Course InformationCourse Code ENCP112

Course Title Writing for College

Description This course acquaints students with advanced Boolean searching in online databases and Internet websites and the evaluation of sources suitable for the Final Research Project. Students will learn the rhetorical strategies of argument and how to write a credible academic argument with support consisting of both pro and con positions. They will learn what is the meaning of a body of evidence and its sufficiency. As an advanced writing course, students will learn and use the features of MS Outline and its advantages for developing a final written project. Learners will be introduced to the use of graphics in a written report as an enhancement to convey a message visually.

Departmental MissionN/A

Course Outcomes{The course outcomes provide the infrastructure around which the course should be constructed. The outcomes should identify what students will be able to do with the knowledge they gain from this course (NOT what will they learn). It is important that the outcomes be student-centered, observable, measurable, and focused on the most important student “takeaways.”}

At the end of the course, you will be able to:

1. Refine search terms using online databases and Internet websites to document sources for the Final Project.

2. Evaluate online databases and

As measured by: (A more robust description of measurements used is located in the rubric provided for writing assignments used in this course.1. Research assignments reflect evidence of understanding Boolean search terms beyond what typed words in a browser can provide in a simple search. Sources obtained for research assignments display online database or other attributes of refined

Internet websites for credibility as supporting evidence in the Final Project.

3. Implement the process of arguing logically pro and con positions on a controversial topic using credible evidence as a body of proof in written documents and in the Final Project.

4. Develop a working outline to the third level (A, a, 1) of the Final Project document in MS Word Outline that includes a thesis statement, pro/con positions, paragraph topic sentences, and placement markers for source material.

5. Using your outline, divide drafting tasks into segments that correspond to time management needs

6. Analyize & synthesize source materials so that they are smoothly integrated into the writing with

o Summary

o Paraphrase

o Or direct quote

7. Distinguish the visual purpose of various graphic styles.

8. Create and appropriately place a graph in the Final Project document to enhance a specific purpose.

Boolean search methods.2. Choices made with Boolean search and evaluative methods reflect thoughtful methodology used as provided in class assignments.3. The level of argument proofs are taken to at least one level of conditional analysis before a conclusion of proof is given in If-Then terminology.4. This measurement can be found under “organization” in the rubric. An organized research paper is a culmination of the skills used in creating a detailed outline prior to beginning the draft process in writing.

5. Demonstrate planning and organization of final research project as explained in the appropriate sections of the Written Communication rubric.

6. Demonstrate appropriate use the Logical Reasoning & source citation dimensions for these measurements as found in the Written Communication rubric.

7. Knowledge of graphs used in written research papers to provide another way of knowing specific data to inform readers consists of an accumulation of organization, thesis writing, Body Paragraphs, Logical Reasoning, and Reflection dimensions of the rubric working synergistically to fulfill the purpose for graphics in written material.

8. See the above measurement.

9. See each dimension of the rubric. All are used synergistically to fulfill the requirements, and thereby, the measurements of a written research paper.

9. Conceptualize, organize, and write An eight-page Final Project paper containing five sources, along with a Cover Page, Reference Page, and one visual graph, formatted in APA style.

Required Text/Materials

There are no text requirements for this course.

Weekly ScheduleThis course is presented in weekly units. The weekly attendance period begins Monday at 12:00 am ET and ends on Sunday at 11:59 pm ET. You must log in on at least three separate days of each unit’s week.

Week #

Topic(s)

Learning objectives

Readings Assignments

1 CCC Code of Conduct

CCC Plagiarism Policy

Course Syllabus

Videos on Boolean searching, forming opinion, & college researching.

CHOOSE A TOPIC

CCC Code of Conduct

CCC Plagiarism Policy

Syllabus

Videos

Kennedy, X. J. et al., The Bedford Guide for College Writers, (2014); Chapter 3: pp. 37-55● Boolean Searching,

https://youtu.be/4qKDQKJCp-s

● Researching Online for College Students: Five Easy Steps,

● Plagiarism Certification

● Discussion 1-2 (50)

● Application 1-2 (50)

● Evaluation (25)

https://youtu.be/Ylp9nJpGak4

● Broad versus Narrow Research Topics, https://youtu.be/W8anmqCZjIU

Readings

How to Form an Opinion, http://www.wikihow.com

/Form-an-Opinion

PowerPoint

Forming Opinion

2DEVELOP AN ARGUMENT

Thesis statement

Pro & con positions

Readings

Kennedy, X. J. et al., The Bedford Guide for College Writers, (2014), Chapter 9 taking a stand, pp.156-184.

Videos

Toulman Model of Argument:

https://youtu.be/GTd1v6iR97s

Toulman Model of Argumentation

https://youtu.be/q48v7YpH25A

PowerPoint

Creating an Argument

● Discussion 1-2 (50)

● Application 1-2 (50)

● Evaluation (25)

3CREATE AN OUTLINE

Planning checklist

Readings

Kennedy, X. J. et al., The Bedford Guide for College Writers, (2014); Chapter 20: Strategies for Stating a Thesis and Planning, pp. 406-418

Videos

Using Outline Format in Word: https://youtu.be/R-QL9HFRl08

Formal Outline: https://youtu.be/CZ57Jh1xdRw

PowerPoint

Developing An Outline

● Discussion 1-2 (50)

● Application 1-2 (50)

● Evaluation (25)

4 DRAFT YOUR PAPER

Using your outline, divide drafting tasks into segments that correspond to time management needs

Analyize & synthesize source materials so that they are smoothly integrated into the final research paper with

o summary

Readings

Kennedy, X. J. et al., The Bedford Guide for College Writers, (2014); Chapters 34-35, Integrating Sources and Writing Your Research Paper, pp 687-706.

Videos

Incorporating Sources into Your Research Paper, https://youtu.be/yoQzXVmFXfk

● Discussion 1-2 (50)

● Application 1-2 (50)

● Evaluation (25)

o paraphrase

o or direct quote.

Integrating Sources into your Writing, https://youtu.be/Gy-xXWGW-cs

CCC Four Fit Model: http://www.centralchristian.edu/fit-four-heart-mind-body-soul

Handouts

Final Research Project Checklist

5 DESIGN A GRAPH

recognize the different kinds of graphs,

what is the purpose of each kind,

how they become a different way of showing data, instead of only telling about it.

Readings

Kennedy, X. J. et al., The Bedford Guide for College Writers, (2014); Chapter 1: Responding to Visual representations, pp. 289 – 315.

Figures and Charts (Chapel Hill)

http://writingcenter.unc.edu/handouts/figures-

and-charts/

Videos

IELTS Task 1: Charts and Graphs,

https://youtu.be/Ws8uQgaCJ24

Presenting Data in Graphs,

https://youtu.be/HvgwXn7EEz4

● Discussion 1-2 (50)

● Application 1-2 (50)

● Evaluation (25)

6 PIECE IT TOGETHER

Writing a Project paper:

Revising & editing drafts

Review rubric w/checklist

Conceptualize, organize, and write An eight-page Final Project paper containing six sources, along with a Cover Page, Reference Page, and one visual graph, formatted in APA style.

Readings

Kennedy, X. J. et al., The Bedford Guide for College Writers, (2014); Skim Chapters 38-42: A Writer’s Handbook, pp. 763-898.

Charts & Checklists

Final Research Project Checklist

Written Communication Rubric

Final Project Assignment

Video

Revising and Editing, https://youtu.be/3OZmS5tagok

● Discussion (50)

● Application (50)

● Final Paper (200)

● Evaluation (25)

US Penal System: Is It Righteous?

Topic and Instructions

Topic Discussion: The Hebrew Scriptures speak often of right living and righteousness. One example of what this concept of righteousness meant to the Hebrew people is found in Dt 10:12. And now, O Israel, what does the Lord your God ask of you but to fear the Lord your God, to walk in all his ways, to love him, to serve the Lord your God with all your heart and with all your soul. (NIV)

For your final project paper, consider how this example of right living has meaning for us today. How is a person today deemed righteous? What qualities mark a person as righteous? We even use the word to describe something we like, a righteous song or movie, for example, meaning that the object is good or excellent.

After reflecting on what the concept of righteousness means to you, think about the penal system in the country. Prisons have four major purposes. These purposes are retribution, incapacitation, deterrence and rehabilitation (Stop the Crime.

http://www.stoptheaca.org/purpose.html). If we continue with ascribing righteous qualities to objects, or systems, as living in a righteous way by a group of people with common beliefs, laws, and behavior then what is your opinion of our country’s penal system? Can it be described as righteous? In what ways? Are there aspects of the system that are not righteous? What are they and why not?

Instructions: Find a position to argue within this overarching theme that fits with your course of study (if you like) to explore and research. You may look at this theme from a criminal justice viewpoint, psychologically, historically, medically, legally, or religiously. Consider the question from all sides. For instance: Is the purpose of our current penal system aligned with our past? Have we strayed from the basic values and beliefs of our religious and political heritage as given to us in Scripture, the Constitution, and/or the Declaration of Independence? Are all inmates treated fairly within the system? Does punishment fit crimes committed? Are all four purposes of the penal system equally adhered to in purpose across the country in our city, county, state, and federal correction facilities?

You may write about this topic generally, as the US penal system, or specifically, your city or county penal system. Make sure, however, that you tie all aspects of the topic’s considerations into your argument. Do not start writing on your city system without putting it in context of the overarching federal and state systems as background. Everything starts from someplace.

Once you know how you want to write about the topic, consider the argument opposing your position. You also need to treat this aspect in your final paper. You are required to have six sources from primary (if available to you) and secondary sources from books, articles, online databases, and Internet websites. Two of these need to be from academic journals or websites. (Suggestion: Use CCC Library online database to locate academic journals.) Your final paper requirement is eight pages, consisting of a Cover Page, Reference Page, and six body pages. Use APA formatting throughout. You do not need to have an Abstract Page for this assignment.

CAUTION: This is not a problem and solution paper. Your assignment is an argument paper in which you develop your own position. Use rhetorical strategies discussed in this course, spending time also to develop a position against yours that you equally argue. Your final paragraphs will consist then of your refutation of the con (rebuttal) position.

NOTE: Pro and con positions, as we refer to as for or against an opinion, does not mean that if you take a pro position on this question, you must answer “yes” and agree that the penal system does reflect righteousness or a con position means “no” and you need to argue against the penal system as not being righteous. Pro means being for something, while con means

against something. So, you could be Pro change in the penal system (you think it needs improvement in X. Con could mean that you want no change and like it as it is.) Pro and con refer only to your opinion and the opposing (con) position; not necessarily yes or no positions. Pro is your position, while con is the opposing viewpoint from your position on any topic.