Writing for the Social Sciences, CRN 40492 (English 103) section 1, Spring 2009
T/R,
Goals for this
course The purpose of Writing for the Social
Sciences is to help students develop critical reading, thinking, and writing
skills. Students will demonstrate an
understanding of the complexity of ethical dilemmas in education, economics,
cultural geography, political science, psychology, social work, and sociology. Students will demonstrate the ability to
summarize the research on a topic; to construct an argument; to locate and
organize existing research data; and to generate original empirical data.
Students will study and use the ethical and technical standards of the American
Psychological Association (APA).
Essential skills
and outcomes The student will demonstrate the ability
to:
render
close textual analysis;
synthesize
information from multiple texts;
generate
clear, cogent ideas;
structure
well-developed essays with thesis, textual support, and analysis;
employ standard
written and spoken English;
locate and
evaluate scholarly materials through library and electronic research;
generate
and process data through field research;
utilize
basic technology to improve thinking, writing, speaking, and data processing skills.
The student will
demonstrate an understanding of and respect for ethnic/cultural diversity.
Required texts
Vaughn, L.
(2008). Doing Ethics: Moral Reasoning and Contemporary Issues.
W.W. Norton.
Publication Manual of the American
Psychological Association (5th
ed.). (2001).
Required
materials
A recent college
level dictionary
A
A notebook, pens,
3x5 cards, several rubber bands, a stapler, other materials of your choice
A
Course
requirements
In this course, we
are building toward an original research project and report that you will
design and complete in small groups.
Each assignment will develop the skills you need to successfully
complete this project. The required
assignments for English 103 are an in-class writing exercise, a literature
review, a written argument, a research paper, and the original research
project.
Evaluation
Each assignment listed below will be weighed as indicated. Please note and remember: The midterm grade will be the weighted average of the first two assignments and, therefore, represent only 30% of the final grade.
Participation in class discussion and in small group/peer response activities, quizzes, and written exercises will be up to 50% of the grade for each assignment.
The in-class writing exercise 10%
The literature review 20%
The critical review
(argument) 20%
The research paper 25%
The research project
and report 25%
Grading scale
A 90-100% B 80-89% C 70-79% D 60-69%
Attendance is important and it is required. Your presence and active participation in each class session is your best opportunity to learn and rehearse the skills which are essential for success in this course. Unless you have an excuse from a doctor or from the health clinic on campus, there will be no make-up opportunity for work assigned in class, including the final presentation, or for home assignments checked in your absence.
Plagiarism is unacceptable. Consequences for plagiarism are stated in the Shepherd University Student Handbook and I adhere to them.
One letter grade will be deducted from the paper for each day late. All papers are due at the beginning of the class session for which they are assigned. Papers submitted after class begins are one day late.
Humor me here. Submit
each paper in a
Peer tutors are available by appointment at The Academic
Support Center, Knutti 114.
Course of Study (English 103) Please note: The syllabus is subject to change.
Bring both textbooks to each class session.
Introductions and syllabus Introduction to moral positions
Guided analysis: Stephen Nathanson,
“Can Terrorism Be Morally
Justified?”
January 20 January
22
Nathanson In-class
writing exercise
Introduction to the APA style
January 27 January 29
Guided analysis: William F. Baxter, Guided analysis: Paul W. Taylor,
“People or
Penguins” “The Ethics of Respect for
Nature”
February 3 February 5
Guided analysis: David Schmidtz, Prompt and prospectus for the literature review;
“Are All Species Equal?” the APA style for the literature review
February 10 February
12
orientation and guided research/ guided research
Prospectus is due
Week Six
February 17 February 19
February 24 February 26
Spring break is March
15 through March 22.
March 24 March
26
March 31 April
2
Guided research:
The research paper prospectus is due
April 7 April 9
Workshop for research paper Conferences for the research paper required
Week Thirteen
April 14 April
16
Peer edit of the research paper/ The research paper is due/
Directions for the field project. Field project groups meet in class
Field project groups
meet in class. Spring
recess is no classes missed
Reporting
empirical results. for bad weather
April 28 April 30
Field research groups meet OYO during class on both days. I will meet and confer with
each group as needed and once by appointment (required). Field groups present during the
exam period. Each group submits a written report of the empirical study.