C. Munzenmaier • Kaplan University • Urbandale, IA

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Comp I Assignments 1003C

Week   1   2    3    4    5    6    7   8   9   10

Week 1: Getting Started

Course Overview

What is academic writing?

  • • What will the final project look like?
    The KU Handbook for Writers (KUH), pp. 136–142

    • KUH readings: “An Overview of the Writing Process,” pp. 27-32; pp. 102-110, pp. 3-11, or Kaplan Writing Center 1.1A The Writing Process: An Overview.

What kind of academic writing will we do in this class?

How do I find a topic to research?

  • browse magazines in the library
  • ask instructors
  • visit http://word-crafter.net/CompI/TopicExploration.html

    At this stage, your topic ideas can be very broad. For example, you could start by exploring the idea of lying. You might narrow that to how brain scans have been used in court to try to prove that a witness is not telling the truth.

    In Comp I, you should stick to facts: you could explain how scientists use scans to study lying, summarize how scans have been used in court up to now, or discuss advantages and disadvantages of using scans as evidence.

    In Comp II, you could go a step further to make an argument: for example, brain scans are (or are not) reliable evidence.

    When you choose your Comp I topic, choose one that you can be objective about, one that will hold your interest for nine weeks, and one that you will be comfortable talking about during your informal presentation.

Homework:

  • Read

    • • KU-ACE: “What Is an Essay?” (link in Unit 1 Reading on KU-ACE)

    • KUH: “An Overview of the Writing Process,” pp. 27-32; 102-110, or Kaplan Writing Center 1.1A The Writing Process: An Overview.

    • KUH: “From Topic to Research Questions to Thesis,” pp. 29–31

  • Take 20-question Grammar Diagnostic (cut-and-paste your results into an email and send to yourself and to cmunzenmaier@kaplan.edu)
  • Research at least three potential topics you might write about. NOTE: If you choose a topic that is not listed in the Unit 1 Reading, you must get your instructor's approval.
  • Write Baseline (Diagnostic) Essay (complete in class and submit to KU-ACE dropbox) (10 pts)

Additional resources

Week 2: Finding Quality Sources

Overview of research process

How do I locate sources?

  1. use at least three different search engines (such as Yippy, Google Scholar, FindArticles, IxQuick, or a search engine in your subject area, such as OmniMedicalSearch)
    Search engines to check out
  2. adding one of these to your search terms
    • a domain such as .edu, .gov, or .mil
    • a term such as interview, survey, statistics, research, public opinion
    • a time limiter (click Web link on Google)
  3. searching for the name of an author, study, or reference mentioned in one of your sources (or in Wikipedia's references or external links)
  4. if you get millions of hits: search engine strategies
  5. if you're asked to pay for an article, collect as much information as you can (author, date, title, etc.) and ask Andy Gress if it's available through interlibrary loan (you can also request books)
  6. if you don't find what you need, email Andy Gress

Preview U2 Project: Topic Exploration Paragraph

Today:

  • Unit 2 project warm-up: Does this draft meet the requirements for the Topic Exploration assignment?

For next class:

  • bring at least three sources you might use to class
  • complete 5-question quiz on KU-ACE (you may use your syllabus and the Overview PPT)
  • write rough draft of Unit 2 project (Topic Exploration Paragraph), and turn in to dropbox
    (Instructions and model are on KU-ACE; rubric is in your syllabus.)

Readings

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Week 3 Finding Sources / Working Thesis

Library Resources Andy Gress (8:15)

How do I know I can trust a website?

Work with other members of your group to compare the two sites assigned to your group. Decide which one is most credible and be prepared to explain why.

Group 1: Which source is more credible? Why?

Healthy Strategies for Coping with Stress (Almost Organized)

The Psychology of "Stress" (Richmond)

Group 2: Which definition is more credible? Why?

Attention Deficit Hyperactivity Disorder (click Dental Dictionary on left nav bar)

Attention Deficit Hyperactivity Disorder (click Alternative Medicine Encyclopedia on left nav bar)

Group 3: Which source is more credible? Why?

Tai Chi Benefits (Everyday Tai Chi)

Tai Chi: An Introduction (NCAAM)

Group 4: Which source is more credible? Why?

The Truth About the Effects of Too Much Television on ADD or ADHD (Ezine)

The Truth About TV & ADD/ADHD (ADDitude)

Group 5: Which site would provide more trustworthy information about stem cell research? Why?

Stemaid: The Future of Medicine (Stemaid)

Do No Harm Home Page (Do No Harm)

Finished early? Visit Primate Programming Inc. and explain why you would/would not hire one of their programmers. Not sure? Check out this article.

Peer-edit Topic Exploration Paragraph

Developing a Working Thesis

• model and rubric on KU-ACE

• finding key points

• writing a thesis statement

• writing modes

Reading:

  • KU-ACE: “Using Research to Paraphrase and Quote with APA,” or
    KUH: “APA Documentation and Formatting,”
    pp. 205–210

    Additional information

    KUH: “Prewriting Techniques,” pp. 32–39; “Writing an Informative Essay,” pp. 102–110

Developing a Working Thesis (word-crafter)

If you have not completed the Grammar Diagnostic, take the 20-question Grammar Diagnostic (cut-and-paste your results into an email and send to yourself and to cmunzenmaier@kaplan.edu)

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Week 4: Taking Notes / Thesis and Key Points

Strategies for taking notes

• In small groups, answer these questions. Use the chart to keep track of your answers.

    • Which method(s) do you usually use to take notes? List at least three. Possible methods include note cards, highlighting, double-column notes, word-processing files, PowerPoint slides, a combination...
    • What are the advantages and disadvantages of each method?
    • What tips do you have to make each method more effective?
    • Now compare your answers to those on the Taking Notes page. Add any new information you find to your chart.
    • Sample dual-entry notes

• Practice activity:

•Tips to improve your note taking

Asking yourself questions like these will help you do original critical thinking as you take notes:

    • Have I found this information in more than one source? (It's probably important.)
    • Have I found related information? For example, researchers have found that chimps have a sense of fair play and babies seem to have one too.
    • Why do I accept (or question) what this author says?
    • Do other sources agree or disagree with this author?
    • How can I use this information? (e.g., this is the most complete definition I've found)
    • How might this information be used to solve a problem?
    • What conclusion(s) can I draw from this information?

Rate your sources:

Choose at least four sources you plan to use in your paper.

Draft Unit 4 Project: Working References Page
(75 pts)

    • APA logic (adapted from Becky Janni)
      • Here are elements of a reference list entry:
        Author last name, first initial. (Publication date). Title. Where to find the source.
      • Create an APA-style citation based on your life:
        • Author: Your last name, first initial.
        • Date: (year of birth). Note: you may make this up if you don't want to reveal your age.
        • Book Title: Choose a title that describes your life.
        • City, ST: publisher. Choose your birthplace or the city/state where you live now and make up a publisher (for example, Des Moines, IA: True-Life Adventure).
      • Check the formatting.
        • Double space everything.
        • Use a hanging indent (Paragraph dialog box or Control-T).
        • Italicize the title and capitalize only the first word of the title and subtitle, and any proper nouns.
    • See how the reference list and in-text citations work together: Model Informative Paper: KUH, pp. 136-142, or Kaplan Writing Center 1.2.F: A Sample Informative Essay
    • Put citation makers to the test
    • Resources for Unit 4 project

For next class

  • Keep taking notes on your sources. For help, go here.
  • Draft Unit 4 Project: Working Reference List (75 pts)

Reading: KU-ACE: “Learning to Outline for Body Paragraphs: or
KUH, p. 40-44’ “Writing a Formal Outline,” pp. 98–99; p. 148

Additional information

KUH: “Prewriting Techniques,” pp. 32–39; “Writing an Informative Essay,” pp. 102–110

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Week 5: Planning and In-text Citations

Parenthetical citations

Review for midterm (and practice outlining for Unit 5 project)

Draft Unit 5 Project: Outline (100 pts)

Reading

KU-ACE: “Drafting, Peer Review, and Introductions and Conclusions,” or KUH: “Writing a Formal Outline,” pp. 98–99; “How to Write a Strong Paragraph,” pp.44 –51; and “Introduction and Conclusions," pp. 52–58

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Week 6: Midterm and Intros/Conclusions

Midterm Quiz

Take the quiz on KU-ACE, Week 6 (open book, open notes).

Then read pp. 1-2 of this model of how to develop an outline into body paragraphs. We will come back to the exercises after editing your outlines.

Peer edit Outlines

  • Is your thesis a sentence (not a question)?
  • Is your outline balanced? (For every I, there should be a II; for every A, a B; for every 1, a 2)
  • Do the points in your outline match the points in your preview sentences? (They should be the same points in the same order.)
  • Editing Exercise: Common errors in outlines

Body Paragraphs

Many people find it easiest to start their papers in the middle, or even at the end. So we'll look first at how to develop body paragraphs. With a partner or small group, complete the exercises on pp. 3-5 of this handout. These strategies can be used to develop your outline into a draft. They'll also help you meet the 3-5 page length requirement.

Introductions and Conclusions

Reading: KU-ACE: “The Second Draft” or KUH, ”Editing and Revising,” pp. 66–69; 3.8 "Plagiarism: What It Is and How to Avoid It" from Kaplan Writing Center (KWC)

Homework: Draft Unit 7 Project (5-par. essay) (75 pts)

  • create a draft of your Unit 7 Project (for help with introductions and conclusions, see Hooks & Clinchers handout)
  • if you need help getting started on your paper, read 2.8 "Writing an Informative Essay" from the KWC or see Drafting resources
  • motivate yourself with Dr. Wicked's Write or Die

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Week 7: Revise Draft

Register for a free TurnItIn account

Paraphrasing

Integrating Sources

Peer edit Unit 7 Project (75 pts.; 25 pts. for edit)

  • Work with at least one peer and use this form to get/give feedback.
  • Then revise your draft and turn the revised version in to the Unit 8 dropbox. Use the comments box to
    • tell me about any major changes you made
    • let me know if there's anything you especially want feedback on

Reading

  • KU-ACE: “Proofreading and Editing the Informative Essay Draft” or KUH readings: “The Paramedic Method of Revision,” pp. 70–72, and ”Proofreading the Final Paper,” pp. 72–75
  • Revisions for the final informative paper (190 points)

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Week 8: Polish Final Draft

Good writing is essentially rewriting. Roald Dahl

I have never thought of myself as a good writer....but I'm one of the world's great rewriters. James Michener

Conventions of Academic Style

1. What is college-level writing?

2. Rule Seven: Don't Use "I" (or "We" or "You" (Bailey-Hofmann)

3. Avoid contractions. Use Word's Find command to find apostrophes and make it easier to spell out words like can't and isn't.

4. Use Word's Find command to do one-thing-at-a-time editing. Check for errors you typically make, such as using the wrong form of there, affect instead of effect, it's instead of its, or using an apostrophe to form plurals

(To find sentence errors, use these sentence tests or these strategies from LEO.)

Working with Quotations

5. Integrate; don't regurgitate:

Use quotation marks for anything taken word-for-word from a source:

  • Quotations quiz:
  • How many of the four methods of introducing quotations did you use?
    • complete sentence and colon
    • signal phrase and comma (According to ....,)
    • combining your words and a quotation (Thoreau states his purpose directly when he says that "I went to the woods because I wished to live deliberately.")
    • working a short phrase into your sentence (no punctuation other than quotation marks)
    • parenthetical citation review
  • follow quotation with a sentence that summarizes the point you want readers to get or that shows how it relates to your topic (also called a quotation sandwich)

Tightening

6. Trim excess verbiage

Proofing for Personal Pitfalls

7. Check your list of personal pitfalls.

  • Peer edit Final Project: Informative Essay (190 pts.) Provide comments on
    • at least two things the writer has done well
    • any questions you have
    • any suggestions you have for improving clarity, organization, or grammar/spelling
  • Turn in your revised draft. Use the Comments box in the dropbox to explain what changes you made and ask for feedback on specific issues. Please avoid comments like "I made the changes marked"—comments like "corrected run-ons and added a definition of..." are much more helpful.

Homework: Start thinking about final letter (15 pts)
One approach: describe your thoughts about writing at the beginning of the course and any changes or new insights you've gained

Reading: KU-ACE: “Proofreading and the Final Project”

Prepare: Informal presentations (50 pts) with short PPT or handout (25 points)

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Week 9: Informal Presentation
Informal presentations (50 pts) with short PPT or handout (25 pts)

If you wish, begin drafting final letter (15 pts)

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Week 10: Final

Complete final quiz (group activity)
Turn in final letter

Tools for continued progress

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Copyright in word-crafter materials belongs to C. Munzenmaier © 2010.
Teachers are free to reproduce or modify them for nonprofit educational use. 

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