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CREATING AN ACADEMIC COMMUNITY
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WEEK 1: JAN. 23 - 29 JAN. 23: FIRST DAY OF FALL SEMESTER CLASSES WRITING FOCUS: BLOGGING This module explores the challenges of communicating civilly and professionally with other business students and the instructor. The goal is to achieve authentic expression while discussing sometimes difficult topics. The class will establish its own norms of acceptable online behavior for the rest of the semester.
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| READINGS | ACTIVITIES | DUE DATES FOR ASSSIGNMENTS |
| GOAL: GETTING READY BEFORE THE SEMESTER STARTS |
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DAY 1 AND BEFORE: You should have received a Welcome email from the professor in the week before classes started. You also received an email message to the class on Day 1 which has important instructions for starting the class. If you did not receive either or both, contact Prof. Johnston at jjohnsto@gmu.edu immediately to get them. You can also go to the heading Communication in the course menu in our Blackboard folder and click on Archive of Weekly Emails from the Professor. |
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A pre-term treat: Public Domain Day 2023 celebrated academic integrity: Public Domain Day 2023 gives a brief summary of the day's significance Public Domain Day: January 1, 2023 provides an in-depth explanation of public domain in different countries Treasure Trove of Movies Released on Pubic Domain Day 2023 shows that 2023 wqill be a good year for free films |
Beloved books, films and music are newly copyright-free. Once a year--on January 1-- materials published in the United States 95 years ago lose their copyright protection and become available to the general public |
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| GOAL: STARTING STRONG ON DAY 1 | ||
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Getting Started:
In the Course Menu on the left, click on the second item from the top, Orientation to Our Blackboard Home Page. If the screencast does not start immediately, click to advance the slides.
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BEFORE YOU DO ANYTHING ELSE, be sure to watch two important screencasts:
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Watch on Monday, Jan. 23 or as soon as you register for the course and can access our Blackboard course folder. |
Be sure to read the Course Schedule (a/k/a syllabus): A Professor Hid a Cash Prize on Campus. All Students had to do was Read the Syllabus |
All the readings, activities and due dates for this course are contained there. Also, the Course Policies and Procedures file answers many if not all questions about rules and expectations. Both documents are lengthy, so you can use the clickable menu to target the search for the information you need. |
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| GOAL: CREATING A SUPPORTIVE ONLINE COMMUNITY IN OUR CLASS |
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The big picture by a famous philosopher: Why Civility Is Necessary For Society's Survival by P. M. Forni.
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Establish your class presence by creating or updating your profile in on Blackboard. (Remember that the profile you create will appear in all of your Blackboard course folders.) Go to our course menu on the left side of the screen. Under the Academic Resources for Students heading, click Blackboard Help for Students, then "Creating a Blackboard Profile."
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Basic guides to civil online communication: 1o Netiquette Guidelines Online Students Need to Know The Core Rules of Netiquette, by Virginia Shea |
Shea's ten "rules" were among the first to encourage considerate treatment of others in virftual environments, but continue to be relevant today. |
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The special
challenges of communicating online:
Civility Demands Less Preaching, More Teaching
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Creating thoughtful, effectively written entries: Guidelines for Posting to Discussion Boards |
Participate in our Class Civility Blog,
found under the Communication heading in the Course Menu. Read
the directions at the top to access the questons. Post your
responses as COMMENTS in reply to the instructor's posts to the TWO REQUIRED QUESTIONS (#1 AND #2).
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Posting your blog entries: If you have not used the Blackboard blog function previously, go to our Blackboard Course menu on the left side of the screen. Under the Academic Resources for Students heading, click Blackboard Help for Profiles and Functions, then "Videos for Common Blackboard Functions." At the very end of the file, watch the video on "Creating a Blog Entry" (3:24) |
POST RESPONSES TO QUESTIONS #1 AND #2 by Thursday, Jan. 26, by 11:59 PM |
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The GMU Writing Center explains the instructor’s point of view:
Sending Email to Faculty and Administrators
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Continuing with our blog, choose and respond to TWO of the five remaining questions (#3-#7) Select the two that allow you to contribute to the exchange of ideas in the most insightful and thoughtful fashion. |
POST 2 BLOG ENTRIES by Friday, Jan. 27, by 11:59 PM |
| GOAL: PREVENTING OR DEFUSING CONFLICT | ||
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Dealing with communication problems:
Conflict in
Cyberspace: How to Resolve Conflict Online, by John Suler (the first ever publication on this topic)
Handling Conflict in an Online Environment (Good vs. Bad)
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Complete the Essentials of Class Interaction SURVEY to establish our class code of behavior It is available under Instructions for Assignments in the course menu. Click on the folder Creating an Academic Community. After everyone has expressed his/her opinion, you will receive an email during the next week containing the class consensus on best practices online.
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POST RESPONSE TO SURVEY by Sunday, Jan. 29, by 11:59 PM |
Actively promoting digital civility: Safer Internet Day USA 2023 |
Safer Internet Day promotes a safer and more responsible use of online technology by young people around the world. It will be observed on Tuesday, Feb. 7, 2023. It aims to create not only a safer internet but a better internet, where everybody is empowered to use technology responsible, respectfully, critically and creatively. |
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WEEK 2: JAN. 29 - FEB. 5 JAN. 30: LAST DAY TO ADD CLASSES CONTENT FOCUS: CONVENTIONS OF EMPIRICAL ACADEMIC WRITING AS A GENRE, APPROPRIATE DOCUMENTATION FORMAT WRITING FOCUS: CONVENTIONS OF VOCABULARY AND PHRASING, TONE, COMPARISON AND CONTRAST This module offers training in locating, reading and analyzing a recently published scholarly article in the student's academic discipline. Results will be presented through annotations. Valid sources for the article and related instructional readings will appear in correct documentation format used in the student's discipline. |
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READINGS |
ACTIVITIES |
DUE
DATES FOR ASSIGNMENTS |
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| GOAL: UNDERSTANDING THE STRUCTURE AND EXPECTATIONS IN OUR COURSE |
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In the course folder in Blackboard, go to Course Overview, the top category in the Course Menu. Click on Surviving and Thriving in English 302. Click Slide Show, then From Beginning so the audio will play as the presentation advances itself. |
Starting with the positive atmosphere established in Week 1, make yourself a list of ten ideas for academic and personal success in this course. |
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The file needed to complete the quiz: Course Policies and Procedures (also available from within the class Blackboard folder under Course Overview, near the top of the Course Menu.) |
Show that you understand the formal structure of our classroom community by completing the Quiz on Course Policies. It is available under Instructions for Assignments in the course menu. Click on the folder Analyzing Academic Discourse. |
SUBMIT THE QUIZ ON COURSE POLICIES by returning to the instructions file for the quiz. If unsure how to submit, watch Submit an Assignment (Student) (0:56) Submit by Wednesday, Feb. 1, by 11:59 PM |
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| GOAL: ASSEMBLING THE MATERIALS FOR THE FIRST MAJOR ASSIGNMENT |
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Assigment requirement #1: Understanding the task Available in the files Instructions for Analyzing Academic Discourse and its accompanying Scoring Rubric. They can be found in the folder by the same name under Instructions for Assignments in the Course Menu. |
Get an overview of the requirements and goals for the Academic Analysis essay.The skills from this assignment will be used in the Annotated Bibliography and the Research Paper for this class, and for research projects in other classes. |
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Assignment requirement #2: Software necessary to complete this assignment, the Public Writing assignment and the Annotated Bibliography Acrobat Reader DC |
If you do not have a PDF reader that allows you to edit or comment upon a PDF file, download Acrobat Reader DC for free immediately. It is available from the link to the left. The PowerPoint below tells how to access and download it. |
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PowerPoint presentation on How to Access, Download and Comment in Acrobat Reader DC: Available in the folder Analyzing Academic Discourse under Instructions for Assignments in the Course Menu. |
Complete and thorough instructions for downloading and commenting are in the PowerPoint presentation on Acrobat Reader DC. |
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Assignment requirement #3: Determining the documentation format in your discipline Starting with the Refeences for this assignment, you will use that format for the remainder of this class, all research projects in your major and any publications for the rest of your professional career. |
There are several ways to determine the format used in your discipline if you do not already know. (HINT: MLA format is NEVER used outside of the humanities, even though most people learned it in high school.) You can consult "Help with Formatting Research Papers," available both in the folder for this assignment and from the Course Menu in Blackboard under the heading Academic Resources for Students.You can also ask a professor in your discipline or a subject-area librarian at the Mason library. |
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| GOAL: UNDERSTANDING THE CULTURE BEHIND RESEARCH IN YOUR DISCIPLINE |
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Assignment requirement #4: Understanding academic discourse in your career or major o Scroll far down the page to Related WiseGEEK Articles o Read What is the Relationship Between Language and Discourse? o Read What are the Different Types of Academic Discourse? o Read What is Scientific Discourse? if you are a science major |
Focus on the differences between academic writing and other professional writing tasks and styles. The focus is on understanding and critiquing empirical research as reported in scholarly journals (a highly specialized genre that is the pinnacle in publishing success for academic writers.) |
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Understand discourse communities in action:
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Use these examples to influence your own style and approach. |
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Engh 1102 Discourse Community Introduction (3:38) Six Characteristics of a Discourse Community according to John Swales, who created the term.
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UPLOAD WHAT IS YOUR ACADEMIC DISCIPLINE? WORKSHEET assignment by returning to the instructions file for the worksheet. Submit by Sunday, Feb. 5, by 11:59 PM If unsure how to submit, watch "How to Submit an Assignment in Blackboard Learn"
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MONDAY, FEB. 6: LAST DAY TO DROP CLASSES WITH 100% REFUND |
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| READINGS |
ACTIVITIES |
DUE DATES FOR ASSIGNMENTS |
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| GOAL: LOCATING EMPIRICAL RESEARCH (A/K/A PRIMARY RESEARCH) |
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Choose an empirical research study for this assignment: Writing a Scientific Research Report Education (Research Resources): Finding Empirical Research |
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DO NOT choose any form of grey literature for this assignment: Searching and Source Types What is Grey Literature and How Do I Find It? |
In our Blackboard course folder, scroll down the menu to the heading Academic Resources for Students. Click on Library Modules. Complete the module on Searching and Source Types |
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An overview of the basic criteria for researched publications: NOTE: Be sure to view these, as they are the basis for the Academic Analysis: Evaluating Resources (4:40) This concise video is hosted on the GMU Library website, so you will need to log in to access it How Should Research Sources be Evaluated? Step-by-Step Guide & Research Rescue: Evaluating Credibility |
Select a current research study on a topic relevant to your discourse community and published in a respected scholarly journal. | ||||
Begin your research by viewing this guide to locating sources using the Mason Library, by Instructional LIbrarian Kayla Gourlay: NOTE: Be sure to watch this, as it is the basis for identifying scholarly research which is not available on the open Web. Eng 302 |
Select current research (no more than 5-7 years old) on a topic relevant to your discourse community and published in a respected scholarly journal or outside publication. NOTE: Since the library resources are restricted to the Mason community, you will need to log in to access the video, using your Masonlive user name and password. |
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Why locating quality research publications can be difficult: All Scientific Papers Should be Free; Here's Why They're Not (4:42) Landmark Research Integrity Survey Finds Questionable Practices are Surprisingly Common Judges rely on Wikipedia for their opinions, a new study finds |
GMU's superior collection of research databases provides reliable articles through the GMU Library collection, free and pre-screened, to users in the Mason community. 70% of these articles cannot be found on the open web, so use the library's resources! NOTE: Since the library resources are restricted to the Mason community, you will need to log in to access the video, using your Masonlive user name and password. |
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Looking for excellence in research and writing: Analyzing Research Articles: A Guide for Readers and Writers |
An extremely thorough review of the criteria required to meet the highest standards plus a recent example of thoughtful research study that eliminates possible conflicts and confusions outside of a laboratory setting. |
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| GOAL: AVOIDING POOR QUALITY RESEARCH AND WRITING |
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Recognize poorly written or conducted studies: 10 Tips for Writing a Truly Terrible Journal Article Science Has Been in a "Replication Crisis" for a Decade. Have We Learned Anything? Predatory Journals: What They are and How to Avoid Them |
Check your proposed article to make sure it avoids the (humorous, but real) errors listed in the first link. The other two point to serious vulnerabilities within the current academic research system |
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| GOAL: UNDERSTANDING RESEARCH STUDIES |
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Understanding the different parts of an empirical research study: Sample Article: Computer Science and IT |
Mason science librarian Theresa Calcagno annotated this article to explain the conventions of reporting out empirical/primary research. Click on each part of the article for a discussion of the reasoning behind the content. |
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Comprehend research articles: Tutorial: How to Read and Comprehend Scientific Research Articles (5:03) Strategies for Reading Academic Articles from the GMU Writing Center How to Read and Understand a Scientific Paper: A Step-by-Step Guide for Non-Scientists |
Use these strategies to make sure you thoroughly understand the study you intend to write about so you can analyze it accurately and thoughtfully. |
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Comprehending technical research: How to Read a Paper How You Should Read Coronavirus Studies, or any Science Paper NOTE:You may need to access this article from The New York Times through Mason's library database collection |
The first article uses IEEE format to describe reading different parts of an empirical article for different information needs. The second demystifies the construction of a research article for a well-educated, intelligent reader who is not a trained researcher. |
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WEEK 4: FEB. 13 - 19
TUESDAY, FEB. 13: LAST DAY TO DROP WITH 50% REFUND
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| READINGS |
ACTIVITIES |
DUE DATES FOR ASSIGNMENTS |
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| GOAL: COMBINING ANNOTATIONS WITH CRITICAL ANALYSIS |
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Review of purposes and skills used in annotation: Annotating Text (7:07) A Guide to Annotating Texts (1:51) |
Annotation is widely regarded as a major tool for reading comprehension and retention. Review its purposes to see how your skills will progress. |
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Raising annotation to another level: Why Intelligent Minds Like Jeff Bezos Embrace "The Rule of Writing" More Than Highlighting: Creative Annotations |
Increase your engagement by varying the format of your annotations |
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Get ready to write: Quick review of critical thinking: Critical Thinking Definition, Skills, and Examples |
Reviewing appropriate content for your annotations |
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Combining Two Skills: What is the Difference Between Analysis and Annotation? |
Employing two important reading skills and articulating them in one assignment |
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| GOAL: USING ACADEMIC DISCOURSE IN ANNOTATIONS |
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Write for the university discourse community: Using Academic Language The Tone of Academic Writing (6:10) GMU Writing Center Quick Guides Scroll down to Citing Sources, then chose between APA, Chicago or Turabian. For other formats, consult the Help with Formatting Research Papers link on our Blackboard course menu |
Be sure you are writing for your university discourse community, now and in all future papers for English 302. This will also be appropriate when you are in gradduate or professional school or writing for your professional peers. |
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Learn about help with writing assignments from Mason's Writing Center: The Writing Center: Introduction to our Services (3:44) |
The Writing Center offers virtual or f2f tutoring and assistance with revisions on drafts of student work. Since tutors often get very busy at the end of the semester, you may want to make appointments early if you would like a review of your drafts for future writing assignments in our class. |
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| GOAL: ADDING INTERNAL CITATIONS AND REFERENCE ENTRIES | |||||
Write for the university discourse community: Using Academic Language The Tone of Academic Writing (6:10) Academic Writing Language and Style (1:49) |
Be sure you are writing for the university discourse community, now and all future papers for English 302 as well as your discourse community while you are in college or graduate school |
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Include a references page for your article and any other resources in the paper, using the style appropriate to your discipline In Blackboard, locate the subheading for Academic Resources for Students. Click Help with Formatting Research Papers for any array of support sites for the different styles. |
If using APA style, also remember to check out the APA Style Blog for changes since the newest version came out in October 2019. |
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SUBMIT THE FILE CONTAINING THE SCHOLARLY ARTICLE, ANNOTATED TO MEET THE CRITERIA IN THE ANALYSIS OF ACADEMIC DISCOURSE, to Blackboard by Sunday, Feb. 19, at 11:59 PM. If unsure how to submit, watch "How to Submit an Assignment in Blackboard Learn" |
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FRIDAY, FEB. 24: MIDTERM EVALUATION PERIOD ENDS
CONTENT FOCI: ANALYSIS OF STYLE, AUDIENCE AND TYPICAL CONTENT FOR A PUBLICATION CONVEYING RESEARCH FINDINGS TO THE PUBLIC
WRITING
FOCI: REPORTING DIFFERENCES IN STYLE AND VOCABULARY BETWEEN ACADEMIC
AND POPULAR IN A TEXT TYPICALLY APPEARING IN POPULAR OR TRADE
PUBLICATIONS. RESULTS ARE PRESENTED VIA ANNOTATIONS.
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READINGS |
ACTIVITIES |
DUE
DATES FOR ASSIGNMENTS |
| GOAL: SEEING HOW RESEARCH STUDIES AND PUBLIC-FACING ARTICLES APPROACH THE SAME TOPIC |
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Begin the Public Writing Assignment: Go to the Instructions file on Public Writing in the folder for Public Writing in Blackboard under Instructions for Assignments, |
Get a thorough overview of the requirements and goals for the Public Writing assignment Look CAREFULLY at both the instructions file and the scoring rubric. |
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| GOAL: RECOGNIZING EXCELLENCE IN WRITING CREATED FOR A PUBLIC AUDIENCE |
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It's important to select a public article from a quality publication: The Truth is Paywalled but the Lies are Free |
Decide whether to work with the scholarly article you previously analyzed, or whether to choose another. If changing, repeat the choice process from that assignment. Highlight the important content that will be explained in the public article. OPTIONAL: If you are already clear about your research paper topic, you may be able to use the two pieces in this assignment for your research paper as well. |
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Review publications by professional associations: Associations Unlimited in GMU library databases |
As the source for your public article, choose either a respected major outlet such as a newspaper, newsfeed or magazine, or a respected trade publication. Read its instructions to authors about the style of public writing they prefer. |
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| GOAL: IDENTIFYING CHARACTERISTICS OF INFORMATIVE WRITING FOR A PUBLIC AUDIENCE |
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Appealing to newspaper readers: Top 10 Newspapers in the World 2022 Top USA RSS feeds How to Write a Science News Story Based on a Research Paper |
Global newspapers with the largest circulation doesn't necessarily contain the highest-quality iinvestigation and reporting. Superior world news publications, however, are often the first to report significant scientific and technical breakthroughs. |
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Appealing to magazine readers: 6 Important Tips for Magazine Article Writing How to Write a Magazine Article |
Look over all the article types to select the one that you think will best convey the content of the scholarly article to the reading public |
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Appealing to readers of press relelases: A Complete Guide to Writing an Effective Press Release Scientific Press Releases 2021 |
By the end of this week, decide which one of the article types will best serve your subject matter and audience |
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Confirm your choice of empirical and public articles by downloading and completing the Public Writing Worksheet found in the Public Writing folder. Fill out the Worksheet to compare and contrast the scholarly and popular approaches to the same material, |
UPLOAD THE PUBLIC WRITING WORKSHEET TO BLACKBOARD by Sunday, Feb. 26, at 11:59 PM If unsure how to submit, watch "How to Submit an Assignment in Blackboard Learn" |
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TUESDAY, FEB. 27: UNRESTRICTED WITHDRAWAL ENDS WEDNESDAY, FEB. 28: SELECTIVE WITHDRAWAL BEGINS WITH 100% TUITION LIABILITY |
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| READINGS | `ACTIVITIES | DUE DATES FOR ASSSIGNMENTS |
| GOAL: ADJUSTING YOUR ANNOTATIONS TO EVALUATE PUBLIC CONTENT |
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IMPORTANT: This week, you will receive a SEPARATE email inviting you to sign up for a conference day/time, to be held IN WEEKS 7 AND 9. (Week 8 is Spring Break, so there will be no conferences that week.) You will be discussing and determining your research paper/lit review topic. Students who have not responded by Friday, MARCH 3, will be assigned any remaining dates/times. |
Sign up for research conference on Google Docs by Friday, Mar. 3 at 11:59. |
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Consult a sample paper: Translating a Scholarly Article for a Public Audience |
Completing your assigned task: see whether you can do a better job of analyzing the differences between the two types |
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Understanding the needs of the audience:
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Think through the characteristics of the publication's readers as demonstrated in other articles in that publication. Especially consider how the heavy use of scientific jargon drives most readers away; avoid choosing a public article that does this. |
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Keeping annotations brief but on-point: |
As you begin writing your chosen format, be sure you are switching code from academic vocabulary to the vocabulary suitable to the audience for the publication you selected. |
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| GOAL: COMPLETING AND SUBMITTING YOUR ANNOTATED PUBLIC ARTICLE |
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Reread Steps 4 and 5 of the Instructions file, plus the Scoring Rubric, to prepare you to write the annotations that accompany your public article. (HINT: Read them again after you think you have completed the asignment to be sure that you have included all elements.) |
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You do not need to annotate the scholarly article. All material to be graded should appear in the annotations of the PUBLIC article. |
UPLOAD THE SCHOLARLY ARTICLE TO BLACKBOARD by Sunday, Mar. 5, at 11:59 PM. |
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By the end of the week, review your scholarly and public articles to be sure you have important insights into the differences between them. This is especially important because science and technology are areas where the ability to explain complex content to the public is extremely important but relatively rare. |
ALSO SUBMIT THE FILE CONTAINING THE ANNOTATED PUBLIC ARTICLE to Blackboard by Sunday, Mar. 5, at 11:59 PM. If unsure how to submit, watch "How to Submit an Assignment in Blackboard Learn" |
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CONFERRING ON RESEARCH PROPOSALS
WEEK 7: MAR. 6 - 12 CONTENT FOCUS: CHOOSING A TOPIC, THEN A RESEARCH QUESTION FOR A LITERATURE REVIEW AND SUBSEQUENT RESEARCH PAPER. DETERMINING THE AVAILABILITY OF SUITABLE RESEARCH SOURCES TO SUPPORT THE TOPIC. WRITING FOCI: SUMMARY, FORMULATING A RESEARCH QUESTION OR HYPOTHESIS. RESULTS WILL BE PRESENTED ON A WORKSHEET TO BE PRESENTED AT A WRITING CONFERENCE IN WEEK 7 OR WEEK 8. This module ensures that all students have a viable, researchable topic which covers important developments--research, intellectual or commercial--in their respective disciplines. It requires a personal conference with the professor by personal conference, telephone or video chat such as Zoom or WhatsApp. |
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READINGS |
ACTIVITIES |
DUE
DATES FOR ASSIGNMENTS |
| GOAL: FINDING AND CONFERRING ABOUT AN INTERESTING RESEARCH QUESTION |
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STOP RIGHT HERE while you thoroughly reread the requirements for the Annotated Bibliography and the Research Paper. If you have questions about them, contact the professor NOW so you can proceed through Weeks 7-15 with confidence. |
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Preparing for the conference: In Blackboard, go to Instructions for Assignments then the folder for Conferring on Research Proposals, then the file containing the Scoring Rubric for Research Paper |
Review the Scoring Rubric so you know how your participation will be scored. A successful conference is highly correlated to success on both the Annotated Bibliography and the Research Paper. |
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Deciding what you want to know about your topic: How Write a Research Question Developing Strong Research Questions |
Once you have an idea for a research topic based on the requirements of the assignment, develop a research question to pursue as you being to research the topic. The first link, from GMU's Writing Center, provides an overview. The second explores research questions in depth and gives examples. |
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Shaping the direction of your research: Developing a Research Question (Find this module in by going to the Instructions for Assignments, then the folder for Conferring on Research Proposals) or by looking in the course menu under the heading Academic Resources for Students. Click on Library Modules. |
Create a research question or hypothesis that you wish to investigate. Collect sources that enable that investigation. Include all in your conference document. |
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| GOAL: READYING YOURSELF FOR A SUCCESSFUL RESEARCH CONFERENCE |
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Using the Instructions file for the Conference on Research Paper, prepare the Pre-Conference Proposal. Items 2,4,5 and 7 must be contained in the document. Leave the Post-Conference Reflection section blank at this time.
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Upload the entire Pre-Conference Proposal to the Instructions file for the Conference on Research Paper. It is located in the folder Conferring on Research Proposals. Submit BEFORE your research conference. |
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If you are scheduled for a research conference this week, your sole assignment is to be prepared by choosing a viable topic for your research for the remainder of the semester. Make sure it is a new and important development in your discipline which is visible in scholarly research as well as in the commercial or nonprofit world. Above all, be sure it is interesting and valuable to you. |
Attend your research conference at the time and in the format that you signed up for. Since conferences are only 15 minutes long, it is important to be on time, organized and ready to talk. DO NOT BE LATE, as it cuts into others' conference time. |
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Review the outcomes of your research conference plus any changes you have made in your Pre-Conference Proposal as a result. Complete the Post-Conference Reflection to reflect those changes, Items that remain the same can be copied and pasted from the Pre-Conference Proposal. |
If your conference is this week, UPLOAD BOTH PARTS OF YOUR CONFERENCE ON RESEARCH PAPER PROPOSAL TO BLACKBOARD by Sunday, Mar. 12, at 11:59 PM. |
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WEEK 8: MAR. 13 - 19 MAR. 13 - 19: UNIVERSITY CLOSED FOR SPRING BREAK | ||
WEEK 9: MAR. 20 - 26 CONTENT FOCI: INTELLECTUAL INTEGRITY, INTELLECTUAL PROPERTY AND PLAGIARISM IN ACADEMIA WRITING FOCI: PARAPHRASE, DIRECT AND INDIRECT QUOTATION, ATTRIBUTION This module stresses the accurate, responsible use of research sources such as those located in the previous module. Beginning in the academic environment, including the upcoming Research Paper, it also emphasizes the ethical use of intellectual property related to public-facing sources and gray literature. |
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| READINGS |
ACTIVITIES |
DUE DATES FOR ASSIGNMENTS |
IMPORTANT: If you signed up for a Research Conference this week, be sure to look back at Week 7 to understand your respnsibilities. You will also be completing the Plagiarism Test this week as described in this week's activities and due dates. |
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| GOAL: PERCEIVING WIDESPREAD ABUSES OF INTELLECTUAL PROPERTY |
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The struggle over pirated academic papers: What Sci-Hub's Latest Court Battle Means for Research |
Sci-Hub, the largest archive of stolen academic papers in the world, is not only illegal in the United States and Europe, but unnecessary at Mason, where a top-quality collection of research databases provides free access to all students through the library website. |
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Sample cases shows the need for ethical behavior at the college level: More than 800 Russian Academic Articles Retracted after "Bombshell" Report Reveals Plagiarism and Other Misconduct Massive Study Reveals Editorial Bias and Nepotism in Biomedical Journals |
The importance of research integrity in a university setting. Integrity is an ongoing problem in areas where universities and their research libraries are poorly funded but commercial research publishers demand high prices. George Mason has one of the best collections of research databases in the United States, so our students are very fortunate. (NOTE: If you are off campus, the library website may prompt you to log in, as access is restricted to the GMU community.) |
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Including legends and traditions in modern copyrighted works: Disney Trademarked Loki, the Marvel Movie Character. Some Fans of the Norse God Were Not Happy |
Understanding the difference between public domain material and its copyrighted presentation in art, music and film |
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| GOAL: APPRECIATING THE INTEGRAL ROLE OF INTELLECTUAL INTEGRITY IN ACADEMIA |
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The philosophy behind respect for intellectual property: In Their Own Words: CSU Students Explain Why Academic Integrity is Important |
Students at Colorado State University explain their understanding of plagiarism and academic integrity |
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Doing it right: GMU's policies on academic integrity, including plagiarism: GMU Academic Integrity The Honor Code Process at GMU--flowchart Text of the GMU Honor Code |
Learn the university policies that govern cheating, plagiarism and copyright for faculty, administrators and students |
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Practical results of plagiarism for college students: 6 Consequences of Plagiarism Consequences of Plagiarism for Students, Academics and Professionals |
Violations of intellectual integrity are regarded very seriously by the academic community, both for students at all levels and for professors and researchers. The second article contains a section on the consequences of plagiarism in college. |
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| GOAL: REALISTICALLY ADJUST YOUR OWN PRACTICES IN ACADEMIC WORK |
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Reviewing your background Knowledge: Nine Things You Should Already Know About Plagiarism How to Recognize Plagiarism |
Develop an understanding of importance of intellectual property in higher education. Also note the "Six Excuses That Don't Work" as well as the "Three Things You Don't Need to Worry About." |
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Keeping current with intellectual property cases and policies: Reuters Week Ahead in Intellectual Property |
Every Monday morning, a highly respected European news agency provides weekly updates on international developments in intellectual property |
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Respecting copyright for visual images as well as text: 17 Top Websites for Free and Royalty-Free Photos (2022 Update) Finding Public Domain and Creative Commons Media |
Remember that Google Images contains both copyrighted and copyright-free images unless you specify "copyright free" or "public domain" in your search string |
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In Blackboard, go to Instructions for Assignments, then the folder for Researching Ethically, then the file named "IRIS Plagiarism Test--Instructions." Carefully follow the directions in the file of Instructions, since the procedure is different from the usual submission. |
Submit the emailed results of the IRIS PLAGIARISM TEST by returning to the test instructions file in the folder Researching Ethically. Be sure that the screen shot shows your name as well as your score. Submit by Sunday, Mar. 26, by 11:59 PM If unsure how to submit, watch Submit an Assignment (Student) (0:56) |
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If your Research Conference was this week, review the outcomes of your research conference plus any changes you have made in your Pre-Conference Proposal as a result. Complete the Post-Conference Reflection to reflect those changes, Items that remain the same can be copied and pasted from the Pre-Conference Proposal. |
If your Research Conference was this week, UPLOAD BOTH PARTS OF THE PROPOSAL FOR CONFERENCE ON RESEARCH PAPER to Blackboard by Sunday, March 26, at 11:59 PM. |
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WEEK 10: MAR. 27 - APR. 2 CONTENT FOCUS: GREY LITERATURE VS. ACADEMIC RESEARCH SOURCES WRITING FOCI: APA OR OTHER DISCIPLINARY FORMAT FOR REFERENCES, CORRECT TEXT FORMATTING FOR AN ANNOTATED BIBLIOGRAPHY, CONCISENESS, SUMMARY | ||
| READINGS | ACTIVITIES | DUE DATES FOR ASSIGNMENTS |
| GOAL: COORDINATING THE ANNOTATED BIBLIOGRAPHY WITH THE RESEARCH PAPER |
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Assignment requirements: Instructions for Annotated Bibliography and Proposal and its accompanying scoring rubric, are found in the folder Annotating Research Sources, under Instructions for Assignments | BEFORE YOU DO ANYTHING ELSE, READ THE INSTRUCTIONS FILE, ESPECIALLY NOTING STEP 1 AND THE PROPOSAL REQUIREMENTS AT THE END. YOU WILL BE DOING THE SAME TOPIC FOR BOTH THE ANNOTATED BIBLIOGRAPHY AND THE RESEARCH PAPER, SO CHOOSE CAREFULLY. Your skills in analyzing research will be used to choose excellent articles in support of your topic for the Annotated Bibliography and following that, the Research Paper. You will be adding grey literature as well. | |
Understand the format of this assignment: A Guide to Annotated Bibliographies Annotated Bibliographies Annotated Bibliography Breakdown |
Understanding the purpose of an annotated bibliography and its usefulness to future extended research, such as the Research Paper in English 302 |
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| GOAL: DEVELOPING AN INNOVATIVE AND VALUABLE RESEARCH TOPIC |
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Reflecting on your choice of research topic: How to Choose the Focus of Your Research (2:30) Six Key Considerations for Innovative Proposals | Use these 6 items to screen your proposed topic. Later, once your sources are assembled, add insights from the articles to your original ideas of the value of your topic | |
Deciding what you want to know about your topic: Developing a Research Question | In our Blackboard course folder, scroll down the menu to the heading Academic Resources for Students. Click on Library Modules. Complete the module on Developing a Research Question. | |
WEEK 11: APR. 3 - 9 MONDAY, APR. 3: END SELECTIVE WITHDRAWAL PERIOD Return to Menu | ||
| READINGS | ACTIVITIES | DUE DATES FOR ASSSIGNMENTS |
| GOAL: ADDING ADVANCED RESEARCH SOURCES TO ENRICH YOUR PAPER |
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Learning about advanced research sources: Extended Source Types Module In the Course Menu, go to the Heading Academic Resources for Students. Click Support for Library Research. Click the link to Extended Source Types Module. | BE SURE TO REVIEW THIS MODULE, whch describes new and advanced types of research resources to upgrade your skills. It provides examples and uses in student work Created for us by GMU Instructional Librarians Kayla Morrow and David Lemmons. | |
Using one source to find many others: In the Course Menu, go to the Heading Academic Resources for Students. Click Support for Library Research. Click the link to Mining the Scholarly Conversation. | Use information in sources you have already located to help you find other sources easily and efficiently. | |
Evaluating empirical sources that haven't been officially published: Online Archives where Scientists Post their Research Spark Information Revolution | ||
| GOAL: LOCATING AUTHORITIES OUTSIDE OF ACADEMIA |
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Adding sources beyond empirical studies: the importance of grey literature in research: Grey Literature: What is It?: The Value of Grey Literature What is Grey Literature and How Do I Find It? | Since grey literature extends into Congressional hearings, government agencies and professional standards, it is an important source of real world policies and applications that affect present performance and possibly future applications. | |
Summary of sources of grey literature: Gray Literature | A list of forms of grey literature plus tabs to lists of preprints, e-prints, technical reports and a long list of gateways to searches for grey literature in general | |
Using grey literature in your annotated bibliography: Research Process: Grey Literature Grey Literature: What is Grey Literature? | The pro's and cons of using grey literature in your academic work | |
| GOAL: WRITING ANNOTATIONS IN A SCHOLARLY STYLE |
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Finishing the draft of your Annotations and beginning to write your Research Proposal: Proposal Writing |
Outlined instructions with examples for two different discourse communities. Slideshare presentation is presented in three parts: What is a Proposal?, A Formal Proposal and An Informal Proposal |
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Using formal language in your Research Proposal: Formal Essay: What it is and How to Write It Reducing Informality in Academic Writing Replacing Informal Words with Academic Vocabulary in Writing |
Focus on the differences between academic writing (a highly specialized genre) and other professional writing tasks and styles |
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The lexis of academic discourse communities: Using Appropriate Words in an Academic Essay Verbs in Academic Writing 120+ Useful Verb Preposition Combinations in English |
Use these examples to influence your own style and approach. Note the focus on verbs as a major way to identify academic lexis. |
Submit the QUOTATIONS QUIZ to Blackboard by Sunday, April 9, at 11:59 PM. Look for the Instructions file in the folder for Annotating Research Sources If unsure how to submit, watch "How to Submit an Assignment in Blackboard Learn" |
WEEK 12: APR. 10 - 16 Return to Menu |
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| READINGS | ACTIVITIES | DUE DATES FOR ASSSIGNMENTS |
| GOAL: FORMATTING ANNOTATIONS AND REFERENCE ENTRIES CORRECTLY |
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Formatting your paper: Sample Annotated Bibliography |
Annotated bibliographies have their own distinctive appearance as well as content |
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A review of the most common formatting : Creating Annotated Bibliographies based on APA style |
A printable PDF with sample annotations and bibliography entries |
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Creating the References page using APA reference style: Reference List: Basic Rules Reference List: Articles in Periodicals |
Mastery of your discipline's style in references is expected in this highly formatted style of paper, and again in the final assignment, the Research Paper. These links are taken from the most authoritative online writing lab, The OWL at Purdue |
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Getting extensive help with the reference style that is suitable for your discipline: APA, IEEE, AMA, CMOS, AIP, CSE, ASCE, ASME |
In our Blackboard course menu, go to the heading Academic Resources for Students, then the link to Help with Academic Writing and Formatting. Click Help with Formatting Research Papers in Discipline-Specific Formats. On the title page, click your disciplinary format. |
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| GOAL: REVISING AND SUBMITTING AN EXCELLENT ANNOTATED BIBLIOGRAPHY |
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Letting the GMU Writing Center help you finalize your paper: Revising 23 Ways to Improve Your Draft How to Edit Your Own Essays: Strategies for Multilingual Writers |
Make final edits (small; your responsibility) and/or revisions (large, which the tutor will help you with if you have an appointment at the Writing Center) as needed to prepare excellent annotations containing intellectual analysis phrased in academic style. |
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Submitting your Annotated Bibliography. |
Be sure that the submission includes the Annotations, the Research Proposal and the References in approriate disciplinary style, ALL IN ONE FILE. |
SUBMIT THE FILE CONTAINING THE ANNOTATED BIBLIOGRAPHY to Blackboard by Sunday, Apr. 16 at 11:59 PM. Look for the Instructions file in the folder for Annotating Research Sources. If unsure how to submit, watch "How to Submit an Assignment in BlackboardLearn" |
NOTE: Special option for this assignment. Students will have the opportunity to revise this assignment. In Backboard, go to Instructions for Assignments, then the folder for Annotating Research Sources. Scroll down to the very last file, Option to Revise the Annotated Bibliography.) |
This is the ONLY assignment that offers an opportunity to revise the paper if the original submission is not satisfactory. Specific requirements are attached to this chance to improve your writing, so read the file carefully if interested. |
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WEEK 13: APR. 17 - 23 CONTENT FOCUS: ASSESSING THE QUALITY AND SCOPE OF RESEARCH ON A SPECIFIC TOPIC; IDENTIFYING GAPS AND FUTURE NEEDS FOR RESEARCH WRITING FOCUS: CRITICAL ANALYSIS, PERSUASIVE WRITING TECHNIQUES, TRANSITIONAL EXPRESSIONS, FIELD-APPROPRIATE DOCUMENTATION, COMPARISON AND CONTRAST This module synthesizes all the major elements of your learning this semester:
At the same time, it offers an opportunity to expand the functionality of scholars into the 21st century by projecting ways that their fields can be extended and enhanced |
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READINGS |
ACTIVITIES |
DUE
DATES FOR ASSIGNMENTS |
| GOAL: SAVORING THE IMPORTANCE OF LITERACY WORLDWIDE |
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The importance of books and copyright worldwide is now recognized by UNESCO, protector of world heritage, including intangible cultural heritage: UNESCO World Book and Copyright Day World Book and Copyright Day: Date, History, Wishes, Theme, Quotes |
Before beginning our last, most important assignment, take a moment to appreciate the advanced literacy that makes it possible. April 23, is UNESCO World Book and Copyright Day 2023 (celebrated March 3 in the UK). This year's theme is "Read, so You Never Feel Alone." |
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| GOAL: BEING FULLY PREPARED FOR THE LAST, MOST IMPORTANT ASSIGNMENT OF THE SEMESTER |
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Reviewing the task at hand for this most important assignment of the semester |
Review the requirements for the Research Paper very carefully by going into Blackboard, to the folder on Researching in a Discipline, then the instructions for Research Innovations Paper and its accompanying Scoring Rubric. |
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Generating a list of topics not supported by your Annotated Bibliography to determine remaining research gaps |
Match those requirements against the sources in your Annotated Bibliography to determine what information is still missing for a fully informed and supported paper. Begin looking for the remaining sources IMMEDIATELY. |
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Pulling your research together to formulate a thesis for the paper: The Ultmate Guide to Writing a Thesis Statement Thesis Generator for Writing an Argumentative Thesis |
Look back at your research question to see whether your exopectations have changed now that you are well infomed on the topic. Shape those conclusions into the thesis statement (1-2 sentences AT MOST) that direct the entire paper. |
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| GOAL: FILLING ANY GAPS IN YOUR RESEARCH |
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Using interviews as sources in a research paper: Ted-Ed Talk: How to Use Experts and When Not To (10:38) |
Adding commercial and industry sources Including expert interviews, both live and recorded Reliability and validity of consumer/user input |
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Researching ways to effect professional or social change: Qualities of Effective Change Agents Want to Advocate for Change? Here are Three Realities You Need to Know Advocating for Change |
Consider the social and emotional demands of acting in the public interest. Review some approaches that can be effective for either a young professional or a private citizen. |
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Dealing with the opposition: Showing Awareness of the Counter Argument (5:51) Counterargument |
Recognizing and dealing with counter-arguments and opposition Appropriate language for constructing a counterargument |
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| GOAL: APPLYING A MODERN SENSIBILITY TO ACADEMIC RESEARCHED WRITING |
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When ready to start writing, become familiar with modern trends in researched writing:
How to Write a Paper to Communicate Your Research (8:39) |
A Chemistry professor at Harvard explains the synchronicity between research and writing. |
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Using advanced academic writing style while constructing your argument: Reducing Informality in Academic Writing |
Third Person Point of View and other traits of formal academic writing as you begin drafting your paper. |
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List of steps for incorporating research into persuasive writing: Persuasive Research Paper Writing Guide The Differences Between an Analytical and an Argumentative Paper |
Describes types of research paper. Note that "Persuasive paper" and "Argumentative paper" are the same thing, although persuasion is favored in researched writing so that the audience feels free to make up its own mind based on the quality of your insights an research rather than feeling the oppositional attitude implied by argumentation. |
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WEEK 14: APR. 24 - 30 Return to Menu |
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| READINGS |
ACTIVITIES |
DUE DATES FOR ASSSIGNMENTS |
| GOAL: PRODUCING A SUCCINCT, ORGANIZED PAPER |
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Developing a coherent plan for pulling it all together: Help! I've Been Asked to Synthesize! |
Summarizes do's and don'ts in synthesis writing |
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Coursera describes the rationale for synthesis writing for its Advanced Writing course: Synthesis Essay Video Lecture |
A clear explanation of the finer points of writing a perceptive and original synthesis essay |
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Choosing an organizational strategy: Patterns of Organization |
Decide on the optimal organizational strategy for incorporating empirical research, public writing, grey literature and persuasion |
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| GOAL: EMPLOYING TWO TRICKS FOR A SOPHISTICATED ACADEMIC STYLE |
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Use quoted material strategically according to U. S. universities: When to Summarize, Paraphrase and Quote How to Use Quotations in Writing Essays--APA or MLA (2:53) How to Frame Quotations Quotations (a thorough guide) |
One of the key identifiers of academic writing. It signals that the writer understands the material they read, can idenitfy key points and express them concisely, and can proficiently use the most difficult punctuation set in English. |
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Advice on showing the relationships between ideas: Improving Cohesion: The "Known/New Contract" Writing Transitions and Transitional Devices Sentence Templates + Transitions |
Using transitions and connectors to show interrelationships between texts. The second link provides a list of words to use to cue readers to interpret ideas the way you want them to. |
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WEEK 15: MAY 1 - 7 SATURDAY, MAY 6: LAST DAY OF FACE TO FACE CLASSES Return to Menu |
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| READINGS | ACTIVITIES | DUE DATES FOR ASSSIGNMENTS |
| GOAL: PREPARING TO REVIEW AND TO BE REVIEWED |
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Create your own preprint so you can gain the benefits of giving and receiving your classmates' feedback on your draft. |
Carefully read the Class messages for the Week as well as the Instructions for Peer Review of Research Paper in the Blackboard folder on Researching in a Discipline |
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By Tuesday, May 2, finish a complete draft of your Research Paper (not including the Title Page, Abstract or References page) so it is ready for your classmates' reviews |
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POST YOUR DRAFT as a message attachment to the Peer Review of Research Paper (under My Groups heading at bottom of course menu in the class Blackboard folder). In the message, tell your reviewers about the issues you would most like feedback on. Attach the draft; do NOT paste it into the body of the message. On the home page for your group, be sure to read the instructions for the peer review process |
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MIT professors explain why peer review is central to academic practice, both for students and professionals:
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Also by Tuesday, May 2, locate and fill out the Formative Review in the folder for Researching in a Discipline. Complete it in reference to your own paper so you can see what elements need addressing while your draft is still in development. Reading it will also help your reviewers see where you are at this point. |
ATTACH THE RESEARCH PAPER DRAFT AND THE FORMATIVE REVIEW to a message asking your reviewers for any assistance you especially desire. POST THE MESSAGE to the Peer Review of Research Paper discussion board by Tuesday, May 2, by 11:59 PM |
| GOAL: USING PEER REVIEW TO HELP EVERYONE SUCCEED |
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Writing helpful peer reviews: The GMU Writing Center: Providing Feedback to Other Writers (8:08) How to Write Effective Peer Review Comments (4:50) |
REVIEW TWO OF YOUR GROUP MEMBERS' DRAFTS, following the Instructions in the file for Peer Review of Research Paper and post to your group. Remember to complete the Summative Rubric for each draft, then paste it into the end of the person's draft file. Please add helpful comments as annotations to the draft also. |
Complete and post PEER REVIEWS by Friday, May 5, at 11:59 PM. |
Benefitting from reviews of your paper: How-to: Peer Feedback 4 Receiving and Giving Effective Feedback |
Get maximum benefit from comments by other students or by Writing Center consultants without getting your feelings hurt. |
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| GOAL: REVISING AND SUBMITTING A SUPERIOR FINAL RESEARCH PAPER |
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Taking four final steps to revise your paper fbefore final submission: The Revision Process |
Click on each of the four subtitles under Stage 3: Revising for a list of steps to follow. |
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Submit your paper on time to complete our course. |
Revise and COMPLETE YOUR RESEARCH PAPER AND SUBMIT to Blackboard. Remember to upload articles reviewed in your paper- that were NOT included in your Annotated Bibliography--not just links to them |
SUBMIT THE RESEARCH PAPER and needed articles by returning to the Instructions file for the Research Innovations Paper. Submit by Sunday, May 7 |
If unsure how to submit, watch "How to Submit an Assignment in Blackboard Learn" |
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Keep
firmly in mind that the Research Paper cannot be submitted late
If you do not submit this paper-- complete with title page or heading, abstract, body, internal citations and references-- by Sunday, May 7, by 11:59 PM, YOU WILL NOT PASS THE CLASS. |
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WEEK 16: MAY 8 - 14 MONDAY AND TUESDAY, MAY 8 - 9: READING DAYS WEDNESDAY, MAY 10: SPRING SEMESTER EXAMS START Return to Menu |
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| READINGS |
ACTIVITIES |
DUE DATES FOR ASSIGNMENTS |
| GOAL: TAKING THE FINAL STEPS TO COMPLETE THE SEMESTER |
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ONE LAST THING: MAKE SURE YOUR GRADES IN THIS CLASS ARE CORRECT HAPPY NOTE: since this is a writing class without tests, there is NO final exam. Once you have submitted the Research Paper and checked your course grades for accuracy, your work in this class will be complete. |
In Blackboard, go to My Grades. Check to make sure that all grades (possibly excepting the Research Paper, which may not be graded by that time) appear and are recorded accurately. Notify the instructor IMMEDIATELY of any errors. If all grades are correctly recorded, no action is needed. IMPORTANT: This is an opportunity to correct errors only, not to rewrite, resubmit or ask for extra credit. As per the Course Description, none of these options is available in our class. |
EMAIL ANY RECORDING ERRORS to the professor by Wednesday, May 10, by 11:59 PM. |
IMPORTANT NOTE: Class grades will become final on Wednesday, May 17, at 11:59 PM. Any material submitted after that will not earn credit. |
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