ENG122

complete course

5 weeks

ENG122
ENGLISH COMPOSITION II

Course Guide
This course provides instruction and practice in writing effective expository and persuasive essays. The

techniques for doing research and writing research papers are explored. Attention is given to the development

of library research skills.

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

TABLE OF CONTENTS

TABLE OF CONTENTS ……………………………………………………………………………………………………………………………………………………

COURSE AT A GLANCE

………………………………………………………………………………………………………………………………………………….

COURSE DESCRIPTION ………………………………………………………………………………………………………………………………………………… 5
COURSE DESIGN ………………………………………………………………………………………………………………………………………………………….. 5
COURSE LEARNING OUTCOMES ………………………………………………………………………………………………………………………………… 5

COURSE MATERIALS

……………………………………………………………………………………………………………………………………………………..

REQUIRED TEXT ………………………………………………………………………………………………………………………………………………………….. 6
REQUIRED RESOURCES ………………………………………………………………………………………………………………………………………………. 6

Multimedia

…………………………………………………………………………………………………………………………………………………………………. 6
Handouts and Additional Materials ………………………………………………………………………………………………………………………………..

Web Pages …………………………………………………………………………………………………………………………………………………………………..

RECOMMENDED RESOURCES ……………………………………………………………………………………………………………………………………..

Multimedia …………………………………………………………………………………………………………………………………………………………………. 9
Handouts and Additional Materials ……………………………………………………………………………………………………………………………….. 9
Web Pages ………………………………………………………………………………………………………………………………………………………………….. 9

COURSE GRADING

………………………………………………………………………………………………………………………………………………………..

DISCUSSIONS …………………………………………………………………………………………………………………………………………………………….. 11
READING QUIZZES …………………………………………………………………………………………………………………………………………………….. 11
CONTENT QUIZZES ……………………………………………………………………………………………………………………………………………………. 11
ASSIGNMENTS ……………………………………………………………………………………………………………………………………………………………

END OF COURSE SURVEY ………………………………………………………………………………………………………………………………………….. 12
FINAL RESEARCH PAPER…………………………………………………………………………………………………………………………………………… 12
GRADING PERCENT BREAKDOWN ……………………………………………………………………………………………………………………………. 12

WEEK 1

………………………………………………………………………………………………………………………………………………………………………….. 1

COURSE CONTENT ……………………………………………………………………………………………………………………………………………………..

Overview ………………………………………………………………………………………………………………………………………………………………….. 14
Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 14
Introduction ………………………………………………………………………………………………………………………………………………………………. 14
Required Resources …………………………………………………………………………………………………………………………………………………….

Recommended Resources ……………………………………………………………………………………………………………………………………………. 17

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

Discussions ………………………………………………………………………………………………………………………………………………………………..

Quizzes ……………………………………………………………………………………………………………………………………………………………………..

Assignment

………………………………………………………………………………………………………………………………………………………………..

WEEK 2

…………………………………………………………………………………………………………………………………………………………………………..

COURSE CONTENT …………………………………………………………………………………………………………………………………………………….. 23
Overview ………………………………………………………………………………………………………………………………………………………………….. 23
Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 23
Introduction ………………………………………………………………………………………………………………………………………………………………. 23
Required Resources …………………………………………………………………………………………………………………………………………………….

Recommended Resources …………………………………………………………………………………………………………………………………………….

Discussions ………………………………………………………………………………………………………………………………………………………………..

Quizzes ……………………………………………………………………………………………………………………………………………………………………..

Assignment ……………………………………………………………………………………………………………………………………………………………….. 29

WEEK 3

…………………………………………………………………………………………………………………………………………………………………………..

COURSE CONTENT …………………………………………………………………………………………………………………………………………………….. 31
Overview ………………………………………………………………………………………………………………………………………………………………….. 31
Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 31
Introduction ………………………………………………………………………………………………………………………………………………………………. 31
Required Resources …………………………………………………………………………………………………………………………………………………….

Recommended Resources …………………………………………………………………………………………………………………………………………….

Discussions ……………………………………………………………………………………………………………………………………………………………….. 33
Quizzes ……………………………………………………………………………………………………………………………………………………………………..

Assignment ………………………………………………………………………………………………………………………………………………………………..

WEEK 4

…………………………………………………………………………………………………………………………………………………………………………..

COURSE CONTENT …………………………………………………………………………………………………………………………………………………….. 39
Overview ………………………………………………………………………………………………………………………………………………………………….. 39
Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 39
Introduction ………………………………………………………………………………………………………………………………………………………………. 39
Required Resources …………………………………………………………………………………………………………………………………………………….

Recommended Resources ……………………………………………………………………………………………………………………………………………. 40
Discussion …………………………………………………………………………………………………………………………………………………………………

Quizzes ……………………………………………………………………………………………………………………………………………………………………..

Assignment ……………………………………………………………………………………………………………………………………………………………….. 43

4
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

WEEK 5

…………………………………………………………………………………………………………………………………………………………………………..

COURSE CONTENT …………………………………………………………………………………………………………………………………………………….. 44
Overview ………………………………………………………………………………………………………………………………………………………………….. 44
Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 44
Introduction ………………………………………………………………………………………………………………………………………………………………. 44
Required Resources …………………………………………………………………………………………………………………………………………………….

Discussion …………………………………………………………………………………………………………………………………………………………………

Quiz ………………………………………………………………………………………………………………………………………………………………………….

End of Course Survey …………………………………………………………………………………………………………………………………………………. 47
Final Research Paper ………………………………………………………………………………………………………………………………………………… 47

COURSE MAP

…………………………………………………………………………………………………………………………………………………………………

5
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

COURSE AT A GLANCE

COURSE DESCRIPTION
This course provides instruction and practice in writing effective expository and persuasive essays. The techniques for

doing research and writing research papers are explored. Attention is given to the development of library research skills.

COURSE DESIGN
In this course, you will compose a comprehensive and effective research paper. In the process, you will learn how to

develop an essay topic, how to research and analyze information for that topic in an effective and ethical manner, and how

to develop an original and compelling statement on the topic that you will articulate in a fully developed

research paper.

You will also learn key techniques, terms, and skills for effective argumentation while exploring library tools and

resources.

COURSE LEARNING OUTCOMES
Upon successful completion of this course, students will be able to

1. Apply advanced methods of critical thinking in reading and writing by demonstrating the skill of paraphrasing

information.

2. Develop an effective personal research process.

3. Demonstrate the use of sound evidence and appropriate and acceptable sources for college-level academic

research.

4. Apply appropriate APA in-text and reference page

citation formats for research sources.

5. Identify the importance of and strategies for

avoiding plagiarism.

6. Develop writing that objectively presents information, form conclusions from that information, and support those

conclusions with

evidence, analysis, and reasoning.

7. Demonstrate understanding of research terminology and mastery of the skills of conducting online research and

developing, writing, and formatting a formal academic research paper.

6
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

COURSE MATERIALS

REQUIRED TEXT
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.)[Electronic version]. Retrieved from

https://content.ashford.edu/

• This text is a ConstellationTM course digital materials (CDM) title.

REQUIRED RESOURCES

Multimedia

Baber, J. (Producer), Fabian, R. (Writer & Director), Horner, J., Rotkowski, R. & Yeager, K. (Writers). (2011).

Recognizing online propaganda, bias, and advertising [Series episode]. In B. Kloza (Executive producer), Internet

research and information literacy: Effective strategies and cautionary tales. Des Plaines, IL: Cambridge

Educational. Retrieved from

https://secure.films.com/OnDemandEmbed.aspx?Token=43789&aid=18596&Plt=FOD&loid=0&w=640&h=480

ref=

Brown, A., & Lanning, G. (Directors). (1988). Models of non-fiction writing: Presenting an argument [Series episode]. In

P. Griffiths (Producer), Models of non-fiction

writing.

London, UK:

Thames Television. Retrieved from

https://secure.films.com/OnDemandEmbed.aspx?Token=2817&aid=18596&Plt=FOD&loid=0&w=640&h=480&

ref=

Hines, S. (n.d.). Writing an essay: The fundamentals of college writing [Interactivity]. Ashford University: San Diego,

CA. Retrieved from https://bridgepoint.equella.ecollege.com/curriculum/file/a72e8859-b3bf-4f41-962f-

574f4d38a43f/1/writing_an_essay_WEB_final.zip/movie.html

Horner, J., Rotkowski, R., Yeager, K. (Writers), Fabian, R. (Director & Writer), & Baber, J. (Producer). (2011).

Recognizing online propaganda, bias, and advertising [Series episode]. In B. Kloza (Executive producer), Internet
research and information literacy: Effective strategies and cautionary tales. Des Plaines, IL: Cambridge
Educational. Retrieved from

https://secure.films.com/OnDemandEmbed.aspx?Token=43789&aid=18596&Plt=FOD&loid=0&w=640&h=480

&ref=

https://secure.films.com/OnDemandEmbed.aspx?Token=43789&aid=18596&Plt=FOD&loid=0&w=640&h=480%20&ref=

https://secure.films.com/OnDemandEmbed.aspx?Token=2817&aid=18596&Plt=FOD&loid=0&w=640&h=480&%20ref=

https://bridgepoint.equella.ecollege.com/curriculum/file/a72e8859-b3bf-4f41-962f-574f4d38a43f/1/writing_an_essay_WEB_final.zip/movie.html

https://secure.films.com/OnDemandEmbed.aspx?Token=43789&aid=18596&Plt=FOD&loid=0&w=640&h=480%20&ref=

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ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

In-text citation helper: A guide to making APA in-text citations [Interactivity]. (n.d). Retrieved from

https://bridgepoint.equella.ecollege.com/curriculum/file/9fce9d11-3298-48ef-ac77-12fe7d5c0577/1/In-

Text%20Citation%20Helper%20A%20Guide%20to%20Making%20APA%20In-Text%20Citations.zip/story.html

Jones, T. (Writer), Brown, A., Lanning, G. (Directors), & Griffiths, P. (Producer). (1988). Models of non-fiction writing:

Presenting an argument [Series episode]. In P. Griffiths (Producer), Models of non-fiction writing. London, UK:

Thames Television. Retrieved from
https://secure.films.com/OnDemandEmbed.aspx?Token=2817&aid=18596&Plt=FOD&loid=0&w=640&h=480&
ref=

Nitty gritty: Generating keywords [Tutorial]. (n.d.). Retrieved from

https://bridgepoint.equella.ecollege.com/curriculum/file/a389008b-5a3f-4436-87d1-

708d49f9f183/1/ENG122%20Nitty%20Gritty.zip/story.html

Presnell, M. [Mick Presnell]. (2013, November 7). Syllogism, mood, and figure [Video file]. Retrieved from

Quick ‘n’ dirty [Tutorial]. (n.d). Retrieved from https://bridgepoint.equella.ecollege.com/curriculum/file/e857a1f5-ed8b-

4901-9b88-8b9e4d7652c7/1/Quick %27n%27 Dirty Ashford University Library %282%29.zip/Quick %27n%27

Dirty Ashford University Library/quick.html

Taylor, S., Blakemore, K. (Writers), & Online Classroom TV (Producer). (2009). Evidence in argument [Series episode].

Bristol, UK: Classroom Video, Ltd. Retrieved

https://secure.films.com/OnDemandEmbed.aspx?Token=49816&aid=18596&Plt=FOD&loid=0&w=640&h=480

&ref=

Two-minute tutorial: Thesis statements [Tutorial]. (n.d). Retrieved from

https://bridgepoint.equella.ecollege.com/curriculum/file/04830131-2921-410b-8d07-e71714f10933/1/Two-

Minute%20Tutorial%20Thesis%20Statements.zip/story.html

Video Education America. (Producer). (2009). Evidence in argument [Series episode]. In Online Classroom TV

(Producers), Critical thinking. Bristol, UK: Classroom Video, Ltd. Retrieved

https://secure.films.com/OnDemandEmbed.aspx?Token=49816&aid=18596&Plt=FOD&loid=0&w=640&h=480
&ref=

Handouts and Additional Materials

Ashford Writing Center.

(n.d.). Flag burning [PDF file]. Retrieved from

https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%

7Bhandouts%7Da.8_sample_argument_paper

https://bridgepoint.equella.ecollege.com/curriculum/file/9fce9d11-3298-48ef-ac77-12fe7d5c0577/1/In-Text%20Citation%20Helper%20A%20Guide%20to%20Making%20APA%20In-Text%20Citations.zip/story.html

https://secure.films.com/OnDemandEmbed.aspx?Token=2817&aid=18596&Plt=FOD&loid=0&w=640&h=480&%20ref=

https://bridgepoint.equella.ecollege.com/curriculum/file/a389008b-5a3f-4436-87d1-708d49f9f183/1/ENG122%20Nitty%20Gritty.zip/story.html

https://bridgepoint.equella.ecollege.com/curriculum/file/e857a1f5-ed8b-4901-9b88-8b9e4d7652c7/1/Quick%20%27n%27%20Dirty%20Ashford%20University%20Library%20%282%29.zip/Quick%20%27n%27%20Dirty%20Ashford%20University%20Library/quick.html

https://secure.films.com/OnDemandEmbed.aspx?Token=49816&aid=18596&Plt=FOD&loid=0&w=640&h=480%20&ref=

https://bridgepoint.equella.ecollege.com/curriculum/file/04830131-2921-410b-8d07-e71714f10933/1/Two-Minute%20Tutorial%20Thesis%20Statements.zip/story.html

https://secure.films.com/OnDemandEmbed.aspx?Token=49816&aid=18596&Plt=FOD&loid=0&w=640&h=480%20&ref=

https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper

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ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

Deutsch, A., Garten, A., & Wilson, J. (2016). An introduction to argument [PDF]. College of Liberal Arts, Ashford

University, San

Diego, CA.

Garten, A. (2014). An introduction to logic and syllogism [PDF]. Division of General Education, Ashford University, San

Diego, CA.

Garten, A., Battistelli, P., & Morrell, C. (Eds.). (2017). Research paper guidelines (2nd ed.) [PDF]. College of Liberal Arts,

Ashford

University, San Diego, CA.

Garten, A., Hines, S., & Wilson, J. (2013). Thesis checklist [PDF]. College of Liberal Arts, Ashford University, San

Diego, CA.

Garten, A., & Morrell, C. (2016). Model annotated bibliography. Division of General Education, Ashford University, San

Diego, CA.

Garten, A., & Morrell, C. (2016). Model draft. Division of General Education,

Ashford University, San Diego, CA.

Garten, A., & Morrell, C. (2016). Model outline. Division of General Education, Ashford University, San Diego, CA.

Garten, A., & Morrell, C. (2016). Model final research paper. Division of General Education, Ashford University, San

Diego, CA.

Lewis, C. (2012). So you think you can Google? [PowerPoint presentation]. Ashford University Library, Ashford

University, San Diego, CA.

Garten, A., & Wilson, J. (2013). ENG122 peer review and revision guidelines [PDF]. College of Liberal Arts, Ashford

University, San Diego, CA.

Web Pages

Ashford Writing Center. (n.d.). APA essay checklist for students. Retrieved from https://awc.ashford.edu/cd-apa-

checklist.html

Ashford Writing Center. (n.d.). Essay structure. Retrieved from http://writingcenter.ashford.edu/essay-structure

Ashford Writing Center. (n.d.). Format your reference list. Retrieved from http://writingcenter.ashford.edu/format-your-

reference-list

Ashford Writing Center. (n.d.). Good paragraph development: As easy as p.i.e. Retrieved from

https://awc.ashford.edu/essay-dev-pie-paragraph.html

Ashford Writing Center. (n.d.). Introductions & conclusions. Retrieved from

http://writingcenter.ashford.edu/introductions-conclusions

Ashford Writing Center. (n.d.). Quotation marks. Retrieved from http://writingcenter.ashford.edu/quotation-marks

Ashford Writing Center. (n.d.). Quoting, paraphrasing, & summarizing. Retrieved from

http://writingcenter.ashford.edu/quoting-paraphrasing-summarizing

https://awc.ashford.edu/cd-apa-checklist.html

http://writingcenter.ashford.edu/essay-structure

http://writingcenter.ashford.edu/format-your-reference-list

https://awc.ashford.edu/essay-dev-pie-paragraph.html

http://writingcenter.ashford.edu/introductions-conclusions

http://writingcenter.ashford.edu/quotation-marks

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ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

Ashford Writing Center. (n.d.). Writing reviser tool. Retrieved from https://awc.ashford.edu/writing-tools-writing-

reviser.html

Purdue Online Writing Lab. (n.d.). Annotated bibliography samples. Retrieved from

https://owl.english.purdue.edu/owl/resource/614/03/

The 20 most common errors in student writing: Then and now. (n.d.). Retrieved from

https://library.wwu.edu/files/wis_tla/The%2020%20Most%20Common%20Errors%20in%20Student%20Writing.

doc

RECOMMENDED RESOURCES

Multimedia

Carnegie Vincent Library. (2012, April 18). Annotated bibliographies: An illustrated guide [Video file]. Retrieved from

https://youtu.be/-LpgXJvQnEc

OnDemandInstruction. (2013, January 2). What is a thesis statement [Video file]. Retrieved from

TheHtownusa. (2011, March 31). The fallacy project: Examples of fallacies from advertising, politics, and popular

culture [Video file]. Retrieved from https://youtu.be/fXLTQi7vVsI

USC Rossier. (2011, September 19). Plagiarism, quoting, & paraphrasing (part 1 of 2) [Video file]. Retrieved from

USC Rossier. (2011, September 19). Plagiarism, quoting, & paraphrasing (part 2 of 2) [Video file]. Retrieved from

Handouts and Additional Materials

ENG122: Tips for the effective evaluation of internet sources. (2013). [PowerPoint presentation]. Ashford University

Library, Ashford University, San Diego, CA.

Web Pages

Ashford Writing Center. (n.d.). Plagiarism guide. Retrieved from http://writingcenter.ashford.edu/plagiarism-guide

Purdue Online Writing Lab. (2013, February 15). Quoting, paraphrasing, and summarizing. Retrieved from

https://owl.english.purdue.edu/owl/resource/563/01/

https://awc.ashford.edu/writing-tools-writing-reviser.html

https://owl.english.purdue.edu/owl/resource/614/03/

https://library.wwu.edu/files/wis_tla/The%2020%20Most%20Common%20Errors%20in%20Student%20Writing

https://youtu.be/-LpgXJvQnEc

https://owl.english.purdue.edu/owl/resource/563/01/

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

Purdue Online Writing Lab. (2013, March 11). Logical fallacies. Retrieved from

https://owl.english.purdue.edu/owl/resource/659/03/

QuickAndDirtytips.com. (n.d). Grammar girl. Retrieved from http://www.quickanddirtytips.com/grammar-girl

https://owl.english.purdue.edu/owl/resource/659/03/

http://www.quickanddirtytips.com/grammar-girl

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ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

COURSE GRADING

Multiple measures of assessment are used in the course, allowing students opportunities to demonstrate their learning in

more than one way and giving consideration to individual learning styles. Course components that will be assessed are

noted below.

DISCUSSIONS
Each week students will participate in online discussions with classmates, which are related to the week’s readings. These

discussions replace the interactive dialogue that occurs in the traditional classroom setting. Each week, students’ initial

discussion posts are due by 11:59 p.m. (in the time zone in which each student resides) on Day 3 (Thursday). Students

will have until 11:59 p.m. on Day 7 (the following Monday) to make the required minimum number of response posts to

classmates. Discussions represent 27.5% of the overall course grade.

READING QUIZZES
In Weeks One through Five, students will be held accountable for reading and viewing required resource material by

taking reading quizzes. Students have up to 12 hours to complete a quiz once they begin. The quiz must be completed in

one sitting, by the due date. The quizzes are open book/notes and consist of multiple choice and true/false questions.

Students have up to three attempts at each quiz and the grade for the most recent attempt will be captured in the

gradebook. Each reading quiz is worth two percent. Reading Quizzes represent 10% of the overall course grade.

CONTENT QUIZZES
In Weeks One through Four, students will demonstrate and reinforce their understanding of the week’s course content by

taking content assessments. Students have up to 12 hours to complete an assessment once they begin. The assessment

must be completed in one sitting, by the due date. The assessments are open book/notes and consist of multiple choice and

true/false questions. Students have unlimited attempts at each quiz until Day 7 of the learning week, and the grade for the

most recent attempt will be captured in the gradebook. Each content quiz is worth three percent. Content

Quizzes

represent 12% of the overall course grade.

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ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

ASSIGNMENTS
There are written assignments due in Weeks One through Four of this course. These assignments must reflect college-

level writing. Assignments represent 20% of the overall course grade.

END OF COURSE SURVEY
In Week Five, you will have the opportunity to complete the End of Course Survey, which is a short evaluation tool that

allows each student to express their opinion of the course design and instructional delivery. This is your chance to provide

the university and program with valuable feedback that will allow us to evaluate the effectiveness of both the course and

your instructor. Your opinions are a valuable component of the university’s continuous improvement plan as the results of

these surveys are reviewed by instructors and course designers to improve course development and instructional practices.

Since evaluating the quality of your educational experience can be an important learning tool, you will receive 0.5 points

for completing this survey. To complete the survey, please watch for an email from surveys@ashford.edu entitled

“Ashford University End of Course Survey.” Then, simply click on the link within the email line that reads “Please follow

this link to complete the End of Course Survey here” no later than the last day of the course. After you have completed the

End of Course Survey, please complete the one question quiz to receive your points. If for any reason you wish not to

complete the survey, you may do so and still receive the 0.5 points by completing the one question quiz. The End of

Course Survey represents 0.5% of the overall course grade

FINAL RESEARCH PAPER
The final assignment for this course is a Final Research Paper. The purpose of the Final Research Paper is for you to

culminate the learning achieved in the course by writing a persuasive research paper about a chosen topic of interest. The

Final Research Paper represents 30% of the overall course grade.

GRADING PERCENT BREAKDOWN

Activity
Grading
Percent

Discussions 27.5

Reading Quizzes 10

Content Quizzes 12

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

Assignments 20

End of Course Survey 0.5

Final Research Paper

Total 100

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ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

WEEK 1

COURSE CONTENT
To be completed during the first week of class.

Overview

Activity Due Date Format
Grading
Percent

Post Your Introduction Day 1 Discussion 0.5

What Is an Argument?

Day 3

(1st post)
Discussion 3

Argument, Keyword, and Thesis Statement

Workshop

Day 3
(1st post)
Discussion 3

Week 1 – Reading Quiz Day 3 Quiz 2

Week 1 – Content Quiz Day 7 Quiz 3

Annotated Bibliography Day 7 Assignment 6

Weekly Learning Outcomes

This week students will

1. Choose a style of argumentation for the final

assignment.

2. Create a thesis for a persuasive research paper.

3. Evaluate scholarly sources and their relevance to a selected research topic.

4. Identify key principles related to thesis statements and topic sentences as well as how to effectively

conduct library research.

Introduction

Welcome to ENG122: Composition II. In the first week of the course, you will focus on selecting a topic for your Final

Research Paper and writing an arguable thesis statement. You will also submit an annotated bibliography, a document

15
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

that will guide you through the research and writing process. You will be introduced to basic research methods and will

explore useful features of the Ashford University Library, which can be accessed via the left navigation toolbar in your

online classroom. Before diving into your coursework, you may want to review the Writing an Essay interactive module.

HelpNow!: Please view the video Accessing Your Grades in Canvas for an explanation of grading in this class.

Required Resources

Text

Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.) [Electronic version]. Retrieved from

https://content.ashford.edu/

• Chapter 1: Introduction to Academic Research

• Chapter 3: Finding Good Sources

• Appendix A: How to Project Manage Your Research Project

• Chapter 4, Section 4.2: Formulating a Thesis

Multimedia
Hines, S. (n.d.). Writing an essay: The fundamentals of college writing [Interactivity]. Ashford University: San Diego,
CA. Retrieved from https://bridgepoint.equella.ecollege.com/curriculum/file/a72e8859-b3bf-4f41-962f-
574f4d38a43f/1/writing_an_essay_WEB_final.zip/movie.html

• This video provides an overview of the essay writing process.

Nitty gritty: Generating keywords [Tutorial]. (n.d.). Retrieved from
https://bridgepoint.equella.ecollege.com/curriculum/file/a389008b-5a3f-4436-87d1-
708d49f9f183/1/ENG122%20Nitty%20Gritty.zip/story.html

• This tutorial, created by the librarians at the Ashford University Library, walks you through the research

process for your ENG122 writing assignments. Utilize this resource to conduct research for your

Annotated Bibliography assignment.

Quick ‘n’ dirty [Tutorial]. (n.d). Retrieved from https://bridgepoint.equella.ecollege.com/curriculum/file/e857a1f5-ed8b-
4901-9b88-8b9e4d7652c7/1/Quick %27n%27 Dirty Ashford University Library %282%29.zip/Quick %27n%27
Dirty Ashford University Library/quick.html

• This video, created by the librarians at the Ashford University Library, explains how to utilize the

Ashford University Library for locating sources. Watch this video to assist you in completing the

https://bridgepoint.equella.ecollege.com/curriculum/file/a72e8859-b3bf-4f41-962f-574f4d38a43f/1/writing_an_essay_WEB_final.zip/movie.html

https://ashford.mediaspace.kaltura.com/media/Accessing+your+Grades+in+Canvas/0_hebyd4ur

https://bridgepoint.equella.ecollege.com/curriculum/file/a72e8859-b3bf-4f41-962f-574f4d38a43f/1/writing_an_essay_WEB_final.zip/movie.html

https://bridgepoint.equella.ecollege.com/curriculum/file/a389008b-5a3f-4436-87d1-708d49f9f183/1/ENG122%20Nitty%20Gritty.zip/story.html

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

Argument and Thesis Statement Workshop discussion and the Annotated Bibliography assignment.

Two-minute tutorial: Thesis statements [Tutorial]. (n.d). Retrieved from
https://bridgepoint.equella.ecollege.com/curriculum/file/04830131-2921-410b-8d07-e71714f10933/1/Two-
Minute%20Tutorial%20Thesis%20Statements.zip/story.html

• This learning module, created by the writing consultants at the Ashford Writing Center, explains how to

develop a working thesis statement. Watch this video to assist you in completing the Argument,

Keyword, and Thesis Statement Workshop discussion and the Annotated Bibliography assignment.

Handouts and Additional Materials

Ashford Writing Center. (n.d.). Flag burning. Retrieved from

https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%

7Bhandouts%7Da.8_sample_argument_paper

• This sample argumentative essay will help you address the What Is an Argument? Discussion and

successfully complete this week’s quizzes.

Deutsch, A., Garten, A., & Wilson, J. (2016). An introduction to argument [PDF]. College of Liberal Arts, Ashford
University, San Diego, CA.

• Read this material before engaging in this week’s learning activities.

Available in your online

classroom.

Garten, A., Battistelli, P., & Morrell, C. (Eds.). (2017). Research paper guidelines (2nd ed.) [PDF]. College of Liberal Arts,
Ashford University, San Diego, CA.

• Read this material before engaging in this week’s learning activities. Available in your online classroom.

Garten, A., Hines, S., & Wilson, J. (2013). Thesis checklist [PDF]. College of Liberal Arts, Ashford University, San
Diego, CA.
• Read this material before engaging in this week’s learning activities. Available in your online classroom.
Garten, A., & Morrell, C. (2016). Model annotated bibliography. Division of General Education, Ashford University, San
Diego, CA.

• Read this model of an annotated bibliography in order to complete your own annotated bibliography.

Available in your online classroom.
Web Pages
Ashford Writing Center. (n.d.). Quoting, paraphrasing, & summarizing. Retrieved from

http://writingcenter.ashford.edu/quoting-

paraphrasing-summarizing

• This document, created by the staff at the Ashford Writing Center, explains how to summarize a source

in your own words. Use this document to assist you in composing annotations for the Annotated

https://bridgepoint.equella.ecollege.com/curriculum/file/04830131-2921-410b-8d07-e71714f10933/1/Two-Minute%20Tutorial%20Thesis%20Statements.zip/story.html

https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper

http://writingcenter.ashford.edu/quoting-paraphrasing-summarizing

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ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

Bibliography assignment and successfully complete this week’s quizzes.

Purdue Online Writing Lab. (n.d.). Annotated bibliography samples. Retrieved from
https://owl.english.purdue.edu/owl/resource/614/03/

• For additional guidance on the Annotated Bibliography assignment, view this source.

Recommended Resources

Multimedia
Carnegie Vincent Library. (2012, April 18). Annotated bibliographies: An illustrated guide [Video file]. Retrieved from
https://youtu.be/-LpgXJvQnEc
• For additional guidance on the Annotated Bibliography assignment, view this source.
OnDemandInstruction. (2013, January 2). What is a thesis statement [Video file]. Retrieved from

• For additional guidance on the Annotated Bibliography assignment, view this source.

Discussions

HelpNow!: Please view the videos Posting a Discussion and Responding to a Peer for a step-by-step guide on posting in

discussion

forums. Participate in the following discussions:

1. Post Your Introduction. 1st Post Due by Day 1.

Prepare: As you prepare to write your introduction, take a few moments to do the following:

• Read the Course Guide, Announcements, and Meet Your Instructor profile.

• Review the Faculty Expectations listed in class under “Meet Your Instructor.”

Reflect: Before drafting your initial post, take time to think about the purpose of this class and how the material

will fit into your academic life and beyond. What do you hope to learn in this class? Do you feel prepared to

complete this class successfully? How will this class benefit you in your future classes and future career?

Write (due Tuesday, Day 1): In 100 to 200 words, introduce yourself. Be sure to include

• Your name, location, and program of study (major).

https://owl.english.purdue.edu/owl/resource/614/03/

https://youtu.be/-LpgXJvQnEc

http://ashford.mediaspace.kaltura.com/media/Posting%2Ba%2BDiscussion/0_3654vyr8

http://ashford.mediaspace.kaltura.com/media/WTC%2B-%2BResponding%2BTo%2BA%2BPeer/0_i1ggs1a7/19511472

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

• Your plans for the future.

• One exciting event from your life.

• Your expectations, excitement, and fears regarding ENG122.

Respond to Peers (due Monday, Day 7): In 100 to 200 words each, respond to at least two classmates. Make a

connection through similar interests, experiences, location, and/or program of study in each response. You may

include advice for nervous classmates, an inspirational thought, or bit of encouragement, and other helpful

comments to begin building a community of learners in class. Please read all of your classmates’ posts, whether

you are responding or not. You may respond to more than two classmates in this

discussion.

2. What Is an Argument? 1st Post Due by Day 3.

Prepare: As you prepare to write your first discussion this week, take a few moments to do the following:

• Read An Introduction to Argument.

• Read the sample essay, Flag Burning.

• Review the grading rubric for this discussion.

Reflect: Before drafting your initial post, take time to reflect on the idea of argument in an

academic setting.

Think about your own natural communication style and your typical behavior in an argument. Are you typically

calm and logical when making an argument? Do you tend to appeal to emotion? Do you often get frustrated when

trying to prove your point? Think critically about your personal communication style and its effectiveness in an

academic setting.

Write (due Thursday, Day 3): In 200 to 300 words, describe argument in your own words. Include the roles of the

four basic elements of an argument in your description. Give an example of an argument you have experienced

and identify the claims, evidence, counterargument, and rebuttal used.

• If you cannot think of an example from your own life, you may analyze the persuasive student paper,

Flag Burning, from the Ashford Writing Center instead. You must identify claims, evidence,

counterarguments, and rebuttals present in the student paper.

• Be sure to include any questions or confusion you have regarding rhetoric, argument, and

the Classic/Rogerian styles.

https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

Please review the Week One Discussion 1 Initial Post Template before writing your response.

Respond to Peers (due Monday, Day 7): In 125 to 200 words each, respond to at least two

classmates. In each response, address your classmate’s questions and concerns with information

from class and your own research or web search. Then, analyze your classmate’s description of

argument and provide additional information or share examples of the basic elements of an

argument.

Please review the Week One Discussion 1 Peer Response Template before writing your response.

3. Argument, Keyword, and Thesis Statement Workshop. 1st Post Due by Day 3.

Prepare: As you prepare to write your second discussion for this week, be sure to complete the following:

• Read Chapters 1, 3, 4.2, and Appendix A in the textbook.

• Read Research Paper Guidelines.

• Read An Introduction to Argument.

• Watch the Two-Minute Tutorial: Thesis Statements.

• Review the Ashford University Library’s Nitty Gritty: Generating Keywords tutorial.

• Review the Ashford University Library’s Quick ‘n’ Dirty tutorial.

• Review the grading rubric for this discussion.

Reflect: Before drafting your initial post, take time to reflect on the approved research topics for your Final Paper.

Considering the information in this week’s instructor guidance and readings, choose the research topic that suits

you best. Choose a topic that is interesting, has a clear argument, and allows you to remain objective. We will be

using research and logic to support our arguments in this class. It may be difficult to remain objective if you feel

emotionally or spiritually connected to the subject.

Write (due Thursday, Day 3): In 200 to 300 words, share your chosen research topic for this class and write a few

sentences on each of the following:

• Share the kind of argument you hope to make and why.

• Identify five to ten keywords for your library research and explain your choices.

• Write a single-sentence thesis statement for your research paper. Explain your development process

https://bridgepoint.equella.ecollege.com/curriculum/file/04830131-2921-410b-8d07-e71714f10933/1/Two-Minute%20Tutorial%20Thesis%20Statements.zip/story.html

https://bridgepoint.equella.ecollege.com/curriculum/file/a389008b-5a3f-4436-87d1-708d49f9f183/1/ENG122%20Nitty%20Gritty.zip/story.html

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ENG122: ENGLISH COMPOSITION II

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and how you used the Two-Minute Tutorial: Thesis Statements. Be sure to compare it your work to

the Thesis Checklist.

• Include any areas of confusion or questions you have for the class and/or your instructor.

Please review the Week One Discussion 2 Initial Post Template before writing your response.

Respond to Peers (due Monday, Day 7): In 125 to 200 words each, respond to at least two classmates. Provide

feedback on any area of confusion and answer any questions your classmate has posted. Support your responses

with information from the course materials (including the textbook), instructor guidance, articles, Ashford

University Library, and Ashford Writing Center. Be sure to include

• A detailed explanation of why you agree (or disagree) with your classmate’s chosen style of argument

for the research paper topic chosen.

• Suggestions for additional library search keywords for your classmate’s research paper topic.

• An analysis of your classmate’s thesis statement according to the textbook, the Ashford Writing

Center, and other course materials.

Make every effort to read all posts and responses in this discussion. You are strongly encouraged to follow up

with classmates who have responded to your post. As always, you may respond to more than two classmates if

you choose.

Please review the Week One Discussion 2 Peer Response Template before writing your response.

Quizzes

HelpNow!: Please view the video Taking Quizzes for information on completing your quiz.

1. Week 1 – Reading Quiz. Due by Day 3. Complete the 10-question quiz by Thursday, Day 3. You may

attempt the quiz up to three times. Quizzes will not be cleared or reset after the third attempt. The grade for

the most recent attempt will be captured in the gradebook. The quiz will assess your knowledge of Week

One

Required Resources.

2. Week 1 – Content Quiz. Due by Day 7. Complete the 15-question quiz by Monday, Day 7. You have

unlimited attempts until Day 7 of the learning week. The grade for the most recent attempt will be captured

https://bridgepoint.equella.ecollege.com/curriculum/file/04830131-2921-410b-8d07-e71714f10933/1/Two-Minute%20Tutorial%20Thesis%20Statements.zip/story.html

http://writingcenter.ashford.edu/

http://ashford.mediaspace.kaltura.com/media/WTC-Quizzes/0_vpzz4dq5/19511472

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ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

in the gradebook. The quiz will assess your application of concepts discussed in Week 1 Required

Resources and

Ashford

Writing Center.

Assignment

HelpNow!: Please view the videos Using Turnitin Through Waypoint and Submitting an Assignment Through Waypoint

for a step-by-step guide on

reviewing and uploading your assignment.

1. Annotated Bibliography. Due by Day 7. An annotated bibliography begins the preliminary research process. The

document will serve as an ongoing list of sources that will support your Final Research Paper. Each of the sources

should be cited in APA format (for help, click on APA Formatting Instructions for Microsoft Word) and should

include a two-paragraph summary, or annotation, of the resource contents and how you intend to use the

information within your paper. Be sure to utilize the information from this week’s Argument and Thesis

Workshop discussion, and refer to Research Paper Guidelines, available in your online course, for additional

support. Before beginning, please review the Model Annotated Bibliography and utilize the Week 1 Assignment

Template.

To fulfill the research component of this assignment, you must

• Conduct several searches using any of the databases in the Ashford University Library.

• Select at least five credible and scholarly, peer-reviewed sources from your library search that support the

topics and arguments you plan to present in your Final Research Paper.

To fulfill the written component of this assignment, you must

• Include a title page that is formatted in proper APA style.

• List APA-style references in alphabetical order along with your unique paragraph summaries.

• Annotation paragraphs must be original and cannot be copied from abstracts or other summaries. Copied-

and-pasted annotations may receive a zero grade.

Format your assignment according to APA style as outlined in the Ashford Writing Center. Your annotated

bibliography should be double-spaced with one-inch margins and use 12-point Times New Roman font.

Your annotations should contain

• A complete summary, in your own words, of the information presented in the article.

http://writingcenter.ashford.edu/

http://ashford.mediaspace.kaltura.com/media/Using%2BTurnItIn%2BThrough%2BWaypoint/0_raki21gh/19511472

http://ashford.mediaspace.kaltura.com/media/Submitting%2Ban%2BAssignment%2BIn%2BWaypoint/0_ayaxxa8o/19511472

http://writingcenter.ashford.edu/apa-formatting-word-2013

https://bridgepoint.equella.ecollege.com/curriculum/file/cada3cc0-7269-4a8d-b10b-1645f8bc691f/1/ENG122%20W1%20Modeled%20Example

http://writingcenter.ashford.edu/apa-style

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

• Your analysis of the best use of this information in your paper, written in your own words.

• Identification of a possible topic sentence and/or claim the information will support.

The bibliography must be 500 to 700 words in length and formatted according to APA style as outlined in the

Ashford Writing Center.

Submission Information: Complete the tasks above and save the document as a Microsoft Word or PDF file.

Submit your assignment via the Assignment Submission button. Please use a naming convention for your

assignment files that includes your last name and the week number. So, your Annotated Bibliography assignment

should bear a file name that looks like: smithENG122w1 x or smithENG122w1 .

http://writingcenter.ashford.edu/

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ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

WEEK 2

COURSE CONTENT
To be completed during the second week of class.

Overview
Activity Due Date Format
Grading
Percent

Building an Argument
Day 3

(1st post)
Discussion 3

Paraphrasing, Quoting, and Academic

Honesty Workshop

Day 3
(1st post)
Discussion 3

Week 2 – Reading Quiz Day 3 Quiz 2

Week 2 – Content Quiz Day 7 Quiz 3

Final Research Paper Outline Day 7 Assignment 6

Weekly Learning Outcomes
This week students will

1. Identify an appropriate argument style for a research topic.

2. Apply methods of paraphrasing and quoting to a paragraph.

3. Utilize an outline to develop a research paper.

4. Identify principles of effective online research for gathering sources.

Introduction

You have chosen the topic and central argument of your Final Research Paper. Now, it is time to begin building your case.

This week, you will review the basics of argument and use this information to create the outline for your Final Research

Paper. In addition, you will participate in a quotation and paraphrasing workshop within the discussion forum. You should

24
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

also continue your research using the library and online sources this week, focusing on the credibility and academic value

of source material.

HelpNow!: Please review the videos Accessing Your Grades in Canvas and Accessing Feedback for a step-by-step guide

on accessing grades and feedback for last week’s assignments.

Required Resources
Text
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.) [Electronic version]. Retrieved from
https://content.ashford.edu/

• Chapter 2: How to Develop a Research Topic

• Chapter 4: Evaluating and Working with Sources

Multimedia
Baber, J. (Producer), Fabian, R. (Writer & Director), Horner, J., Rotkowski, R. & Yeager, K. (Writers). (2011).
Recognizing online propaganda, bias, and advertising [Series episode]. In B. Kloza (Executive producer), Internet
research and information literacy: Effective strategies and cautionary tales. Des Plaines, IL: Cambridge
Educational. Retrieved from
https://secure.films.com/OnDemandEmbed.aspx?Token=43789&aid=18596&Plt=FOD&loid=0&w=640&h=480
&ref=

• This video explains ways to detect propaganda and bias on the Internet. Watch the video to address the

Building an Argument discussion. This source is available in

the Films On Demand database.

Brown, A., & Lanning, G. (Directors). (1988). Models of non-fiction writing: Presenting an argument [Series episode]. In

P. Griffiths (Producer), Models of non-fiction writing. London, UK: Thames Television. Retrieved from

https://secure.films.com/OnDemandEmbed.aspx?Token=2817&aid=18596&Plt=FOD&loid=0&w=640&h=480&
ref=

• This video offers a humorous view of presenting argument in writing versus verbal argument. Watch the

video to enhance your contributions to the Building an Argument discussion. This source is available in

the Films On Demand database.

https://ashford.mediaspace.kaltura.com/media/Accessing+your+Grades+in+Canvas/0_hebyd4ur

https://ashford.mediaspace.kaltura.com/media/Accessing+Feedback/0_upo7jxhb/19511472

https://secure.films.com/OnDemandEmbed.aspx?Token=43789&aid=18596&Plt=FOD&loid=0&w=640&h=480%20&ref=

https://secure.films.com/OnDemandEmbed.aspx?Token=2817&aid=18596&Plt=FOD&loid=0&w=640&h=480&%20ref=

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

In-text citation helper: A guide to making APA in-text citations [Tutorial]. (n.d). Retrieved from

https://bridgepoint.equella.ecollege.com/curriculum/file/9fce9d11-3298-48ef-ac77-12fe7d5c0577/1/In-
Text%20Citation%20Helper%20A%20Guide%20to%20Making%20APA%20In-Text%20Citations.zip/story.html
• This learning module, created by the writing consultants at the Ashford Writing Center, explains how to

develop in-text citations in APA style. Watch this video to assist you in completing the Paraphrasing,

Quoting, and Academic Honesty Workshop discussion and the Final Research Paper Outline assignment.

Video Education America. (Producer). (2009). Evidence in argument [Series episode]. In Online Classroom TV
(Producers), Critical thinking. Bristol, UK: Classroom Video, Ltd. Retrieved
https://secure.films.com/OnDemandEmbed.aspx?Token=49816&aid=18596&Plt=FOD&loid=0&w=640&h=480
&ref=

• This video explains the role of evidence and the presentation of facts in writing. Watch the video to

address the Building an Argument discussion. This source is available in the Films On Demand Database.

Handouts and Additional Material

Deutsch, A., Garten, A., & Wilson, J. (2016). An introduction to argument [PDF]. College of Liberal Arts, Ashford
University, San Diego, CA.

• Review this document before engaging in the Building an Argument discussion. Available in your online

classroom.
Garten, A., & Morrell, C. (2016). Model outline. Division of General Education, Ashford University, San Diego, CA.

• Read the model outline in order to complete the assignment for this week. Available in your online

classroom.
Lewis, C. (2012). So you think you can Google? [PowerPoint presentation]. Ashford University Library, Ashford
University, San Diego, CA.

• Review this resource to continue researching your topic through Internet search.

Web Pages
Ashford Writing Center. (n.d.). Essay structure. Retrieved from http://writingcenter.ashford.edu/essay-structure

• This resource will help you develop your outline assignment and good essay structure.

Ashford Writing Center. (n.d.). Good paragraph development: As easy as p.i.e. Retrieved from
https://awc.ashford.edu/essay-dev-pie-paragraph.html

• This resource will help you develop paragraphs for your ongoing writing assignments.

Ashford Writing Center. (n.d.). Introductions & conclusions. Retrieved from

http://writingcenter.ashford.edu/introductions-conclusions

https://bridgepoint.equella.ecollege.com/curriculum/file/9fce9d11-3298-48ef-ac77-12fe7d5c0577/1/In-Text%20Citation%20Helper%20A%20Guide%20to%20Making%20APA%20In-Text%20Citations.zip/story.html

https://secure.films.com/OnDemandEmbed.aspx?Token=49816&aid=18596&Plt=FOD&loid=0&w=640&h=480%20&ref=

http://writingcenter.ashford.edu/essay-structure

https://awc.ashford.edu/essay-dev-pie-paragraph.html

http://writingcenter.ashford.edu/introductions-conclusions

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ENG122: ENGLISH COMPOSITION II

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• This document explains the unique features and function of introduction and conclusion paragraphs. Use

this document to assist you in outlining the introduction and conclusion sections of your argumentative

essay in this week’s Final Research Paper Outline.

Ashford Writing Center. (n.d.). Quotation marks. Retrieved from http://writingcenter.ashford.edu/quotation-marks

• This document explains how to proper quote the work of others. Use this document to assist you the

Paraphrasing, Quoting, and Academic Honesty Workshop discussion.

Ashford Writing Center. (n.d.). Quoting, paraphrasing, & summarizing. Retrieved from
http://writingcenter.ashford.edu/quoting-paraphrasing-summarizing

• This document explains how to paraphrase a source in your own words. Use this document to assist you

the Paraphrasing, Quoting, and Academic Honesty Workshop discussion.

Recommended Resources

Multimedia
USC Rossier. (2011, September 19). Plagiarism, quoting, & paraphrasing (part 1 of 2) [Video file]. Retrieved from

• For additional assistance on the Paraphrasing and Quoting discussion, view this source.

USC Rossier. (2011, September 19). Plagiarism, quoting, & paraphrasing (part 2 of 2) [Video file]. Retrieved from

• For additional assistance on the Paraphrasing and Quoting discussion, view this source.
Handouts and Additional Material
ENG122: Tips for the effective evaluation of internet sources. (2013). [PowerPoint presentation]. Ashford University
Library, Ashford University, San Diego, CA.

• This presentation provides tools and tips for evaluating resources found online. Utilize this tool to

evaluate current research and to improve ongoing research practices. Available in your online classroom.

Web Pages
Ashford Writing Center. (n.d.). Plagiarism guide. Retrieved from http://writingcenter.ashford.edu/plagiarism-guide

• For additional assistance on the Paraphrasing and Quoting Discussion, view this source.

Purdue Online Writing Lab. (2013, February 15). Quoting, paraphrasing, and summarizing. Retrieved from

https://owl.english.purdue.edu/owl/resource/563/01/

http://writingcenter.ashford.edu/quotation-marks

http://writingcenter.ashford.edu/quoting-paraphrasing-summarizing

http://writingcenter.ashford.edu/plagiarism-guide

https://owl.english.purdue.edu/owl/resource/563/01/

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ENG122: ENGLISH COMPOSITION II

COURSE GUIDE
• For additional assistance on the Paraphrasing and Quoting discussion, view this source.

Discussions

HelpNow!: Please view the videos Posting in a Discussion in Canvas for a step-by-step guide on posting in discussion

forums. Participate in the following discussions:

1. Building an Argument. 1st Post Due by Day 3.

Prepare: As you prepare to write your first discussion for this week, take a few moments to do the following:

• Watch Models of Non-Fiction Writing: Presenting an Argument in the AU Library’s Films on Demand

database

• Watch Evidence in Argument: Critical Thinking in the AU Library’s Films on Demand database

• Review An Introduction to Argument

• Review the grading rubric for this discussion

Reflect: Before drafting your initial post, take time to reflect on the structure of a successful argument. Think

about the structure of an argument and how it may relate to your paper. Decide what approach will be best suited

to your specific argument.

Write (due Thursday, Day 3): In 200 to 300 words, present a plan for the argument you will be presenting in your

paper. In a few sentences each, identify and explain the following items for your specific argument:

• Ethos, pathos, and logos

• Thesis statement (the paper’s position), based upon feedback from last week

• At least two claims, building upon last week’s research and assignment

• At least one counterargument and ideas for rebuttal

• Questions or concerns regarding the development of your argument

Please review the Week 2 Discussion 1 Initial Post Template before writing your response.

Respond to Peers (due Monday, Day 7): In 125 to 200 words each, respond to at least two classmates. In each

response, address all questions and concerns with clear and concise information and advice. Then, analyze your

https://ashford.mediaspace.kaltura.com/media/Posting+in+a+Discussion+in+Canvas/0_vh7y0vcn

https://secure.films.com/OnDemandEmbed.aspx?Token=2817&aid=18596&Plt=FOD&loid=0&w=640&h=480&%20ref=

https://secure.films.com/OnDemandEmbed.aspx?Token=49816&aid=18596&Plt=FOD&loid=0&w=640&h=480%20&ref=

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

classmate’s proposed argument structure and describe why the argument seems valid. If the argument is not valid,

identify errors or omissions and provide suggestions for improvement.

Please review the Week 2 Discussion 1 Peer Response Template before writing your response.

2. Paraphrasing, Quoting, and Academic Honesty Workshop. 1st Post Due by Day 3.

Prepare: As you prepare to write your second discussion for this week, take a few moments to do the following:

• Read Chapters 2 and 4 in the textbook.

• Explore the Ashford Writing Center In-Text Citation Helper

• Review the Ashford Writing Center articles on

o Good Paragraph Development: As Easy as P.I.E.

o Essay Structure

o Quotation Marks

o Quoting, Paraphrasing, & Summarizing

• Review the grading rubric for this discussion.

Reflect: Before drafting your initial post, take time to reflect on one of the paragraphs in your paper. Does your

topic sentence in that paragraph support your thesis statement? Is the claim in your topic sentence fully developed

in the rest of the body paragraph? Think about your topic sentence’s claim and how you will add credibility to

your writing.

Write (due Thursday, Day 3): In 200 to 300 words, share a rough draft of one of your paper’s body paragraphs.

Your paragraph must include a topic sentence, one direct quote, and one paraphrased passage. Integrate both of

these elements into your paragraph using proper APA in-text citations. Below your body paragraph, provide the

original text that you are paraphrasing and label it clearly as “Original Source Text.” Include an APA-formatted

reference list for the sources noted in the body of your paragraph.

In a separate paragraph,

• Explain how your topic sentence supports your thesis statement.

• Explain how the quoted and paraphrased material supports your claims and/or adds credibility to your

writing.

https://bridgepoint.equella.ecollege.com/curriculum/file/9fce9d11-3298-48ef-ac77-12fe7d5c0577/1/In-Text%20Citation%20Helper%20A%20Guide%20to%20Making%20APA%20In-Text%20Citations.zip/story.html

https://awc.ashford.edu/essay-dev-pie-paragraph.html

http://writingcenter.ashford.edu/essay-structure

http://writingcenter.ashford.edu/quotation-marks

http://writingcenter.ashford.edu/quoting-paraphrasing-summarizing

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ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

Please review the Week 2 Discussion 2 Initial Post Template before writing your response.

Respond to Peers (due Monday, Day 7): In 125 to 200 words each, discuss and critique the paragraphs of at least

two of your classmates. Please analyze and discuss the

• Use of APA formatting.

• Integration of the direct quote and paraphrased material.

• Questions and concerns regarding the development of the paragraph and topic sentence.

• Substantiate your ideas and suggestions with specific examples from your classmates’ paragraphs and

the assigned reading materials.

Please review the Week 2 Discussion 2 Peer Response Template before writing your response.

Quizzes
HelpNow!: Please view the video Taking Quizzes for information on completing your quiz.

1. Week Two – Reading Quiz. Due by Day 3. Complete the 10-question quiz by Thursday, Day 3. You may

attempt the quiz up to three times. Quizzes will not be cleared or reset after the third attempt. The grade for

the most recent attempt will be captured in the gradebook. The quiz will assess your knowledge of Week 2

Required Resources.

2. Week Two – Content Quiz. Due by Day 7. Complete the 15-question quiz by Monday, Day 7. You have

unlimited attempts until Day 7 of the learning week. The grade for the most recent attempt will be captured

in the gradebook. The quiz will assess your application of concepts discussed in Week 2 Required

Resources and Ashford Writing Center.

Assignment

HelpNow!: Please view the videos Introduction to Waypoint and Originality Reports for a step-by-step guide on

reviewing and uploading your assignment.

http://ashford.mediaspace.kaltura.com/media/WTC-Quizzes/0_vpzz4dq5/19511472

http://writingcenter.ashford.edu/

https://ashford.mediaspace.kaltura.com/media/Introduction+to+Waypoint+and+Originality+Reports/0_ayaxxa8o

30
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

1. Final Research Paper Outline. Due by Day 7. Your assignment will begin with an APA-style title page followed

by a formal outline that presents your thesis statement, topic sentences, and supporting information for each topic.

You will need to refer to your annotated bibliography to locate appropriate sources for the claims you intend to

present and cite these sources the body of your outline and on your reference page. Please check the Research

Paper Guidelines, available in your online course, if you have any questions about the assignment topics. Also, be

sure to review the Model Outline before you begin constructing your own outline and utilize the Week Two

Assignment Template.

You are required to format your assignment as a full-sentence outline in APA style that includes source material

from at least two scholarly sources from last week’s research along with additional research, if necessary. Source

material must be cited in-text in accurate APA style and must be accompanied by an accurately formatted

reference list. Be sure to incorporate any useful feedback you have received from your instructor and classmates.

The outline must be 400 to 500 words in length and formatted according to APA style. For information regarding

APA, including samples and tutorials, visit the Ashford Writing Center.

Submission Information: Complete the tasks above and save the document as a Microsoft Word PDF file.

Submit your assignment via the Assignment Submission button. Please use a naming convention for your

assignment files that includes your last name and the week number. So, your Final Research Paper Outline

assignment should bear a file name that looks like: smithENG122w2 x or smithENG122w2 .

http://writingcenter.ashford.edu/

31
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

WEEK 3

COURSE CONTENT
To be completed during the third week of class.

Overview
Activity Due Date Format
Grading
Percent

Revising Your Outline for Logic
Day 3

(1st post)
Discussion 3

Writing Your Conclusion Workshop
Day 3

(1st post)
Discussion 3

Week 3 – Reading Quiz Day 3 Quiz 2

Week 3 – Content Quiz Day 7 Quiz 3

Final Research Paper Draft Day 7 Assignment 8

Weekly Learning Outcomes
This week students will

1. Utilize logic to build a solid argument structure.

2. Compose an effective conclusion to an essay.

3. Apply the steps of the writing process in a research paper draft.

4. Utilize resources and tools for student writing available through the Ashford Writing Center.

5. Identify key principles of logic, fallacies in argument, citation, style, and grammar.

Introduction

This week you will review the logic of your argument, develop your conclusion, and submit the

Final Research Paper

Draft. This week’s coursework will prepare you for an analysis of your own work and will remind you of the paragraph-

32
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

writing tools available through the Ashford Writing Center. Your Final Research Paper Draft will exhibit your ability to

write without fallacies or citation errors, and will demonstrate your proofreading skill.

HelpNow!: Please review the videos Accessing Your Grades in Canvas and Accessing Feedback for a step-by-step guide
on accessing grades and feedback for last week’s assignments.

Required Resources
Text
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.) [Electronic version]. Retrieved from
https://content.ashford.edu/

• Chapter 6: Academic Writing: Myths and Expectations

• Chapter 7: Writing a Draft

• Appendix B: Sample Student Research Papers

Multimedia
Presnell, M. [Mick Presnell]. (2013, November 7). Syllogism, mood, and figure [Video file]. Retrieved from

• This video explains categorical syllogisms and how they are used to create a logical argument.

Handouts and Additional Materials
Garten, A. (2014). An introduction to logic and syllogism [PDF]. Division of General Education, Ashford University, San
Diego, CA.

• This document defines and introduces logic in argument and the basics of syllogisms. Read material

before engaging in the Revising Your Outline for Logic discussion. Available in your online classroom.

Garten, A., & Morrell, C. (2016). Model draft. Division of General Education, Ashford University, San Diego, CA.

• This model of a draft will help you complete the assignment for the week. Available in your online

classroom.
Web Pages
Ashford Writing Center. (n.d.). APA essay checklist for students. Retrieved from https://awc.ashford.edu/cd-apa-
checklist.html

• This site provides a quick checklist for APA style elements. Use this checklist while drafting this week’s

https://ashford.mediaspace.kaltura.com/media/Accessing+your+Grades+in+Canvas/0_hebyd4ur

https://ashford.mediaspace.kaltura.com/media/Accessing+Feedback/0_upo7jxhb/19511472

https://awc.ashford.edu/cd-apa-checklist.html

33
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE
assignment.
Ashford Writing Center. (n.d.). Introductions & conclusions. Retrieved from
http://writingcenter.ashford.edu/introductions-conclusions

• This document provides information on constructing a proper introduction and an effective conclusion

for an academic essay. Use this information in discussions and as a guide for your Final Research Paper

Draft assignment.

The 20 most common errors in student writing: Then and now. (n.d.). Retrieved from
https://library.wwu.edu/files/wis_tla/The%2020%20Most%20Common%20Errors%20in%20Student%20Writing.
doc

• This site identifies common writing mistakes and should be reviewed before drafting this week’s

assignment.

Recommended Resources
Multimedia
TheHtownusa. (2011, March 31). The fallacy project: Examples of fallacies from advertising, politics, and popular
culture [Video file]. Retrieved from https://youtu.be/fXLTQi7vVsI

• For additional assistance on the Final Research Paper Draft assignment, view this source.

Web Pages
Purdue Online Writing Lab. (2013, March 11). Logical fallacies. Retrieved from
https://owl.english.purdue.edu/owl/resource/659/03/
• For additional assistance on the Final Research Paper Draft assignment, view this source.
QuickAndDirtytips.com. (n.d). Grammar girl. Retrieved from http://www.quickanddirtytips.com/grammar-girl
• For additional assistance on the Final Research Paper Draft assignment, view this source.

Discussions
HelpNow!: Please view the videos Posting in a Discussion in Canvas for a step-by-step guide on posting in discussion
forums. Participate in the following discussions:

1. Revising Your Outline for Logic. 1st Post Due by Day 3.

http://writingcenter.ashford.edu/introductions-conclusions

https://library.wwu.edu/files/wis_tla/The%2020%20Most%20Common%20Errors%20in%20Student%20Writing

https://owl.english.purdue.edu/owl/resource/659/03/

https://ashford.mediaspace.kaltura.com/media/Posting+in+a+Discussion+in+Canvas/0_vh7y0vcn

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

Prepare: As you prepare to write your first discussion for this week, complete the following:

• Read An Introduction to Logic and Syllogisms

• Watch Syllogism, Mood, and Figure

• Review the grading rubric for this discussion

Reflect: Before drafting your initial post, take time to reflect on the rhetorical situation and the appeal to logos in

your paper. Have you given logic and reason enough emphasis? Are you concerned about fallacies in your work?

Think about your argument, its claims, and the supporting evidence. Have you developed a logical argument

supported by credible evidence?

Write (due Thursday, Day 3): Utilize your outline to make a list of every claim and all supporting evidence for

your argument thus far, keeping an eye on the appeal to logos. Each claim should be written by you in your own

words and should introduce a part of your unique argument. Paraphrase or summarize your supporting evidence

and include a proper APA-style in-text citation. You may include multiple pieces of evidence for each claim.

List your thesis statement, claims, and evidence in the following format:

• Thesis statement: Write your single-sentence thesis statement here.

• Claim: Write your first claim in a complete sentence here.

o Evidence: Paraphrase or summarize your source and cite it here (Sample, 2015).

o Evidence: Paraphrase or summarize additional sources that support this claim and cite them here

as 2., 3., 4., and so on (Sample, 2015).

o Evidence: If you feel the need to use a quote, “add it to the list with proper quotation marks and

the appropriate in-text citation containing the page, section, or paragraph number in the original

source” (Sample, 2015, p. 22).

• Claim: Write your second claim in a complete sentence here.

o Evidence: Paraphrase or summarize your source here (Sample, 2015).

o Evidence: Continue to paraphrase and summarize your sources for each claim (Sample, 2015).

• Claim: Continue to write your claims in complete sentences.

o Evidence

• In 200 to 300 words, compare your claims and evidence to the common fallacies described in “An

Introduction to Logic and Syllogisms” (available in the online classroom).

http://writingcenter.ashford.edu/quoting-paraphrasing-summarizing

http://writingcenter.ashford.edu/citing-within-your-paper

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

o Describe any fallacies you locate and describe how you will remove those fallacies this week.

o Describe how your claims logically support your thesis statement as well-supported premises.

• Be sure to use the correct vocabulary when discussing fallacy: Slippery slope, hasty generalization, post

hoc ergo propter hoc, either/or, ad hominem, etc.

• End your post with any questions or concerns you have regarding the appeal to logos, the use of

supporting evidence, the role of claims in an argument, or fallacies.

Please review the Week 3 Discussion 1 Initial Post Template before writing your response.

Respond to Peers (due Monday, Day 7): In 125 to 200 words each, respond to at least two classmates. In each

response, begin by addressing your classmate’s questions and concerns. Then, review the list of claims and

supporting evidence for possible fallacies. State whether your classmate’s claims effectively support the thesis

statement and explain why. Share your thoughts on the research selected to support the list of claims. Has your

classmate provided enough evidence?

Be sure to follow up with classmates who respond to your post. Utilize feedback from this discussion as you

revise your paper outline and compose your rough draft.

Please review the Week 3 Discussion 1 Peer Response Template before writing your response.

2. Writing Your Conclusion Workshop. 1st Post Due by Day 3.

Prepare: As you prepare to write your second discussion for this week, take a few moments to do the following:

• Read the Ashford Writing Center articles on Introductions & Conclusions and Essay Structure

• Review the grading rubric for this discussion

Reflect: Before drafting your initial post, take time to reflect on your closing argument. Does your conclusion

reemphasize the important points that you have made in your essay? Have you summarized your main points and

rephrased your thesis statement? Do the final lines of your conclusion leave your readers with something

interesting to consider?

http://writingcenter.ashford.edu/

http://writingcenter.ashford.edu/introductions-conclusions

http://writingcenter.ashford.edu/essay-structure

36
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

Write (due Thursday, Day 3): In 200 to 300 words, share your concluding paragraph. Your conclusion should

reiterate the position of your paper by summarizing your main points and rephrased thesis statement. In a final

paragraph, share your original thesis statement.

In a separate paragraph,

identify and explain the following:

• What is your conclusion’s closing argument?

• In addition, note any questions you may have regarding your conclusion (e.g., rephrased thesis

statement, summarized main points, etc.) so your classmates can assist you.

Please review the Week 3 Discussion 2 Initial Post Template before writing your response.

Respond to Peers (due Monday, Day 7): In 125 to 200 words each, discuss and critique the concluding

paragraphs of at least two of your classmates. Please identify, analyze, and discuss the following:

• Rephrased thesis statement

• Main points of the argument (e.g., are the main points summarized?)

• Closing argument (e.g., was the thesis proven?)

• Questions and concerns regarding the development of the closing argument

• Substantiate your ideas and suggestions with specific examples from your classmates’ concluding

paragraphs and the assigned reading materials.

Please review the Week Three Discussion 2 Peer Response Template before writing your response.

Quizzes
HelpNow!: Please view the video Taking Quizzes for information on completing your quiz.

1. Week 3 – Reading Quiz. Due by Day 3. Complete the 10-question quiz by Thursday, Day 3. You may

attempt the quiz up to three times. Quizzes will not be cleared or reset after the third attempt. The grade for

the most recent attempt will be captured in the gradebook. The quiz will assess your knowledge of Week 3

Required Resources.

2. Week 3 – Content Quiz. Due by Day 7. Complete the 15-question quiz by Monday, Day 7. You have

unlimited attempts until Day 7 of the learning week. The grade for the most recent attempt will be captured

http://ashford.mediaspace.kaltura.com/media/WTC-Quizzes/0_vpzz4dq5/19511472

37
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

in the gradebook. The quiz will assess your application of concepts discussed in Week 3 Required

Resources and Ashford Writing Center.

Assignment
HelpNow!: Please view the videos Introduction to Waypoint and Originality Reports for a step-by-step guide on
reviewing and uploading your assignment.

1. Final Research Paper Draft. Due by Day 7. This week you will be creating and submitting a draft of your Final

Research Paper that is based on the topic you selected from the Research Paper Guidelines and from the Final

Research Paper Outline from Week 2. Please be sure to review the Model Research Paper Draft and Week 3

Assignment Template to understand the expectations for the assignment this week.

The Final Research Paper Draft must contain the following components:

• A title page and a references page (based upon your annotated bibliography).

• An introduction that features a thesis statement that is clearly articulated and argumentative and/or

analytical. Ideally, the introduction should be a single, compelling paragraph.

• Body paragraphs that develop at least one research-supported argument. (Note: The body of your paper

should feature in-text citations that leverage at least four different sources.)

• APA-style formatting, including properly documented citations.

Your draft must be 750 to 2,000 words in length, excluding the title and references pages. Remember to proofread

your work for errors in grammar, mechanics, style, and formatting. Submit as much work as possible, whether it

is a full or partial draft. Please refer to Research Paper Guidelines as well as Week 5 Final Research Paper

instructions.

The purpose of the Final Research Paper Draft is to ensure you are making satisfactory progress on your Final

Research Paper while providing you with an opportunity to receive direction and feedback from your instructor. If

you find that you are struggling to complete the draft, make sure that you have read and reviewed this week’s

required activities. Additionally, consider contacting your instructor for additional one-on-one guidance.

Submission Information: Complete the task above and save the document as a Microsoft Word or PDF file.

Submit your assignment via the Assignment Submission button. Please use a naming convention for your

https://ashford.mediaspace.kaltura.com/media/Introduction+to+Waypoint+and+Originality+Reports/0_ayaxxa8o

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

assignment file that includes your last name, the week number, and the assignment number. So, your Final

Research Paper Draft assignment should bear a file name that looks like: smithENG122w3 or

smithENG122w3 .

39
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

WEEK 4

COURSE CONTENT
To be completed during the fourth week of class.

Overview
Activity Due Date Format
Grading
Percent

Draft Peer Review
Day 3

(1st post)
Discussion 6

Week 4 – Reading Quiz Day 3 Quiz 2

Week 4 – Content Quiz Day 7 Quiz 3

Revisions of Final Research Paper Draft NA Assignment 0

Weekly Learning Outcomes
This week students will

1. Evaluate a rough draft to demonstrate knowledge of the revision process.

2. Evaluate a paper for writing style.

Introduction

This week you will revise your draft and apply feedback from the instructor and classmates. The revision will include

checking for stylistic elements, proofreading, editing, and incorporating additional research into your writing. You will

also complete a peer review and participate in essential classroom discussions.

HelpNow!: Please review the videos Accessing Your Grades in Canvas and Accessing Feedback for a step-by-step guide
on accessing grades and feedback for last week’s assignments.

https://ashford.mediaspace.kaltura.com/media/Accessing+your+Grades+in+Canvas/0_hebyd4ur

https://ashford.mediaspace.kaltura.com/media/Accessing+Feedback/0_upo7jxhb/19511472

40
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

Required Resources

Text
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.) [Electronic version]. Retrieved from
https://content.ashford.edu/

• Chapter 8: Revising and Finishing the Research Paper

• Chapter 4, Section 4.3: Plagiarism and Responsible Use of Sources

Handouts and Additional Materials
Garten, A., Battistelli, P., & Morrell, C. (Eds.). (2017). Research paper guidelines (2nd ed.) [PDF]. College of Liberal Arts,
Ashford University, San Diego, CA.

• Read material before engaging in this week’s discussions and completing the Revisions of Final

Research Paper assignment. Available in your online classroom.

Garten, A., & Wilson, J. (2013). ENG122 peer review and revision guidelines [PDF]. College of Liberal Arts, Ashford
University, San Diego, CA.

• This document will guide you through the formal peer review process. Read the material closely before

engaging in this week’s peer review discussion.

Web Pages
Ashford Writing Center. (n.d.). Essay structure. Retrieved from http://writingcenter.ashford.edu/essay-structure

• Review this information as you revise your Final Research Paper Draft this week.

Ashford Writing Center. (n.d.). Formatting your references list. Retrieved from https://awc.ashford.edu/cd-apa-

checklist.html

• Use this document to properly format your reference page in APA style, as outlined in the Ashford

Writing Center.
Ashford Writing Center. (n.d.). Writing reviser tool. Retrieved from https://awc.ashford.edu/writing-tools-writing-
reviser.html

• Utilize this tool as you revise your Final Research Paper Draft this week.

Recommended Resources
Multimedia

http://writingcenter.ashford.edu/essay-structure

http://writingcenter.ashford.edu/format-your-reference-list

https://awc.ashford.edu/writing-tools-writing-reviser.html

41
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE
Baber, J. (Producer), Fabian, R. (Writer & Director), Horner, J., Rotkowski, R. & Yeager, K. (Writers). (2011).
Recognizing online propaganda, bias, and advertising [Series episode]. In B. Kloza (Executive producer), Internet
research and information literacy: Effective strategies and cautionary tales. Des Plaines, IL: Cambridge
Educational. Retrieved from
https://secure.films.com/OnDemandEmbed.aspx?Token=43789&aid=18596&Plt=FOD&loid=0&w=640&h=480
&ref=

• For additional assistance with this week’s activities, view this source.

USC Rossier. (2011, September 19). Plagiarism, quoting, & paraphrasing (part 1 of 2) [Video file]. Retrieved from

• For additional assistance with this week’s activities, view this source.
USC Rossier. (2011, September 19). Plagiarism, quoting, & paraphrasing (part 2 of 2) [Video file]. Retrieved from

• For additional assistance with this week’s activities, view this source.

Web Page

Purdue Online Writing Lab. (2013, February 15). Quoting, paraphrasing, and summarizing. Retrieved from
https://owl.english.purdue.edu/owl/resource/563/01/
• For additional assistance with this week’s activities, view this source.

Discussion

1. Draft Peer Review. 1st Post Due by Day 3. HelpNow!: Please view the video Posting to a Discussion Forum for

instructions on attaching your draft to your discussion post.

Prepare: As you prepare to write your second discussion for this week, take a few moments to do the following:

• Read Chapter 8 in the textbook

• Review this week’s handout, ENG122 Peer Review and Revision Guidelines

• Review the Ashford Writing Center articles:

o Essay Structure

o Formatting Your References List

o Plagiarism Guide

o Writing Reviser Tool

https://secure.films.com/OnDemandEmbed.aspx?Token=43789&aid=18596&Plt=FOD&loid=0&w=640&h=480%20&ref=

https://owl.english.purdue.edu/owl/resource/563/01/

https://ashford.mediaspace.kaltura.com/media/Posting+to+a+Discussion+Forum/0_tndqsmxk

http://writingcenter.ashford.edu/

http://writingcenter.ashford.edu/essay-structure

http://writingcenter.ashford.edu/format-your-reference-list

http://writingcenter.ashford.edu/plagiarism-guide

https://awc.ashford.edu/writing-tools-writing-reviser.html

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE
• Review the grading rubric for this discussion

Reflect: Before drafting your initial post, take time to reflect on your rough draft. Is the claim in your thesis

statement fully developed and supported throughout your essay? Do your topic sentences support your thesis

statement? Have you supported your claims with evidence? Will you be submitting your draft to the Ashford

Writing Center for review? Do you have specific areas of concern?

Write (due Thursday, Day 3): Share your essay rough draft by attaching it to your post as a Microsoft Word

document. Include an APA-formatted references list for the sources used in your essay. In 200 to 300 words,

identify and explain the following:

• Describe and explain your review process. How did you review your rough draft for logical fallacies,

citation errors, and potential plagiarism (e.g., Turnitin)?

• Have you proofread your work? Did you utilize Writing Reviser or Grammarly yet?

• Share specific questions you have regarding your essay structure, content, or style.

Please review the Week 4 Discussion 2 Initial Post Template before writing your response.

Respond to Peers (due Monday, Day 7): In at least 350 words each, complete a thoughtful peer review of at least

two of your classmates’ rough drafts. To help ensure that all of your classmates receive feedback, if possible,

review at least one draft that has not yet been reviewed. Please analyze and discuss the following in depth:

• Thesis statement

• Topic sentences and body paragraphs

• Research integration

• Fallacies (e.g., review of logic)

• Conclusion

• Questions and concerns regarding the development of the essay

Provide your classmates with thorough feedback for improvement. Substantiate your ideas and suggestions with

specific examples from your classmates’ rough drafts and the assigned reading materials.

Please review the Week 4 Discussion 2 Peer Response Template before writing your response.

43
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE
Quizzes
HelpNow!: Please view the video Taking Quizzes for information on completing your quiz.

1. Week 4 – Reading Quiz. Due by Day 3. Complete the 10-question quiz by Thursday, Day 3. You may

attempt the quiz up to three times. Quizzes will not be cleared or reset after the third attempt. The grade for

the most recent attempt will be captured in the gradebook. The quiz will assess your knowledge of Week 4

Required Resources.

2. Week 4 – Content Quiz. Due by Day 7. Complete the 15-question quiz by Monday, Day 7. You have

unlimited attempts until Day 7 of the learning week. The grade for the most recent attempt will be captured

in the gradebook. The quiz will assess your application of concepts discussed in Week 4 Required

Resources and Ashford Writing Center.

Assignment
HelpNow!: Please view the videos Introduction to Waypoint and Originality Reports for a step-by-step guide on

reviewing your assignment.

1. Revisions of Final Research Paper Draft. Even though you do not have a written assignment due this week,

after conducting your self-review and receiving feedback from your peers and your instructor, you should begin

revising your Final Research Paper Draft, fixing any errors, making any necessary corrections, and ensuring that

the paper is the appropriate length before you submit your Final Research Paper in 5 Five. Revision is a major

part of good writing, and you should allow plenty of time for this step.

Do not forget to utilize the tutoring services available to you through the Ashford Writing Center.

http://ashford.mediaspace.kaltura.com/media/WTC-Quizzes/0_vpzz4dq5/19511472

http://writingcenter.ashford.edu/

https://ashford.mediaspace.kaltura.com/media/Introduction+to+Waypoint+and+Originality+Reports/0_ayaxxa8o

http://writingcenter.ashford.edu/

44
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

WEEK 5

COURSE CONTENT
To be completed during the fifth week of class.

Overview
Activity Due Date Format
Grading
Percent

Plagiarism and Logic Self-Check
Day 3

(1st post)
Discussion 3

Week 5 – Reading Quiz Day 3 Quiz 2

End of Course Survey Day 7 End of Course Survey 0.5

Final Research Paper Day 7 Final Research Paper 30

Weekly Learning Outcomes
This week students will

1. Assess personal strengths and weaknesses in academic writing.

2. Develop strategies for addressing writing weaknesses.

3. Utilize editorial and revision skills to refine research paper drafts.

Introduction

Congratulations! You have reached the final week of the course. This week, you will complete your Final Research Paper

and reexamine the notion of argument. The research, editing, and writing skills you have learned in this class will be used

in all future courses.

HelpNow!: Please review the videos Accessing Your Grades in Canvas and Accessing Feedback for a step-by-step guide
on accessing grades and feedback for last week’s assignments.

https://ashford.mediaspace.kaltura.com/media/Accessing+your+Grades+in+Canvas/0_hebyd4ur

https://ashford.mediaspace.kaltura.com/media/Accessing+Feedback/0_upo7jxhb/19511472

45
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE
Required Resources
Text
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.) [Electronic version]. Retrieved from
https://content.ashford.edu/

• Review Chapter 4: Evaluating and Working With Sources

• Review Chapter 8: Revising and Finishing the Research Paper

Multimedia
Taylor, S., Blakemore, K. (Writers), & Online Classroom TV (Producer). (2009). Evidence in argument [Series episode].
Bristol, UK: Classroom Video, Ltd. Retrieved
https://secure.films.com/OnDemandEmbed.aspx?Token=49816&aid=18596&Plt=FOD&loid=0&w=640&h=480
&ref=

• Review this video before participating in the Revisiting Argument, Research, and Scholarly Writing

discussion.
Handouts and Additional Material
Garten, A., & Morrell, C. (2016). Model final research paper. Division of General Education, Ashford University, San
Diego, CA.

• Read this model of a successful Final Research Paper in order to understand the expectations for the

final assignment.

Web Pages
Ashford Writing Center. (n.d.). Quotation marks. Retrieved from http://writingcenter.ashford.edu/quotation-marks

• Use this information to conduct your plagiarism self-check and complete discussions.

Ashford Writing Center. (n.d.). Quoting, paraphrasing & summarizing. http://writingcenter.ashford.edu/quoting-

paraphrasing-summarizing
• Use this information to conduct your plagiarism self-check and complete discussions.
Ashford Writing Center. (n.d.). Plagiarism guide. Retrieved from http://writingcenter.ashford.edu/plagiarism-guide
• Use this information to conduct your plagiarism self-check and complete discussions.

https://secure.films.com/OnDemandEmbed.aspx?Token=49816&aid=18596&Plt=FOD&loid=0&w=640&h=480%20&ref=

https://awc.ashford.edu/cd-integrating-quotes.html

http://writingcenter.ashford.edu/quoting-paraphrasing-summarizing

http://writingcenter.ashford.edu/plagiarism-guide

46
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE
Discussion
HelpNow!: Please view the videos Posting in a Discussion in Canvas for a step-by-step guide on posting in discussion
forums. Participate in the following discussions:

1. Plagiarism and Logic Self-Check. 1st Post Due by Day 3.

Prepare: As you prepare to write your first discussion for this week, take a few moments to do the following:

• Review Chapter 4, Section 4.3 in the textbook

• Review the Ashford Writing Center’s Quoting, Paraphrasing & Summarizing and Quotation Marks

• Review the Ashford Writing Center’s Plagiarism Guide

• Review the Turnitin Student FAQ, available in the online classroom under “Learning Resources”

• View the video Introduction to Waypoint and Originality Reports

• Review the grading rubric for this discussion

Reflect: Before drafting your initial post, take time to reflect on everything you’ve learned about argument, logic,

and fallacy over the last month. Reread your draft with an eye on logic and make note of any fallacies you catch

or claims that lack support.

Take another look at your draft with an eye on your use of outside sources. Keep an eye out for missing quotation

marks, poorly paraphrased information, and in-text citations. Make note of any errors or concerns you discover.

Utilize the Turnitin tool to help you review your work.

Write (due Thursday, Day 3): In 200 to 300 words, share your plagiarism and logic self-check experience.

Describe your process and the items you uncovered during your review. In a few sentences, explain how you will

correct the issues and ask questions if you need help or advice. You are encouraged to share some examples from

your draft and explain how this experience will influence your work in the future.

Please review the Week 5 Discussion Initial Post Template before writing your response.

Respond to Peers (due Monday, Day 7): In 125 to 200 words each, respond to at least two classmates. In each

response, provide answers and advice to your classmate. Relate your plagiarism and logic self-check experience

https://ashford.mediaspace.kaltura.com/media/Posting+in+a+Discussion+in+Canvas/0_vh7y0vcn

http://writingcenter.ashford.edu/quoting-paraphrasing-summarizing

http://writingcenter.ashford.edu/quotation-marks

http://writingcenter.ashford.edu/plagiarism-guide

https://ashford.mediaspace.kaltura.com/media/Introduction+to+Waypoint+and+Originality+Reports/0_ayaxxa8o

47
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

to the experience your classmate has described. Consider the similarities, differences, and outcomes between the

two.

Please review the Week 5 Discussion Peer Response Template before writing your response.

Quiz

HelpNow!: Please view the video Taking Quizzes for information on completing your quiz.

1. Week Five – Reading Quiz. Due by Day 3. Complete the 10-question quiz by Thursday, Day 3. You may

attempt the quiz up to three times. Quizzes will not be cleared or reset after the third attempt. The grade for

the most recent attempt will be captured in the gradebook. The quiz will assess your knowledge of Week 5

Required Resources.

End of Course Survey

1. End of Course Survey. Due by Day 7. After you have completed the End of Course Survey, please complete the

one question quiz to receive your points. If for any reason you wish not to complete the survey, you may do so

and still receive the 0.5 points by completing the one question quiz.

Final Research Paper
HelpNow!: Please view the videos Introduction to Waypoint and Originality Reports for a step-by-step guide on
reviewing and uploading your assignment.

1. Final Research Paper. Due by Day 7. Before you submit your Final Research Paper, make sure that you have

• Reviewed the Research Paper Guidelines, available in your online course, to ensure your paper addresses

all required components and develops a clear position in response to one of the writing prompts provided.

• Reviewed the Model Final Research Paper and Week 5 Assignment Template in order to understand

expectations for the assignment.

• Incorporated a minimum of five scholarly sources.

• Provided well-researched evidence to support each claim.

• Incorporated feedback or suggestions into your revisions.

• Proofread your final draft for errors in grammar, mechanics, and style.

http://ashford.mediaspace.kaltura.com/media/WTC-Quizzes/0_vpzz4dq5/19511472

https://ashford.mediaspace.kaltura.com/media/Introduction+to+Waypoint+and+Originality+Reports/0_ayaxxa8o

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

• Written a paper that is approximately seven to ten pages total in length, including

o a title page

o five to seven pages of body text (1,500 to 2,000 words)

o a references page

• Formatted your paper according to APA style as

outlined in the Ashford Writing Center.

Your Final Research Paper will be assessed on the following components:

• Structure

• Development

• Style

• Grammar

• APA formatting

• Resources

Submission Information: Complete the tasks above and save the document as a Microsoft Word or PDF file.
Submit your assignment via the Assignment Submission button. Please use a naming convention for your

assignment file that includes your last name and the week number. So, your Final Research Paper assignment

should bear a file name that looks like: smithENG122w5 x or smithENG122w5 .

The Final Research Paper

• Must have a body length of five to seven double-spaced pages formatted according to APA style as

outlined in the Ashford Writing Center.

• Must include a separate title page with the following:

o Title of paper

o Student’s name

o Course name and number

o Instructor’s name

o Date submitted

• Must begin with an introductory paragraph that has a succinct thesis statement.

• Must address the topic of the paper with critical thought, well-supported claims, and properly cited

evidence.

• Must end with a conclusion that reaffirms your thesis.

http://writingcenter.ashford.edu/

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

• Must use and cite at least five scholarly sources from the Ashford University Library.

• Must document all sources in APA style as outlined in the Ashford Writing Center.

• Must include a separate references page that is formatted according to APA style as outlined in the

Ashford Writing Center.

50
ENG122: ENGLISH COMPOSITION II

COURSE GUIDE

COURSE MAP

The course map illustrates the careful design of the course through which each learning outcome is supported by one or

more specific learning activities in order to create integrity and pedagogical depth in the learning experience.

Learning Outcome Week Activity

1. Apply advanced methods of critical thinking in

reading and writing by demonstrating the skill of

paraphrasing information.

1
2

2
4
5

 Annotated Bibliography –

Assignment

 Week 1 – Content Quiz – Quiz

 Paraphrasing, Quoting, and

Academic Honesty Workshop –

Discussion

 Week 2 – Content Quiz – Quiz

 Plagiarism and Logic Self-Check –

Discussion

 Final Research Paper – Final Paper

2. Develop an effective personal research process. 1

1
1

2
2

2
2
2

 What Is an Argument?

– Discussion

 Argument, Keyword, and Thesis

Statement Workshop – Discussion

 Week 1 – Content Quiz – Quiz

 Annotated Bibliography –
Assignment

 Building an Argument – Discussion

 Paraphrasing, Quoting, and
Academic Honesty Workshop –
Discussion

 Week 2 – Reading Quiz – Quiz

 Week 2 – Content Quiz – Quiz

 Final Research Paper Outline –

Assignment

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE
4
4

 Week 4 – Content Quiz – Quiz

 Plagiarism and Logic Self-Check –
Discussion
 Final Research Paper – Final Paper

3. Demonstrate the use of sound evidence and

appropriate and acceptable sources for college-

level academic research.

2
2

5
 Argument, Keyword, and Thesis
Statement Workshop – Discussion
 Annotated Bibliography –
Assignment
 Building an Argument – Discussion
 Paraphrasing, Quoting, and
Academic Honesty Workshop –
Discussion
 Final Research Paper Outline –
Assignment

 Final Research Paper Draft –

Assignment
 Final Research Paper – Final Paper

4. Apply appropriate APA in-text and reference page

citation formats for research sources.
1
1
1

2
3

4
5

5
5

 Week 1 – Reading Quiz – Quiz

 Week 1 – Content Quiz – Quiz
 Annotated Bibliography –
Assignment
 Paraphrasing, Quoting, and
Academic Honesty Workshop –
Discussion
 Week 2 – Reading Quiz – Quiz
 Final Research Paper Draft –
Assignment

 Week 4 – Content Quiz – Quiz

 Plagiarism and Logic Self-Check –
Discussion

 Week 5 – Reading Quiz – Quiz

 Final Research Paper – Final Paper

5. Identify the importance of and strategies for

avoiding plagiarism.
1
1
 Week 1 – Reading Quiz – Quiz
 Week 1 – Content Quiz – Quiz

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE
2

3
3
4
4
4
5

5
 Paraphrasing, Quoting, and
Academic Honesty Workshop –
Discussion

 Week 3 – Reading Quiz – Quiz

 Week 3 – Content Quiz – Quiz

 Draft Peer Review – Discussion

 Week 4 – Reading Quiz – Quiz

 Week 4 – Content Quiz – Quiz
 Plagiarism and Logic Self-Check –
Discussion
 Week 5 – Reading Quiz – Quiz

6. Develop writing that objectively presents

information, form conclusions from that

information, and support those conclusions with

evidence, analysis, and reasoning.
1
1
2
2
2

3
4
4
5

5
 What Is an Argument? – Discussion
 Week 1 – Content Quiz – Quiz
 Building an Argument – Discussion
 Week 2 – Content Quiz – Quiz
 Final Research Paper Outline –
Assignment

 Revising Your Outline for Logic –

Discussion
 Final Research Paper Draft –
Assignment
 Week 3 – Content Quiz – Quiz

 Revisions of Final Research Paper

– Assignment

 Week 4 – Content Quiz – Quiz

 Plagiarism and Logic Self-Check –

Discussion
 Final Research Paper – Final Paper

7. Demonstrate understanding of research

terminology and mastery of the skills of

conducting online research and developing,

writing, and formatting a formal academic

research paper.
1

1
1
1

 Argument, Keyword, and Thesis
Statement Workshop – Discussion
 Week 1 – Reading Quiz – Quiz
 Week 1 – Content Quiz – Quiz
 Annotated Bibliography –
Assignment

ENG122: ENGLISH COMPOSITION II

COURSE GUIDE
2

2
2
2

3
3
3

4
4
4
5
5
 Paraphrasing, Quoting, and
Academic Honesty Workshop –
Discussion
 Week 2 – Reading Quiz – Quiz
 Week 2 – Content Quiz – Quiz
 Final Research Paper Outline –
Assignment
 Revising Your Outline for Logic –
Discussion

 Writing Your Conclusion Workshop

– Discussion
 Week 3 – Reading Quiz – Quiz
 Week 3 – Content Quiz – Quiz
 Final Research Paper Draft –
Assignment
 Draft Peer Review – Discussion
 Week 4 – Reading Quiz – Quiz
 Week 4 – Content Quiz – Quiz
 Week 5 – Reading Quiz – Quiz
 Final Research Paper – Final Paper

COURSE GRADING
DISCUSSIONS
READING QUIZZES
CONTENT QUIZZES
ASSIGNMENTS
END OF COURSE SURVEY
FINAL RESEARCH PAPER
GRADING PERCENT BREAKDOWN
WEEK 1
COURSE CONTENT
Overview
Weekly Learning Outcomes
Introduction
Required Resources
Text
Multimedia
Handouts and Additional Materials
Web Pages
Recommended Resources
Multimedia
Discussions
Quizzes
Assignment

WEEK 2
COURSE CONTENT
Overview
Weekly Learning Outcomes
Introduction
Required Resources
Text
Multimedia
Handouts and Additional Material
Web Pages
Recommended Resources
Multimedia
Handouts and Additional Material
Web Pages
Discussions
Quizzes
Assignment

WEEK 3
COURSE CONTENT
Overview
Weekly Learning Outcomes
Introduction
Required Resources
Text
Multimedia
Handouts and Additional Materials
Web Pages
Recommended Resources
Multimedia
Web Pages
Discussions
Quizzes
Assignment

WEEK 4
COURSE CONTENT
Overview
Weekly Learning Outcomes
Introduction
Required Resources
Text
Handouts and Additional Materials
Web Pages
Recommended Resources
Multimedia
Web Page
Discussion
Quizzes
Assignment

WEEK 5
COURSE CONTENT
Overview
Weekly Learning Outcomes
Introduction
Required Resources
Text
Multimedia
Handouts and Additional Material
Web Pages
Discussion
Quiz
End of Course Survey
Final Research Paper

COURSE MAP

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