DeVry ENGL 147 Complete Course - Latest
Content
DeVry ENGL 147 Complete Course - Latest
IF You Want To Purchase A+ Work Then Click The Link Below ,
Instant Download
http://www.hwspeed.com/DeVry-ENGL-147-Complete-Course-Latest476474444.htm?categoryId=-1
If You Face
Any Problem E- Mail Us At [email protected]
WEEK 1
Exploring the Course Themes (graded)
The four course themes of education, technology, family, and health and wellness
are topics that touch each of our lives in some way. In this discussion, practice
exploring the themes as a researcher would: by creating problem statements.
How do you do this? Ask and then answer the question using a sub-topic (see
below). Here’s an example. “For whom is [school bullying] a problem?“ In your post,
provide the question and then the answer to the question. For example, “School
bullying is a problem for victims of bullying because. . . .” Complete the statement
based on your experience and knowledge.
Topic Selection (graded)
To prepare for your topic selection and the research process, conduct an Internet
search to find at least two articles that have been posted in the last year on one of
the "themes" topics (i.e., bullying). The goal is to find articles that take clear
positions on the topic. Share what you find and include the URL links to the articles.
After you’ve posted, assess a classmate’s links, indicating whether you’d like to
read or hear more about the topic and why.
WEEK 2
Argumentative Strategies (graded)
In research writing, what exactly do we mean by argument? Do we mean taking an
extreme position and standing our ground, whether or not the facts support our
position? Or do we mean instead convincing our audience by taking a reasonable
stance on an issue and supporting our position with appropriate evidence? Define
and explain the difference using examples.
Internet Reliability (graded)
How reliable is the Internet as a source of information for your research? What are
the ways you can validate information that you find on the Internet? Why is this
necessary? Use examples from the Information Literacy module you reviewed this
week.
This section lists options that can be used to view responses.
WEEK 3
Presenting Ideas (graded)
Persuasive presenters have several traits in common. Browse through TED talks
http://www.ted.com/talks or American Rhetoric Website at
http://www.americanrhetoric.com/ to find notable speakers who demonstrate strong
communication traits. Compare and contrast the ways these speakers meaningfully
communicate ideas to their audiences. Include the URL link of the speaker you
choose to write about. In a short paragraph, respond to a classmate’s post,
indicating whether you agree or disagree with his or her choice, and why.
Preparing the Research Proposal (graded)
How important is it to be personally invested in an idea? Can you sell an idea that
you have no stake in? Why or why not? Using one of the resources from the Course
Readings, provide an example of an author who is communicating in a way that tells
a reader that the author is credible and is a trustworthy source.
WEEK 4
Annotated Bibliography Entries (graded)
In your textbook (pp. 325–326), you’ll find a model of an annotated bibliography.
Review the model, focusing on the components of the entry: (1) the reference
citation, (2) the summary, and (3) the assessment. Then draft one reference entry
and two paragraphs from one of your sources. We’ll use the rest of the week to peer
review the entries to prepare you for this week’s assignment.
This section lists options that can be used to view responses.
Argumentative Strategies (graded)
In presenting an argument, should a writer strive to be the final authority or a
reasonable voice on an issue? Review Chapter 22 to understand the difference.
Then, using your topic and one or more of your sources, define and provide an
example of an arguable claim as opposed to a personal judgment.
WEEK 5
Analyzing a Sample Argument (graded)
In the textbook, review the student essay on p. 199, “Allowing Guns on Campus Will
Prevent Shootings, Rape.” In an abbreviated format, the sample contains the
elements that you will be including in your Course Project. The controversial subject
matter (the content) may engage you right away. This is a sign that the writer is
applying an argumentative strategy. Focus on the organization. What do you notice
about the way the topic is introduced? How will your draft be similar or different?
Organizational Patterns in Argument (graded)
Let’s look at samples of research-based writing: “Nervous Nellies” on p. 328; “From
Degrading to De-Grading” on p. 254; and “How Many Zombies Do You Know?” on p.
290.
Review each selection and include in your post responses to these questions. What
do you notice about how each is organized and presented? What kinds of appeals to
the audience does each author use? How are sources used in text?
Reading Strategy Note: Unlike summary and paraphrase, which require close
reading, for this discussion use the reading strategy of skimming. Carefully read the
introductory paragraph, but then move quickly, reading only the topic sentence of
each paragraph. The goal is to compare and contrast the differences in the
presentation of the information in the document. Skim and review until you have an
impression you can share in the discussion.
WEEK 6
Rebuttals and Refutations (graded)
Anticipating readers’ objections is one way to determine what other sections to
include and support in your paper. Practice writing a rebuttal or a refutation by
taking your thesis and considering the point of view of someone who believes
differently or even the opposite of the argument you are making. To do this, review
Chapter 10, pp. 449–452 and post a paragraph that summarizes an oppositional
point of view to your thesis and then refutes it. As peers, reply to one another
explaining whether or not your classmates are presenting the opposition objectively
and whether the refutation is logical. Give one another ideas or suggestions for
points that may be left out or might need to be further developed. The paragraph
you draft here can be used in a section of your Second Draft this week.
Designing Your Course Project (graded)
While APA-style citation and format is required, you do have the flexibility in the
design of your Course Project to include a visual element. Review Chapter 17, pp.
382–387. How does the use of visual elements enhance or detract from the
presentation of research? Will you add graphs, charts, or images to your draft? Why
or why not?
WEEK 7
APA Workshop (graded)
Each academic area of study has a particular style for documenting the ideas of
other scholars. The standards of formatting document you’ve been using is from the
American Psychological Association (APA). This is the preferred style in the social
sciences. As you’ve noticed, there is a strong emphasis on the publication date.
Why do you think there is such an emphasis on the date? As you work on revising
your Course Project, what questions do you have about how to incorporate standard
APA format and documentation guidelines into your essay? Are there any sources
you are having a hard time documenting? Any questions about your reference
entries?
Peer Review Team A (graded)
This week, we’ll be sharing our writing in a class peer review. In order to make this
process run smoothly, please be sure to follow the instructions noted below.
Find your name on the peer review assignment list provided by your professor to
determine whether you are in Group A, B, C, or D.
Once you have located your assigned group, join that discussion area and hit
“reply” to the initial prompt. In your reply, leave feedback for your classmates with
general information about your draft. Explain the current state of your draft, your
plans to add content, and your revision plans. If you have specific questions for the
peers who will review your draft, or want to provide them with any additional
information, please do so in your initial post.
Attach your current draft to your initial post. This must be completed no later than
Tuesday night.
Find the two peers who have posted after you in terms of time. Read their attached
essays and any notes they left to accompany the draft. Find the Week 7 Peer Review
Checklist in Doc Sharing and download it. Complete the form separately for each of
the two peers whose drafts you will be reviewing.
Return your completed Peer Review Worksheet as an attachment in a response post
to each of your peers separately. This must be completed no later than Friday night.
Continue to check into your group Discussion area in the event your peers pose any
follow-up questions.
**Please note: If you are the last to post in your group before the Tuesday deadline,
you should review the students who post in the #1 and #2 slot. If you are second
last to post in your group, please review the students who post in the last and #1
slot.
Be sure to ask your professor if you have any questions about the peer review
process.
Peer Review Team B (graded)
This week, we’ll be sharing our writing in a class peer review. In order to make this
process run smoothly, please be sure to follow the instructions noted below.
Find your name on the peer review assignment list provided by your professor to
determine whether you are in Group A, B, C, or D.
Once you have located your assigned group, join that discussion area and hit
“reply” to the initial prompt. In your reply, leave feedback for your classmates with
general information about your draft. Explain the current state of your draft, your
plans to add content, and your revision plans. If you have specific questions for the
peers who will review your draft, or want to provide them with any additional
information, please do so in your initial post.
Attach your current draft to your initial post. This must be completed no later than
Tuesday night.
Find the two peers who have posted after you in terms of time. Read their attached
essays and any notes they left to accompany the draft. Find the Week 7 Peer Review
Checklist in Doc Sharing and download it. Complete the form separately for each of
the two peers whose drafts you will be reviewing.
Return your completed Peer Review Worksheet as an attachment in a response post
to each of your peers separately. This must be completed no later than Friday night.
Continue to check into your group Discussion area in the event your peers pose any
follow-up questions.
**Please note: If you are the last to post in your group before the Tuesday deadline,
you should review the students who post in the #1 and #2 slot. If you are second
last to post in your group, please review the students who post in the last and #1
slot.
Be sure to ask your professor if you have any questions about the peer review
process.
Peer Review Team C (graded)
This week, we’ll be sharing our writing in a class peer review. In order to make this
process run smoothly, please be sure to follow the instructions noted below.
Find your name on the peer review assignment list provided by your professor to
determine whether you are in Group A, B, C, or D.
Once you have located your assigned group, join that discussion area and hit
“reply” to the initial prompt. In your reply, leave feedback for your classmates with
general information about your draft. Explain the current state of your draft, your
plans to add content, and your revision plans. If you have specific questions for the
peers who will review your draft, or want to provide them with any additional
information, please do so in your initial post.
Attach your current draft to your initial post. This must be completed no later than
Tuesday night.
Find the two peers who have posted after you in terms of time. Read their attached
essays and any notes they left to accompany the draft. Find the Week 7 Peer Review
Checklist in Doc Sharing and download it. Complete the form separately for each of
the two peers whose drafts you will be reviewing.
Return your completed Peer Review Worksheet as an attachment in a response post
to each of your peers separately. This must be completed no later than Friday night.
Continue to check into your group Discussion area in the event your peers pose any
follow-up questions.
**Please note: If you are the last to post in your group before the Tuesday deadline,
you should review the students who post in the #1 and #2 slot. If you are second
last to post in your group, please review the students who post in the last and #1
slot.
Be sure to ask your professor if you have any questions about the peer review
process.
WEEK 2
Information Literacy Assignment (35 points)
The purpose of this assignment is to learn about information literacy by exploring
the concept of peer review. You may be familiar with peer review in prior writing
courses, but what does it mean when you talk about peer review in relation to
academic source material?
Click on the following link to a DeVry University Library presentation of Peer
Reviewed Journals: The Creation of New
Knowledge.http://library.devry.edu/pdfs/Peer_Review_PPT.pdf
The PDF presentation contains 20 slides that will introduce the peer review cycle.
After reviewing the presentation, compose a 2-paragraph response in which you
address each of the following points:
In your own words, identify points in the peer review cycle that seem especially
important and explain why.
How does an editor differ from a peer reviewer? Use at least two points to support
your response.
Based on this information, explain whether your article for this week was peer
reviewed? How can you determine this information?
As you work on your research in this class, where specifically can you look to find
peer-reviewed information?
Submit your completed assignment to the Week 2 Dropbox. For instructions on how
to use the Dropbox, read these step-by-step instructions or watch this TutorialDropbox
Tutorial.
WEEK 3'
Week 3 APA Module Assignment
For this assignment, you will review materials in the DeVry library to help gain a
better understanding of APA citations.
a. Click https://hub2.devry.edu/node/272
b. Listen to the tutorial or download and review the transcript on APA and answer
the questions below
After reviewing the presentation, compose a 2-paragraph response in which you
address each of the following points:
1. Why is APA style used to document ideas in writing? What is the purpose of the
in-text citation? Demonstrate your understanding of the in-text citation by providing
an in-text citation for the article you summarized for the week 2 assignment. (15
points)
2. In the article that you summarized in week 2, you may have found some
information that you want to quote directly. To demonstrate the process for citing a
direct quote, provide an example of properly quoted material. (20 points)
Submit your completed assignment as a Word Document to the Week 3 APA Module
Drop box. For instructions on how to use the Dropbox, read these step-by-step
instructions
Print
Course Project
Objectives
Back to Top
The objectives of the Course Project are to fulfill this course’s terminal course
objectives:
Given an essay or scholarly article in any media, develop an informed opinion which
includes external evidence and personal experience.
Given persuasive rhetorical strategies, such as appeals to reasoning, credibility and
emotion, demonstrate the strategies to advance an argument.
Given a student-selected topic, organize ideas through prewriting tasks and prepare
a persuasive draft.
Given strategies for determining the quality of source material, evaluate scholarly
articles and other types of source material to assess their appropriateness for a
research project.
Given various strategies for presenting research, compare and contrast the ways to
communicate research findings to an audience.
Given the conventions for attributing source material, create appropriate citations,
such as through summary, paraphrase, in-text, and reference citations.
Given a sample of writing requiring revision, refine and develop ideas in order to
convey new knowledge that reflects original thought.
Guidelines
Back to Top
Introduction
Through the Course Project, students will engage in writing about a real-world topic
that is aimed at a specified reader in the form of an argument.
Skillful argument-based writing will serve you well, in many ways, beyond this class.
Both in other classes and on the job, the research paper you learn in this class will
take on new forms, such as analytical reports, proposals, reports, and white papers.
Writers who achieve success through these important kinds of documents know how
to present an argument and support it logically and persuasively using relevant,
attributed source material.
The Course Project will address a topic within one of four course themes: education,
technology, family, or health and wellness. Each topic encompasses the potential
for controversy, which means there is more than one valid way of looking at the
issue and presenting the issue to an audience. The paper will introduce the topic,
provide background information, present a main argument with evidence, and
conclude in a way that clearly leads a reader to take desired or recommended
action.
Assignment
After thoroughly reading and researching a topic, complete the weekly assignments
addressing a topic from one of the course themes, leading to two drafts that are
revised in a final 8- to 10-page research project.
The purpose of the assignment is to present an argument and support it
persuasively with relevant, properly attributed source material. The primary
audience for the project will be determined in prewriting tasks. The secondary
audience is an academic audience that includes your professor and fellow
classmates.
Course assignments will help you develop your interest in a theme and topic,
engage in discussion with your professor and classmates, and then learn to apply
search strategies to retrieve quality sources.
By the end of the course, you will submit a Course Project that meets the
requirements for scope and which includes the following content areas.
Assignment Requirements
Original writing of 8–10 pages created during this course
Attributed support from outside research with in-text citations that correspond to
the five required sources listed on the References page; a minimum of one source
must be included from the Course Theme Reading List
APA 6th edition use of Title page and running headers, in-text and parenthetical
citations, and References for all sources used in the project
Final draft addresses all professor and peer content and citation revision
suggestions and concerns from earlier drafts; final draft of the Course Project is the
result of revision and represents consistent improvement over the first draft
Research Project Topics
Course Theme Reading List
Research on your topics begins with the Course Theme Reading List, which is linked
under the Textbook section of the Course Syllabus. Be sure to click the word here to
open the document. While you are not required to read all of the resources, you
should plan to dedicate sufficient time to retrieve, preview, and critically analyze
sources on topics that are of interest to you. The list of readings has been selected
to help you narrow a topic, and it also will help you generate search terms you can
use to continue your independent research.
Two readings are available for each of the topics listed below. Start your research
process by reviewing the Course Theme Reading List. Note: All students will be required
in their final Course Project to include at least one source from the Course Theme Reading
List. Once you are introduced to library search strategies, you will then search for
the remaining number of sources required for inclusion in-text and on the
References page of the final assignment. The table below lists the themes and
topics for the Course Project.
Education
School Bullies
No Child Left
Behind Act/Race
to the Top
Grade Inflation
Technology
Multitasking and
Technology
Technology and Social
Isolation
Perils of Social
Family
Sexualization of Girls
Health and Wellness
College Students
and Weight Issues
Gender Discrimination Childhood Obesity
Unequal Rights in
Fad Diets
Networking
College Students Online Dating/Online
Marriage, Children
and Underage
Predators/Sex
Children of Divorce
Junk Food
Drinking
Offenders
Illegal Downloading of
Domestic Violence
Sedentary Lifestyles
Cyberbullying
Teenage Pregnancy
Student Debt
College
Students,
Cheating, and
Plagiarism
College Dropout
Rates
High School
Dropouts
Protected Content
Internet
Censorship/Classified
Information Leaks
Life-Work
Identity Theft
(Im)balance/Flexible
Work Schedules
Concussions in
Athletes
Insurance Premiums
Texting and Driving
for Smokers and
Obese Employees
The full list of Course Theme Readings is linked from the Course Syllabus. To access
the readings, you will use the library databases or the Course textbook. For help
accessing the library databases, please click on the following Accessing the DeVry
Library Database tutorial.
Grading Rubrics
Back to Top
Central Idea and Focus: The topic, purpose, and thesis are clear and identifiable in
the introduction; all ideas consistently address the main argument without off-topic
or irrelevant ideas. Presentation of central idea or focus reflects revision and
refinement from prior drafts.
Support and development of ideas:Ideas are sufficiently developed for each section.
Fifteen points may be earned for each of the five sections of the document.
Introduction must have attention-grabbing story, topic, purpose, credibility, and why
the topic is important; the thesis is graded above in the central idea. Sections II, III,
and IV must contain a main idea, indicated by a topic sentence and followed by
properly attributed support from sources. Development of ideas anticipates reader
objections and responds appropriately. Evidence is varied and effective. Uses
argumentative strategies and appeals to improve the logic and credibility of the
presented ideas. Conclusion contains memorable ideas and does not rely on
repetition of earlier content. Body of project reflects improvement from earlier drafts
or else points will be deducted from each section accordingly.
Organization and Structure: The internal structure of a piece of writing, the thread of
central meaning. All ideas are organized well without any missing or incomplete
components. Organization responds to feedback on earlier drafts and presents an
improved version from prior drafts. Points are deducted for organization that has not
been revised based on feedback.
Milestones
Back to Top
Best Practices
Back to Top
Access the DeVry Library resources for the bulk of your research. You can access the
online library by clicking on the Student Resources tab in Course Home.
APA-style citations do not use footnotes or URLs (i.e., http:// or www.) for in-text
citations. URLs are in the References page as specified in the textbook or APA
manual.
Use of Turnitin is part of this class. Avoid all forms of plagiarism. Plagiarism is a
serious offense and violates our academic integrity policy. Do not use any
information from “paper mills,” or sites that offer papers on a number of topics;
these sites are among the first to be flagged as plagiarized. Additionally, do not turn
in any paper previously used in any course, because self-plagiarism is also not
allowed.
Sample Documents and Grading Criteria
IF You Want To Purchase A+ Work Then Click The Link Below ,
Instant Download
http://www.hwspeed.com/DeVry-ENGL-147-Complete-Course-Latest476474444.htm?categoryId=-1
If You Face
Any Problem E- Mail Us At [email protected]
WEEK 1
Exploring the Course Themes (graded)
The four course themes of education, technology, family, and health and wellness
are topics that touch each of our lives in some way. In this discussion, practice
exploring the themes as a researcher would: by creating problem statements.
How do you do this? Ask and then answer the question using a sub-topic (see
below). Here’s an example. “For whom is [school bullying] a problem?“ In your post,
provide the question and then the answer to the question. For example, “School
bullying is a problem for victims of bullying because. . . .” Complete the statement
based on your experience and knowledge.
Topic Selection (graded)
To prepare for your topic selection and the research process, conduct an Internet
search to find at least two articles that have been posted in the last year on one of
the "themes" topics (i.e., bullying). The goal is to find articles that take clear
positions on the topic. Share what you find and include the URL links to the articles.
After you’ve posted, assess a classmate’s links, indicating whether you’d like to
read or hear more about the topic and why.
WEEK 2
Argumentative Strategies (graded)
In research writing, what exactly do we mean by argument? Do we mean taking an
extreme position and standing our ground, whether or not the facts support our
position? Or do we mean instead convincing our audience by taking a reasonable
stance on an issue and supporting our position with appropriate evidence? Define
and explain the difference using examples.
Internet Reliability (graded)
How reliable is the Internet as a source of information for your research? What are
the ways you can validate information that you find on the Internet? Why is this
necessary? Use examples from the Information Literacy module you reviewed this
week.
This section lists options that can be used to view responses.
WEEK 3
Presenting Ideas (graded)
Persuasive presenters have several traits in common. Browse through TED talks
http://www.ted.com/talks or American Rhetoric Website at
http://www.americanrhetoric.com/ to find notable speakers who demonstrate strong
communication traits. Compare and contrast the ways these speakers meaningfully
communicate ideas to their audiences. Include the URL link of the speaker you
choose to write about. In a short paragraph, respond to a classmate’s post,
indicating whether you agree or disagree with his or her choice, and why.
Preparing the Research Proposal (graded)
How important is it to be personally invested in an idea? Can you sell an idea that
you have no stake in? Why or why not? Using one of the resources from the Course
Readings, provide an example of an author who is communicating in a way that tells
a reader that the author is credible and is a trustworthy source.
WEEK 4
Annotated Bibliography Entries (graded)
In your textbook (pp. 325–326), you’ll find a model of an annotated bibliography.
Review the model, focusing on the components of the entry: (1) the reference
citation, (2) the summary, and (3) the assessment. Then draft one reference entry
and two paragraphs from one of your sources. We’ll use the rest of the week to peer
review the entries to prepare you for this week’s assignment.
This section lists options that can be used to view responses.
Argumentative Strategies (graded)
In presenting an argument, should a writer strive to be the final authority or a
reasonable voice on an issue? Review Chapter 22 to understand the difference.
Then, using your topic and one or more of your sources, define and provide an
example of an arguable claim as opposed to a personal judgment.
WEEK 5
Analyzing a Sample Argument (graded)
In the textbook, review the student essay on p. 199, “Allowing Guns on Campus Will
Prevent Shootings, Rape.” In an abbreviated format, the sample contains the
elements that you will be including in your Course Project. The controversial subject
matter (the content) may engage you right away. This is a sign that the writer is
applying an argumentative strategy. Focus on the organization. What do you notice
about the way the topic is introduced? How will your draft be similar or different?
Organizational Patterns in Argument (graded)
Let’s look at samples of research-based writing: “Nervous Nellies” on p. 328; “From
Degrading to De-Grading” on p. 254; and “How Many Zombies Do You Know?” on p.
290.
Review each selection and include in your post responses to these questions. What
do you notice about how each is organized and presented? What kinds of appeals to
the audience does each author use? How are sources used in text?
Reading Strategy Note: Unlike summary and paraphrase, which require close
reading, for this discussion use the reading strategy of skimming. Carefully read the
introductory paragraph, but then move quickly, reading only the topic sentence of
each paragraph. The goal is to compare and contrast the differences in the
presentation of the information in the document. Skim and review until you have an
impression you can share in the discussion.
WEEK 6
Rebuttals and Refutations (graded)
Anticipating readers’ objections is one way to determine what other sections to
include and support in your paper. Practice writing a rebuttal or a refutation by
taking your thesis and considering the point of view of someone who believes
differently or even the opposite of the argument you are making. To do this, review
Chapter 10, pp. 449–452 and post a paragraph that summarizes an oppositional
point of view to your thesis and then refutes it. As peers, reply to one another
explaining whether or not your classmates are presenting the opposition objectively
and whether the refutation is logical. Give one another ideas or suggestions for
points that may be left out or might need to be further developed. The paragraph
you draft here can be used in a section of your Second Draft this week.
Designing Your Course Project (graded)
While APA-style citation and format is required, you do have the flexibility in the
design of your Course Project to include a visual element. Review Chapter 17, pp.
382–387. How does the use of visual elements enhance or detract from the
presentation of research? Will you add graphs, charts, or images to your draft? Why
or why not?
WEEK 7
APA Workshop (graded)
Each academic area of study has a particular style for documenting the ideas of
other scholars. The standards of formatting document you’ve been using is from the
American Psychological Association (APA). This is the preferred style in the social
sciences. As you’ve noticed, there is a strong emphasis on the publication date.
Why do you think there is such an emphasis on the date? As you work on revising
your Course Project, what questions do you have about how to incorporate standard
APA format and documentation guidelines into your essay? Are there any sources
you are having a hard time documenting? Any questions about your reference
entries?
Peer Review Team A (graded)
This week, we’ll be sharing our writing in a class peer review. In order to make this
process run smoothly, please be sure to follow the instructions noted below.
Find your name on the peer review assignment list provided by your professor to
determine whether you are in Group A, B, C, or D.
Once you have located your assigned group, join that discussion area and hit
“reply” to the initial prompt. In your reply, leave feedback for your classmates with
general information about your draft. Explain the current state of your draft, your
plans to add content, and your revision plans. If you have specific questions for the
peers who will review your draft, or want to provide them with any additional
information, please do so in your initial post.
Attach your current draft to your initial post. This must be completed no later than
Tuesday night.
Find the two peers who have posted after you in terms of time. Read their attached
essays and any notes they left to accompany the draft. Find the Week 7 Peer Review
Checklist in Doc Sharing and download it. Complete the form separately for each of
the two peers whose drafts you will be reviewing.
Return your completed Peer Review Worksheet as an attachment in a response post
to each of your peers separately. This must be completed no later than Friday night.
Continue to check into your group Discussion area in the event your peers pose any
follow-up questions.
**Please note: If you are the last to post in your group before the Tuesday deadline,
you should review the students who post in the #1 and #2 slot. If you are second
last to post in your group, please review the students who post in the last and #1
slot.
Be sure to ask your professor if you have any questions about the peer review
process.
Peer Review Team B (graded)
This week, we’ll be sharing our writing in a class peer review. In order to make this
process run smoothly, please be sure to follow the instructions noted below.
Find your name on the peer review assignment list provided by your professor to
determine whether you are in Group A, B, C, or D.
Once you have located your assigned group, join that discussion area and hit
“reply” to the initial prompt. In your reply, leave feedback for your classmates with
general information about your draft. Explain the current state of your draft, your
plans to add content, and your revision plans. If you have specific questions for the
peers who will review your draft, or want to provide them with any additional
information, please do so in your initial post.
Attach your current draft to your initial post. This must be completed no later than
Tuesday night.
Find the two peers who have posted after you in terms of time. Read their attached
essays and any notes they left to accompany the draft. Find the Week 7 Peer Review
Checklist in Doc Sharing and download it. Complete the form separately for each of
the two peers whose drafts you will be reviewing.
Return your completed Peer Review Worksheet as an attachment in a response post
to each of your peers separately. This must be completed no later than Friday night.
Continue to check into your group Discussion area in the event your peers pose any
follow-up questions.
**Please note: If you are the last to post in your group before the Tuesday deadline,
you should review the students who post in the #1 and #2 slot. If you are second
last to post in your group, please review the students who post in the last and #1
slot.
Be sure to ask your professor if you have any questions about the peer review
process.
Peer Review Team C (graded)
This week, we’ll be sharing our writing in a class peer review. In order to make this
process run smoothly, please be sure to follow the instructions noted below.
Find your name on the peer review assignment list provided by your professor to
determine whether you are in Group A, B, C, or D.
Once you have located your assigned group, join that discussion area and hit
“reply” to the initial prompt. In your reply, leave feedback for your classmates with
general information about your draft. Explain the current state of your draft, your
plans to add content, and your revision plans. If you have specific questions for the
peers who will review your draft, or want to provide them with any additional
information, please do so in your initial post.
Attach your current draft to your initial post. This must be completed no later than
Tuesday night.
Find the two peers who have posted after you in terms of time. Read their attached
essays and any notes they left to accompany the draft. Find the Week 7 Peer Review
Checklist in Doc Sharing and download it. Complete the form separately for each of
the two peers whose drafts you will be reviewing.
Return your completed Peer Review Worksheet as an attachment in a response post
to each of your peers separately. This must be completed no later than Friday night.
Continue to check into your group Discussion area in the event your peers pose any
follow-up questions.
**Please note: If you are the last to post in your group before the Tuesday deadline,
you should review the students who post in the #1 and #2 slot. If you are second
last to post in your group, please review the students who post in the last and #1
slot.
Be sure to ask your professor if you have any questions about the peer review
process.
WEEK 2
Information Literacy Assignment (35 points)
The purpose of this assignment is to learn about information literacy by exploring
the concept of peer review. You may be familiar with peer review in prior writing
courses, but what does it mean when you talk about peer review in relation to
academic source material?
Click on the following link to a DeVry University Library presentation of Peer
Reviewed Journals: The Creation of New
Knowledge.http://library.devry.edu/pdfs/Peer_Review_PPT.pdf
The PDF presentation contains 20 slides that will introduce the peer review cycle.
After reviewing the presentation, compose a 2-paragraph response in which you
address each of the following points:
In your own words, identify points in the peer review cycle that seem especially
important and explain why.
How does an editor differ from a peer reviewer? Use at least two points to support
your response.
Based on this information, explain whether your article for this week was peer
reviewed? How can you determine this information?
As you work on your research in this class, where specifically can you look to find
peer-reviewed information?
Submit your completed assignment to the Week 2 Dropbox. For instructions on how
to use the Dropbox, read these step-by-step instructions or watch this TutorialDropbox
Tutorial.
WEEK 3'
Week 3 APA Module Assignment
For this assignment, you will review materials in the DeVry library to help gain a
better understanding of APA citations.
a. Click https://hub2.devry.edu/node/272
b. Listen to the tutorial or download and review the transcript on APA and answer
the questions below
After reviewing the presentation, compose a 2-paragraph response in which you
address each of the following points:
1. Why is APA style used to document ideas in writing? What is the purpose of the
in-text citation? Demonstrate your understanding of the in-text citation by providing
an in-text citation for the article you summarized for the week 2 assignment. (15
points)
2. In the article that you summarized in week 2, you may have found some
information that you want to quote directly. To demonstrate the process for citing a
direct quote, provide an example of properly quoted material. (20 points)
Submit your completed assignment as a Word Document to the Week 3 APA Module
Drop box. For instructions on how to use the Dropbox, read these step-by-step
instructions
Course Project
Objectives
Back to Top
The objectives of the Course Project are to fulfill this course’s terminal course
objectives:
Given an essay or scholarly article in any media, develop an informed opinion which
includes external evidence and personal experience.
Given persuasive rhetorical strategies, such as appeals to reasoning, credibility and
emotion, demonstrate the strategies to advance an argument.
Given a student-selected topic, organize ideas through prewriting tasks and prepare
a persuasive draft.
Given strategies for determining the quality of source material, evaluate scholarly
articles and other types of source material to assess their appropriateness for a
research project.
Given various strategies for presenting research, compare and contrast the ways to
communicate research findings to an audience.
Given the conventions for attributing source material, create appropriate citations,
such as through summary, paraphrase, in-text, and reference citations.
Given a sample of writing requiring revision, refine and develop ideas in order to
convey new knowledge that reflects original thought.
Guidelines
Back to Top
Introduction
Through the Course Project, students will engage in writing about a real-world topic
that is aimed at a specified reader in the form of an argument.
Skillful argument-based writing will serve you well, in many ways, beyond this class.
Both in other classes and on the job, the research paper you learn in this class will
take on new forms, such as analytical reports, proposals, reports, and white papers.
Writers who achieve success through these important kinds of documents know how
to present an argument and support it logically and persuasively using relevant,
attributed source material.
The Course Project will address a topic within one of four course themes: education,
technology, family, or health and wellness. Each topic encompasses the potential
for controversy, which means there is more than one valid way of looking at the
issue and presenting the issue to an audience. The paper will introduce the topic,
provide background information, present a main argument with evidence, and
conclude in a way that clearly leads a reader to take desired or recommended
action.
Assignment
After thoroughly reading and researching a topic, complete the weekly assignments
addressing a topic from one of the course themes, leading to two drafts that are
revised in a final 8- to 10-page research project.
The purpose of the assignment is to present an argument and support it
persuasively with relevant, properly attributed source material. The primary
audience for the project will be determined in prewriting tasks. The secondary
audience is an academic audience that includes your professor and fellow
classmates.
Course assignments will help you develop your interest in a theme and topic,
engage in discussion with your professor and classmates, and then learn to apply
search strategies to retrieve quality sources.
By the end of the course, you will submit a Course Project that meets the
requirements for scope and which includes the following content areas.
Assignment Requirements
Original writing of 8–10 pages created during this course
Attributed support from outside research with in-text citations that correspond to
the five required sources listed on the References page; a minimum of one source
must be included from the Course Theme Reading List
APA 6th edition use of Title page and running headers, in-text and parenthetical
citations, and References for all sources used in the project
Final draft addresses all professor and peer content and citation revision
suggestions and concerns from earlier drafts; final draft of the Course Project is the
result of revision and represents consistent improvement over the first draft
Research Project Topics
Course Theme Reading List
Research on your topics begins with the Course Theme Reading List, which is linked
under the Textbook section of the Course Syllabus. Be sure to click the word here to
open the document. While you are not required to read all of the resources, you
should plan to dedicate sufficient time to retrieve, preview, and critically analyze
sources on topics that are of interest to you. The list of readings has been selected
to help you narrow a topic, and it also will help you generate search terms you can
use to continue your independent research.
Two readings are available for each of the topics listed below. Start your research
process by reviewing the Course Theme Reading List. Note: All students will be required
in their final Course Project to include at least one source from the Course Theme Reading
List. Once you are introduced to library search strategies, you will then search for
the remaining number of sources required for inclusion in-text and on the
References page of the final assignment. The table below lists the themes and
topics for the Course Project.
Education
School Bullies
No Child Left
Behind Act/Race
to the Top
Grade Inflation
Technology
Multitasking and
Technology
Technology and Social
Isolation
Perils of Social
Family
Sexualization of Girls
Health and Wellness
College Students
and Weight Issues
Gender Discrimination Childhood Obesity
Unequal Rights in
Fad Diets
Networking
College Students Online Dating/Online
Marriage, Children
and Underage
Predators/Sex
Children of Divorce
Junk Food
Drinking
Offenders
Illegal Downloading of
Domestic Violence
Sedentary Lifestyles
Cyberbullying
Teenage Pregnancy
Student Debt
College
Students,
Cheating, and
Plagiarism
College Dropout
Rates
High School
Dropouts
Protected Content
Internet
Censorship/Classified
Information Leaks
Life-Work
Identity Theft
(Im)balance/Flexible
Work Schedules
Concussions in
Athletes
Insurance Premiums
Texting and Driving
for Smokers and
Obese Employees
The full list of Course Theme Readings is linked from the Course Syllabus. To access
the readings, you will use the library databases or the Course textbook. For help
accessing the library databases, please click on the following Accessing the DeVry
Library Database tutorial.
Grading Rubrics
Back to Top
Central Idea and Focus: The topic, purpose, and thesis are clear and identifiable in
the introduction; all ideas consistently address the main argument without off-topic
or irrelevant ideas. Presentation of central idea or focus reflects revision and
refinement from prior drafts.
Support and development of ideas:Ideas are sufficiently developed for each section.
Fifteen points may be earned for each of the five sections of the document.
Introduction must have attention-grabbing story, topic, purpose, credibility, and why
the topic is important; the thesis is graded above in the central idea. Sections II, III,
and IV must contain a main idea, indicated by a topic sentence and followed by
properly attributed support from sources. Development of ideas anticipates reader
objections and responds appropriately. Evidence is varied and effective. Uses
argumentative strategies and appeals to improve the logic and credibility of the
presented ideas. Conclusion contains memorable ideas and does not rely on
repetition of earlier content. Body of project reflects improvement from earlier drafts
or else points will be deducted from each section accordingly.
Organization and Structure: The internal structure of a piece of writing, the thread of
central meaning. All ideas are organized well without any missing or incomplete
components. Organization responds to feedback on earlier drafts and presents an
improved version from prior drafts. Points are deducted for organization that has not
been revised based on feedback.
Milestones
Back to Top
Best Practices
Back to Top
Access the DeVry Library resources for the bulk of your research. You can access the
online library by clicking on the Student Resources tab in Course Home.
APA-style citations do not use footnotes or URLs (i.e., http:// or www.) for in-text
citations. URLs are in the References page as specified in the textbook or APA
manual.
Use of Turnitin is part of this class. Avoid all forms of plagiarism. Plagiarism is a
serious offense and violates our academic integrity policy. Do not use any
information from “paper mills,” or sites that offer papers on a number of topics;
these sites are among the first to be flagged as plagiarized. Additionally, do not turn
in any paper previously used in any course, because self-plagiarism is also not
allowed.
Sample Documents and Grading Criteria
