as interesting and stimulating a manner as possible. Students engage by practicing, participating, and embracing new knowledge and skill-sets. In an atmosphere of patience, tolerance, and respect, and with concentration on the task, anything can be learned- even the English language!

Learning Outcomes:
  Core Learning Outcomes

  1. Identify and demonstrate grammatical components of a well-formed English sentence
  2. Identify and create text components such as introductions, thesis sentences, supporting paragraphs, themes, etc.
  3. Identify and produce written work representing different types and genres
  4. Construct and expand a working vocabulary of English, from 1500-3000 words
  5. Show through evaluation and revision that they have recognized grammatical and/or organizational problems
  6. Apply information from diverse sources in their written compositions, and provide appropriate references
  7. Apply academic skills in presenting their assignments in prescribed form and on time


Core Assessment:

Your core assessment in this course will consist of two portfolios, one due at the midterm and one due at the end of term. These portfolios will consist of grammar exercises and quizzes, vocabulary exercises, written work such as journal entries, and essay drafts and final versions. For each portfolio, a complete list will be furnished one week before it is due. DO NOT DISCARD ANY OF YOUR WORK. Portfolios should be presented neatly organized in a binder, with name and date of submission clearly marked on the front.

Link to Class Rubric

Class Assessment:
1. Core Assessment: Essay Portfolios Your portfolio will consist of ALL the essays and related assignments that you will be doing in the class. It will be submitted twice in the semester: on Wednesday March 6 and on Wednesday, May 1. It is worth 30% of your final grade.
2. Quizzes: There will be approximately 4 quizzes during the course of the semester, for a total of 15% of your final grade.
3. Journal: You will be writing a weekly journal entry on an assigned topic. It is generally due Monday of each week. It is worth 30% of your final grade.
4. Homework: There will be homework assignments of different types, worth 15% of your grade.
5. Attendance and Active Participation: Your punctual attendance, evident preparation for class, and participation in class activities is worth 10% of your grade. Please note the tardiness policy below.

Grading:
90 - 100% : A
80 - 89%: B
66 - 79%: C
51- 65%: D
less than 50%: F

Late Submission of Course Materials:
Unless otherwise indicated (some assignments must be brought to class) all assignments are due by 4 p.m. on the due date. Assignments submitted late will only be accepted with a valid medical excuse. Athletes or musicians who miss due dates because of away games, tournaments, contests or performances, etc. must bring a signed note from their coach or instructor beforehand. Missed quizzes will not be made up except in cases of excused absences, as above. Please note that transportation issues (such as missed rides, etc.) do NOT constitute a valid excuse for non-submission of work or missed quizzes, and so on.

Classroom Rules of Conduct:
Be punctual. Turn all cell phones off (subject to confiscation if found in use). It is expected that you will listen to the thoughts and opinions of others with the same respect you would like to receive yourself.

Course Topic/Dates/Assignments:
EI301 Academic Writing I (MW 12-1:15 pm) The following in-class activities and assignments are subject to change:

Week 1
Monday, Jan. 14 Introduction Chapter 2 in Writing Academic English (WAE)- Unity and Coherence Diagnostic writing assignment (due Wednesday, January 16) Do exercises for Chapter 2, pages 30 – 36 (due next class).
Wednesday, Jan. 16 Chapter 2 in WAE Journal Entry #1 (due Monday, Jan. 21)

Week 2
Monday, Jan. 21 No Class - Holiday – Martin Luther King’s Day Wednesday,
Jan. 23 Chapter 2 and Chapter 10 in WAE Journal Entry #2 (due Monday, Jan. 28) Do exercises for Chapter 10 pages 167 – 170 (due next class).

Week 3
Monday, Jan. 28 Chapters 2 and 10 in WAE Do exercises for Chapter 10, pages 171 – 174 (due next class).
Wednesday, Jan. 30 Chapter 10 in WAE Journal Entry #3 (due Monday, Feb. 4)

Week 4
Monday, Feb. 4 Chapter 11 in WAE Quiz #1 Do exercises for Chapter 11 on pages 182, 184 (due next class).
Wednesday, Feb. 6 Chapter 11 in WAE Journal Entry #4 (due Monday, Feb. 11) Do exercises for Chapter 11 on pages 188 -191 (due next class).

Week 5
Monday, Feb. 11 Chapters 11 and 4 in WAE Do supplemental exercises (due next class).
Wednesday, Feb. 13 Chapters 11 and 4 in WAE Journal Entry #5 Do exercises for Chapter 4 on pages 62-64; 64 (due next class).

Week 6
Monday, Feb. 18 No Class – Holiday – President’s Day
Wednesday, Feb. 20 Chapter 4 in WAE Quiz #2 Journal Entry #6 Do exercises for Chapter 4 on pages 66 – 67; 75.

Week 7
Monday, Feb. 25 Chapter 5 in WAE first draft of Process Essay due Monday, March 4 Do exercises for Chapter 5 on pages 85 – 86; 88.
Wednesday, Feb. 27 Chapters 5 in WAE Journal Entry #7 Do exercises for Chapter 5 on pages 90 - 91

Week 8
Monday, March 4 Chapter 6 in WAE Second/Final draft of Process Essay due Monday, March 11 Do exercises for Chapter 6 on pages 102 – 104.
Wednesday, March 6 Chapter 6 in WAE TURN IN Portfolio on Wednesday, March 6

Week 9
Monday, March 11 NO CLASS - SPRING RECESS
Wednesday, March 13 NO CLASS - SPRING RECESS

Week 10
Monday, March 18 Chapters 6 and 12 in WAE First draft Cause/Effect Essay due Monday, March 25 Do exercises for Chapter 12 on pages 197 – 199.
Wednesday, March 20 Chapters 6 and 12 in WAE Journal Entry #9 Do exercises for Chapter 12 on pages 201- 203.

Week 11
Monday, March 25 Chapters 7 and 13 in WAE Second/final draft Cause/Effect Essay due Monday, April 1 Do exercises for Chapter 7 on pages 115-116; 117-118. Do exercises supplementary exercises for Chapter 13.
Wednesday, March 27 Chapters 7 and 13 in WAE Journal Entry #10 Do exercises for Chapter 7 on pages 121-122; 126. Supplementary exercises for Chapter 13.

Week 12
Monday, April 1 Chapters 7 and 13 in WAE Quiz #3 First draft of Comparison /Contrast Essay due Monday, April 8 Do exercises for Chapter 13 on pages 219-222. Wednesday, April 3 Chapters 7 and 13 in WAE Journal Entry #11 Do exercises for Chapter 13 on pages 224-227.

Week 13
Monday, April 8 Chapters 3 and 14 in WAE Second/final draft of Comparison / Contrast Essay due Monday, April 15 Do exercises for Chapter 3 on pages 46-47; 49. Do exercises for Chapter 14 on pages 235.
Wednesday, April 10 Chapters 3 and 14 in WAE Journal Entry #12 Do exercise for Chapter 3 on page 53. Do exercises for Chapter 14 on page 237; 242-246.

Week 14
Monday, April 15 Chapter 8 in WAE Quiz #4 First draft Argumentative Essay due Monday, April 22 Do exercises for Chapter 8 on pages 132-134.
Wednesday, April 17 Chapter 8 in WAE Journal Entry #13 Do exercises for Chapter 8 on pages 138-140.

Week 15 Monday, April 22 Chapter 9 in WAE Second/final draft Argumentative Essay due Monday, April 29 Do exercises for Chapter 9 on pages 148-149. Wednesday, April 24 Chapter 9 in WAE Journal Entry #14 Do exercises for Chapter 9 on pages 153, 155-156.

Week 16
Monday, April 29 Rounding off Wednesday, May 1 Rounding off Portfolio due Wednesday, May 1 Friday, May 3 LAST DAY OF CLASSES

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:
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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2. identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  8. apply information from diverse sources in their written compositions                                                                                                                                                                                                                                                                                                                            
•Student has incorporated information from course and outside readings in essays
•Essays contain all component parts, demonstrate superior organization, and the appropriate use of cohesive elements
•Essays demonstrate use of a dominant and clearly-articulated theme, consistently maintained 
•Student has incorporated information from course readings in essays
•Essays contain most component parts, demonstrate good organization though some revision may be necessary, and use of cohesive elements
•Demonstrate use of a dominant theme, somewhat consistently maintained
 
•Student has incorporated some information from course readings in essays
•Essays may be missing some component parts, require reorganization, and lack cohesive elements
•Demonstrate a dominant theme inconsistently
 
•Student has not incorporated any relevant information from course readings
•Essays are incomplete, disjointed, and lack cohesion
•Do not demonstrate a dominant theme
 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1. identify and demonstrate grammatical components of a well-formed English sentence   5. construct and expand a working vocabulary of English, from 1500-3000 words  7. show through evaluation and revision that they have recognized grammatical and/or organizational problems                                                                                                                                                                                                                                   
•Essays demonstrate near-perfect grammatical and appropriate use of English for this level
•Student has collected and incorporated superior vocabulary in essays
•Student demonstrates superior ability to troubleshoot and edit their own work and that of fellow students for grammar and organization
 
•Essays demonstrate grammatical and appropriate use of English for this level, with 10-20% margin of error
•Student uses some new vocabulary, but tends to rely on old
•Student demonstrates some ability to troubleshoot and edit their own work and that of fellow students for grammar and organization, but consistently misses errors
 
•Essays demonstrate grammatical problems and inappropriate usage 30-40% of the time
•Student uses no new vocabulary
•Student demonstrates little ability to troubleshoot and edit their own work or that of fellow students for grammar and organization; many errors go undetected
 
•Essays contain so many grammatical errors and inappropriate usages that they are difficult to comprehend
•Student uses limited vocabulary
•Student is incapable of troubleshooting or editing
 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
7. show through evaluation and revision that they have recognized grammatical and/or organizational problems                                                                                                                                                                                                                                                                                                                                                                                                         
•Student submits drafts and good versions 100% of the time
•no more than 1 or 2 drafts needed
 
•Student submits  drafts and good versions most of the time
•2 or 3 drafts needed
 
•Student submits some drafts and good versions, some of the time
•More than 3 drafts needed
 
•Student submits few or no drafts
•Multiple drafts required, if submitted
 
Terminology                                                                                                                                                                                                                                                
Outcomes
2. identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  4. paragraphs, theme, etc.                                                                                                                                                                                                                                                                                                                                                                         
•Student is able to name component parts of essays, grammatical structures, cohesive elements, and rhetorical types with 100% accuracy •Student can name some component parts of essays, grammatical structures, cohesive elements, and rhetorical types, achieving 80% accuracy on average •Student has difficulty naming component parts of essays, grammatical structures, cohesive elements, and rhetorical types, achieving 60% accuracy on average •Student can name few component parts of essays, grammatical structures, cohesive elements, or rhetorical types 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1. . identify and demonstrate grammatical components of a well-formed English sentence  2.. identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  7.  . show through evaluation and revision that they have recognized grammatical and/or organizational problems                                                                                                                                                                                           
•Student demonstrates superior ability in recognizing structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 90-100% accuracy in writing, editing, and identification exercises •Student demonstrates good ability in recognizing structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 70-89% accuracy in writing, editing, and identification exercises •Student demonstrates mediocre ability in recognizing paragraph structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving 50-69% accuracy in writing, editing, and identification exercises •Student  demonstrates little or no ability in recognizing paragraph structure, appropriate grammar, textual cohesion, and rhetorical categories by achieving less than 50% in writing, editing, and identification exercises 
Application                                                                                                                                                                                                                                                
Outcomes
1. . identify and demonstrate grammatical components of a well-formed English sentence  2. . identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc.  4. . identify and produce written work representing different types and genres                                                                                                                                                                                                                           
•Student's final versions demonstrate superior structure, grammar, cohesion, and rhetorical accuracy, 100% in each essay •Student's final versions demonstrate good structure, grammar, cohesion, and rhetorical accuracy, 70-89% in each essay •Student's final versions demonstrate fair structure, grammar, cohesion, and rhetorical accuracy, 50-69% in each essay •Student's final versions demonstrate poor structure, grammar, cohesion, and rhetorical accuracy 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
8. apply academic skills in presenting their assignments in prescribed form and on time                                                                                                                                                                                                                                                                                                                                                                                                                              
•Student produces neatly typed and properly organized essays
•All components, such as title, name, course, etc. are present
•essays are submitted on time
 
•Student produces typed or handwritten essays
•Some components may be incomplete
•essays are submitted on time or one class period late
 
•Student produces poorly typed or handwritten essays that may be difficult to decipher
•Some components may be missing or incomplete
•essays are consistently submitted late
 
•Student produces illegible paragraphs
•Some components are missing; the rest may be incomplete
•essays are always submitted late
 
Component                                                                                                                                                                                                                                                  
Outcomes
2. . identify and create text components such as introduction, thesis sentence, supporting paragraphs, theme, etc  8.apply academic skills in presenting their assignments in prescribed form and on time                                                                                                                                                                                                                                                                                                            
•Each organizational and typographical component is well and neatly done
•Theme or topic of essays shows creativity and thought

 
•Organizational and typographical components may be lacking or less neat
•Theme or topic shows some thought
 
•Organizational and typographical components may be missing and messily done
•Theme or topic shows little thought and may be banal
 
•Organizational and typographical components are lacking, and/or sloppy
•Theme or topic may be unfocused and/or simplistic and show no thought or creativity
 

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Last Updated:1/10/2013 4:21:46 PM