OLv.231217 - 1 - ENG2209 Argumentative Research Writing .docx

OLv.23:12/17 - 1 - ENG2209 Argumentative Research Writing
Syllabus
ENG2209
Argumentative Research Writing
Spring 2018
Syllabus
Version OLv.23:12/17
University of Northwestern – St. Paul
Office of Adult & Graduate Studies
3003 Snelling Avenue North
St. Paul, Minnesota 55113
[email protected]

© 2017 University of Northwestern – St. Paul
mailto:[email protected]
Syllabus
ENG2209 Argumentative Research Writing
University of Northwestern – St. Paul
Syllabus
Credits 3
Description
A writing course designed to improve students’ skills in source
analysis, critical thinking, and
argumentation as they create research papers. Students will
develop skills in research by using reference
materials, journals, and databases used by scholars in their
disciplines.
Prerequisites
Successful completion of ENG1109 or equivalent transfer
course.
Learning Objectives
1. Demonstrate in research papers the ability to choose a
legitimate persuasive research topic and
either broaden or narrow it to fit within a given set of length
parameters

2. Locate and glean appropriate information from at least three
different types of primary and
secondary sources in the library (including both print and non-
print mediums) as demonstrated
on a reference page
3. Recognize and write an argument that employs well-reasoned
supporting evidence and
integrates examples and analysis into a text, rather than one
which uses sentences or phrases to
string together a series of quotations
4. Correct mechanical, grammatical, format, and content errors,
as demonstrated by written
comments on peers’ papers and a final draft
5. Participate constructively in peer conferences that focus on
editing papers and content revision,
as demonstrated by written peer critiques
6. Use critical reading and writing skills, as demonstrated by
completing critical thinking
assignments
7. Write a university-level researched paper using a formal
documentation style, as demonstrated
by producing a text that receives no lower than a C- (70%)
8. Use generating, drafting, and revising strategies to improve
drafts, as demonstrated by
students’ prewriting, first draft, and final draft
9. Distinguish between plagiarism and correct reference to
sources, including direct quotations
and paraphrases, as demonstrated by proper source usage within

the research paper
10. Demonstrate integrity in writing by avoiding plagiarism and
by seeking multiple avenues for
credible data, rather than only those sources with supporting
opinions
Syllabus
Materials
Wood, Nancy V. Essentials of Argument. Edition: 3. Publisher:
Upper Saddle River, NJ: Prentice Hall.
Year: 2011
Course Site Resources
Department of English and Literature. Guide to Editing
Essentials. Publisher: St. Paul, MN: University of
Northwestern – St. Paul. Year: 2017
Grading
Assignments Percent
Research Paper 50
Writing Process Assignments 30
Critical Thinking Activities 20
Total 100
Grading Scale Percentages
A ≥ 93 B ≥ 83 C ≥ 73 D ≥ 63
A- ≥ 90 B- ≥ 80 C- ≥ 70 D- ≥ 60
B+ ≥ 87 C+ ≥ 77 D+ ≥ 67 F < 60

Late Work Policy
All assignments are due as described in the course syllabus.
Students are responsible for meeting
assignment deadlines. Late assignments will be deducted one
full letter grade (e.g., A to B) per day; late
assignments will not be accepted for a grade beyond 3 calendar
days past the original deadline. Forum
discussion activities must be completed on time; late forum
posts will not receive any credit. Students
should contact the instructor via e-mail if an extenuating
circumstance exists.
Guidelines and Information
Students are responsible for policies and procedures found in
the Office of Adult & Graduate Studies
catalog located on theROCK. These policies include the
following:
● Deadlines for dropping or withdrawing
● Attendance (absences and tardiness)
● Student/instructor communication
● Assignments (plagiarism and turnitin.com)
● Grading
● Using course sites
Instructors may have course-related expectations that further
detail the policies and procedures
outlined in the catalog. Any such expectations must be provided
to students in writing (e.g., handout,
course site posting) prior to or at the beginning of the class.
Traditional undergraduate students enrolled in A&GS courses
are subject to the traditional

undergraduate student handbook for all non-course-specific
policies and procedures.
Syllabus
CAPSS Statement
UNW students requesting academic accommodations in
association with the Americans with Disabilities
Act (ADA) are directed to notify the Disabilities Office for
Support Services (DOSS) immediately to begin
the application process. CAPSS also provides the following:
writing and subject tutoring, advocating,
transitional skill building, academic coaching (organization,
time management, test taking, etc.).
Contact CAPSS for more information: [email protected] • 651-
628-3241 • N4232 (Revised 8/17)
Critical Response to Alternate Viewpoints
When students are reading or viewing assignments, they may
encounter viewpoints, words or images
that their instructors would not use or endorse. Students should
know that materials are chosen for
their value in learning to read, write and view critically, not
because the materials are necessarily
Christian.
Overview
ENG2209 is a six-week, three-credit writing course. The

purpose of the course is to improve students’
performance in four areas: research, critical thinking, writing,
and editing. Upon completion of this
course, students will have demonstrated university-level
competency in these skills by drafting, writing,
revising, and editing their own paper as well as conferencing
with and critiquing the papers of their
peers.
Requirements
Argumentative Research Paper
Write one argumentative research paper, formatted according to
APA documentation style (including a
title page, in-text documentation, and a reference page). The
text of the paper, excluding the reference
page, should be eight to twelve typed pages (250 words per
page, between 2000 and 3000 words total).
The paper should be double-spaced, using a 10- to 12-point font
size. The paper must contain a
minimum of four credentialed sources (review the “Finding the
Best Sources” presentation posted in the
Week 1 section of the course site for full source requirements).
A final draft less than 2000 words in
length will result in automatic failure of the course.
The paper must be argumentative in nature: it must persuade the
reader by using rhetorical appeals and
persuasive language, rather than neutral or merely descriptive
language. The paper must address
counterarguments and anticipate audience response.
The topic chosen must be debatable for the given audience and
approved by the instructor. Instructors

reserve the right to prohibit certain topics (e.g. abortion, capital
punishment, gift of tongues,
homeschooling, women’s ordination, etc.).
It is not permissible to use a previously written paper, either
yours or another’s, for this course. Note: If
you are retaking this course, you may only reuse your topic and
process assignments from the previous
attempt if you did not complete and submit a full rough draft.
With specified process assignments and the final draft of your
paper, you must submit a copy of source
pages cited in your paper with the quoted or paraphrased
passages highlighted. (If only one page of an
article or book is used, a copy of only that page needs to be
submitted.) Additional instructions will be
provided during the course.
https://nwc.mywconline.com/index.php?auth=no&resume=%2Fs
chedule.php
https://nwc.mywconline.com/index.php?auth=no&resume=%2Fs
chedule.php
mailto:[email protected]
Syllabus
Grading
The final draft of the research paper is graded according to the
English Department grading standards.
You must receive a C- or better on the final paper in order to
pass the course. If you receive a grade less
than a C- due to content problems, you must retake the course.

If the grade is due to editing errors, you
are given one week to remediate the paper to standards; failure
to complete this process will result in a
failing grade for the course. The final grade on a revised paper
cannot exceed a C-.
You must submit a first draft of your paper for small group
conferencing. Producing a late or an
inadequate draft will affect the conferencing grade as well as
the paper’s final grade. Before the
conference draft is due, process assignments are required. For
each of these assignments, you receive a
designated number of points. The instructor may require you to
redo assignments that are below
satisfactory standards. You may also be required to work with
the ALPHA OWL for tutoring and
resources.
All final drafts must be submitted to Turnitin.com. When
uploaded on the course site, the final draft
assignment is automatically submitted to Turnitin.com and is
available to the instructor.
Editing Skills
Although the instructor will review some editing concepts,
students enrolled in ENG2209 are assumed
to be responsible for editing concepts covered in ENG1109
Composition and Editing, the previous course
in the composition sequence at UNW. These concepts consist of
the contents of The Guide to Editing
Essentials, a required text for this course. To assist you with the
editing skills required for this course,
editing exercises and review quizzes are provided under the
Week 1 “English All” link.

If you are not familiar with or are weak in these editing
concepts, you are responsible to continue
studying the Guide to Editing Essentials, posted on the course
site. For additional help, you may work
with the ALPHA Center for tutoring and resources through the
online ALPHA OWL program. Contact the
ALPHA Center by calling the direct line 651-628-3316 or by
emailing them at [email protected]
for further assistance with this.
Critical Thinking Activities
The development and strengthening of critical thinking skills
are a main emphasis of this course.
Therefore, several online critical thinking lessons and critical
thinking discussion forum activities are
assigned. The focus of these lessons and activities directly
relate to the research and writing process for
the final essay.
Syllabus
Checklist
Complete all assignments during the week designated. For any
questions regarding these assignments,
contact the instructor.
Week 1: Finding a Strong Topic and Preparing for Research
Due Day 4

Class Introductions Forum (in the Welcome
section)
(5:53)
22-23, 3.a.)
Due Day 7
Read Wood, Chapter 3
(the information from this
presentation is also presented in the “Finding the Best Sources”
handout posted in the course
site)

Week 2: Planning Your Argument and Starting Research
Due Day 4
esson
Due Day 7
Paragraphs” handout

Syllabus
Week 3: Building Your Argument and Integrating Research
Day 4
Due Day 7
o “Integrating Research” presentation (6:55)
-Text Citation Lesson
presentation (3:50)
Week 4: Drafting the Argument and Continuing Research

Due Day 4
Due Day 7
o The bibliography must contain at least four credentialed
sources (review “Finding the
Best Sources” handout from Week 1 for full research
requirements). At least one source
should be from a position that disagrees with your thesis.
Designate this source (or
sources) with an asterisk by the author name(s)
o Each credentialed source must have an annotation: sentence
one should provide a brief
summary of the source’s content; sentence two should provide a
brief overview of the
author’s credentials
Week 5: Evaluating the Argument and Completing Research
Due Day 4

needed
o This draft should include the introduction, body, conclusion,
and annotated references
page and be at least 1800 words (excluding the references)
o Review the sample papers with comments in the resource
folder
o Submit your draft to the course site as an assignment and post
in the Peer Conferencing
forum
o Listen to “Creating a Source Packet” presentation (3:30)
Syllabus
o Review “Preparing Scanned Documents” presentation (2:48)
Due Day 7
Week 6: Fine-Tuning the Argument
Due Day 2
alize research for essay

presentation (6:00)
Due Day 4
e Polishing and Editing Conference forum
Due Day 7
o Finalize revisions from Polishing and Editing Conference
o Review “Final Draft Formatting Guidelines” handout
o Upload your Final Draft to turnitin.com via the course site
link.
turnitin.com and post a
grade with feedback in the course site. When uploaded on the
course site, the
paper is automatically submitted to Turnitin.com and is
available to the
instructor.

FOCUS 1 ENG2209
Creating an APA Reference Page
General Guidelines:
1. At the end of the paper, create a list of every source cited in
the paper. At the top of this page, the word
References (without italics) should be centered one inch from
the top of the page.
2. List each source cited in the body of your paper
alphabetically. Alphabetize the list by the last names of
the authors (or editors); when the author or editor is unknown,
alphabetize by the first word of the title
other than A, An, and The.
3. Use a hanging indent: type the first line of each entry flush
with the left margin and indent any
additional lines one-half inch (or five spaces).
4. Double-space within each entry, and double space between
each entry. In other words, your reference
page should look double spaced throughout just as the body of
your paper does; do not quadruple space
between sources.
5. Double-space after the word References.

6. Include a page number and header (same as throughout the
body of
your paper) on your reference page. The numbering should be
consecutive with the rest of your paper—if your paper ends on
page 8,
your reference page will be page 9.
7. Because an APA reference page includes only references that
are recoverable, do not include personal
communications, such as letters, memoranda, and informal
electronic communication. These types of
sources will be cited in the actual text instead. We will discuss
how to cite these types of sources within
the body of your paper when reviewing in-text citations.
Specific Formats for Sources
Author. (Date). Title of book. City: Publisher’s Name in full.
Goodman, K. (1996). On reading: A common-sense look at the
nature of language and the
science of reading. Portsmouth, NH: Heinemann.

Author. (Year, Month day). Title of article. Name of
Newspaper, page numbers with p.
Harris, J. (1996, May 2). Doctors reveal a medical mystery. The
Washington Post, pp. C1, C3.
Author. (Year, Month). Title of article. Name of Magazine,
volume number, page numbers.
Quizno, P. R. (1995, August 4). The hidden causes of heart
disease. Time, 134, 33-36.
FOCUS 2 ENG2209
ticles in scholarly journals
Author. (Date). Title of article. Name of Journal, volume
number (issue number if available),
page numbers.
Brach, M. P., & Smith, J. F. (1995). The disintegration of the
relational zone. Psychology
Profile, 23(3), 12-34.
Author. (Date of publication). Title of document. Retrieved
month, day, year, from URL

Johnson, P. R. The Spurgeon archive. (2006). Retrieved April
22, 2008 from
http://www.spurgeon.org/
line periodicals located through Library
Subscription Services
Author. (Date of publication). Title of article. Name of
Periodical, volume number, starting page
number+. Retrieved from DOI or URL (See BRC APA e-
References Guide).
Wopereis, I., Brand-Gruwel, S., & Vermetten, Y. (2008). The
effect of embedded instruction on
solving information problems. Computers in Human Behavior,
24(3), 738-752.
doi:10.1016/j.chb.2007.01.024
Little Details to Remember:
t letter of the first word in
the title of an article or a book, the first letter
of the first word immediately following a colon, and all proper
nouns. Do not capitalize all key words,
except when giving the title of a periodical or newspaper.
Book: On reading: A common-sense look at the nature of
language and the science of reading.
Magazine Article: Sending away for help: A mother’s cry for

extended family in New England.
of the American Psychological Association
(5th ed., p. 217), you should only list the following locations
without a state abbreviation or country
because they are cities well known for publishing:
Baltimore San Francisco Paris
Boston Amsterdam Rome
Chicago Jerusalem Stockholm
Los Angeles London Tokyo
New York Milan Vienna
Philadelphia Moscow
last two authors in sources with multiple
authors. Also, use a comma in front of the & in this list (even
when you are only listing two authors).
Smith, T., Dunn, S., & Smeede, R. (2003). Taken for ransom.
New York: Putnam.
last author on the source. Use ellipses

between the sixth and last author.
White, B., Smith, J., Harrison, G., Cho, D., Pulicks, R., Schultz,
F., … Johnson, N. (2010). …
http://www.spurgeon.org/
FOCUS 3 ENG2209
citation
with the title of the source.
Songs of another world. (1993). Willingboro, NJ: Casedon.
author, include the Ed. title in parentheses after
the editor’s name:
Collins, W. (Ed.). (1992). Spiritual heights: Climbing God’s
holy mountain. Pasadena, CA:
Westinghouse.
book with a compilation of many
essays/articles written by various authors), use the following
format:

Author’s Last Name, First Initial. (Date). Title of essay/chapter
of book that the author wrote. In
Editor’s Name with first initial and last name, Title of
anthology (pp. of selection). City:
Publisher.
Smith, D. (2004). The fight for life. In T. Stanford, Harrowing
stories of life and death (pp. 234-
250). Chicago: Miller and Motley.
edition number in parentheses.
Hallowell, E. M., & Ratey, J.J., Jr. (1994). Answers to
distraction (2nd ed.). New York: Bantam.
entry of a periodical should cover the
periodical title and the volume number.
Smith, T. (1998). Becoming friends with the wind. Journal of
New Technology, 23, 34-50.
page 1, give the issue number of the journal in
parentheses immediately after the volume number with no space

in-between and no underline/italics of
the issue number.
Brach, M. P. (1995). The disintegration of the relational zone.
Psychology Profile, 23(3), 12-34.
a newspaper article, use a comma to show
that the page numbers are discontinuous. The newspaper article
in this example started on A3 and then
continued on A5.
Salsbury, P. (1998, June 4). New approach to mathematics
comes to some Twin Cities’ school
districts. The Pioneer Press, p. A3, A5.
citing a full-text article from an
online database that does not give the
complete page numbers that the article appeared in a journal,
use a plus sign after the starting page
number to show that the article continues past that page.
Brown, C. E. (1996). Juliet’s taming of Romeo. Studies in
English Literature, 36(2), 333+.
Retrieved from http://muse.jhu.edu

FOCUS 4 ENG2209
Writing Annotations (APA Style)
If you have been thorough in completing a source sheet on each
source that
you have researched for your paper, writing annotations for
your bibliography
will be fairly easy. Use the notes you have already gathered on
these sheets
about your sources and their authors to write your annotations
Annotations include (in this order):
1. A 1-2 sentence summary of the source.
2. The author’s credentials.
Please keep in mind the following guidelines:
sentences to match your paper).

citation; do not press <enter> and then start the
annotation.
authors in the citation if possible.
as many credentials that would require writing
more than two sentences, be selective in
what credentials you include for your audience. You should
spend no more than 2 sentences on an
author.
Sample Annotated Bibliography:
*Please note that the retrieval statement information formatted
below differs from what the online lesson
discusses due to APA Style Manual updates. Follow the
retrieval statement formatting that is presented
in this sample bibliography and in the BRC APA e-References
Guide link.
References
Baron, A. (2005). The people impact of outsourcing. Strategic
Communications Management,9(1), 13. This

article describes the human element and effects of global
outsourcing and provides a less business
focused and more human focused point of view. Baron cites the
effects of poorly done outsourcing.
Baron is the Senior manager, Global Services Business
Operations & Strategic Planning, Cisco Systems
Inc. She has also been a consultant worldwide for HR
companies.
FOCUS 5 ENG2209
Facanha, C., & Horvath, A. (2005). Environmental assessment
of logistics outsourcing. [Abstract]. Journal of
Management in Engineering, 21(1), 27-38.
doi:10.1016/j.chb.2007.01.024. This article briefly
describes the environmental benefits of outsourcing practices.
Horvath, co author of this article (with Ph.
D candidate Facanha), is an Assistant Professor at the
University of California, Department of Civil and
Environmental Engineering.
Finch, B. (2003). OperationsNow.com. New York: McGraw-
Hill. This college text book gives some good
summaries on the causes and effects of outsourcing in today’s
global world, specifically stating the

efficiency and economics of global outsourcing. Finch has a BS
and a MS from Iowa State University
and is currently Professor of Operations Management at Miami
University. He has been published in
journals such as the Journal of Operations Management and the
International Journal of Production
Research, as well as being the author and co-author of many
textbooks.
Jones, W. (2004, March 5). From IPO to BPO: The growth of
offshore outsourcing. Siliconindia, 42-43.
Retrieved from http://www.businesssourcepremier.org
Tyson, L. (2004, February 23). Outsourcing: Who’s safe
anymore? Business Week Online. Retrieved
from www.businessweek.com/print/magazin/content/04_08.htm
This article
states the fears and possible consequences of loosing American
jobs to global outsourcing. Tyson
is the Dean of the Haas School of Business at the University of
California at Berkeley. Between
February 1995 and December 1996, she served as the
President’s National Economic Adviser of
the U.S. She has a Ph.D. in economics from the Massachusetts
Institute of Technology.

Tentative thesis
For this thesis I found the following credentials, but I might be
using more.
The seven principles for making marriage work / John M.
Gottman and Nan Silver
Roe, Colby T. Comment. Arkansas marriage: a partnership
between a husband and wife, or a safety net for support?
Perceived Causes of divorce: An analysis of interrelationships
Margaret Guminski Cleek and T. Allan Pearson
Journal of Marriage and Family
Vol. 47, No. 1 (Feb. 1985), pp. 179-183
Women ending marriage to a problem drinking partner decrease
their own risk for problem drinking.
Authors: Smith, Philip H.; Homish, Gregory G.; Leonard,
Kenneth E.; Cornelius, Jack R.
Communication – the key to a better marriage
Thesis:
Couples must learn how, when and why to communicate with
each other. Learning how to communicate more efficiently in a
marriage will prevent divorce.
Note from my professor: Much better. Your stated claim should
be in the form of a sentence, so the second part starting with
"Couples must...." is good. Feel free to get going on your
outline. As you are researching over the next couple of weeks,

you will probably want to add to this thesis because this essay
is about 8 to 10 pages, and you want to be sure you have enough
info., so you might add here for example
A. Couples must learn how, when and why to communicate with
each other BECAUSE learning how to communicate more
efficiently in a marriage will prevent divorce,
_______________, and ________________.
Tentative Outline
Communication – the key to a better marriage
I What is communication?
II Communication in Marriage
A The origin of marriage
1. The importance of marriage
2. Marriage in diverse cultures
3. Ways of communication in men
4. Ways of communication in women
III Divorce rate in America
A. Causes of divorce
1. Technology and marriage
2. Respecting our vows
IV Learning how to communicate in a marriage might prevent
divorce
B. Different solutions
C. When to say no

I need help writing a paper about that using the credentials or
resources cited above.
Please look at syllabus

OLv.231217 - 1 - ENG2209 Argumentative Research Writing .docx

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