ENG/102

I am in week 6 and way behind. The annotated bibliography is what I got done in the week three assignment and must be at least partially used in the final project..

CourseDesign Guide

ENG/

2 Version 4

Course Design Guide

College of Humanities

ENG/102 Version 4

Research Writing

Course Description

Students focus on gathering research, evaluating and documenting sources, and developing a major research paper. Selected readings prompt discussion regarding bias, rhetorical devices, arguments, and counter arguments. Grammar exercises address commonly confused sets of words, modifiers, parallel structure, sentence variety, and sentence clarity.

Policies

Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:

· University

policies

: You must be logged into the student website to view this document.

· Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.

Course Materials

Associate Level Writing Style Handbook, available online at

https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Associate_level_writing_style_handbook

MyCompLab

All electronic materials are available on the student website.

Reading

Week One: Identifying Components of Argumentation

Details

Due

Points

Objectives

1.1 Identify examples of bias, rhetorical devices, argumentation, and effective counterarguments.

1.2 Complete a research plan based on a chosen topic.

Course Preparation

Read the course description and objectives.

Read the instructor’s biography and post your own.

Reading

Read Appendix A.

Read Ch. 1 of the Associate Level Writing Style Handbook.

Read Appendix B.

Read Appendix C.

Read Appendix D.

Review Appendix E for an overview of the research process.

Nongraded Activities and Preparation

Ideas and Topics

Resources: MyCompLab

Review the following multimedia interactions on the student website:

· “Narrowing Central Ideas”

· “Finding a Topic for Argument”

Individual

Research Plan

Resources: Appendix A, Appendix E, Appendix F, the Center for Writing Excellence Grammar Guide, and MyCompLab
Select a topic for your research paper from the list in Appendix A. If you write on an unapproved topic, your paper will receive a zero.

Complete Appendix F by answering questions about your topic and research plan.

Individual

Bias, Rhetorical Devices, and Argumentation

Resources: American Rhetoric website; Appendix D

Select one of the following speeches on the student website:

· “The Morality of Birth Control” by Margaret Sanger (1921)

· “1992 Republican National Convention Address: A Whisper of AIDS” by May Fisher (1992)

· “The Perils of Indifference” by Elie Wiesel (1999)

· President Dwight D. Eisenhower’s farewell address (1961)

· Theodore Roosevelt’s “Man With the Muck-Rake” (1906)

· Robert La Follette’s “Senate Address on Free Speech in War Time” (1917)

· Hillary Rodham Clinton’s “Remarks to the U.N. 4th World Conference on Women Plenary Session” (1995)

Listen to the speech by clicking the Audio mp3 link located below the video player, or scroll below the audio player to read a transcript of the speech.

Write a 3

– to 500-word response to the following questions:

· What are some examples of bias, fallacies, and specific rhetorical devices in the speech you selected?

· How did the speaker address arguments and counterarguments?

· Were the speaker’s arguments effective? Explain your answer.

Week Two:

Gathering and Evaluating Information

Details

Due

Points

Objectives

1.3 Discuss strategies for gathering reliable information.

1.4 Evaluate the credibility of different types of sources.

Reading

Read Appendix G.

Reading

Read Appendix H.

Reading

Read this week’s Electronic Reserve Reading.

Participation

Participate in class discussion.

Discussion Questions

Respond to weekly discussion questions.

Nongraded Activities and Preparation

University Library Tutorial

Resource: University Library

Complete the University Library tutorial on the student website:

1. Click the Library tab.

2. Select the University Library.

3. Under Library Services, click View the Research Tutorial.

4. Choose Complete the University Library Interactive Tutorial.

5. Follow the prompts to complete the tutorial.

Nongraded Activities and Preparation

Finding and Narrowing Topics

Resource: MyCompLab

Review the following multimedia interactions on the student website:

· “Topic 01: Ways in Finding Sources” in “Lesson 4: Working With Sources”

· “Writing in Action: Narrowing a Topic Online”

Individual
Gathering and Evaluating Information

Resources: Appendix G; Appendix D; the University Library tutorial; the Center for Writing Excellence; MyCompLab; and Appendix I

Locate five to eight sources for your research paper. At least three of these sources must come from the University Library.

Consider the following questions when selecting sources for your research paper:

· What is the purpose and affiliation of the organization or author related to the article?

· What are the author’s credentials?

· Is the information current?

· When was the information last updated?

· Does the information cross-reference with other sources?

· Does the source contain bias without evidence to support the claim?

Complete Appendix I:

· Explain what makes each source credible or not credible.

· Write two to four sentences to explain what information you think you may be able to use from each source.

· Format your sources consistent with APA guidelines.

Address the following in 150 to 200 words at the end of Appendix I:

· What strategies did you use to gather reliable information for your research paper?

· What other strategies might you use? Provide a rationale for your choices.

Details

Due

Points

Objectives

Week Three: Working with Sources

1.5 Create an annotated bibliography.

1.6 Use grammar, mechanics, spelling, and punctuation appropriately.

1.7 Determine how to summarize, paraphrase, and quote research sources.

Nongraded Activities and Preparation

Annotated Bibliography

Examples

Resources: Center for Writing Excellence (CWE)
Review the sample annotated bibliography at the CWE.
Review examples of reference sources at the CWE.

Nongraded Activities and Preparation

Tutorials for Quoting, Summarizing, and Paraphrasing

Resources: Center for Writing Excellence (CWE) and MyCompLab

Read “Plagiarism: Understanding Plagiarism and Common Knowledge” in the Grammar and Writing Guides section on the CWE website.

Review the following tutorials:

· Using Direct Quotations

· Understanding Paraphrase and Summary

Review the following multimedia interactions on the student website:

· “Avoiding Plagiarism—Overview: What is Plagiarism?”

· “Avoiding Plagiarism—APA: Quotation: What is Quotation?”

· “Avoiding Plagiarism—APA: Paraphrase: What is Paraphrase?”

· “Avoiding Plagiarism—APA: Summary: What is Summary?”

Individual
Annotated Bibliography

Resources: Appendix G; Appendix H; Center for Writing Excellence (CWE); Associate Level Writing Style Handbook; and your completed Appendix I

Complete an annotated bibliography of the sources you plan to use in your research paper.

Format the annotated bibliography consistent with APA guidelines.

Explain in 150 to 200 words how you can use the annotated bibliography to guide your research and writing.

Individual

Grammar Exercise 1

Resource: Center for Writing Excellence (CWE)

Navigate to the CWE website and find the Grammar Mechanics section:

1. Click the Library tab at the top of your page.

2. Select Center for Writing Excellence.

3. Navigate to the left side of the screen, on which Writing Resources is located.

4. Click Tutorials and Guides.

5. Click the Grammar and Writing Guides under Grammar Tutorials.

6. Click Grammar Mechanics under the Grammar and Writing Guides.

Complete the following skill-and-drill quizzes from the Grammar Mechanics category. Review the definition and rules for each topic:

· Adjectives and Adverbs

· Comparatives and Superlatives

· Modifiers

· Dangling Modifiers

· Misplaced Modifiers

· Correcting Dangling or Misplaced Modifiers

Submit a screen shot of your results page for each quiz:

1. Press ALT + Print Screen on your computer keyboard to create a screenshot.

2. Open a blank Microsoft® Word document.

3. Press Ctrl + V on your keyboard to paste the screenshot into the document.

4. On the subject line, name the exercise you are posting; for example, Adjectives and Adverbs.

Individual

Quoting, Summarizing, and Paraphrasing Sources

Resources: Appendix G; Appendix H; Appendix I; Appendix J; the Center for Writing Excellence; Associate Level Writing Style Handbook; and MyCompLab

Complete Appendix J:

· Select one source from your annotated bibliography.
Practice note-taking techniques by quoting this source, summarizing this source, and paraphrasing this source.
Format your source consistent with APA guidelines.

Answer the following questions in 150 to 200 words at the end of Appendix J:

· How do you determine which information is noteworthy?

· How do you determine whether to summarize, paraphrase, or quote a source?

Week Four: Formulating an Argument

Details

Due

Points

Objectives

1.8 Discuss strategies for formulating a viable argument.

1.9 Develop a thesis statement for a research paper.

Reading

Read Appendix K.

Reading

Review this week’s Electronic Reserve Readings.

Participation

Participate in class discussion.

Discussion Questions

Respond to weekly discussion questions.

10
Nongraded Activities and Preparation

Identifying the Thesis Statement

Resources: Appendix C; Appendix D; Appendix K; and Week Four Electronic Reserve Readings

Review one of the following articles in the Week Four Electronic Reserve Readings:

· “Children Have the Right to Be Protected From Bullying”

· “The Health Care System Favors the Wealthy and Harms the Poor”

· “Middle Class Remains Elusive for Blacks and Latinos”

· “Marijuana Should Be Legalized for Medical Use”

Determine the thesis statement in the selected article.

Consider the strategies the author used to support the thesis with compelling arguments and counterarguments.

Nongraded Activities and Preparation

Organizing a Thesis Statement and Constructing an Argument

Resource: MyCompLab

Review the following multimedia interactions on the student website:

· “Topic 01: Organizing Ideas in Creating a Thesis Statement”

· “Audio Lesson 5: Constructing an Argument”

Individual

Developing a Thesis Statement

Resources: Appendix C; Appendix D; Appendix K; the Center for Writing Excellence; and MyCompLab

Create a thesis statement for your research paper.

Address the following in 150 to 200 words:

· Explain what strategies you used to formulate a viable argument.

· Explain how you plan to support your thesis statement with compelling arguments and counterarguments.

Submit your thesis and explanation as a Microsoft® Word document attachment.

Details

Due

Points

Objectives

Week Five: Organizing Information

1.10 Construct a full-sentence outline.

1.11 Develop appropriate support for a research argument.

1.12 Incorporate source material into a research paper.

Individual

Full-Sentence Outline

Resources: Appendix K; Appendix D

Review the criteria for full-sentence outlines in Appendix K.

Create a full-sentence outline that includes effective arguments and counterarguments to support your thesis. Outline only the body of your paper. Remember to avoid bias and fallacies and to include rhetorical devices that strengthen your writing.

Address the following:

· Where did you place the most effective arguments in your paper? Explain your reasoning.

· How did you address counterarguments without weakening your own premise?

Submit the outline as a Microsoft® Word document attachment.

Individual

Integrating Source Material

Resource: Appendix L, Center for Writing Excellence, your completed Appendix J, and MyCompLab

Complete Appendix L:

· Integrate quotations into the example passages and provide in-text and reference citations.

· Summarize and paraphrase two sources from your annotated bibliography that you did not use for the Week Three assignment.

· Provide in-text citations and an explanation of how you plan to integrate the sources into your rough draft.

100

Details

Due

Points

Objectives

Reading

Participation

Participate in class discussion.

Discussion Questions

Respond to weekly discussion questions.

Week Six: Drafting an Introduction and a Conclusion

1.13 Use sentence variety, sentence clarity, and parallel structure appropriately.

1.14 Create an introduction and a conclusion for a research paper.

Read Appendix M.

Nongraded Activities and Preparation

Developing Paragraphs

Resource: MyCompLab

Review “Topic 04: Developing Paragraphs” in “Organizing an Essay” on the student website.

Individual

Introduction and Conclusion

Resources: Appendix M and MyCompLab
Consider the components of an effective introduction and an effective conclusion outlined in Appendix M.
Write an effective introduction for your research paper that draws in readers.
Write a conclusion for your research paper that effectively summarizes your paper.
Format your introduction and conclusion consistent with APA guidelines.

Submit your introduction and conclusion as a Microsoft® Word document attachment.

Note. You will need to complete a rough draft of your research paper in Week Seven.

Individual

Grammar Exercise 2

Resource: Center for Writing Excellence (CWE)

Navigate to the CWE website and find the Writing Style section:

1. Click the Library tab at the top of the page.

2. Click Center for Writing Excellence.

3. Navigate to the left side of the screen where Writing Resources is located.

4. Click Tutorials and Guides.
5. Click the Grammar and Writing Guides under Grammar Tutorials.

6. Click Writing Style under Grammar and Writing Guides.

Complete the following skill-and-drill quizzes from the Writing Style category. Review the definitions and rules for each topic:

· Using Concise Language

· Active and Passive Voice

· Parallelism

· Sentence Variety

· Clarity

Submit a screen shot of your results page for each quiz:

1. Press Alt + Print Screen on your computer keyboard to create a screenshot.

2. Open a blank Microsoft® Word document.
3. Press Ctrl + V on your keyboard to paste the screenshot into the document.

4. On the subject line, name the exercise you are posting—for example, Using Concise Language.

Details

Due

Points

Objectives

Week Seven: Reviewing the Research Paper

1.15 Create a rough draft of a research paper.

1.16 Differentiate between commonly confused words.

1.17 Recognize the benefits of completing a peer review.

Nongraded Activities and Preparation

Rough Draft of the Research Paper

Resources: Appendix M

Review Appendix M for examples of how to convert information in a full-sentence outline into paragraphs for a rough draft.

Nongraded Activities and Preparation

Giving Feedback for Peer Reviews

Resources: Appendix N and MyCompLab
Review the following multimedia interactions on the student website:

· “Office Hours: Peer Review, Part I”

· “Office Hours: Peer Review, Part 2”

Individual
Rough Draft of the Research Paper

Resources: Appendix M; the full-sentence outline of your research paper; the introduction and conclusion for your research paper; Appendix O; the Center for Writing Excellence (CWE)

Create a rough draft by converting your full-sentence outline into the body of your paper, attaching your introduction to the beginning and your conclusion to the end.

· Move smoothly from one idea to the next and from one section of your paper to the next by adding transitions.

· The rough draft must be a minimum of 1,500 words and must be complete enough for the facilitator to provide constructive feedback.

Format your paper consistent with APA guidelines.

Submit a copy of your rough draft to the CWE and to the Plagiarism Checker for review. Review Appendix O for information about WritePointSM and the Plagiarism Checker.

Submit your rough draft as well as results from the CWE and the Plagiarism Checker.

Individual

Grammar Exercise 3

Resource: Center for Writing Excellence (CWE)

Navigate to the CWE website and find the Grammar Mechanics section:

1. Click the Library tab at the top of your page.
2. Click Center for Writing Excellence.
3. Navigate to the left side of the screen where Writing Resources is located.
4. Click Tutorials and Guides.
5. Click the Grammar and Writing Guides under Grammar Tutorials.

6. Click on Grammar Mechanics under Grammar and Writing Guides.

Complete the following skill-and drill quizzes from the Grammar Mechanics category. Review the definition and rules for each topic.

· Commonly Confused Words

· Good Versus Well

Submit a screen shot of your results page for each quiz:
1. Press Alt + Print Screen on your computer keyboard to create a screenshot.
2. Open a blank Microsoft® Word document.
3. Press Ctrl + V on your keyboard to paste the screenshot into the document.

4. On the subject line, name the exercise you are posting, for example, Commonly Confused Words.

Individual

Peer Review Workshop

Resources: Appendix N and MyCompLab

Perform a peer review of a classmate’s rough draft. Your facilitator will provide the rough draft on Day 4. Fill in each block of the Peer Review Checklist in Appendix N. Use specific examples from your classmate’s paper to support your responses.

Submit the completed Peer Review Checklist in Appendix N as a Microsoft® Word document attachment.

Answer the following questions:

· What does the peer reviewer gain from this activity?

· What are some drawbacks to peer reviewing?

· What other methods can you use to provide effective peer feedback?

Details

Due

Points

Objectives

Reading

Participation

Participate in class discussion.

Discussion Questions

Respond to weekly discussion questions.

Week Eight: Revising the Research Paper

1.18 Determine how to use feedback from multiple sources to revise a research paper.

1.19 Discuss the role of feedback and writing tools in the revision process.

Read Appendix P.

Nongraded Activities and Preparation

The Revision Process

Resource: MyCompLab
Review the following multimedia interactions on the student website:

· “Revising for Meaning and Purpose”

· “Audio Lesson 4: Writing, Revising, and Editing” on the student website.

Individual

Research Paper Revision

Resources: Appendix P, the peer review of your paper, your instructor’s feedback, the Center for Writing Excellence, and MyCompLab

Write a 200- to 300-word response to the following:

· What feedback did you receive from the Center for Writing Excellence, your peer reviewer, and your facilitator?

· Explain what feedback you will incorporate and what feedback you will not incorporate into your paper. Include a rationale for your choices.

· What role do feedback and other writing tools play in the revision process? Provide examples.

Details

Due

Points

Objectives

Week Nine: Completing the Research Paper

1.20 Complete a persuasive research paper.

1.21 Use appropriate style, tone, mechanics, and style formatting in a research paper.

Nongraded Activities and Preparation

Persuasive Research Paper

(Preparation)

Resource: Appendix A

Review Appendix A to ensure you have completed every step required to complete the final project.

Individual

Capstone Question

Write a 200- to 300-word response to the following questions:

· Now that you have finished your research paper, what advice would you give for students starting this course?

· What would you do differently if you were just starting this course? What would you focus on more? What would you focus on less? Explain your answers.

Individual

Final Project:

Persuasive Research Paper

Resources: Appendix A, Appendix Q, and Associate Level Writing Style Handbook

Use the checklist in Appendix Q to proofread your final draft. If you cannot answer positively to an item in the proofreading checklist, revise your paper accordingly.

Construct a persuasive research paper in 1,750 to 2,000 words, formatted consistent with APA guidelines.

Include the following elements:

· Title page

· Introduction and a thesis statement

· Body with supporting evidence and in-text citations

· Conclusion

· Reference list with at least five to seven sources, at least three of which must come from the University Library

Format your paper consistent with APA guidelines.

250

Discussion Questions

Week Two Discussion Questions

· It is important to use relevant, accurate, and reliable sources in a research paper. What do you need to consider when searching for useful sources? How do you know when sources are reliable? What are some warning signs that indicate you should avoid a particular source? If biases or fallacies are part of the source material that you want to use, how do you manage this issue?

· Consider the topic you selected for your research paper. What key terms could you use to search for related information? Using three different Internet search engines, search for information on your selected topic. Review the first five sites you find. Were the results similar using all three search engines? Based on this activity, which search engine do you consider to be the most effective? Why?

· Locate the following Internet sources and review the University Library source. Determine which sources are reliable and which are not based on the criteria in this week’s reading. Explain your answers.

· A blog or a wiki about capital punishment

· A website that opposes capital punishment or a website that supports capital punishment

· The Week Two Electronic Reserve Reading University Library article

Week Four Discussion Questions

· Read one of the following articles, located in the Week Four Electronic Reserve Readings:

· “Children Have the Right to Be Protected From Bullying”

· “The Health Care System Favors the Wealthy and Harms the Poor”

· “Middle Class Remains Elusive for Blacks and Latinos”

· “Marijuana Should Be Legalized for Medical Use”

Post your response to the following:

· Identify the thesis statement in the article.

· What strategies does the author use to formulate the thesis?

· What makes the author’s argument viable and compelling?

· How does the author of this article organize information to build the argument?

· Does the author include any counterarguments? Why or why not?

· Post your response to the following:

· How does a writer address counterarguments in a paper without weakening his or her own position?

· How does a writer refute these counterarguments in the paper in an effective, yet respectful, way?

Week Six Discussion Questions

· Review the section on introductions in Appendix M, and consider the types of introductions commonly used by writers. Then, answer the following questions:

· What type of introduction do you plan to write for your research paper? Why?

· How does the introduction draw readers into your argument?

· Review the section on conclusions in Appendix M, and consider the types of conclusions commonly used by writers. Then, answer the following questions:

· What type of conclusion do you plan to write for your research paper? Why?

· How does the conclusion effectively summarize your paper?

Week Eight Discussion Questions

· What was your experience with the Center for Writing Excellence (CWE) in the past? In addition to the CWE, what other writing tools are available for revising a research paper? How can you become your own editor and review your writing with a critical eye?

· What strategies do you use for revising a paper? How do you know when to accept feedback from another source? What makes feedback valuable to you?

Copyright

University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.

Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.

Edited in accordance with University of Phoenix® editorial standards and practices.

Annotated Bibliography

Casey Braswell

ENG/102

October 30, 2013

Alice Prince

Running head: ANNOTATED BIBLIOGRAPHY

ANNOTATED BIBLIOGRAPHY

Annotated Bibliography

Huemer, M. (2003). Is there a right to own a gun? Social Theory and Practice, 29(2),

297-324. Retrieved from http://search.proquest.com/docview/199400499?accountid=458

Huemer looks at gun rights as more than just self-defense oriented. The thought is that the right to bear arms is ever evolving, and it was intentionally left as an open ended word rather than saying right to bear “swords” or “guns”.

Klukowski, K. A. (2009). Citizen Gun Rights: Incorporating the Second Amendment

Through the Privileges or Immunities Clause. New Mexico Law Review, 39(2), 195-260.

This has a ton of references to court cases involving the second amendment that could be of great value in this research paper.

Schuman, H., & Presser, S. (2013, Spring). The gun control paradox. Contexts, 12,

68-69. doi:http://dx.doi.org/10.1177/1536504213487703

Schuman uses public polling as an example of how the American people feel about the requirement of a permit to own a gun. This could be a good way to show how opinions have changed on the subject throughout the years.

Stell, L. K. (2001). Gun control and the regulation of fundamental rights.

Criminal Justice Ethics, 20(1), 28-33. Retrieved from http://search.proquest.com/docview/209780541?accountid=458

Stell gives an account of how gun control has affected society throughout history. Going back as far as the days of Aristotle. The claim in this article is gun control is the government regulating a basic fundamental right.

Wheeler,Samuel C., I.,II. (2001). Gun violence and fundamental rights.

Criminal Justice Ethics, 20(1), 19-24. Retrieved from http://search.proquest.com/docview/209770855?accountid=458

Wheeler’s stance on right to bear arms is that it is an insurance policy against a government that could potentially become dishonest or corrupt. He also outlines his strong disagreement with Hugh LaFollette’s stance on gun control.

This annotated bibliography can be a very useful tool when writing a research paper. It is a way to gather all of my sources in one place, with a way to remember what information each source contains. I think this will be an ever evolving bibliography as I continue to do more research throughout the next few weeks. There is so much information out there about this specific subject, without this bibliography it would be very hard to keep track of it all. Keeping it in alphabetical order is also a good practice as well. I look forward to using this new (to me) research tool.

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