ENG 123: College Research Paper

Spring 2017| Sec 034

Dr. Marc C. Santos
www.marccsantos.com
marc.santos@unco.edu
Ross Hall 1180D
Office Hours: Tues / Thurs 11:00-12:00 or by appointment

UNC Course Catalog Description

English 123: Instruction in diction, style, logical analysis, research techniques and organization of college level research papers. (LAC, 1b gtP)

Prerequisite: Successful completion of ENG 122, an ACT score of 30.0 or higher in English, or an SAT verbal score of 630 or higher. In ENG 123, students are expected to be in control of grammar and mechanics and to be competent essay writers.

The Colorado Commission on Higher Education has approved English 123 for inclusion in the Guaranteed Transfer (GT) Pathways program in the gt-CO2 category.  For transferring students, successful completion with a minimum C‒ grade guarantees transfer and application of credit in this GT Pathways category.  For more information on the GT Pathways program, go to http://highered.colorado.gov/academics/transfers/gtpathways/curriculum.html
Liberal Arts Core Student Learning Outcomes for Area 1 (Composition)
The general education requirement in Written Communication is designed to help students develop the ability to use the English language effectively, read and listen critically, and write with thoughtfulness, clarity, coherence, and persuasiveness. Each course in the Written Communication sequence assumes that writing is a recursive process. Thus the intermediate and advanced writing courses reinforce, deepen, and extend the content of their prerequisite courses.

Students who successfully complete the Area 1 requirement in Composition will have acquired a good foundation for writing clearly at the college level. After successfully completing two courses in composition, students will be able to:

  • Read, analyze, summarize, and reflect on texts written in several genres for specific discourse communities.
  • Use voice, tone, format, and structure appropriately in written communication.
  • Use recursive strategies for generating ideas, revising, editing, and proofreading for extensive, in-depth, and/or collaborative projects.
  • Use sources and evidence effectively, applying appropriate documentation.
  • Critique their own work and the work of others.
  • Identify and evaluate the relevance of context.
  • Synthesize other points of view within their own position.
  • Reflect on the implications and consequences of the stated conclusion.

gtPathways Content Criteria, Competencies, and Student Learning Outcomes (SLO’s): Written Communication.

Competency: Employ Rhetorical Knowledge (GT-CO1, GT-CO2)

Exhibit a thorough understanding of audience, purpose, genre, and context that is responsive to the situation.

Criterion 1: Deepen Rhetorical Knowledge
Student Learning Outcomes:

  • a. Focus on rhetorical situation, audience, and purpose.
  • b. Use voice, tone, format, and structure appropriately, deepening
    understanding of relationships between form and content in writing.
  • c. Write and read texts written in several genres, for specified discourse
    communities. These communities may include professional or disciplinary
    discourse communities.
  • d.Practice reflective strategies.

Competency: Develop Content (GT-CO1, GT-CO2)

Create and develop ideas within the context of the situation and the assigned task(s).

Criterion 2: Deepen Experience in Writing
Student Learning Outcomes:

  • a. Develop recursive strategies for generating ideas, revising, editing, and
    proofreading for extensive, in-depth, and/or collaborative projects.
  • b.Critique one’s own and others’ work.

Criterion 3: Deepen Critical and Creative Thinking
Student Learning Outcomes:

  • a.Evaluate the relevance of context.
  • b.Synthesize other points of view within the student writer’s own position.
  • c.Reflect on the implications and consequences of the stated conclusion.
  • Competency: Use Sources and Evidence (GT-CO1, GT-CO2)

    Critically read, evaluate, apply, and synthesize evidence and/or sources in support of a claim.

    Criterion 4: Use Sources and Evidence
    Student Learning Outcomes:

    • a. Select and evaluate appropriate sources and evidence.
    • b. Evaluate the relevance of sources to the research question.

    Competency: Apply Genre and Disciplinary Conventions (GT-CO1, GT-CO2)

    Apply formal and informal conventions of writing, including organization, content, presentation, formatting, and stylistic choices, in particular forms and/or fields.

    Competency: Control Syntax and Mechanics (GT-CO1, GT-CO2)

    Follow an appropriate documentation system. Demonstrate proficiency with conventions, including spellings, grammar, mechanics, and word choice appropriate to the writing task.

    Criterion 5: Deepen Application of Composing Conventions
    Student Learning Outcomes:

    • a. Apply genre conventions including structure, paragraphing, tone, mechanics,
      syntax, and style to more extensive or in-depth writing projects.
    • b. Use specialized vocabulary, format, and documentation appropriately.

    Text and Materials

    Required text:

    Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Everything’s an Argument with Readings.
    ISBN-13: 9781457698644

    Recommended:
    Hacker and Sommers, A Writer’s Reference, ISBN: 978-1457688867

    Materials and assignments for this course will be found in two places. First, via Canvas.  You can find instructions on logging into and using Canvas here. Second, via the course website. I will post class notes to the course website in advance of most class sessions.

    You will need to have or create a Google Drive account to complete and turn in assignments.

    Course Policies and Procedures

    Attendance

    Students are expected to attend all scheduled class meetings. That said, things happen. You may miss up to 3 classes this semester without penalty. Every absence beyond the 3rd will result in a 10 point penalty.

    If you develop an illness or have a family situation that requires you to miss more than one class session, then please contact me as soon as possible to see if we can work something out. Note that we might not be able to work something out.

    Late Work

    Due dates are included in Canvas and will be listed on the course website. It is your responsibility to complete assignments on time. I expect everyone in this class to compose using Google Docs, so there should not be any issues with computer crashes or software malfunction.

    That said, I will except late work, penalized 5 points per day late. I will accept any assignment for 50% credit. It is better to put in some effort and get a 50 than to let a 0 tank your grade.

    Grades

    NOTE: the following is one example of a grading system. Teachers may refer to the ancillary materials for further examples.
    Completion of all assignments does not guarantee a passing course grade. Students should save all papers and graded assignments.

    Assignment Percentage
    Reading assessments 5%
    In–class activities 5%
    Topic Exploration Assignment 5%
    Research/topic Proposal 10%
    Annotated Bibliography 10%
    Conference/Sentence Outline 5%
    Preliminary Workshop 5%
    Draft Conference 5%
    Final Workshop 5%
    Presentation 10%
    Final Argumentative essay 35%

    Weighted and averaged points for the course will be computed according to the following plus or minus grade scale:

    93–100 =A 87–89 = B+ 77–79 = C+ 67–69 = D 0–66 = F.
    90–92 = A– 83–86 = B 73–76 = C 80–82 = B– 70-72 = C-

    Number grades that fall between two whole numbers will be rounded up if they are 0.5 or higher. (Example: 86.5= 87; 86.3 = 86)

    Assignments

    In-class Activities
    In-class activities are part of attendance and may not be made up if missed.

    Reading Assessments
    Reading Assessments can be an online review, a quiz, showing notes, or other in-class activity: something that assesses whether the student did the reading.

    Assignments
    Brief descriptions of major assignments are provided below. For further details, please consult the detailed assignment guidelines.

    Topic Exploration
    The purpose of the topic exploration assignment is to help you explore topic choices for the final research paper. After completing preliminary writing and researching activities, you will synthesize the information gathered into a 300-400 word discussion of two possible, narrowed topic choices.
    Assignment meets the following SLO’s: 1b, 2b, 3a, 3b, 5a, 5b

    Topic Proposal

    In the topic proposal assignment, you will present your final topic choice for the research paper and receive feedback about the topic’s suitability, your purpose for research, your proposed audience, and your research plan.
    Assignment meets the following SLO’s: 1a, 1b, 2a, 3a, 5a, 5b

    Annotated Bibliography
    The annotated bibliography is a list of 10 of the sources that you will consider for the final argumentative essay. You will write an annotation for each source consisting of a brief description and evaluation of each source. You will create and employ effective keyword searches in disciplinary databases to access, identify, and evaluate reliable information from credible/scholarly sources.
    Assignment meets the following SLO’s: 1a, 1b, 1c, 2a, 3a, 3b, 3c, 4a, 4b, 5a, 5b

    Sentence Outline
    For the sentence outline, you will create a 3-4-page complete sentence outline for your final argumentative essay. You will include main points, sub-points (reasons), and source support for all of the points.
    Assignment meets the following SLO’s: 1b, 2a, 4a, 4b, 5a, 5b

    Peer Review/Workshop/Conference
    You will be asked to attend at least two conferences (one for the sentence outline assignment and one for a draft of your final essay) and participate in two in-class workshops (one for a preliminary draft and one for the completed draft).
    Assignment meets the following SLO’s: 2b

    Presentation
    This presentation is a way for you to show your fellow classmates what you have been working on since midterm. Your purpose in the presentation is to recreate the most essential insights and messages from your essay; thus, you will explain your issue, purpose, audience, research question and thesis.
    Assignment meets the following SLO’s: 1a, 1c, 2a, 3a, 3b, 3c, 4a, 4b, 5a, 5b

    Final Argumentative Essay
    Your final essay will be a 2,500-3,500 word (10-15 pages, not counting title page or references/works cited page) mechanically and stylistically coherent, argumentative researched essay on your topic that demonstrates you have gained the benefits of research, illustrates your understanding and utilization of argumentative rhetorical strategies, and demonstrates your ability to correctly incorporate outside source material as necessary for support of your claims.
    Assignment meets the following SLO’s: 1a, 1b, 1c, 3a, 3b, 3c, 4a, 4b, 5a, 5b

    Peer Review
    Using specific directions, students will share their drafts for the peer review.
    Assignment meets the following SLO’s: 2b

    Post-writing and Self-Evaluation
    Students will be guided through activities for revision and reflection on their writing.
    Assignment meets the following SLO’s: 1e

    Student Code of Conduct and Academic Integrity
    All members of the University of Northern Colorado community are entrusted with the responsibility to uphold and promote five fundamental values: Honesty, Trust, Respect, Fairness, and Responsibility. These core elements foster an atmosphere, inside and outside of the classroom, which serves as a foundation and guides the UNC community’s academic, professional, and personal growth. Endorsement of these core elements by students, faculty, staff, administration, and trustees strengthens the integrity and value of our academic climate.

    UNC’s policies and recommendations for academic misconduct will be followed. For additional information, please see the Student Code of Conduct.

    Additionally, the Department of English at UNC has adopted the following policy regarding plagiarism. Pretending that another¹s work is one¹s own is a serious scholarly offense known as plagiarism.
    For a thorough discussion of plagiarism, see the Dean of Students website information on academic integrity:
    http://www.unco.edu/dos/assets/pdf/StudentCodeofConduct.pdf#nameddest=SC_integrity

    Students who are caught plagiarizing will receive a final grade of “F” in the course. In addition, they will be reported to the Chair of the Department of English and the Dean of Students office for possible further disciplinary action.

    Some but not all UNC instructors regard double or repeat submissions of one¹s own work as a form of plagiarism. If you intend to use in this course written material that you produced for another course, you must consult with me before doing so for each individual assignment. I have no problem with you working on material that will benefit you in another course so long as we discuss the matter prior to submission.

    If you need help with understanding documentation systems and avoiding plagiarism beyond the instruction given in class and as seen in the UNC Code of Conduct, speak with the instructor or visit the UNC Writing Center’s web site for a series of PowerPoint tutorials at http://www.unco.edu/english/wcenter/academicintegrityindex.html. Students can also visit the Michener library’s website for resources relating to documentation systems. Instructors use experience and a plagiarism detection service, Safe Assignment, sponsored by the University, to aid in spotting cases of plagiarism. Plagiarism will not be tolerated.

    Disability Accommodations

    Any student requesting disability accommodation for this class must inform the instructor giving appropriate notice.  Students are encouraged to contact Disability Support Services (www.unco.edu/dss ) at (970) 351-2289 to certify documentation of disability and to ensure appropriate accommodations are implemented in a timely manner.

    Week One
    Tuesday, Jan 10
    Introduction to the course. Syllabus. Canvas. Course Website. Google Drive.
    Homework: Purchase textbook.

    Thurs, Jan 12
    “Review” ENG 122.
    Discuss overview of final essay assignment.
    Homework: read chapter 17, “Academic Arguments”; chapter 6, “Rhetorical Analysis,” and Geaghan-Breiner, “Where the Wild Things Should Be: Healing Nature Deficit Disorder through the Schoolyard” (396-405). Complete Canvas Quiz.

    Week Two
    Tuesday, Jan 17
    Discuss “Academic Arguments,” “Rhetorical Analysis,” and Geaghan-Breiner essay.
    Begin Topic Worksheet 1
    Homework: Read Chapter 18, “Finding Evidence”

    Thurs, Jan 19
    Continue with Topic workseet 1
    Discuss chapter 18, “Finding Evidence”
    Begin topic worksheet 2
    Dicsuss Topic Exploration assignment

    Week Three
    Tuesday, Jan 24
    LIBRARY INSTRUCTION DAY

    Thurs, Jan 26
    MEET IN MICHENER, FIRST FLOOR, OPEN LIBRARY DAY. Locate materials for your annotated bibliography.

    Week Four
    Tuesday, Jan 31
    Meet in classroom
    Discuss constructing effective research questions (Booth exercise)
    Discuss developing working knowledge
    Topic Exploration assignment due

    Thurs, Feb 2
    Discuss Topic Proposal Guidelines
    Working Knowledge Presentations
    Homework: read chapter 19, “Evaluating Sources”

    Week Five
    Tuesday, Feb 7
    Discuss chapter 19, “Evaluating Sources” (relevance, credentials of author, stance of author, credentials of publisher or sponsor, stance of publisher or sponsor, currency, accuracy, level of specialization, audience). Discuss “Electronic Sources: Crap Detection” (page 432-433).
    Class activity: evaluating sources.
    Discuss types of sources they will need for their topics.
    Homework: read chapter 21 “Plagiarism and Academic Integrity” and chapter 22 “Documenting Sources”
    Homework: for Thursday, view the Harvard Presentation—“How to Recognize Plagiarism”
    Complete Topic Proposal

    Thurs, Feb 9
    Introduce Annotated Bibliography Assignment
    Discuss Chapters 21, 22, and Harvard Presentation
    They Say, I Say
    Discuss how one synthesizes information and what information (reasons and evidence) should be summarized, paraphrased, and quoted.
    Homework: Review chapters 1-6 “Reading and Understanding Arguments,” and chapter 7,” Structuring Arguments,” and “Why Is ‘Compromise’ Now a Dirty Word?” (pages 145-48). Complete Canvas Quiz.

    Week Six
    Tuesday, Feb 14
    Introduce Annotated Bibliography Assignment
    Homework: Convert 3 of the sources you have read so far into annotations

    Thurs, Feb 16
    Computer Lab: read 2 sources and update your annotated bibliography.
    Homework: Read 2 sources and update your annotated bibliography.

    Week Seven
    Tuesday, Feb 21
    Review Annotated Bibliography Assignment.
    Homework: Read 1 source and update your annotated bibliography.

    Thurs, Feb 23
    Review: Stasis Theory and Types of Arguments.
    Identify the type of argument you are making.
    Homework:
    Read the chapter with the relevant argument to the type you are making (Fact, Definition, Quality/Evaluation, Policy/Proposals, Causal). On Canvas, submit one completed project from the end of your chapter.
    Read 2 sources and update your annotated bibliography.

    Week Eight
    Tuesday, Feb 28
    Discuss types of arguments and examples.
    Homework: Read 1 source and update your bibliography.

    Thurs, Mar 2
    Introduce Sentence Outline Assignment
    Sign up for conferences
    Homework:
    Annotated bibliography due by Monday, March 6th.
    Sentence Outlines due by Tuesday, March 7th.

    Week Nine
    Tuesday, Mar 7
    SENTENCE OUTLINE DUE AT CONFERENCE

    Thurs, Mar 9
    SENTENCE OUTLINE DUE AT CONFERENCE

    Week Ten
    Tuesday, Spring Break

    Thurs, Spring Break

    Week Eleven
    Tuesday, Mar 21
    MLA and APA Format.
    Workshop group formation.

    Thurs, Mar 23
    Workshop 5 pages of drafted material.

    Week Twelve
    Tuesday, Mar 28
    Workshop 5 pages of drafted material.

    Thurs, Mar 30
    Workshop 5 pages of drafted material.
    Homework: Complete Draft of Research Paper.

    Week Thirteen
    Tuesday, Apr 4
    Peer Review of Final Papers.

    Thurs, Apr 6
    Revising Final Papers.
    Homework: Read chapter 14, “Visual Rhetoric,” (pages 330 – 43) and chapter 15, “Presenting Arguments,” (pages 344 – 60)

    Week Fourteen
    Tuesday, Apr 11
    Visual Rhetoric Crash Course.

    Thurs, Apr 13
    Developing Presentations.
    Determining Final Presentation Order.

    Week Fifteen
    Tuesday, Apr 18
    Presentation Day 1

    Thurs, Apr 20
    Presentation Day 2

    Week Sixteen
    Tuesday, Apr 25
    Presentation Day 3

    Thurs, Apr 27
    Presentation Day 4 (if necessary)

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