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WEEK 1
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Exploring the Course Themes (graded)
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The four course themes of
education, technology, family, and health and wellness are topics that touch
each of our lives in some way. In this discussion, practice exploring the
themes as a researcher would: by creating problem statements.
How do you do this? Ask and then
answer the question using a sub-topic (see below). Here’s an example. “For whom
is [school bullying] a problem?“ In your post, provide the question and then
the answer to the question. For example, “School bullying is a problem for
victims of bullying because. . . .” Complete the statement based on your
experience and knowledge.
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Topic Selection (graded)
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To prepare for your topic
selection and the research process, conduct an Internet search to find at least
two articles that have been posted in the last year on one of the
"themes" topics (i.e., bullying). The goal is to find articles that
take clear positions on the topic. Share what you find and include the URL
links to the articles. After you’ve posted, assess a classmate’s links,
indicating whether you’d like to read or hear more about the topic and why.
WEEK 2
Argumentative Strategies (graded)
In research writing, what
exactly do we mean by argument? Do we mean taking an extreme position and
standing our ground, whether or not the facts support our position? Or do we
mean instead convincing our audience by taking a reasonable stance on an issue
and supporting our position with appropriate evidence? Define and explain the
difference using examples.
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Internet Reliability (graded)
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How reliable is the Internet as
a source of information for your research? What are the ways you can validate
information that you find on the Internet? Why is this necessary? Use examples
from the Information Literacy module you reviewed this week.
This section lists options that can be used to view responses.
WEEK 3
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Presenting Ideas (graded)
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Persuasive presenters have
several traits in common. Browse through TED talks http://www.ted.com/talks or
American Rhetoric Website at http://www.americanrhetoric.com/ to find notable
speakers who demonstrate strong communication traits. Compare and contrast the
ways these speakers meaningfully communicate ideas to their audiences. Include
the URL link of the speaker you choose to write about. In a short paragraph,
respond to a classmate’s post, indicating whether you agree or disagree with
his or her choice, and why.
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Preparing the Research Proposal (graded)
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How important is it to be
personally invested in an idea? Can you sell an idea that you have no stake in?
Why or why not? Using one of the resources from the Course Readings, provide an
example of an author who is communicating in a way that tells a reader that the
author is credible and is a trustworthy source.
WEEK 4
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Annotated Bibliography Entries (graded)
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In your textbook (pp. 325–326),
you’ll find a model of an annotated bibliography. Review the model, focusing on
the components of the entry: (1) the reference citation, (2) the summary, and
(3) the assessment. Then draft one reference entry and two paragraphs from one
of your sources. We’ll use the rest of the week to peer review the entries to
prepare you for this week’s assignment.
This section lists options that can be used to view responses.
Argumentative Strategies (graded)
In presenting an argument,
should a writer strive to be the final authority or a reasonable voice on an
issue? Review Chapter 22 to understand the difference. Then, using your topic
and one or more of your sources, define and provide an example of an arguable
claim as opposed to a personal judgment.
WEEK 5
Analyzing a Sample Argument (graded)
In the textbook, review the
student essay on p. 199, “Allowing Guns on Campus Will Prevent Shootings,
Rape.” In an abbreviated format, the sample contains the elements that you will
be including in your Course Project. The controversial subject matter (the
content) may engage you right away. This is a sign that the writer is applying
an argumentative strategy. Focus on the organization. What do you notice about
the way the topic is introduced? How will your draft be similar or different?
Organizational Patterns in Argument (graded)
Let’s look at samples of
research-based writing: “Nervous Nellies” on p. 328; “From Degrading to
De-Grading” on p. 254; and “How Many Zombies Do You Know?” on p. 290.
Review each selection and
include in your post responses to these questions. What do you notice about how
each is organized and presented? What kinds of appeals to the audience does
each author use? How are sources used in text?
Reading Strategy Note: Unlike
summary and paraphrase, which require close reading, for this discussion use the
reading strategy of skimming. Carefully read the introductory paragraph, but
then move quickly, reading only the topic sentence of each paragraph. The goal
is to compare and contrast the differences in the presentation of the
information in the document. Skim and review until you have an impression you
can share in the discussion.
WEEK 6
Rebuttals and Refutations (graded)
Anticipating readers’ objections
is one way to determine what other sections to include and support in your
paper. Practice writing a rebuttal or a refutation by taking your thesis and
considering the point of view of someone who believes differently or even the
opposite of the argument you are making. To do this, review Chapter 10, pp.
449–452 and post a paragraph that summarizes an oppositional point of view to
your thesis and then refutes it. As peers, reply to one another explaining
whether or not your classmates are presenting the opposition objectively and
whether the refutation is logical. Give one another ideas or suggestions for
points that may be left out or might need to be further developed. The
paragraph you draft here can be used in a section of your Second Draft this
week.
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Designing Your Course Project (graded)
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While APA-style citation and
format is required, you do have the flexibility in the design of your Course
Project to include a visual element. Review Chapter 17, pp. 382–387. How does
the use of visual elements enhance or detract from the presentation of
research? Will you add graphs, charts, or images to your draft? Why or why not?
WEEK 7
APA Workshop (graded)
Each academic area of study has
a particular style for documenting the ideas of other scholars. The standards
of formatting document you’ve been using is from the American Psychological
Association (APA). This is the preferred style in the social sciences. As
you’ve noticed, there is a strong emphasis on the publication date. Why do you
think there is such an emphasis on the date? As you work on revising your
Course Project, what questions do you have about how to incorporate standard
APA format and documentation guidelines into your essay? Are there any sources
you are having a hard time documenting? Any questions about your reference
entries?
Peer Review Team A (graded)
This week, we’ll be sharing our
writing in a class peer review. In order to make this process run smoothly,
please be sure to follow the instructions noted below.
Find your name on the peer
review assignment list provided by your professor to determine whether you are
in Group A, B, C, or D.
Once you have located your
assigned group, join that discussion area and hit “reply” to the initial
prompt. In your reply, leave feedback for your classmates with general
information about your draft. Explain the current state of your draft, your
plans to add content, and your revision plans. If you have specific questions
for the peers who will review your draft, or want to provide them with any
additional information, please do so in your initial post.
Attach your current draft to
your initial post. This must be completed no later than Tuesday night.
Find the two peers who have
posted after you in terms of time. Read their attached essays and any notes
they left to accompany the draft. Find the Week 7 Peer Review Checklist in Doc
Sharing and download it. Complete the form separately for each of the two peers
whose drafts you will be reviewing.
Return your completed Peer
Review Worksheet as an attachment in a response post to each of your peers
separately. This must be completed no later than Friday night.
Continue to check into your
group Discussion area in the event your peers pose any follow-up questions.
**Please note: If you are the
last to post in your group before the Tuesday deadline, you should review the
students who post in the #1 and #2 slot. If you are second last to post in your
group, please review the students who post in the last and #1 slot.
Be sure to ask your professor if
you have any questions about the peer review process.
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Peer Review Team B (graded)
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This week, we’ll be sharing our
writing in a class peer review. In order to make this process run smoothly,
please be sure to follow the instructions noted below.
Find your name on the peer
review assignment list provided by your professor to determine whether you are
in Group A, B, C, or D.
Once you have located your
assigned group, join that discussion area and hit “reply” to the initial
prompt. In your reply, leave feedback for your classmates with general
information about your draft. Explain the current state of your draft, your
plans to add content, and your revision plans. If you have specific questions
for the peers who will review your draft, or want to provide them with any
additional information, please do so in your initial post.
Attach your current draft to
your initial post. This must be completed no later than Tuesday night.
Find the two peers who have
posted after you in terms of time. Read their attached essays and any notes
they left to accompany the draft. Find the Week 7 Peer Review Checklist in Doc
Sharing and download it. Complete the form separately for each of the two peers
whose drafts you will be reviewing.
Return your completed Peer
Review Worksheet as an attachment in a response post to each of your peers separately. This must be completed no later
than Friday night.
Continue to check into your
group Discussion area in the event your peers pose any follow-up questions.
**Please note: If you are the
last to post in your group before the Tuesday deadline, you should review the
students who post in the #1 and #2 slot. If you are second last to post in your
group, please review the students who post in the last and #1 slot.
Be sure to ask your professor if
you have any questions about the peer review process.
Peer Review Team C (graded)
This week, we’ll be sharing our
writing in a class peer review. In order to make this process run smoothly,
please be sure to follow the instructions noted below.
Find your name on the peer
review assignment list provided by your professor to determine whether you are
in Group A, B, C, or D.
Once you have located your
assigned group, join that discussion area and hit “reply” to the initial
prompt. In your reply, leave feedback for your classmates with general
information about your draft. Explain the current state of your draft, your
plans to add content, and your revision plans. If you have specific questions
for the peers who will review your draft, or want to provide them with any
additional information, please do so in your initial post.
Attach your current draft to
your initial post. This must be completed no later than Tuesday night.
Find the two peers who have
posted after you in terms of time. Read their attached essays and any notes
they left to accompany the draft. Find the Week 7 Peer Review Checklist in Doc
Sharing and download it. Complete the form separately for each of the two peers
whose drafts you will be reviewing.
Return your completed Peer
Review Worksheet as an attachment in a response post to each of your peers separately. This must be completed no later
than Friday night.
Continue to check into your
group Discussion area in the event your peers pose any follow-up questions.
**Please note: If you are the
last to post in your group before the Tuesday deadline, you should review the
students who post in the #1 and #2 slot. If you are second last to post in your
group, please review the students who post in the last and #1 slot.
Be sure to ask your professor if
you have any questions about the peer review process.
WEEK 2
Information Literacy
Assignment (35 points)
The purpose of this assignment
is to learn about information literacy by exploring the concept of peer review.
You may be familiar with peer review in prior writing courses, but what does it
mean when you talk about peer review in relation to academic source material?
Click on the following link to a DeVry University Library presentation of Peer Reviewed Journals: The Creation of New Knowledge.http://library.devry.edu/pdfs/Peer_Review_PPT.pdf
The PDF presentation contains 20 slides that will introduce the peer review cycle.
Click on the following link to a DeVry University Library presentation of Peer Reviewed Journals: The Creation of New Knowledge.http://library.devry.edu/pdfs/Peer_Review_PPT.pdf
The PDF presentation contains 20 slides that will introduce the peer review cycle.
After reviewing the
presentation, compose a 2-paragraph response in which you address each of the
following points:
In your own words, identify
points in the peer review cycle that seem especially important and explain why.
How does an editor differ from a
peer reviewer? Use at least two points to support your response.
Based on this information,
explain whether your article for this week was peer reviewed? How can you
determine this information?
As you work on your research in
this class, where specifically can you look to find peer-reviewed information?
Submit your completed assignment
to the Week 2 Dropbox. For instructions on how to use the Dropbox, read
these step-by-step instructions or
watch this TutorialDropbox Tutorial.
WEEK 3'
Week 3 APA Module Assignment
For this assignment, you will
review materials in the DeVry library to help gain a better understanding of
APA citations.
a. Click https://hub2.devry.edu/node/272
b. Listen to the tutorial or download and review the transcript on APA and answer the questions below
a. Click https://hub2.devry.edu/node/272
b. Listen to the tutorial or download and review the transcript on APA and answer the questions below
After reviewing the
presentation, compose a 2-paragraph response in which you address each of the
following points:
1. Why is APA style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points)
2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)
1. Why is APA style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points)
2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)
Submit your completed
assignment as a Word Document to the Week 3 APA Module Drop box. For
instructions on how to use the Dropbox, read these step-by-step instructions
Course Project
Objectives
The objectives of the Course
Project are to fulfill this course’s terminal course objectives:
Given an essay or scholarly
article in any media, develop an informed opinion which includes external
evidence and personal experience.
Given persuasive rhetorical
strategies, such as appeals to reasoning, credibility and emotion, demonstrate
the strategies to advance an argument.
Given a student-selected topic,
organize ideas through prewriting tasks and prepare a persuasive draft.
Given strategies for determining
the quality of source material, evaluate scholarly articles and other types of
source material to assess their appropriateness for a research project.
Given various strategies for
presenting research, compare and contrast the ways to communicate research
findings to an audience.
Given the conventions for
attributing source material, create appropriate citations, such as through
summary, paraphrase, in-text, and reference citations.
Given a sample of writing
requiring revision, refine and develop ideas in order to convey new knowledge
that reflects original thought.
Guidelines
Introduction
Through the Course Project,
students will engage in writing about a real-world topic that is aimed at a
specified reader in the form of an argument.
Skillful argument-based writing
will serve you well, in many ways, beyond this class. Both in other classes and
on the job, the research paper you learn in this class will take on new forms,
such as analytical reports, proposals, reports, and white papers. Writers who
achieve success through these important kinds of documents know how to present
an argument and support it logically and persuasively using relevant,
attributed source material.
The Course Project will address
a topic within one of four course themes: education, technology, family, or
health and wellness. Each topic encompasses the potential for controversy,
which means there is more than one valid way of looking at the issue and
presenting the issue to an audience. The paper will introduce the topic,
provide background information, present a main argument with evidence, and
conclude in a way that clearly leads a reader to take desired or recommended
action.
Assignment
After thoroughly reading and
researching a topic, complete the weekly assignments addressing a topic from
one of the course themes, leading to two drafts that are revised in a final 8-
to 10-page research project.
The purpose of the assignment is
to present an argument and support it persuasively with relevant, properly
attributed source material. The primary audience for the project will be
determined in prewriting tasks. The secondary audience is an academic audience
that includes your professor and fellow classmates.
Course assignments will help you
develop your interest in a theme and topic, engage in discussion with your
professor and classmates, and then learn to apply search strategies to retrieve
quality sources.
By the end of the course, you
will submit a Course Project that meets the requirements for scope and which
includes the following content areas.
Assignment Requirements
Original writing of 8–10 pages
created during this course
Attributed support from outside
research with in-text citations that correspond to the five required sources
listed on the References page; a minimum of one source must be included
from the Course Theme Reading List
APA 6th edition use of Title
page and running headers, in-text and parenthetical citations, and References
for all sources used in the project
Final draft addresses all
professor and peer content and citation revision suggestions and concerns from
earlier drafts; final draft of the Course Project is the result of revision and
represents consistent improvement over the first draft
Research Project Topics
Course Theme Reading List
Research on your topics begins
with the Course Theme Reading List, which is linked under the Textbook section
of the Course Syllabus. Be sure to click the word here to open the document.
While you are not required to read all of the resources, you should plan to
dedicate sufficient time to retrieve, preview, and critically analyze sources
on topics that are of interest to you. The list of readings has been selected
to help you narrow a topic, and it also will help you generate search terms you
can use to continue your independent research.
Two readings are available for
each of the topics listed below. Start your research process by reviewing the
Course Theme Reading List. Note: All students will be required in their final Course Project to
include at least one source from the Course Theme Reading List. Once
you are introduced to library search strategies, you will then search for the
remaining number of sources required for inclusion in-text and on the
References page of the final assignment. The table below lists the themes and
topics for the Course Project.
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Education
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Technology
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Family
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Health and Wellness
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School Bullies
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Multitasking and Technology
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Sexualization of Girls
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College Students and Weight
Issues
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No Child Left Behind Act/Race
to the Top
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Technology and Social
Isolation
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Gender Discrimination
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Childhood Obesity
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Grade Inflation
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Perils of Social Networking
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Unequal Rights in Marriage,
Children
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Fad Diets
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College Students and Underage
Drinking
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Online Dating/Online Predators/Sex
Offenders
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Children of Divorce
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Junk Food
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Student Debt
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Illegal Downloading of
Protected Content
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Domestic Violence
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Sedentary Lifestyles
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College Students, Cheating,
and Plagiarism
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Internet Censorship/Classified
Information Leaks
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Cyberbullying
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Teenage Pregnancy
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College Dropout Rates
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Identity Theft
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Life-Work (Im)balance/Flexible
Work Schedules
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Concussions in Athletes
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High School Dropouts
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Texting and Driving
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Insurance Premiums for Smokers
and Obese Employees
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The full list of Course Theme Readings
is linked from the Course Syllabus. To access the readings, you will use the
library databases or the Course textbook. For help accessing the library
databases, please click on the following Accessing the DeVry Library
Database tutorial.
Grading Rubrics
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Central Idea and Focus: The
topic, purpose, and thesis are clear and identifiable in the introduction;
all ideas consistently address the main argument without off-topic or
irrelevant ideas. Presentation of central idea or focus reflects revision and
refinement from prior drafts.
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Support and development of
ideas:Ideas are sufficiently developed for each section.
Fifteen points may be earned for each of the five sections of the document.
Introduction must have attention-grabbing story, topic, purpose, credibility,
and why the topic is important; the thesis is graded above in the central
idea. Sections II, III, and IV must contain a main idea, indicated by a topic
sentence and followed by properly attributed support from sources.
Development of ideas anticipates reader objections and responds
appropriately. Evidence is varied and effective. Uses argumentative
strategies and appeals to improve the logic and credibility of the presented
ideas. Conclusion contains memorable ideas and does not rely on repetition of
earlier content. Body of project reflects improvement from earlier drafts or
else points will be deducted from each section accordingly.
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Organization and Structure: The
internal structure of a piece of writing, the thread of central meaning. All
ideas are organized well without any missing or incomplete components.
Organization responds to feedback on earlier drafts and presents an improved
version from prior drafts. Points are deducted for organization that has not
been revised based on feedback.
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Milestones
Best Practices
Access the DeVry Library
resources for the bulk of your research. You can access the online library by
clicking on the Student Resources tab in Course Home.
APA-style citations do not use
footnotes or URLs (i.e., http:// or www.) for in-text citations. URLs are in
the References page as specified in the textbook or APA manual.
Use of Turnitin is part of this
class. Avoid all forms of plagiarism. Plagiarism is a serious offense and
violates our academic integrity policy. Do not use any information from “paper
mills,” or sites that offer papers on a number of topics; these sites are among
the first to be flagged as plagiarized. Additionally, do not turn in any paper
previously used in any course, because self-plagiarism is also not allowed.
Sample Documents and Grading Criteria
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