ENGL 147 DeVry All Course Project Latest

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ENGL 147 DeVry All Course Project Latest

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ENGL 147 DeVry All Course Project Latest

ENGL147

ENGL 147 DeVry All Course Project Latest

ENGL 147 DeVry All Course Project Latest

Objectives

The objectives of the Course Project are to fulfill this course’s terminal course objectives:

  1. Given an essay or scholarly article in any media, develop an informed opinion which includes external evidence and personal experience.
  2. Given persuasive rhetorical strategies, such as appeals to reasoning, credibility and emotion, demonstrate the strategies to advance an argument.
  3. Given a student-selected topic, organize ideas through prewriting tasks and prepare a persuasive draft.
  4. 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.
  5. Given various strategies for presenting research, compare and contrast the ways to communicate research findings to an audience.
  6. Given the conventions for attributing source material, create appropriate citations, such as through summary, paraphrase, in-text, and reference citations.
  7. Given a sample of writing requiring revision, refine and develop ideas in order to convey new knowledge that reflects original thought.

Guidelines

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.

  1. Introduction
  • Attention-getting hook
  • Topic, purpose, and thesis
  • Background
  • Relevance to reader
  1. Body

Logically presented, point-by-point argument with evidence (the number of sections may differ by paper, but you should plan to have at least three)

  1. Section 1 (2–5 paragraphs)
  2. Section 2 (2–5 paragraphs)
  3. Section 3 (2–5 paragraphs)
  4. Section 4 (2–5 paragraphs)
  5. Section 5 (2–5 paragraphs)
  6. Conclusion

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 and available .equella.ecollege.com/items/980cd2aa-6d6c-4976-aa8b-03f62e68806b/0/ENGL135_ENGL147_Course_Home_Course_Theme_Reading_List.Student.1.15.docx”>here. 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 Technology Family Health and Wellness

 

School Bullies Multitasking and Technology Sexualization of Girls College Students and Weight Issues
No Child Left Behind Act/Race to the Top Technology and Social Isolation Gender Discrimination Childhood Obesity
Grade inflation Perils of Social Networking Unequal Rights in Marriage, Children Fad Diets
College Students and Underage Drinking Online Dating/ Online Predators/Sex Offenders Children of Divorce Junk Food
Student Debt Illegal Downloading of Protected Content Domestic Violence Sedentary Lifestyles
College Students, Cheating and Plagiarism Internet Censorship/ Classified Information Leaks Cyberbullying Teenage Pregnancy
College Dropout Rates Identity Theft Life-Work (Im)balance/ Flexible Work Schedules Concussions in Athletes
High School Dropouts Texting and Driving   Insurance Premiums 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 .next.ecollege.com/default/launch.ed?ssoType=DVUHubSSO2&node=28800″>Accessing the DeVry Library Database tutorial.

Week 1: Topic Selection (50 points)

Week 2: Source Summary (100 points)

Week 3: Research Proposal (50 points)

Week 4: Annotated Bibliography (100 points)

Week 5: First Draft (75 points)

Week 6: Second Draft (80 points)

Week 7: Final Draft (125 points)

Week 8: Reflective Postscript (50 points)

Course Project-Source Summary

Information Literacy Assignment (35 points)

Details:

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. .devry.edu/pdfs/Peer_Review_PPT.pdf”>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 assignment to the Dropbox, located at the top of this page. For instructions on how to use the Dropbox, read these .equella.ecollege.com/file/8ff9f27a-3772-48cf-9855-4bec4e6706bf/1/Dropbox.html”>step-by-step instructions.

See the Syllabus section “Due Dates for Assignments & Exams” for due date information.

Source Summary (100 points)

The purpose of the Source Summary is to effectively summarize and attribute information from a source. Use the library databases to retrieve an article from the Course Theme Reading List on the topic you selected last week. If you are considering a new topic, confirm your choice with your professor. Once you retrieve the article, print it or save a local copy of the full text article to your hard drive so that you can refer to the contents of the article offline. (If the source is from the textbook, this step does not apply.) Read the source carefully, noting the thesis, topic sentences, headings, supporting details, and the conclusion. To become more skilled at summary and paraphrasing, you will practice writing summaries of different lengths on the same assigned source.

For each part of the assignment, follow the instructions provided in Doc Sharing. When you are finished, save the document as and submit it to the Dropbox by the end of the week.

See Doc Sharing for the following support documents.

  • An assignment template
  • A sample assignment
  • The assignment grading rubric