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m o d e l
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Research Writing
WRIT 102
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Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
WRIT 102
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Research Writing
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
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about
expectations
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
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course
overview
learning
outcomes
Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
2
Content Links
Research Writing | WRIT 102
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* http://www.ben.edu/academic_programs/moser/about/index.cfm
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
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3
About
Research Writing | WRIT 102
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
Research Writing | WRIT 102
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
Research Writing | WRIT 102
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
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learning
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
Research Writing | WRIT 102
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
Research Writing | WRIT 102
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Library
Research Writing | WRIT 102
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
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9
Other Resources
Research Writing | WRIT 102
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
IDEA
Research Writing | WRIT 102
Faculty Evening Course Overview
Course Description
A course that introduces students to writing in the disciplines of literature, social science, or biological
science. Students study types of writing in the discipline, use advanced library research techniques,
write brief literature reviews, and develop and write significant research papers.
Course Materials
Badke, W. (2011). Research Strategies: Finding Your Way Through the Information
Fog. (4th ed). Bloomington, IN: iUniverse. ISBN-13: 9781462010172
Lunsford, A. (2009) The St. Martin's Handbook. Boston: Bedford/St. Martin's.
ISBN- 13: 9780312594541
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
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To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
Research Writing | WRIT 102
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Assignments
•
Imagine a new approach to research.
•
Develop research questions in response to a community problem.
Propose possible solutions for a community problem.
•
Adapt a research question into a thesis sentence and plan an
outline .
•
•
•
•
Points
Brainstorming Worksheet
Intro Brief Par.
Write Research Questions
Write Working Thesis Sentence and
Outline
Online Discussion Post
50
25
75
75
Design a research project.
Discuss credible sources for reference page.
Solve problem sets with peer group.
Compile relevant facts about the nature of research process.
Research Proposal Presentation
Reference Page
Learning Team Quiz
Paragraph 1
Online Discussion Post
75
75
50
10
pts
pts
pts
pts
•
•
•
•
Build a logical argument.
Propose revision techniques.
Modify original argument based on peer review.
Improve the quality of sources.
Team Debates
First Draft of Research Paper
Peer Review Activity
Paragraph 2
Online Discussion Post
75
75
50
25
10
pts
pts
pts
pts
pts
•
•
•
•
Construct peer review questions.
Combine research with original writing.
Compose a second draft of research paper
Elaborate on the concept of conducting internet searches for
academic research.
Group Discussion Responses
Paraphrasing Practice using research
Second Draft of Research Paper
Paragraph 3
Online Discussion Post
75 pts
75 pts
50 pts
25 pts
10 pts
•
•
•
•
Discuss research results with the instructor and class.
Test your theory in writing.
Evaluate course and provide feedback to the instructor.
Propose modifications to research project.
Presentation of Research Paper
Final Paper
Course Evaluation
Paragraph 4
Online Discussion Post
Total Points for course
pts
pts
pts
pts
10 pts
100
150
0
25
10
pts
pts
pts
pts
pts
1000 pts
about Bloom’s Taxonomy
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
12
Learning Outcomes
Research Writing | WRIT 102
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Imagine a new approach to research.
Invent possible solutions for a community
problem.
Develop research questions in response to a
community problem.
Review chapters 1 & 2 in Badke and pgs
14-19 in Lunsford
• Brainstorm Solutions Worksheet
• Intro Brief Paragraph
• Write Research Questions
01 B
online
Adapt a research question into a thesis sentence
Plan an outline
Read chapters 1 & 2 in Badke; pgs 1419 in Lunsford
• Write a two page reflection paper,
using questions from 1A and
including topic, thesis and outline
for research paper.
• Online discussion post: -Developing
Your Topics
• Paragraph 1
02 A
F2F
Design a research project.
Discuss credible sources for reference page.
Collaborate with study group to answer quiz
questions.
Review Badke-Chapters 3 & 4;
Lunsford, Chpt 9
• Present your topics to the group
• Develop a Reference Page
• Complete a Study Group Quiz on
paper covering chpts 3b&4 in Badke
02 B
online
Compile relevant facts about the nature of research
process.
Read-Badke-Chapters 3 & 4; Lunsford,
Chpt 9
• Online discussion Post: The
Library
• Paragraph 2
03 A
F2F
Build a logical argument.
Propose revision techniques.
Modify original argument based on peer review.
Review-Lunsford, Chapter 11 & 17
Badke-Chapters 5, 6 and 7
• Team Debates
• First Draft of Research Paper
03 B
online
Improve the quality of sources.
Read Lunsford, Chapter 11 and 17
Badke-Chapters 5, 6 and 7
• Peer Review Activity
• Online Discussion Post: Objectivity
• Paragraph 3
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
13
Course Schedule
Research Writing | WRIT 102
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
04 A
F2F
Construct peer review questions.
Combine research with original writing.
Review Lunsford, Chapters 15 , 16
and 19; Badke Chapters 8
• Group Discussion Responses
• Paraphrasing Practice using
research
04 B
online
Compose a second draft of research paper
Elaborate on the concept of conducting internet
searches for academic research.
Read Lunsford, Chapters 15 , 16 and
19; Badke Chapters 8
• Revise your first draft of your
research paper
• Paragraph 4
Online discussion Post: Paraphrase
and Summarize
05 A
F2F
Discuss research results with the instructor and
class.
Test your theory in writing.
Review Badke Chapters 9 &10;
Lunsford, Chapter 26
• Presentation of Research Paper
• Final Paper
05 B
online
Propose modifications to research
Imagine a new approach to research applied to
future college courses and careers..
Create a plan for future research projects based on
lessons learned.
Read Badke Chapters 9 &10;
Lunsford, Chapter 26
• Course Evaluation
• Online Discussion Post: Learning
About Writing
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
14
Course Schedule
Research Writing | WRIT 102
Faculty Evening Session 1A
Learning Objectives
1.
2.
3.
4.
5.
Imagine a new approach to research
Discuss issue in the community and identify a community problem
Invent possible solutions
Develop research questions in response to a community problem
Adapt a research question into a thesis sentence and plan an outline
Activities, Assignments and Agenda
Review: Chapters 1 and 2 in Badke and pages 14-19 in Lunsford
Individual Assignments
Write a brief introductory paragraph answering the following questions about your partner:
Name-favorite TV show-hometown-career goal-pets or no pets?
Participate in group activity that results in brainstorming problems and solutions on a group worksheet
Write 4-5 research questions in response to problems/solutions worksheet
Study Group Assignments
Mini-lecture on collaborative learning. Consider a Ted.com video that supports the idea of collaborative learning.
http://www.ted.com/themes/the_rise_of_collaboration.html
Suggested In Class Activities-Agenda
•
•
•
•
•
•
•
•
Break the ice! Toss the ball-bring several small rubber balls to class. Stand in a circle and say the name of the person
you are tossing the ball to. Gradually add more balls to the circle until class has memorized all names. Slow the game
gradually. For more ice-breaker ideas visit http://adulted.about.com/od/icebreakers/tp/toptenicebreakers.htm
Warm up-In groups of 3-5, students will list on flip charts what they know about research and how it relates to their career
goals. A spokesperson will report to the larger group. Instructor will ask for a volunteer to compile the responses.
Review Syllabus-Review D2L expectations for the week and assignments.
Mini-Lecture on Chapter 1-Badke-The Information Fog.
Return to groups-Introduce the brainstorming process to class. Ask them to identify community problems. List as many as
possible. Report to the larger group. Discuss similarities and differences in their answers. Create a team worksheet for
grading.
Mini-Lecture-Chapter 2 in Badke- Topics, Models for Research and Finding a Good Question.-Guidelines for choosing a
topic
Review final research project-Individual students will write 4-5 research questions on their chosen topic (from the
brainstorming worksheet) and receive feedback from peers. Review writing assignment for 1B-Write a two page reflection
paper answering the following questions: What new insights about research and research papers were gained from class
activities and the readings? How can adapt these ideas to my topic? My research topic, thesis and outline
are:_______________
Create learning team charters-give teams a learning team charter template. Ask them to discuss the charter in their teams.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Session 1A
Research Writing | WRIT 102
Faculty Evening Session 1B
Learning Objectives
1. Discuss expectations for college writing.
2. Create a plan for overcoming writing challenges.
3. Plan a response to a community issue in writing. Provide feedback to peers.
Activities, Assignments and Agenda
Reading: Read chapters 1 & 2 in Badke and pgs 14-19 in Lunsford
Individual Assignments
Write a two page reflection paper answering the following questions:
• What new insights about research and research papers were gained from class activities and the
readings?
• How can adapt these ideas to my topic?
• My research topic, thesis and outline are:_______________
Write a paragraph that discusses College Writing Expectations (From Lunsford 14-19) Submit
paragraph to the drop box for Paragraph 1 assignment. Bring paragraph to the next f2f class to use
for group discussion.
In Class Assignments
Online discussion post: Developing Your Topics
I will break you up into pairs (see attached list). You are to work together in developing your topics
utilizing the guidelines presented in the in class lecture. Please post your communications so that
everyone has access to the discussion.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 1B
Research Writing | WRIT 102
Faculty Evening Session 2A
Learning Objectives
1.
2.
3.
4.
Compile relevant facts about the nature of research process.
Discuss the credibility and relevance of source materials.
Design a research project.
Formulate a collaborative teaching strategy.
Activities, Assignments and Agenda
Review: Badke-Chapters 3 & 4; Lunsford, Chpt 9
Individual Assignments
Submit your research proposal including an APA formatted research page (Template provided in D2L).
Suggested Study Group Activity
Learning Team Discussion-Team topics-Teach
Arrange the students in their study groups-Each group reviews chapter 3 or chapter 4. Can you think of an original way to
teach the material to the other team? Explain your method to the larger group. What insights did you gain in the process?
Take a team quiz-collaborate with your study group to answer quiz questions.
Suggested In Class Activities/Agenda
• Warm-up-Team Teaching activity (Study Group Activity).
• Mini Lecture-Refining a Thesis, and Building Arguments
• Present your topics to the group:
Instructions to students: Spend 15 minutes reviewing research on your topic, refining your thesis, creating a strategy for
your project. Spend 15 minutes putting together a brief presentation that contains a proposal for research project. Use flip
chart paper or write on the white board.
• Present your proposal to the class. (Be sure to tell students to save their notes for session 1B)
• Give feedback to others on their proposals.
• Mini-Lecture- Metadata, APA formatting , Reference Pages.
• Group Discussion-Why do you think it is important to evaluate information for relevancy, reliability, and bias? What are
possible consequences for not conducting this evaluation.
• Group Discussion-Based on Paragraph #1 assignment- discuss with group-Expectations for college writing.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 1A
Research Writing | WRIT 102
Faculty Evening Session 2B
Learning Objectives
1. Build a logical argument
2. Construct a reference page for a research project.
3. Test an argument by giving and receiving valuable feedback
Activities, Assignments and Agenda
Reading: Badke-Chapters 3 & 4; Lunsford, Chpt 9
Individual Assignments
Create a PowerPoint presentation based on work in class.
Submit a reference page for research project.
Write a first draft of paper
Suggested Study Group Assignments
Write a paragraph that discusses Why we need a research strategy? Can’t we just wing it? (Use the
Badke book for reference (Chapters 1-4). Submit paragraph to the drop box for Paragraph 2
assignment. Bring paragraph to the next f2f class to use for group discussion.
In Class Assignments
Online discussion post: Visit your local public library (preferably a university of college library) in your
area. Ask the librarian (usually the reference librarian will provide direct assistance) to assist you in
identifying resources regarding your topic-be sure he/she acquaints you with scholarly journals and
reviews in the reference section (the process should not take long). Share this experience online with
your fellow students.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Research Writing | WRIT 102
Faculty Evening Session 3A
Learning Objectives
1.
2.
3.
4.
Evaluate sources
Build a logical argument that supports a thesis.
Test argument for logical fallacies.
Discuss revision techniques.
Activities, Assignments and Agenda
Review: Review-Lunsford, Chapter 11 & 17 Badke-Chapters 5, 6 and 7
Individual Assignments
Bring 2 printed copies of first draft of paper. Write 2 thoughtful questions at the top of the paper. Participate in peer
review workshop. Ask 2 peers to review paper and respond to questions.
Suggested Study Group Activities
Class Activity: Class Debate
1. Class will identify hot topics
2. Volunteers will write hot topics on whiteboard.
3. Class will vote on hot topic and use it for a debate.
4. Divide class into 2 groups.
5. Side A will debate pro using logical and credible evidence.
6. Side B will debate con using logical and credible evidence.
7. Ready set go!
8. Instructor will facilitate the debate
Game: Name that Logical FallacySuggested In Class Activities/Agenda
• Class Debate (see study group assignments for directions)
• Mini Lecture: Construct a logical argument, logical fallacies-Revising a thesis based on research and writing a
first draft.
• Matching game-name that logical fallacy. Use worksheets to match logical fallacies to definitions. Show
definitions on PowerPoint. Let the students keep the worksheets for reference.
• Mini Lecture: Logical Appeals
• Activity-Watch a famous speech (suggestions are “I Have a Dream” Martin Luther King) and have the class try
to identify logical appeals using examples. Each student will present example. Class will hold up signs that
say “I agree” or “I disagree”. Process activity with class discussion on responses.
• Peer Review-Using the printed copies of individual papers with added questions, students will work in study
groups to review each other’s papers. Each student will read 2 papers and have his or her paper read 2 times.
• Group Discussion: Based on Paragraph 2 assignment-Why do we need a research strategy? Can’t we just
wing it?
home
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course
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schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Research Writing | WRIT 102
Faculty Evening Session 3B
Learning Objectives
1. Modify original argument based on peer review.
2. Compile a list of sources using annotated bibliography template (found in D2L)
3. Choose appropriate sources that support thesis from a library search.
4. Predict challenges in the research process and propose possible solutions to study
group.
Activities, Assignments and Agenda
Reading: Read Lunsford, Chapter 11 & 17 Badke-Chapters 5, 6 and 7
Suggested Individual Assignments
Prepare an Annotated Bibliography-see syllabus for instructions.
Virtual Library Tour-visit the library website and complete the library scavenger hunt worksheet.
Template provided in D2L.
Practice internet searches using metadata. Post a summary of results in the provided discussion
forum on D2L. Provide feedback to at least one peer.
Write a paragraph that discusses What advantages does a library database search have over an
internet search when conducting research? In what way do you need to “be ruthless” in research
reading? (Use the Badke book for reference (Chapters 6 and 8). Submit paragraph to the drop box
for Paragraph 3 assignment. Bring paragraph to the next f2f class to use for group discussion.
In Class Assignments
Online discussion post: Objectivity-If the writer is passionate or bias about a particular subject or
issue, how does he/she maintain objectivity is his/her essay?
home
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 1B
Research Writing | WRIT 102
Faculty Evening Session 4A
Learning Objectives
1. Construct peer review questions.
2. Combine research with original writing.
3. Invent a learning tool that helps other students understand plagiarism.
Activities, Assignments and Agenda
Review: Lunsford, Chapters 15 , 16 and 19; Badke Chapters 8
Individual Assignments
• Review the second draft of your research paper-bring a printed copy of research paper to class.
Based on the lecture on Revision techniques, review your paper, make notes for revision and
implement changes at home.
Suggested Study Group Assignments .
• Work with learning team. Choose one of the questions on page 170 in Badke. Outline and present
answers to the larger group. Give feedback to other teams.
Suggested In Class Activities/Agenda
• Study groups work on questions in Badke for review.
• Use APA style to create in text citations-Show “Avoiding Plagiarism” PowerPoint to students.
• Mini Lecture: Integrating research into your own writing. Direct quotes, summarize and
paraphrase-.Revision techniques
• Using the material in Chapter 16 of Lunsford, have each study group invent a learning game that
helps students learn to avoid plagiarism. Show a sample game.
• Activity-Using sample articles, have students work in study groups to practice summarizing the
articles. Choose articles with abstracts and straightforward ideas.
• Activity-Use same articles to practice writing direct quotes and paraphrase. Have students give
each other feedback on their paraphrased passages. An instructor who participates in the study
groups has an opportunity to share knowledge with the students in an integrated manner.
• Group Discussion: Based on Paragraph 3 assignment-What advantages does a library database
search have over an internet search when conducting research? In what way do you need to “be
ruthless” in research reading?
• Activity: Take a passage from one of your sources, post the original quotation (include APA
citations). Write a second paragraph, paraphrasing your source. Provide feedback to two peers on
their paraphrased entry.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
21
Session 1A
Research Writing | WRIT 102
Faculty Evening Session 4B
Learning Objectives
1. Elaborate on the concept of conducting internet searches for academic research.
2. Propose alternatives to traditional sources of academic research.
3. Adapt original source material using paraphrasing skills.
Activities, Assignments and Agenda
Read: Lunsford, Chapters 15 , 16 and 19; Badke Chapters 8
Individual Assignments
Revise your research paper-based on the review that you did in class, revise your research paper and
submit it to the drop box.
Write a paragraph that discusses your personal reflections on the lessons learned in class. How has
your idea of research changed? How will you apply your new ideas about research to your career?
Create a plan for successful future projects. Submit paragraph to the drop box for Paragraph 4
assignment. Bring paragraph to the next f2f class to use for group discussion.
In Class Assignments
Online discussion post: Paraphrase and Summarize
This week's online discussion will be extensive and "labor intensive." I will again break you up into
pairs (see attached). As partners, please read the quote provided (D2L). One student will paraphrase
the quote and the other will summarize the quote (come to a mutual agreement as to who
summarizes and who paraphrases). Critique each other's work. Please be sure to put this online so
that the other students can access your work and comment if they wish.
home
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expectations
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course
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
22
Session 1B
Research Writing | WRIT 102
Faculty Evening Session 5A
Learning Objectives
1. Present research results to the instructor and class.
2. Answer questions about research projects.
3. Evaluate course and provide feedback to the instructor.
Activities, Assignments and Agenda
Reading Review Badke Chapters 9 &10; Lunsford, Chapter 26
Individual Assignments
Students will prepare a 15 minute PowerPoint presentation defending his or her thesis.
Students will self-evaluate research projects. (Template is provided in D2L)
This activity should take the whole class period.
Suggested Study Group Activities
• Students will evaluate course working in teams and present recommendations to the larger group.
Suggested In Class Activities
• Participate in Q&A sessions
• Be attentive and polite. Actively listen to classmates presentations. Offer constructive feedback.
• Group Discussion Question: Based on Paragraph 4 assignment -Reflect on the lessons
learned in class. How has your idea of research changed? How will you apply your new ideas
about research to your career? Create a plan for successful future projects.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
23
Session 1A
Research Writing | WRIT 102
Faculty Evening Session 5B
Learning Objectives
1. Propose modifications to research
2. Imagine a new approach to research applied to future college courses and careers..
3. Create a plan for future research projects based on lessons learned.
Activities, Assignments and Agenda
Reading: Review Badke Chapters 9 &10; Lunsford, Chapter 26
Individual Assignments
Submit final research paper and presentation
Study Group Assignments
Provide recommendations to learning team for further research and modifications via the discussion
board. Respond to everyone in peer group. Ask three thoughtful questions regarding modifications to
peer’s research project and offer three constructive suggestions. Respond to peer’s feedback.
In Class Assignments
Online Discussion Post: Learning About Writing
List at least 3 things that you have learned about writing since starting this course.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
24
Session 1B