ESL 094 - Spring, 2010
Class Meetings: JWLA 109 Monday, Wednesday and Friday 2:00-2:50
Instructor: Nancy McKeand
Office Hours: MWF 9-11am or by appointment
Office: JWLA 208
Phone: 562-2987
Email: ude.umne|dnaeKcM.ycnaN#ude.umne|dnaeKcM.ycnaN
Required Text: Dollahite/Haun: Sourcework: Academic Writing From Sources
Course Description: This class introduces students to the skills they need to write university level academic papers that require the use of outside sources of information. Students learn how to use sources to develop and support their ideas in writing.
Course Objectives: Students will work on reading articles and writing about them using a variety of common writing formats. By the end of the term, students should be able to do these things well:
- Write a summary and/or response to a short article.
- Write a well-organized essay that contains a thesis and supporting points with appropriate topic sentences.
- Take notes, summarize and paraphrase ideas from sources for use in written work.
- Synthesis information from three or more sources to support ideas within an essay.
- Correctly document source information using APA format.
- Write a well-organized in-class essay on an assigned topic.
- Demonstrate an ability to correct grammatical errors when they are identified.
Major Assignments: Students will complete two guided research papers and other assignments listed below:
Paper 1: Globalization
- Paraphrasing Assignment: Students will paraphrase four sentences, of their choosing, from “The Deadly Noodle”
- Summary and Response Assignments: Response to “If Poor Get Richer, Does World See Progress?” ; Summary and response to “The Pew Global Attitudes Project”
- Guided Research Paper One: Students will combine information from at least three articles to answer a research question provided by the teacher. Three to four typed pages.
- In-class Writing Assignment: Students will be assigned a topic in class and will complete the essay during the hour. The topic will be related to globalization.
Paper 2: Nonviolent Social Change
- Paraphrasing Assignment: Students will paraphrase passages from “Primates – A Natural Heritage of Conflict Resolution”
- Summary and Response Assignments: Response to “An Experiment in Love”; Summary and response to “Liberation Without War”
- Guided Research Paper Two: Students will combine information from at least three articles to answer a research question provided by the teacher. Three to four typed pages.
- In-class Writing Assignment : Students will be assigned a topic in class and will complete the essay during the hour. The topic will be related to Nonviolent Social Change.
Grading :
The major assignments and parts of those assignments will be graded as follows:
Paraphrasing Assignments | 10 pts each | 20 pts |
Responses to Writing | 10 pts each | 20 pts |
Summary and Responses | 15 pts each | 30 pts |
Outlines | 5 pts each | 20 pts |
Research Paper Preliminary Drafts | 10 pts each | 30 pts |
Guided Research Papers (Final Drafts) | 40 pts each | 80 pts |
In-Class Writing | 20 pts each | 40 pts |
There may be additional minor assignments such as forum posts that will be graded on a done/not done basis.
Attendance: Students are expected to come to class ever day and to arrive on time. If students cannot come to class, they are expected to call or email the instructor. Informing the instructor of an absence DOES NOT entitle the student to make up any missed assignment or to turn in an assignment after the due date. The instructor may make exceptions under certain circumstances.
Academic Integrity: It is assumed that students will do their own work in this and all other classes. Students who cheat, plagiarize or commit other acts of academic dishonesty will be penalized with a lowered grade and/or other disciplinary action. Additional information regarding academic honesty can be found in the Eastern New Mexico University Undergraduate Catalog.
Tentative Schedule of Activities
(A more complete and accurate list can be found on the 094 Daily Schedule page.)
Jan 19-22
- Introduction to Writing Process (p. 1-2)
- Introduction to writing theme
- Open Reading discussion 1st article (p. 3-6)
Jan 25-29
- Introduction to paraphrasing (p. 7-14)
- Paraphrasing Assignment with Article 1 (BYP, p. 14) (Graded Assignment)
- Open Reading discussion 2nd article
Feb 1-5
- Responding to writing (p. 15-20)
- Response Assignment Due for Article 2 (BYP p. 20) (Graded Assignment)
- Open Reading discussion 3rd article
- Summarizing an article (p. 21-32)
Feb 8-12
- Summary/Response Assignment Due for 3rd article (Graded Assignment)
- Using a research question (p. 34-36)
- Focused Reading and Note Taking (p. 37-43) (BYP p. 40 & 43)
- Analyze reading notes and develop rough outline (p. 44-47)
Feb 15-19
- Rough Outline for Guided Research Paper Due (BYP, p. 47);
- Thesis statements (p. 48-55)
- Thesis statement for Guiding Research Paper Due (BYP, p. 60)
Feb 22-26
- Choosing effective evidence (p. 61-66) (BYP, p. 67)
- Expanding Outline (p. 67-70)
- Expanded outline with evidence Due (BYP, p. 71) (Graded Assignment)
- Topic sentences (p. 72-76) (BYP, p. 77)
Mar 1-5
- Preparing evidence to use in paragraphs (p. 77-78) (BYP, p. 79)
- Integrating evidence into paragraphs (p. 88-93) (BYP, p. 94)
- 1st Draft of Guided Research Paper Due (BYP, p. 96) (Graded Assignment)
Mar 8-12
- Peer Review (p. 97, or page 131-133)
- Teacher Conferences
- Introductions and Conclusions (p. 98-106) (BYP, p. 107)
Mar 15-19
- Documentation –In-text citations (p. 116-122)
- Writing the Reference Page (p. 122-130)
- Document all evidence in Guided Research Paper (BYP 131)
Mar 22-28
- Spring Break - No Class
Mar 29-Apr 2
- Final Draft Guided Research Assignment Due (BYP, 134) (Graded Assignment)
- Introduction to theme for 2nd Guided Research Paper
- Open Reading discussion 1st article
- Paraphrasing Assignment Due (BYP, p. 14) (Graded Assignment)
- Open Reading discussion 2nd article
Apr 5-9
- Response Assignment Due (BYP, p. 20) (Graded Assignment)
- Open reading discussion 3rd article
- Summary/Response Assignment Due (BYP, p. 33) (Graded Assignment)
Apr 12-16
- Research question, focused reading and note taking
- Rough Outline and Thesis Statement Due (BYP, p. 47 & 60) (Graded Assignment)
Apr 19-23
- Expanded outline with evidence, topic sentences
- Expanded outline with evidence and topic sentences Due (Graded Assignment)
- Documentation
Apr 26-30
- 1st draft of second Guided Research Paper Due (Graded Assignment)
- Building cohesion (p. 108-115) (BYP, p. 115)
- Teacher Conferences
May 3-7
- 2nd Draft of Guided Research Paper Due (Graded Assignment)
- Peer Review (p. 131-133)
May 10-14
- Final paper Due (Graded Assignment)