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WEEK 1
Exploring the Course Themes (graded)
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). Hereâs an example. âFor whom is [school bullying] a problem?â In your post, provide the question and then the answer to the question. For example, âSchool bullying is a problem for victims of bullying because. . . .â Complete the statement based on your experience and knowledge.
Topic Selection (graded)
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 âthemesâ 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 youâve posted, assess a classmateâs links, indicating whether youâd like to read or hear more about the topic and why.
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.
Internet Reliability (graded)
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
Presenting Ideas (graded)
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 classmateâs post, indicating whether you agree or disagree with his or her choice, and why.
Preparing the Research Proposal (graded)
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.
Annotated Bibliography Entries (graded)
In your textbook (pp. 325â326), youâll 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. Weâll use the rest of the week to peer review the entries to prepare you for this weekâs 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, âAllowing Guns on Campus Will Prevent Shootings, Rape.â 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)
Letâs look at samples of research-based writing: âNervous Nelliesâ on p. 328; âFrom Degrading to De-Gradingâ on p. 254; and âHow Many Zombies Do You Know?â 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.
Rebuttals and Refutations (graded)
Anticipating readersâ 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. 449â452 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.
Designing Your Course Project (graded)
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. 382â387. 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 youâve been using is from the American Psychological Association (APA). This is the preferred style in the social sciences. As youâve 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, weâll 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.
1. 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.
2. Once you have located your assigned group, join that discussion area and hit âreplyâ 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.
3. Attach your current draft to your initial post. This must be completed no later than Tuesday night.
4. 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.
5. 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.
6. 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 B (graded)
This week, weâll 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.
1. 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.
2. Once you have located your assigned group, join that discussion area and hit âreplyâ 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.
3. Attach your current draft to your initial post. This must be completed no later than Tuesday night.
4. 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.
5. 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.
6. 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, weâll 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.
1. 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.
2. Once you have located your assigned group, join that discussion area and hit âreplyâ 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.
3. Attach your current draft to your initial post. This must be completed no later than Tuesday night.
4. 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.
5. 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.
6. 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.
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.
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
ï§ In your own words, identify points in the peer review cycle that seem especially important and explain why.
ï§ How does an editor differ from a peer reviewer? Use at least two points to support your response.
ï§ Based on this information, explain whether your article for this week was peer reviewed? How can you determine this information?
ï§ 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 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
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)
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
Objectives
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The objectives of the Course Project are to fulfill this courseâs terminal course objectives:
A. Given an essay or scholarly article in any media, develop an informed opinion which includes external evidence and personal experience.
A. Given persuasive rhetorical strategies, such as appeals to reasoning, credibility and emotion, demonstrate the strategies to advance an argument.
A. Given a student-selected topic, organize ideas through prewriting tasks and prepare a persuasive draft.
A. 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.
A. Given various strategies for presenting research, compare and contrast the ways to communicate research findings to an audience.
A. Given the conventions for attributing source material, create appropriate citations, such as through summary, paraphrase, in-text, and reference citations.
1. Given a sample of writing requiring revision, refine and develop ideas in order to convey new knowledge that reflects original thought.
Guidelines
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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
ï§ Original writing of 8â10 pages created during this course
ï§ 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
ï§ APA 6th edition use of Title page and running headers, in-text and parenthetical citations, and References for all sources used in the project
ï§ 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.
Education Technology Family Health and Wellness
School Bullies Multitasking and Technology Sexualization of Girls College Students and Weight Issues
No Child Left Behind Act/Race to the Top Technology and Social Isolation Gender Discrimination Childhood Obesity
Grade Inflation Perils of Social Networking Unequal Rights in Marriage, Children Fad Diets
College Students and Underage Drinking Online Dating/Online Predators/Sex Offenders Children of Divorce Junk Food
Student Debt Illegal Downloading of Protected Content Domestic Violence Sedentary Lifestyles
College Students, Cheating, and Plagiarism Internet Censorship/Classified Information Leaks Cyberbullying Teenage Pregnancy
College Dropout Rates Identity Theft Life-Work (Im)balance/Flexible Work Schedules Concussions in Athletes
High School Dropouts Texting and Driving Insurance Premiums for Smokers and Obese Employees
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.
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.
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.
Best Practices
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ï§ 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.
ï§ 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 âpaper mills,â 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
