ENGL 102 Syllabus Spring 2023 (2)

Mission Statement : Regent University serves as a center of Christian thought and action to provide excellent education through a Biblical perspective and global context equipping Christian leaders to change the world. SECTION 1: COURSE OVERVIEW Regent University C OLLEGE O F A RTS AND S CIENCES ENGL 102 Research and Academic Writing Semester January 9 th - March 4 th , 2023 (8 weeks) Location (Online, Hybrid) Instructor: Professor Kristina Martin Location: Online Office hours: Phone conferences by appointment Phone: 502-321-8884 *(for use during office hours only, or by appt) Texts are welcome until 8pm Email: kmartin@regent.edu Communicating with the Professor The best way to contact me with questions and concerns is through e-mail. Please reserve calls for when we have booked an appointment. If you do call without an appointment, please leave a detailed voicemail, and I will get back to you as soon as possible. Email response time will be within 24 hours during the week, and 24-48 hours over the weekend. Course Description An introduction to research skills and academic writing. Students learn and practice the common steps and formats in writing a university-level research paper, such as writing and submitting proposals, writing literature reviews, following general research paper formats, and using an annotated bibliography. Last updated: 10/28/23 1 | P a g e

Program Learning Outcomes 1. PLO 1: Students will be able to interpret and explore literature as a reflection of human nature in the light of God’s revealed Truth. 2. PLO 2: Students will be able to demonstrate mastery of the foundational knowledge and skills related to the discipline of English. 3. PLO 3: Students will be able to formulate and reflect on inferences concerning the good, the true, and the beautiful through the study of writing and literature. 4. PLO 4: Students will be able to explore and evaluate both historical and contemporary culture through a Biblically-grounded interpretation of literature. 5. PLO 5: Students will be able to demonstrate mastery in effective writing as a means of contributing to God’s kingdom and transforming culture. 6. PLO 6: Students will be able to apply the discipline of English and a complementary discipline to service to God and the world. Relationship of course to Regent’s Mission Mission: Regent University serves as a center of Christian thought and action to provide excellent education through a Biblical perspective and global context equipping Christian leaders to change the world. Below are the examples—as appropriate—of how this course supports the mission. 1. Biblical Perspective: In this course, we will study writing from a Biblical perspective, understanding it as a meaningful expression of human experience, as a means of pursuing God’s truth, and as an act of love and community. The readings and assignments focus on cultivating your understanding of the act of writing—what it means to communicate with others in the written word and thus engage more deeply what it means to be human. In our class dialogue, we will apply Biblical truth to the issues in writing that are addressed in the course. The writing assignments allow you to develop your skills in effective writing, thus practicing the Biblical call to love others (even through the act of writing well) and to live in community (even when the community is cultivated through written texts). 2. Global Context: In this course, we will study writing as an expression of the human condition, a method of communicating human experience that crosses the boundaries of time and place. In seeking to understand and appreciate written communication by ourselves and others, we will cultivate love and empathy, both of which are essential to interacting in a global context. SECTION 2: COURSE REQUIREMENTS Course Learning Outcomes (with match to Program Learning Outcomes) Upon completion of this course, students should be able to: 1. CLO 1: Write in an effective style appropriate for an academic audience. (PLO 2) 2. CLO 2: Develop and support arguments that are coherent, cohesive, well-reasoned, defensible, and that lead to sound conclusions. (PLO 2, 3) 3. CLO 3: Locate sources using academic and technological skills and evaluate the credibility and appropriateness of those sources. (PLO 2) 4. CLO 4: Analyze, evaluate, and synthesize research findings. (PLO 2, 5) Last updated: 10/28/23 2 | P a g e

matters concerning the course. Students should be aware that this date could affect their financial aid and financial obligations. Normally, expectations for participation—such as those for quality work in the group discussions (including those in Blackboard)--differ from the minimal requirements for attendance. Thus, at the instructor's discretion, a student who is present or absent might lose participation points. Instructors determine whether students may gain back lost participation points (for example, through additional work). Students should be aware that instructors follow their posted policy for receiving late work from students. Work turned in late (papers, discussion board posts, etc.) could result in the loss of participation points or other components of the final course grade. Instructors are responsible to maintain accurate records regarding attendance and to follow course policies for grading student work, including students’ participation. Students are responsible to attend and participate in class and to follow campus policies. Blackboard Requirements Blackboard has four primary purposes in our courses: (1) to provide a means for students to receive timely information about the course in general, assignments, grades, and announcements from the instructor; (2) to promote thoughtful interaction between the instructor and students and among students themselves as they work through course materials; (3) to provide a means for students to complete quizzes and other forms of evaluation; and (4) to enhance the learning process by providing a variety of materials. Students are expected to log in to Blackboard and check the Announcements section of Blackboard at least once a week beginning one week before the start of the course. Students must keep their e-mail address current in Blackboard; they are expected to check their Regent e-mail daily to ensure timely receipt of messages from the professor . For courses with online discussions, they will be posted in Blackboard. Unless otherwise instructed, the parameters for a student’s postings are [200-300] words (please keep the word count in this range). The purpose of these parameters is to promote writing that is both thorough and concise. The instructor will post questions and activities weekly. Discussion questions will be posted in advance. Since not everyone will see things identically, students are to review one another’s postings in order to further their insight and learning. This is an important benefit of dialogue. Note that the expectations for quality work in the Blackboard group discussions differ from the minimal requirements for attendance. Please check the Start Here link in Blackboard for University Library information and Academic Support information, Blackboard Tutorials and Resources, Academic Honor Code, Writing Styles, Discipline Policies, and Disability Services. Some basic computer skills you are expected to have mastered before taking an online course include the following: sending and receiving emails, opening or sending an email attachment, searching the Internet, using Microsoft Word and downloading files. Numerous online tutorials are available to teach you how to use Blackboard. When you log into Blackboard, access the RU Resources tab at the top right of your screen. If you have technical problems with Blackboard and/or are not able to log in, please contact the Help Desk/IT department. You can e-mail the Help Desk at: helpdesk@regent.edu or call at (757) 352-4076. Last updated: 10/28/23 4 | P a g e

Late Assignment Penalties Assignments will receive a one-half letter grade deduction for each day late except in serious extenuating circumstances. Students should contact instructors in advance of a due date when assignments will not come in on time. Note also that all assignments must be received prior to the date when the class officially closes. IMPORTANT NOTE: All assignments MUST be submitted by the end of week 8. All assignments not submitted by this time will be given a “0”. Class Participation Not hearing from a student or seeing a submitted assignment for 10 days will result in an Advising Alert. We do this to make sure that you are okay and not falling too far behind. Required Work Hours As per Regent University’s Credit Hour policy, 45 hours of total student work are minimally required for each credit hour earned in a course; therefore, you should calculate the average number of work hours per week required by this course (e.g., a 3-credit course lasting 15 weeks requires at least 9 hours per week of student work) in order to give you an approximate understanding of the amount of time you should devote to its requirements. For online, 8 week classes, the student work effort per week is in effect doubled to about 17 hours per week (vs. 9 hours per week for 15-week courses). Writing All papers and essays at Regent University must follow the writing style format required by the degree specialty for which they are being written. The writing style to be used in this course is MLA . SafeAssign™ In order to support students and faculty in reducing plagiarism, the College of Arts & Sciences utilizes SafeAssign™, a plagiarism prevention service offered through Blackboard. SafeAssign™ detects unoriginal content in student assignments and provides an easily identifiable report for faculty to distinguish between original and plagiarized content. This service helps educators prevent plagiarism by detecting unoriginal content in student papers. College of Arts & Sciences Academic Policies For additional academic policies, please review the latest college catalog here . Required and Supplemental Resources Students are responsible for acquiring the following books and materials for this course by the time the course begins : MLA Handbook for Writers of Research Papers , 8 th edition, MLA, 2016, ISBN: 978-1603292627 Last updated: 10/28/23 5 | P a g e

ideas that shows talent for undergraduate work. Work shows practical or personal application of course content in specific assignments, as appropriate. The grade for such work will vary from A to A- according to the quality and quantity of the work. B+ B B- Strong performance demonstrating a high level of attainment appropriate for the undergraduate level: high quality of thought; solid understanding of the course content and demonstration of skills associated with the course; an engagement with the material that shows good comprehension of the subject; and an ability to analyze and evaluate the knowledge and ideas in the course. Work shows practical or personal application of course content in specific assignments, as appropriate. The grade for such work will vary from B+ to B- according to the quality and quantity of the work. C+ C C- Satisfactory performance demonstrating an adequate level of attainment appropriate for the undergraduate level: competent quality of thought; acceptable understanding of the course content and demonstration of skills associated with the course; an engagement with the course that shows adequate ability to analyze and evaluate; and adequate comprehension of the subject. Work shows practical or personal application of course content in specific assignments, as appropriate The grade will vary from C+ to C- according to the quality and quantity of the work. D+ D D- Marginal performance demonstrating a minimal passing level of attainment appropriate for the undergraduate level. The student’s work indicates poor quality of thought and poor comprehension of course content. Work shows practical or personal application of course content in specific assignments, as appropriate. F Unacceptable performance. The student’s work indicates major deficiencies in learning and reveals little or no understanding of course content. This grade denotes either unacceptable performance in spite of some effort, or failure to complete the assigned work. Course Schedule Work Due Dates:  Initial Discussion Post: Thursday 11:59pm of each week  Response Posts: Sunday 11:59pm of each week  Unit assignments except Final Project : Sunday 11:59pm of each week. Week Readings/Resources Used Activities/Assignments Est. Hrs. Due Dates 1 01/09- 01/15 The Process and the Resources  Whiteboard Presentation on Writing Process  Johnson selections  Lewis essay  Library Services information and tutorials  Dialogue  Subject Area Assignment  Syllabus Quiz  Initial Discussion Post: Thursday 11:59pm of each week  Response Posts: Sunday 11:59pm of each week  Unit Last updated: 10/28/23 7 | P a g e

Week Readings/Resources Used Activities/Assignments Est. Hrs. Due Dates assignments : Sunday 11:59pm of each week. 2 01/16- 01/22 Critical Reading and Preliminary Research  Whiteboard Presentation on Fundamentals of Research  MLA Handbook 7 th Edition , Chapter 1, 1.1- 1.4.9 (PDF)  Carroll, "How to Learn"  Dialogue Post + 2 responses  Critical Reading Exercise  Reading Quiz 1 Thursday 1/19 Sunday 1/22 Sunday 1/22 Sunday 1/22 3 01/23- 01/29 Persuasive Research  Whiteboard Presentation on Persuasive Research  MLA Handbook 7 th Edition Chapter 1, 1.5- 1.5.7 (PDF)  Database article assignment  Dialogue Post + 2 responses  Research Question Assignment Thursday 1/26 Sunday 1/29 Sunday 1/29 4 01/30- 02/05 Credibility and Integrity  MLA Handbook 7 th Edition , Chapter 1, 1.6- 1.64 (PDF)  MLA Handbook 8 th Edition : Pgs. 6-10  Plagiarism Policy Video  Plagiarism Guide  Library Module  Dialogue Post + 2 responses  Article Critique  Reading Quiz 2 Thursday 2/2 Sunday 2/5 Sunday 2/5 Sunday 2/5 5 02/06- 02/12 Formatting  MLA Handbook , 8 th Edition : Pgs. 20-58  Witherspoon, “This Pen for Hire”  MLA Formatting Module  Dialogue Post +  2 responses  Annotated Bibliography Thursday 2/9 Sunday 2/12 Sunday 2/12 6 02/13- 02/19 Structure  MLA Handbook 7 th  Dialogue Post + 2 responses  Issue Essay Thursday 2/16 Sunday 2/19 Sunday 2/19 Last updated: 10/28/23 8 | P a g e

Spirit, so should Christians honor and acknowledge the wills and works of those that provide opportunities to edify their minds and hearts with the knowledge and wisdom of sound scholarship. In doing so, Christians follow the biblical precept of integrity that is founded on love and respect and enables them to learn both from one another and those outside the faith. Philosophical . Regent University also affirms the necessity of recognizing the classical virtues when deriving a foundation for academic integrity, particularly the virtue of diligence. The virtues dictate that researchers should consider morality first. In other words, one’s sense of expediency must always follow from that which is right, not from that which is convenient. Cicero comments that, in order to act morally, individuals must act in a manner that prevents themselves from being placed in a position where they must choose between convenience and morality, or, stated differently, into a position where they “consider one thing to be right but not expedient, and another to be expedient but not right” (102). The virtues, therefore, require diligence in order to act morally upright—diligence to plan ahead, diligence to rationally consider the context of the moral situation, and diligence to act biblically not just ethically. For that which is ethical to the world is never necessarily moral before Christ. (Cicero, Marcus Tullius. On Moral Obligations. Trans. John Higginbotham. London: Faber and Faber LTD, 1967. Print.) Legal. Finally, Regent University affirms the necessity of equipping students for the reality of functioning within a society bound by laws, including copyright laws. Paul speaks clearly about a Christian’s responsibility to abide by the laws of the land. He concludes that authority is ultimately from God, so believers must work within that God-ordained system (Rom. 13). Thus, in mastering the art and science of proper attribution of sources, students are participating in the Biblical tradition of exhibiting reverence for the divine institute of law as well as giving honor where honor is due. Accommodations for Students with Disabilities The policy and intent of Regent University is to fully and completely comply with the Americans with Disabilities Act of 1990 (ADA), the Rehabilitation Act of 1973, and the Americans with Disabilities Amendments Act of 2008, to the extent that they apply to the university. Regent University will not discriminate against an otherwise qualified student with a disability in the admissions process, or any academic activity or program, including student-oriented services. Regent University will provide reasonable accommodation to the known physical and mental limitations of a qualified individual with a disability, unless to do so would impose an undue hardship on the operation of the university, or unless it would fundamentally alter a degree or course requirement. Qualified students must request reasonable accommodations for disabilities through the Disability Services Coordinator in Student Services. For information about student records, privacy, and other University policies and procedures, students are directed to the most recent version of the Student Handbook located at http://www.regent.edu/admin/stusrv/docs/StudentHandbook.pdf Last updated: 10/28/23 10 | P a g e