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Welcome to this unit’s discussion! In this discussion, you will look ahead to the writing you will
do in your EN 106 course and in your major.
LEARNING GOALS: By participating in this unit’s discussion, you will:
• Reflect on writing genres used by scholars in various disciplines
• Discuss rhetorical strategies you might use in future writing assignments
TASK: To participate in this unit’s discussion, please follow instructions for both prompts
Prompt 1: Locate the most recent Park University course catalog and look up EN 106: First Year
Writing Seminar II: Academic Research & Writing. Read the course description. Then, write a
brief paragraph predicting what will happen in the course. What sorts of topics do you expect
will be covered? What kinds of assignments do you expect to complete? What needs do you
have, as an academic writer, that you hope will be addressed in EN 106? What fears or worries
do you have about the course?
The Core Learning Outcome is for Prompt 1 the EN 106 Course Description
Core Learning Outcomes
1. Process: Apply writing processes, collaborative strategies, and effective academic research
practices to participate in academic discourse.
2. Focus: Maintain a controlling idea/thesis for a variety of academic genres.
3. Development: Apply strategies for developing academic arguments across the disciplines,
including conducting research and incorporating culturally diverse perspectives.
4. Rhetorical Strategies: Consider the rhetorical situations faced by academic writers to respond
appropriately in both writing and research.
5. Conventions: Use common formats and conventions (e.g., research, structure,
documentation, tone, mechanics) for various genres of academic discourse.
Every class has a Core Assessment, which is one assignment common to all sections of the
course. The Core Assessment for EN106 is a portfolio. The writing portfolio for EN 106 asks
students to demonstrate advanced composing skills (focus, development, organization, and
mechanics) and facility with writing processes, genres, and conventions specific to academic
rhetorical situations. Compiled at the end of the term, each portfolio will contain, at a
minimum, the following: one deeply revised academic essay, one reflective essay, and artifacts
that illustrate the student’s writing process. The academic essay should be of final-draft quality,
and should demonstrate a thorough mastery of the writing and research strategies learned
through the first year writing seminar sequence. Topics for reflective essays are open, but
students should consider discussing their development as academic writers, their concurrent
writing in other courses, and/or strengths, challenges, and opportunities for improvement, as
revealed in the complete portfolio. Reflective essays should be significantly developed and of
final-draft quality. The choice of artifacts and their arrangement belongs to each student. The
Core Assessment will account for 20% of the final course grade.
This assessment is designed to assess primarily Core Learning Outcomes #1, #2, #3, #4, and #5
and will make up at least 20% of the course grade.
This is a brief sketch of the course’s topics, readings, and assignments. You can find details about
reading and writing assignments, including due dates, in the weekly unit content. For information about
how your work will be assessed, please refer to the Grading and Assessment content item under
Readings, Activities, & Assignments
Read/Discuss: Lunsford, “The Top Twenty.” Green & Lidinsky, Ch. 1.
Habits of Mind of
Reading Like An
Read/Discuss: Lunsford, “Analyzing and Reading Critically.” Greene
& Lidinsky, Ch. 2 & 3 and assigned readings from Ch. 14.
Write: Essay #1: Rhetorical Analysis
Read/Discuss: Greene & Lidinsky, Ch. 6 and at least three
articles from Ch. 14. Lunsford, “Integrating Sources and Avoiding
Plagiarism,” “MLA Style” and “APA Style.”
Write: Essay #2: Putting Sources in Conversation
Read/Discuss: Greene & Lidinsky, Ch. 7. Lunsford, “Conducting
Research,” “Evaluating Sources and Taking Notes,” “Building
Write: Essay #3: Expanding the Conversation
Read/Discuss: Greene & Lidinsky, Ch. 5 (recommended) and other
assigned readings; Lunsford, “Writing to Make Something Happen in
the World” and “Language That Builds Common Ground.”
Write: Essay #4: Entering An Academic Conversation
Read/Discuss: Greene & Lidinsky, Ch. 8 & Ch. 12.
Write: Essay #5: Revision Project
Read/Discuss: Lunsford, “Creating Portfolios,” other readings as
Write: Writing Portfolio
Writing In Your
Read/Discuss: Readings as assigned.
Write: Exploratory Assignment
In EN 106, you will participate in weekly discussions, perform peer reviews of your classmates’
essay drafts, complete five major writing assignments, create a portfolio of your best academic
writing, and compose an exploratory essay about writing in your major. Details on grading
distribution are below; specific guidelines for each assignment are provided in Canvas.
This is for Prompt 2, my major in Public Administration with a minor in Criminal Justice
Prompt 2: Write a paragraph reflecting on the sorts of writing you expect to do in your major
coursework. In other words, how will you write in your major? What genres do you expect to
use, and why? What audiences will you write to? What styles and formats will you be expected
to write with? Do you expect to write reports, arguments, narratives — or all three? And how will
you take the lessons from this course and apply them to your major coursework?
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