74536876.

docPage 3 sur 5
Research Methodology - Course Outline for
ThirdYear LMD
Colour Code:
Topics introduced in
2
nd
year
, in
3
rd
yearLearning Outcomes
By the end of this course, the learners should be able to1.Identify and a formulate
researchable topic or question;2.Writeresearch proposals;3.Assess the literature and
identify relevant resources for the research;4.Read and analyse the sources to identify
relevant materials;5.Extract / take notes (summarise / paraphrase) useful data from the
sources;6.Synthesiserelevant data from different sources;7.Critiqueconsulted
literature;8.Acknowledge used sources accurately;9.Constructan appropriate research
design;10.Implementthe design to collect primary data;11.Write an academic research
report;12.Present research reports orally;13.Work collaboratively within a group to do
assigned tasks; deal with disagreement &conflict to reach consensus (social emotional
learning);1. Research Methodology - Course IntroductionCourse Objectives Course
Outline Assessment - importance of module2.The Scientific Approach to Research
[Brief Review]3. Giving an academic oral presentation[Consolidation &
Elaboration]4. Developing & Writing a Research Proposal[Consolidation &
Elaboration]- Define a topic & formulate a research question / thesis statement5.
Finding Relevant and Quality Literature [Consolidation]6. Reading the Literature
[Consolidation & Elaboration]6.1 Evaluate information during reading;6.2 Identify
key information;7. Collecting Useful Information While Reading
(note taking)
[Consolidation & Elaboration]7.1
Paraphrasing; 7.2 summarizing; 7.3 quoting7.4 Using note cards;8. Referencing
sources accurately;[Consolidation & Elaboration]9. Writing a simple academic
research paper;[Consolidation & Elaboration]10. Analyse, comment and critique
contents in documents;recognise bias, tone, assessevidence and recognise fallacies;
[Consolidation & Elaboration]11. Synthesising data from different sources;12.
Designing a Study - Methods & Procedures OverviewDeveloping ability to 1 Define Data Needed; 2 - Define Informants 3 Select research tools13. Research
Tools - 1 - The Survey Questionnaire (Design and implementation)14. Research Tools
- 2 - The Interview (Design and implementation)15. Research Tools - 3 - Observation
(Design and implementation)16. Data Treatment & Presentation

Go tohttp://independent.academia.edu/MaamarMissoumto download documents and

send your comments & suggestions. Please do use these documents freely and share
with others. Thank You!

74536876.docPage 4 sur 5
Research Methodology - Course Outline for
SecondYear LMD
Colour Code:
Topics introduced in
2
nd
yearLearning Outcomes
By the end of this course, the learners should be able to1.Identify and a formulate
researchable topic or question;2.Writeresearch proposals;3.Assess the literature and
identify relevant resources for the research;4.Read and analyse the sources to identify
relevant materials;5.Extract / take notes (summarise / paraphrase) useful data from the
sources;6.Critiqueconsulted literature;7.Acknowledge used sources accurately;8.Write
an academic research report;9.Present research reports orally;10.Work collaboratively
within a group to do assigned tasks; deal with disagreement &conflict to reach
consensus (social emotional learning);1. Research Methodology - Course
IntroductionCourse Objectives Course Outline Assessment - importance of
module2.The Scientific Approach to Research [Brief Review]- What is research?
What for?- Scientific research enquiry process Overview3. Giving an academic oral
presentation[Consolidation & Elaboration]4. Developing & Writing a Research
Proposal[Consolidation & Elaboration]- Define a topic & formulate a research
question / thesis statement5. Finding Relevant and Quality Literature
[Consolidation]6. Reading the Literature
[Consolidation & Elaboration]6.1 Evaluate information during reading;6.2 Identify
key information;7. Collecting Useful Information While Reading
(note taking)
[Consolidation & Elaboration]7.1
Paraphrasing; 7.2 summarizing; 7.3 quoting7.4 Using note cards;8. Referencing
sources accurately;[Consolidation & Elaboration]9. Writing a simple academic
research paper;[Consolidation & Elaboration]10. Analyse, comment and critique
contents in documents;Practice: Single document report (Preparation, 1
st
reading, Extra reading, summary,review (criticism), presentation.
Go tohttp://independent.academia.edu/MaamarMissoumto download documents and
send your comments & suggestions. Please do use these documents freely and share
with others. Thank You!

74536876.docPage 5 sur 5
Research Methodology - Course Outline for
First Year LMDLearning Outcomes
By the end of this course, the learners should be able to1.Manage ones studies: Write
a personal timetable;2.Self-Motivate and manage ones anxiety;3.Understand
assignments and plan for work;4.Identify and a formulate researchable topic or
question;5.Prepare for & take tests efficiently;6.Assess the literature and identify
relevant resources for the research; Prepare a bibliography (Primary and secondary
sources);7.Read and analyse the sources to identify relevant materials;8.Extract / take
notes (summarise / paraphrase) useful data from the sources;9.Acknowledge used
sources accurately;10.Write a simple academic essay;11.Present research reports
orally;12.Work collaboratively within a group to do assigned tasks; deal with
disagreement &conflict to reach consensus (social emotional learning);1. Research
Methodology - Course IntroductionCourse Objectives Course Outline Assessment
- importance of module2. Managing ones studies: Writing a personal timetable; SelfMotivate and manage onesanxiety;3.The Scientific Approach to Research- What is
research? What for?- Scientific research enquiry process Overview3. Giving an
academic oral presentationCommunicate orally the contents of a research paper
clearly;4. Developing & Writing a Research Proposal (Understand assignments and
plan for work)5. Finding Relevant and Quality Literature6. Reading the Literature6.1
Evaluate information during reading6.2 Identify key information7. Collecting Useful
Information While Reading
(note taking)7.1
Paraphrasing; 7.2 summarizing; 7.3 quoting8. Referencing sources accurately;9.
Writing a simple academic research paper;
Go tohttp://independent.academia.edu/MaamarMissoumto download documents and
send your comments & suggestions. Please do use these documents freely and share
with others. Thank Y

Course objectives:
1) To improve your ability to efficiently access the biological
literature (particularly in your specific areas of interest)
2) To improve your communication skills (particularly writing skills)
Course requirements:
1) Research proposal. This proposal should be based on a data set
(unpublished) obtained from me, your advisor, or, perhaps, another
faculty member (click here for proposal guidelines & here to see an
example of a research proposal; See the Proposal Evaluation Forms)

2) Based on the data set, write a research paper (See 'Instructions to

Authors' for research paper format & click here for the Research Paper Evaluation
Form),give an oral presentation, & present a poster.

3) Provide a detailed review of one submitted manuscript.

4) Edit 5 short papers or sections of papers (See the Editing Exercise
Evaluation Form).

5) Three 50-point exams based on lecture material, handouts, & Day's

text (see review questions for Exam 1 & Exam 2).
Grading:
1) Proposal . . . . . . . . . . 100 pts (1st version* - 40 pts; 2nd** - 60
pts)
2) Research paper . . . . . 125 pts (1st version* - 50 pts; 2nd** - 75
pts)
3) Oral presentation . . . . 50 pts
4) Poster presentation . . 50 pts
5) Manuscript review . . . 25 pts
6) Editing exercises . . . . 75 pts
7) Exams . . . . . . . . . . . 150 pts
Total . . . . . . . . . . . . . . 575 pts
Final grades will be assigned based on total points earned:
517 - 575
460 - 516
402 - 459
345 - 401
< 344

A
B
C
D
F

*Although my comments on the 1st version of these assignments may be extensive, they should not be
considered exhaustive. In other words, the absence of any comments on a particular sentence or
paragraph does not mean that you shouldnt re-evaluate that sentence or paragraph for the final
submission. Based on what you learn about writing in this course plus any comments I do make on the
1st version, you should be able to determine if editing or re-writing (or deletion) might improve those
parts of the manuscript that Ive not specifically critiqued. In addition, good writing depends on
context. Thus, changes you make in the 1st version may require changes in the final version - even
though I may not have made specific comments.

**Please return the 1st version to me when you turn in the 2nd version.

Attendance policy: Attendance is required only for exams and oral

presentations. Those absent with no legitimate reason on the dates of oral
presentations will be penalized 5% of their total points at the end of the
semester. Please, if possible, see me in advance if you must be absent on
dates when attendance is required.
Mid-term grade: If you have any questions about your grade at mid-term,
please feel free to stop by my office.
Office hours: I will be in my office daily.
Disability Accommodation Statement: A student with a disability may
be an individual with a physical or mental impairment that substantially
limits one or more major life activities such as learning, seeing or hearing.
Additionally, pregnancy or a related medical condition that causes a similar
substantial limitation may also be considered a disability under the ADA. If
you are registered with the Office of Services for Individuals with
Disabilities, please obtain your accommodation letters from the OSID and
present them to the course instructor to discuss any academic
accommodations you need. If you believe you need accommodation and are
not registered with the OSID, please contact the office in the Whitlock
Building Room 361 by email at disserv@eku.edu or by telephone at (859)
622-2933. Upon individual request, this syllabus can be made available in
an alternative format.
Academic Integrity: Students are advised that EKU's Academic Integrity
Policy will strictly be enforced in this course. The Academic Integrity
policy is available at http://www.academicintegrity.eku.edu/.This statement
is applicable to all EKU students in all courses regardless of whether it
appears in the class syllabus.Questions regarding the policy may be directed
to the Office of Academic Integrity.

Tentative Schedule:
August 19 - Introduction to scientific literature & writing; Reading & citing
the scientific literature; use of EKU library resources
August 26 - Scientific Writing & Editing: Basic Guidelines
September 2 - Getting funded: writing proposals
September 9 - Getting funded: writing proposals

September 16 - Guidelines for writing a scientific paper I and FIRST

DRAFT OF PROPOSAL DUE
September 23 - EXAM 1
September 30 - Guidelines for writing a scientific paper II
October 7 - Guidelines for writing a scientific paper III and FINAL
VERSION OF PROPOSAL DUE
October 14 - No class - Fall Break
October 21 - Guidelines for writing a scientific paper IV
October 28 - EXAM 2
November 4 - Guidelines for oral presentations
November 11 - Guidelines for poster presentations and FIRST VERSION
OF RESEARCH PAPER DUE
November 18 - EXAM 3
November 26 - Oral presentations (see the oral presentation evaluation form)
December 2 - Oral presentations
----- December 5 - No class, but FINAL VERSION OF RESEARCH
PAPER DUE
December 11 - POSTER PRESENTATIONS DUE (see the poster evaluation form)

Other useful links:

A Dictionary of Units of Measurement
Merriam-Webster Online Dictionary

Back to Gary Ritchison's Homepage

Scientific Literature and Writing - Biology

Oral Presentation Evaluation

Name of
Presenter__________________________________________________________
Title of
Presentation_________________________________________________________
Possible
1. Introduction - concise; announce topic,
review literature, explain gap; state
purpose of study
2. Methods - concise; sufficient detail
provided to understand how study
was conducted (but not overly
detailed)
3. Results & Discussion - clearly & concisely
presented; important patterns or
trends emphasized; visual aids
integrated into presentation; place of
results in context of previous work
clearly & concisely described

16

4. Conclusion - clear, concise summation of

important points

5. Manner of presentation - good eye contact with

audience; good volume & not monotone;
appropriate rate; avoid use of distracting
fillers (e.g., um, uh, & you know) or
mannerisms; effective use of notes (if used not overly dependent on notes; still make
eye contact with audience; vary tone of
voice)

10

6. Visual Aids - well-designed; appropriate font

(easily read & sufficiently large); figures
& tables with appropriate amounts of
information

7. Duration - 12 minute presentation + 1 - 2

minutes for questions

/50
Comments:

Awarded

BIO 801
Scientific Literature and Writing - Biology
Poster Presentation Evaluation

Name of
Presenter_____________________________________________________________
Title of
Poster________________________________________________________________
_
Possible
1. Title banner - assertive, clear, & eyecatching; easily read from at least
10-12 ft
2. Text & figures integrated; text hierarchically
organized & the hierarchy differentiated
visually; easy for reader to proceed in
proper order from section to section
3. Layout - columnar; type large enough to
be read from 3 - 4 ft away; sufficient blank
resting space for the eye (approx. 20-30%
blank space, 40-50% graphics, 20-30% text); fits
within allotted space (42" x 42"); appropriate
use of colored borders & bullets
4. Writing - active; concise
5. Graphics - dominate; restrained use of color;
self-explanatory; no non-essential information;
all components clearly visable
6. Content - Introduction concise, announces
topic, review literature, explains gap, states
purpose of study; Methods concise, presents
only essential information; Results &
Discussion concise, emphasizing important
patterns & trends, placed in context of previous
work; Conclusions summarized concisely

10

6
8

16

Awarded

/50
Comments:

Course Syllabus
Department of Languages, Faculty of Applied Arts
King Mongkuts University of Technology North Bangkok
Program in Translation for Education and Business
815406 Research and Report Writing
Semester: 1/2012
Class schedule: Thursday, 1-4 & 6-9 P.M.
Instructor: Karnchanoke Wattanasin, Ph.D.
Room 408, Bldg 46
Office Hours: By appointment
Course Description
This course focuses primarily on the development of
students skills in writing in English. Students will be exposed to a
myriad of writing practices, ranging from expressive to academic
writing, as well as reading texts of their interests and those
pertaining to translation research (TR). Major course activities
include reading, class discussion, writing essays, peer review of
students writing, and conferencing with the instructor.
Objectives
In this course, students will:
1.
Learn and practice writing skills that will help them to
write;
2.
Read texts, and write to express their thoughts and to
comment on the texts they have read; and
3.
Write multiple drafts of essays based on their reading
and class discussions, and an essay summarizing and
critiquing two translation research papers.
Evaluation
The assessment of this course is principally based on
students on-line evaluation-free journals
at http://815406.blogspot.com/, reading materials
fromhttp://eflwriting4life.wordpress.com and discussions based on
them, essay writing and submission, and class
participation. Students will write at least 5 class essays for the
entire semester, and are allowed to choose their own
topics. Overall, class writings include:

1.
Weekly on-line journal entries, at least half an A4 page
in length. All journal entries must be submitted 3 days prior to
each class.
2.
Weekly response to another blog authors post.
3.
One to three expressive essays (Essays 1 to 3): 1-2
double-spaced pages per essay, with accompanying
coversheets.
4.
Two to four academic essays (Essays 4 to 5): 2-3 doublespaced pages per essay, with accompanying coversheets. For
Essay 4 and 5, students are required to read and discuss
translation research (TR) papers of their choice (1 for E4 and 2
for E5) and write a summary and critique of the papers. The
essays must be accompanied by an abstract of each research
paper being discussed. Essay 5 is also scored separately as
course paper.
5.
One reflection essay (Essay 6) submitted with the
portfolio: 1-2 double-spaced pages. This essay is a reflection
on the authors experience with writing in this class, a list of
his/her writing problems and solutions, and comments and
suggestions for further class structure and activities. No
multiple drafts or a coversheet required.
The in-class writing activity allows each student to spend
many weeks on one essay. It is suggested, however, that students
revise and write further drafts and submit them after they receive
feedback from the instructor and/or peers thereafter. Drafts are
submitted electronically. Students are also required to make
multiple hard copies for their classmates for peer review. During the
last week of class, each student will submit his/her portfolioa
collection of written works he/she has completed during the
semester, which includes all drafts of: their on-line journals and
responses to classmates journal posts, in-class essays, and the
reflection paper. There is no midterm or final
examination. Evaluation is divided into:
Attendance and participation
Submission of on-line journal entries/responses and essays
and revisions
Essay and peer review quality
Translation research summary and critique
Portfolio
Total
Suggested Readings and References

15%
35%
20%
10%
20%
100%

(American Psychology Association format [APA]). (n.d.).

Retrieved February 23, 2012,

from http://www.bcnspresearch.org/index.php?
option=com_kunena&func=view&catid=3&id=72&Itemid=85
AMA citation style: A concise guide. (n.d.). Retrieved October 27, 2010,
fromhttp://www.findlay.edu/NR/rdonlyres/DB5BCD1B-07AA-4BC6A62B-3C962CBAA3CD/0/AMAStyleGuide.pdf
APA style essentials. (n.d.). Retrieved October 27, 2007,
fromhttp://www.vanguard.edu/faculty/ddegelman/index.aspx?
doc_id=796
Carter, P. (2011). Academic writing: Approaches and
expectations. Presentation at the Asia TEFL 2011 conference, Seoul.
Citation styles. (n.d.). Retrieved November 5, 2008,
fromhttp://www.plagiarism.org/learning_center/printable_docs.html
Citing your sources. (n.d.). University of California Berkeley. Retrieved
September 5, 2008,
from http://www.lib.berkeley.edu/instruct/guides/citations.html
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and
mixed methods approaches (2nd ed.). Thousand Oaks: Sage
Publications.
Leeds, B. (2001). TWE and application essays. Korea: Academic Press.
Leeds, B. (2011). Use of tense in a dissertation to guide the readers
interpretation of what you are saying: form follows authors
meaning and intention.Unpublished manuscript.
Leki, I. (1998). Academic writing: Exploring processes and
strategies (2nd ed.). Cambridge: Cambridge University Press.
McCarthy, M. & ODell, F. (2008). Academic vocabulary in use. Cambridge:
Cambridge University Press.
MLA citation style. (n.d.). Retrieved February 23, 2012,
fromhttp://www.library.cornell.edu/resrch/citmanage/mla
Paraphrasing. (n.d.). Retrieved June 16, 2007
fromhttp://owl.english.purdue.edu/owl/resource/619/01/
Paraphrasing exercises. (n.d.). Graduate Student Instructor Teaching and
Resource Center. University of California Berkeley. Retrieved
September 29, 2009,
from http://gsi.berkeley.edu/resources/conduct/exercises.html
Paraphrasing exercise 1. (n.d.). Kirtland Community College. Retrieved
September 29,
2009, from http://www.kirtland.cc.mi.us/library/Plagiarism/module3g
.html
QCC Library APA citation style in brief handbook. (n.d.)., Retrieved
February 23, 2012 from http://qcc.libguides.com/content.php?
pid=201192&sid=1682400
Quick reference citation format for AMA Manual of Style, 10th ed, 2007.
(n.d.) Retrieved October 27, 2010,
fromhttp://www4.samford.edu/schools/pharmacy/dic/amaquickref07.
pdf
Resources. (n.d.). Writing Development Centre, Newcastle University.
Retrieved August 4, 2009,
from http://www.ncl.ac.uk/students/wdc/learning/

Spatt, B. (1991). Writing from sources (3rd edition). New York: St. Martins
Press.
Swales, J. M. & Feak, C. B. (1994). Academic writing for graduate students.
Ann Arbor: The University of Michigan Press.
Williams, J. M. (1990). Style. Chicago: The University of Chicago Press.
Writers workshop: Writer resources. (n.d.). University of Illinois in UrbanaChampaign. Retrieved January 12, 2009,
fromhttp://www.cws.illinois.edu/workshop/writers/citation/

Course Outline
Cl
as
s/
D
at
e
1
Ju
ne
7

Discussion Topic(s)*/
In-class Writing (ICW)/
Remark (RM)
(*Topics with URLs are to be read before class time.)

Assignm
ent Due
(AD)/Ho
mework
(HW)

- Course orientation
- What is writing?
(To read: http://eflwriting4life.wordpress.com/2010/05/07/what-is-writing/)
- Questions and answers about writing in English
ICW: Essay 1.1

2
Ju
n
14

HW
Start
looking
for 3 TR
papers
and write
your
journal
on the
blog.
AD
Essay 1.1

- Generating ideas: Pre-writing activities I (Direct writing, brainstorming,

branching, clustering, mind mapping, story map, freewriting)
http://eflwriting4life.wordpress.com/2010/05/11/directwriting/,http://eflwriting4life.wordpress.com/2010/05/14/brainstorming-a-prewriting-activity/,http://eflwriting4life.wordpress.com/2010/05/16/branchingclustering-and-mind-mapping-pre-writingactivities/,http://eflwriting4life.wordpress.com/2010/05/11/story-map-a-prewriting-activity/,http://eflwriting4life.wordpress.com/2010/05/11/freewriting-apre-writing-activity/
- What kind of writer are you?
ICW: Your current essay
- Reading to write: Finding main and supporting ideas
AD
http://eflwriting4life.wordpress.com/2010/05/12/main-and-supportingEssay 1.2
ideas/,http://eflwriting4life.wordpress.com/2010/05/12/main-and-supportingideas-part-2/
- Peer review of Essay 1.2
ICW: Your current essay
- Cohesion and coherence
AD
http://eflwriting4life.wordpress.com/2010/05/23/cohesion-andEssay 1.3
coherence/,http://eflwriting4life.wordpress.com/2010/05/14/metalanguage/, htt
p://eflwriting4life.wordpress.com/2010/05/23/conjunctive-adverbs/
ICW: Your current essay
- Cohesion and coherence (cont.)
AD
ICW: Your current essay
Essay 2.1

3
Ju
n
21

4
Ju
n
28

5
Jul
5
6 - Generating ideas: Pre-writing activities II (Wh- questions, using rhetorical
Jul styles, KWL, Talk about it!, beginning with a paragraph)
12 http://eflwriting4life.wordpress.com/2010/05/11/wh-questions-a-pre-writingactivity/,http://eflwriting4life.wordpress.com/2010/05/14/approaching-topicsthrough-rhetorical-styles-a-pre-writingactivity/,http://eflwriting4life.wordpress.com/2010/05/11/kwl-a-pre-writingactivity/,http://eflwriting4life.wordpress.com/2010/05/16/talk-about-it-a-prewriting-activity/,http://eflwriting4life.wordpress.com/2010/05/16/beginningwith-a-paragraph-a-pre-writing-activity/
- Peer review of Essay 2.2
ICW: Your current essay
7 Introduction to citation, reading techniques
Jul http://eflwriting4life.wordpress.com/2010/05/21/citations-in-academic-writing19 introduction/,http://eflwriting4life.wordpress.com/2010/05/17/readingtechniques/
ICW: Your current essay
RM: You should have 2 TR papers by now.
Jul No class (Midterm week)
23 RM: If you have not done so, start reading your TR papers now.
-

AD
Essay 2.2

AD
Essay 2.3

29
8
A
ug
2*
9
A
ug
9

10
A
ug
16

11
A
ug
23
12
A
ug
30

13
Se
pt
6
14
Se
pt
13

- From reading to writing: summary writing

AD
http://eflwriting4life.wordpress.com/2010/10/25/from-reading-to-writing/,
Essay
http://eflwriting4life.wordpress.com/2010/05/17/summary-writing/
*No class on August 2 (Public holiday)
- Writing for an audience: The writers two selves, the tip-of-the-iceberg
AD
phenomenon
Essay
http://eflwriting4life.wordpress.com/2010/05/23/the-writers-two-selves/
http://eflwriting4life.wordpress.com/2010/05/07/the-tip-of-the-icebergphenomenon/,http://eflwriting4life.wordpress.com/2010/05/07/tip-of-theiceberg-sample-essay/
- Peer review of Essay 3.2
ICW: Your current essay
- Writing from reading II: Quoting; paraphrasing; organizing and synthesizing
AD
http://eflwriting4life.wordpress.com/2010/05/22/quoting/,http://eflwriting4life.w Essay
ordpress.com/2010/05/22/paraphrasing/,http://eflwriting4life.wordpress.com/20
10/05/23/citation-examples/,
http://eflwriting4life.wordpress.com/2010/10/24/synthesizing-information/
ICW: Your current essay
- Parts of an academic paper
AD
http://eflwriting4life.wordpress.com/2010/05/22/parts-of-an-academicEssay
paper/,http://eflwriting4life.wordpress.com/2010/05/22/exercise-parts-of-anacademic-paper/
ICW: Your current essay
- Citation and styles
AD
http://eflwriting4life.wordpress.com/2010/05/23/citationEssay
styles/,http://eflwriting4life.wordpress.com/2010/05/22/in-text-citations-andreferences-examples/
- Peer review of Essay 4.2
ICW: Your current essay
- Language and style in academic writing
AD
http://eflwriting4life.wordpress.com/2010/05/23/academicEssay
writing/,http://eflwriting4life.wordpress.com/2010/05/23/grammar-in-academicwriting/
ICW: Your current essay
- Language and style in academic writing (cont.)
AD
http://eflwriting4life.wordpress.com/2010/05/23/language-and-style-inEssay
academic-writing/,http://eflwriting4life.wordpress.com/2010/05/23/vocabularyin-academic-writing/
- Peer review of Essay 5.1
ICW: Your current essay
- Review
- Conclusion to course

15
Se
pt
20
Se No class (Final week)
pt
25
O
ct
5

3.1

3.2

3.3

4.1

4.2

4.3

5.1

AD:
Portfolio

Common Syllabus for WRTG391

Course title:
Advanced Research Writing

Course materials:
Course syllabi are available online when the session registration period begins. Please consult our current
schedule of classes to view the specific course syllabus and materials required for each class.

Course description:
(Formerly ENGL 391. Fulfills the general education requirement in upper-level advanced writing.) Prerequisite:
WRTG 101 or ENGL 101. Instruction and practice in academic research skills. The objectives are to critically
analyze scholarly sources and effectively integrate source material into a complex argument. Assignments
include prewriting exercises, a critique, a critical annotated bibliography, a literature review, and a statement of
proposed research. Students may receive credit for only one of the following courses: ENGL 391/391X or
WRTG 391/391X.

Course outcomes:
After completing this course, you should be able to:
1. locate, organize, and evaluate diverse sources in order to critique current research and determine gaps in a
research problem
2. apply the writing and research process to critically analyze scholarship in a field of study
3. integrate appropriate sources to construct unified, coherent, and well-supported paragraphs within complex
arguments
4. demonstrate accurate grammar mechanics and documentation style in writing

Course intro:
This course challenges you to refine writing skills that may have been introduced in earlier courses. In working
through essay assignments, lectures, in-class activities, and research projects, you will learn about rhetorical
strategies that will help you when completing advanced writing in your major, in graduate coursework, and in
other situations in which analysis and research are required. The course emphasizes effective research and
use of materials such as scholarly books, journal articles, and government statistics.
The course covers the following four topics:
1: Demonstrating Mastery of a Subject
2: Developing and Justifying Ideas
3: Encouraging Action
4: Explaining and Evaluating Solutions.

Course grading:
Grade Percentages:
1.
2.

Paper One 5%
Paper Two 10%

3.
4.
5.
6.
7.

Paper Three 15%

Paper Four 30%
Examination 20%
Quizzes 15%
Participation 5%
TOTAL 100%
Instructor may also add faculty policies on late assignments, attendance,
and extra credit.
Grading Scale:
A 90-100
B 80-89
C 70-79
D 61-69
F 60 and below
Grading will be criterion-referenced in accord with the UMUC Guide to Writing and Research, Chapter 7
"Assessing Your Writing," Section "How Is Writing Graded?"
(http://www.umuc.edu/writingcenter/onlineguide/index.cfm)
"An A paper is characterized by outstanding informative writing marked by superior readability and competent
handling of content. These traits are demonstrated in the following ways:
"The substance and organization follow a clear, logical sequence that makes the information easily accessible
to the reader. The purpose is clearly expressed, and the selected details of the assignment reflect this
purpose. The audience is accommodated throughout the assignment as reflected in effective communication
and style. Words are chosen and sentences are
constructed to make the information understandable. The grammar, mechanics, and format are flawless.
"A B paper is characterized by distinguished writing that successfully fulfills the requirements but contains one
of the following weaknesses:
"Although the writing is essentially well organized, the audience analysis, the statement of purpose, or the
handling of the content is flawed. Although sentences are Grammatically correct, their structure or length or
both sometimes cause readers to work unnecessarily hard. Ambiguous or vague wording hinders precise
communication. A small lapse in audience accommodation causes reader distraction. Grammar, mechanics,
and format flaws interfere with reading and comprehension.
"A C paper is characterized by satisfactory writing that is generally effective but contains any one of the
following weaknesses:
"Although satisfactorily written, the body of the assignment is not clearly organized, or some material is not
clearly explained; the audience and purpose are not clear. Sentences, although they are grammatically
correct, often make information difficult to extract; editing key words or converting nouns to verbs could solve
such problems. Wording interferes with readability, but the reader can still glean the meaning; rereading is
often required. Repeated grammar, mechanics, or format errors mar the paper.
"A D paper struggles to communicate information and contains weak writing. In a professional working
environment, such writing would be considered incompetent because it suffers from any one of the following
problems:

"Any two of the problems listed under a C paper. Minimal evidence of audience accommodation. Serious
wording problems, such as garbled wording, gives the reader repeated and serious difficulties in
understanding. Serious sentence problems, such as run-on sentences and comma splices, damage the
readability. Grammar, spelling, or format problems create frequent obstacles
to understanding.
"A failing grade on a writing assignment usually means that your paper contains any two problems from the list
for a D paper."

Project description:
You will have four essays to write during the course of the semester:

Two shorter essays in which you use techniques of paraphrase, summary, and synthesis. The
second of these essays you will be a multiple source essay.
An expository essay in which you use critical reading and thinking to interpret and integrate multiple
sources.

A final research essay in which you synthesize and evaluate information drawn from a wide variety of
sources

Policies:
For UMUC policies on Academic Integrity, Student Conduct, Grades of Incomplete, Withdrawals, Grade
Appeals, Non-discrimination, Services to Disabled Students, Services to Veterans, and other policies relevant
to studying with UMUC, please see the UMUC Online Policy Manual.

Course Schedule:
Week 1
The Writing Process
The Writing Process and Personal Experience
Week 2
Reporting Information Interpreting/Evaluating Information
Week 3
Critical Reading I
Critical Reading II
Week 4
Studying Images I
Studying Images II
Week 5
Analyzing Your Audience
Writing to Persuade the Audience I
Week 6
Writing to Persuade the Audience II
Writing to Move the Audience

Week 7
Guidelines to Evaluation of Sources
Guidelines to Preparing Bibliographies
Week 8
Presentation and Discussion of Final Papers
Final Examination