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Section 5WEEK ONE INSTRUCTOR GUIDANCE

ENG 122-Composition II

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Section 5WEEK ONE INSTRUCTOR GUIDANCE

Welcome to Week 1! Before reading this guidance,please make sure to click the Week 1 link in the navigation panel on the left for an overview of thereading and assignments you will need to completethis week. The guidelines and expectations foryour Week 1 assignments are also outlined in yourStudent Course Guide.

WRITING RESOURCESBefore diving into your coursework, you may want to review the Writing an Essay interactive module. I would also encourage you to visit the Ashford Writing Center and review the resources on APA formatting. The link to the Ashford Writing Center is listed under the Learning Resources tab in the navigation panel on the left.

Under Learning Resources, you will also find a link to the Writing Reviser tool. This is a free resource that you can use to improve your academic writing. Writing Reviser provides you with automated feedback on organization, style, and grammar when constructing your paper.

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Section 5QUESTIONS TO PONDERAs you review this week’s course materials, reflect on the following questions. Thinking critically about the content will help prepare you for our discussions and assist you with your assignments.

• Can you describe academic writing and explain its unique qualities?

• How is argument and persuasion used in daily life? How are they applied in academic writing?

• What is the purpose of a thesis statement?• What is an annotated bibliography and how will it help with my

research?

ACADEMIC WRITING AND ENGLISH COMPOSITION

If there is one certainty in college, it is research and writing! Just thinking about writing a research paper can stir up feelings of frustration, anxiety, and stress. The goal of this course is to provide you with strategies and skills that will not only assist you with building important academic writing and research skills, but also build your confidence as you work through the process.

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Over the next five weeks, we will work through the various stages of the academic writing and research process. Together, we will choose a research topic, conduct pre-writing exercises, write a draft, conduct revisions, and complete a research-based persuasive paper. You will learn a lot about scholarly research as you read the textbook and explore the resources available in the Ashford Online Library.

If the thought of research intimidates you, remember...research is something you already do! Any time you tap into the Internet to answer a question or search for information, you are engaged in research. In this course, you will build on existing knowledge to refine your researchskills. Knowing how to research topics andintegrate information from your sources into your work is an important skill in college and on the job! Have no fear...you've got this!

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Section 5WEEK ONE OVERVIEW

This week, we will dive right into the research project. Once you have selected a research topic, you will begin searching the library for scholarly materials. This will include books, articles, research studies, and other peer-reviewed materials. You may also need to supplement your library research with Internet searches. When searching for online materials, you will be expected to gage the credibility and validity of your sources.

After you find at least five scholarly sources related to your topic, you will start building an annotated bibliography. The first step is to write out your sources in proper APA style as outlined in the Ashford Writing Center.

As you read and review each source, you will write a 1-2 paragraph summary for each article in your bibliography. Use the Guidelines for Summarizing Sources document, located in the Ashford Writing Center as a guide. Next, reflect on the material you have by asking yourself the following questions:

• What issues are presented in my research?• What is the solution for the issue?• What are the different arguments regarding

the topic?

HELP WITH DISCUSSION BOARDSIf you are not familiar with posting and responding in the discussion board forums, watch the following videos for a step-by-step guide to assist you.

HelpNow!: Posting a Discussion and Responding to a Peer

DISCUSSION BOARD EXPECTATIONS

When interacting with your peers and instructors online, you need to project a mature, professional image. Students are expected to observe the rules of 'netiquette' in all discussion board forums and online communication. Watch the following video to familiarize you with the rules of netiquette.

• VIDEO: Rules of Netiquette

A simple guideline for netiquette is to follow the golden rule: Treat others how you would like to be treated. Before submitting your post, ask yourself the following question. How would I feel if someone else had written this?

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Section 5WEEK ONE OVERVIEW (Continued)

Once you’ve decided upon your argument, work on developing a thesis statement that states the position of your paper. It helps to begin your sentence with an acknowledgement of the entire topic and all arguments.

By the end of the week, you will have finished the first step of your research paper project! You’ll have developed a great thesis statement, a plan for your argument, and a working annotated bibliography. You will also take a quiz on this week’s readings, so be sure you have read all the course materials and completed the activities and tutorials before you attempt the quiz.

I recommend you use the quiz as a learning tool. If you answered a few questions incorrectly, taketime to review the textbook and other course materials to find the right information. If you have any lingering questions, be sure to post them in Ask Your Instructor or send a private email for more specific questions involving your personal quiz grade.

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Section 5ARGUMENT AND PERSUASION

Up to this point, you have primarily written reflective papers. For this class, you will build a strong, research-based persuasive essay from the ground up. Please review the persuasive research paper in the Ashford Writing Center if you’d like to see an example of persuasive writing.

Before jumping into your writing, take a moment to view third-person writing.Your entire essay will be written in the third-person perspective. Begin by thinking about your subject matter, your position, and your audience. The primary audience for this type of essay is the scholarly community, including me. Fellow scholars will be the most interested in your writing and, it has been proven, will be the most critical (Murray, 2011).

The secondary audience for your secondary paper is...who? Think about people outside of Ashford University. Why would they read your persuasive essay? Will they agree with your position or will you need to persuade them to agree with the paper’s position? These thoughts are important as you build your thesis statement and topic sentences.

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Section 5ARGUMENT AND PERSUASION

"The major barrier to mutual interpersonal communication is our very natural tendency to judge, to evaluate, to approve or

disapprove, the statement of the other person or the other group.” --Carl Rogers

CAN’T WE ALL JUST GET ALONG?

Close your eyes and think of the word "argument." What images pop into your mind? Do you picture a confrontation, conflict of opinions and personalities, orjust a plain old verbal fight? We often associate an argument with yelling, screaming, and anger. However, in writing, an argument is very different.

An argument is a reasoned opinion supported and explained by evidence. In persuasive writing, the objective is to convince, motivate, or move readers toward a certain point of view, or opinion. To argue in writing is to advance

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Section 5WHAT IS AN ARGUMENT? (Continued)

knowledge and ideas in a positive way. Written arguments that employ ranting rather than reasoning often fail.

Now, picture yourself in the midst of an argument. What is your communication style and typical behavior? Are you the calm, cool, collected, and logical type? Do you tend to appeal to emotions? Do you become easily frustrated or defensive when trying to prove your point? Before writing your discussion, think critically about your personal communication style in an argument and its effectiveness in an academic setting.

In your reading, you learned about two styles of argumentation, classic and Rogerian. The following video provides a simple overview of the classic and Rogerian styles of argumentation. As you watch the video, think about which style would be best-suited for your research project.

VIDEO: Classic (Traditional) vs. Rogerian Argumentation Style

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Section 5THESIS STATEMENTS

Don’t raise your voice, improve your argument.” --Desmond Tutu

THE BIG IDEA

The thesis statement is the most important part of your paper. Just like a topic sentence summarizes a single paragraph, the thesis statement summarizes an entire essay. It tells the reader the point you want to make in your essay, while the essay itself supports that point.

Think of the thesis statement like a signpost that signals the essay’s destination. Remember, your reader won’t be able to stop and ask for directions!

In your research paper, you will be developing an argumentative thesis statement. With this statement, not only will you convey your viewpoint

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Section 5THESIS STATEMENTS

about an issue to your readers, you will inform them about what you intend to prove in your paper. Setting out to prove the validity of your viewpoint through logical evidence and claims marks the difference between stating an opinion and presenting an argument. When developing your thesis statement, compare it against the Thesis Checklist.

CHOOSING YOUR RESEARCH TOPICIn this assignment, you will be selectingone of the approved research topics from the Research Paper Guidelines handout and developing your thesis statement. Perhaps there are severaltopics that interest you. So, how do you decide which topic is right for you?

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Section 5THESIS STATEMENTS

Doing some preliminary research and looking at other aspects of topics can help you make an informed decision and narrow down your choices. Check out the table below and the examples provided for various aspects. Do you see how looking at a particular aspect can help you narrow down the scope of your topic?

Once you have explored several topics, you can decide which one interests you most. Ask yourself the following questions after your brainstorming session:

• Which topic was easier to narrow down?

• For which topic were you able to develop the strongest thesis statement?

• Which topic were you most excited about researching?

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Section 5THESIS STATEMENTS

Don’t worry if your thesis statement is not perfect. We will work on these thesis statements throughout class and you are welcome to make revisions at any time. It is common to adjust a thesis statement several times during the research and writing processes.

As you analyze your thesis statement, consider these questions from “The Defensible Thesis” (2000). Questions to ask about a thesis statement:

• Is it a complete sentence?• Does it express a debatable opinion—not fact or “goes-without-

saying” opinion?• Can the opposite be argued?• Can the thesis be argued rationally, not just emotionally or as a

matter of faith?• Is it substantial enough for a complete essay? (para. 4)

You will find additional information in our Thesis Checklist. Utilize the AWC’s thesis generating tool. This tool will not automatically build a perfect thesis statement. However, it will provide you with an excellent starting point.

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Section 5OVERVIEW OF ASSIGNMENTS

DISCUSSION BOARD FORUMS

POST YOUR INTRODUCTIONOur first conversation this week will take place in the Post Your Introduction forum 1. I look forward to our conversations regarding plans for the future, exciting events from our lives, and our experiences with English composition.

WHAT IS AN ARGUMENT?This discussion will be focused onthe idea of argument. After readingthe textbook and An Introduction to Argument document, submit a well-written and proofread post to the forum. Then, start reading the work of others, responding wheneverappropriate. Your two “best” responses to classmates will be graded while all others will add to the conversation and help you to learn more about argument and scholarly discourse. Be sure to read the entire discussion description to ensure you are fully addressing every part to its fullest extent.

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Section 5OVERVIEW OF ASSIGNMENTS

ARGUMENT, KEYWORD, AND THESIS WORKSHOPThis discussion forum is set up as a “writer’s workshop.” This is a space for collaboration with your peers. Each week, the class will work together to improve individual assignments. In this discussion, you’ll share your style of argument, keywords for library research, and thesis statement for the final paper. Once you’ve posted your work, you will have the opportunity to receive feedback from the class. Your classmates will help you refine your ideas, improve your writing, and more. Then you will, in turn, help them. Please remember to use the “golden rule” and provide feedback to your classmates in a manner that you would appreciate receiving. The goal is to help everyone learn and create their best writing examples each week.

RESEARCH AND PRE-WRITING ANNOTATED BIBLIOGRAPHIESStaying organized is crucial during the research process. With that said, you’ll need to properly cite your resources at each stage of writing. What happens if you lose track of your resources and forget where the information was originally located? This is where the annotated bibliography can help.

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Section 5OVERVIEW OF ASSIGNMENTS

An annotated bibliography is one of the best ways to organize your information. This tool will help you keep track of your research during the pre-writing process. Once you begin writing, you can refer to your annotated bibliography while citing information and introducing experts to your reader. One of the biggest perks is that you will have a perfectly formatted APA reference page started for your final paper. Please continue to add new entries to your annotated bibliography as your research continues.

Australian Information Services professional Jennifer King (2010) identifies the objective of an annotated bibliography as:

• Review the literature on a particular subject• Illustrate the scope and quality of your research, showing that you have

read and understood your sources• Describe other items on a topic that may be of interest to the reader• Provide a way for future researchers to decide whether a source will be

helpful to their own research if they read it (p. 35)

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Section 5OVERVIEW OF ASSIGNMENTS

Your annotated bibliography should list your resources in APA format, followed by 1-2 paragraphs of your analysis. A summary of information,validity of its merit, and relationship to your thesis statement should be part of this analysis. This week you are responsible for as least five annotated references.

Before beginning, please review the Model Annotated Bibliography. For additional support, utilize the information from this week’s Argument and Thesis Workshop discussion and refer to the Research Paper Guidelines document. Please let me know if you have any questions while compiling your work.

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Section 5

You will need to complete the quiz by Monday, Day 7. Before you attempt the quiz, be sure you have read all the course materials, viewed the media, and completed the activities/tutorials. You may attempt the quiz up to three times. Quizzes will not be cleared or reset after the third attempt.

The quiz will assess your knowledge of thesis statements, topic sentences, library research, and other topics covered in this week’s required readings.

WEEK ONE QUIZ

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Section 5A FEW WORDS ABOUT WRITER’S BLOCK

A challenge that all writers experience at onetime or another is the dreaded writer's block. Whydo all the creative ideas swirling about in ourminds suddenly disappear the moment we try to put our thoughts onto paper? I posed this very question to my English professor during my freshman year. Her response was straightforward and to the point. She said, "You're overthinking it.”

This answer both puzzled and frustrated me. I was anticipating some elaborate words of wisdom that would solve my problem. Her answer only left me with more questions. What did she mean by "overthinking?”

She could see that I was mulling over this advice in my head and sensed my frustration. My immediate response was, "How can overthinking be the problem? Aren't you supposed to think when you write?" She just smiled at me. What followed was a dialogue that ultimately changed my perspective on writing.

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Section 5A FEW WORDS ABOUT WRITER’S BLOCK (Continued)

Overthinking, she explained, is what happens when you allow your inner critic and inner perfectionist to take control of your mind as you begin writing.

Your inner critic is that voice inside your head that tells you no matter what you write, it won’t be good enough. The inner critic feeds on your fear of failure.

Your inner perfectionist is that voice that takes control of your mind after you begin writing and has you second-guessing everything you do. When negative thoughts take over, your creative ideas cannot flow. Suddenly, the answer to my original question became clear. Our creative ideas do not disappear when trying to put our thoughts on paper; they are merely trapped and can’t get out!

Rather than allowing creative ideas to flow, perfectionist thinking stops your writing in its tracks. How many times have you written a few sentences only to go back over and re-read your writing again and again?

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Section 5A FEW WORDS ABOUT WRITER’S BLOCK (Continued)

Second-guessing yourself will leave you stuck in a vicious loop as questions begin to invade your mind. “Does that sound right? Maybe I should write that sentence over again. Wait! Is that word even spelled correctly? It looks funny. I should look that up in the dictionary. Oh no, a sentence fragment! How do I fix that?”

It’s important to remember that your first writing is called a "rough draft" for a reason. It doesn't have to be perfect! Push aside your inner critic and inner perfectionist. Do not allow negative thoughts to invade your mind. Thinking positive thoughts will help set your ideas free.

The following videos provide some valuable strategies that will help you break the vicious cycle of writer’s block. Watch the videos before you begin a writing session to give you a motivating boost!

• Writer’s Block Instant Cure• How to Write F.A.S.T.

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Section 5

ACTIVITY DUE DATE FORMAT GRADINGPERCENT

Post your Introduction Day 1 Discussion .5

Respond to a minimum of two classmates’ postings

Day 7 Discussion

What is an Argument? Day 3 Discussion 3

Respond to a minimum of two classmates’ postings

Day 7 Discussion

Argument, Keyword, and Thesis Statement Workshop

Day 3 Discussion 3

Respond to a minimum of two classmates’ postings

Day 7 Discussion

Week One Quiz Day 7 Quiz 4

Annotated Bibliography

Day 7 Assignment 6

WEEK ONE ASSIGNMENT SCHEDULE

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Section 5Get ready to immerse yourself in research...

your journey has just begun!

Remember to follow the guidelines and expectations for your Week 1 assignments as outlined in the Student Course Guide and in the Week 1 section in the left navigation panel of the course.

In this class, you have three tutoring services available: Paper Review, Live Chat, and Tutor E-mail. Click on the Writing Center (AWC) tab in the left-navigation menu to learn more about these tutoring options and how to get help with your writing.

If you have any questions, please do not hesitate to contact me. You can post a question in the “Ask Your Instructor” discussion forum or send me an e-mail. I’m looking forward to working with you!

Special thanks to Aimée Garten and Caroline Morrell

of Ashford University for their support and contributions to this

guidance.

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Section 5REFERENCES

Brown, P. (2013, September 12). Traditional vs. rogerian argumentation style [Video file]. Retrieved from https://youtu.be/H_fS6M-wQxo

ESC Online Writing Center. (n.d.). Exercise 4: Choose the best research thesis. Retrieved from http://www.esc.edu/online-writing-center/exercise-room/choose-best-research-thesis/

FAST Screenplay. (2013, February 6). Writer’s block instant cure [Video file]. Retrieved from https://youtu.be/rcKtcXbjwD4

FAST Screenplay. (2013, February 21). How to write FAST [Video file]. Retrieved from https://youtu.be/lTjkenmpMJE

King, J. (2010). How to write an annotated bibliography. Access. 24(4), 34-37. Retrieved from http://search.proquest.com/docview/811404259?accountid=32521

Moxley, J. (n.d.). Rogerian argument. Writing Commons, http://writingcommons.org/ under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.

Murray, R. (2011). How to write a thesis [electronic resource] / Rowena Murray. Maidenhead, England: McGraw-Hill, 2011.

Saylor Foundation. (n.d.) Writing for success, http://www.saylor.org/books under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License.

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Section 5REFERENCES (Continued)

The Defensible Thesis. (2000). Scholastic Scope, 49(6), 6.

Tutu, D. (n.d.). Quotes about persuasion. Goodreads. Retrieved fromhttp://www.goodreads.com/quotes/tag/persuasion

Wichita State University Library. (n.d.). Empower: Choosing your topic. Retrieved April 15, 2015, from http://library.wichita.edu/empower/module2/narrowevenmore.htm

Zemliansky, Pavel. (2008, April 10). Chapter 1: Research writing and argument. Saylor Foundation, http://saylor.org/courses/engl002, under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License.