. Apply and describe research strategies and methods for finding information.

EH 1020, English Composition II
Course Syllabus
Course Description
Advanced introduction to the basic concepts and requirements of college-level writing. Presents additional skills, methods, and techniques to improve and polish the student’s completed written documents.
Prerequisites
EH 1010: English Composition I or equivalent
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011). Strategies for writing successful research papers (2nd custom ed.). New York, NY: Pearson Learning Solutions.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply and describe research strategies and methods for finding information.
2. Apply the steps of the writing process and appropriate research and citation methods to write a literature review, annotated bibliography, and research paper.
3. Critique writing samples in terms of style, substance, and appropriate research and citation methods.
4. Apply APA style guidelines within a literature review, annotated bibliography, and research paper.
5. Summarize academic sources for use in an annotated bibliography and literature review.
6. Differentiate between the writing styles and citation methods across different disciplines.

Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbooks. Units II, III, and V also contain Supplemental Readings.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These Non-Graded Learning Activities are provided to aid students in their course of study.
6. Assignments: This course has eight assignments, one to be submitted for each unit. With each assignment, students will work toward completing the final draft of the Research Paper (due in Unit VIII). Specific information and instructions regarding these assignments are provided below in this syllabus. Following is a list of each assignment and the unit in which it is due. Grading rubrics are included with all assignments. Specific information about accessing these rubrics is provided below.
a. Unit I Assignment – due in Unit I
b. Research Proposal – due in Unit II
c. Annotated Bibliography – due in Unit III (Students will need access to Microsoft Word to access the Annotated Bibliography Template provided in the assignment instructions.)
d. Research Paper Draft 1 – due in Unit IV
e. Formal Sentence Outline – due in Unit V
f. Research Paper Draft 2 – due in Unit VI
g. Research Paper Draft 3 – due in Unit VII
h. Research Paper Final Draft – due in Unit VIII
9. Student Break Room: This communication forum allows for casual conversation with your classmates.

CSU Online Library
There is a virtual library with resources, including both journals and ebooks, to support your program and your course at Columbia Southern University. eResources are accessible 24 hours a day/7 days a week from the CSU Online Library gateway page. To access the library, log into myCSU, and then click on CSU Online Library. Resources are organized in the library by title, but if you click on Research Guides, you will find eResources arranged by subject.
The Library Reference service is available 7 days a week; you can reach CSU’s virtual librarians by e-mailing thevirtuallibrarian@columbiasouthern.edu. These professional librarians will be glad to help you develop your research plan or to assist you in any way in finding relevant, appropriate, and timely information.
Librarian responses may occur within minutes or hours, but it will never take more than 24 hours for a librarian to send a response to the e-mail address you have provided. Replies to reference requests may include customized keyword search strategies, links to videos, research guides, screen captures, attachments, a phone call, live screen sharing, meeting room appointments, and other forms of instruction.
Unit I Assignment
This assignment has three parts total: Topics Inventory, Controlling Idea Statement, and Short Proposal. Submit all three parts in one document. If you have questions, please email your professor for assistance. As always, you may also seek out the guidance of the Success Center; the tutors are always there to assist you with your writing and comprehension. You may submit writing assignments to the Success Center by using a “Writing Center Request form” located on the myCSU Student Portal. To submit a “Writing Center Request form,” log into the myCSU Student Portal, click on “Success Center,” and then click on “Tutoring.” If you have questions concerning APA or your writing assignment, you can contact the Success Center at teamsucceed@columbiasouthern.edu or by phone at ext. 6538.
The following webinar created by the Success Center may be beneficial to your success in this course. It provides a general overview for the course. Click here to view the webinar.
In addition, the following sample paper here may be helpful for you to have an idea of what is expected for your final product: Sample Student Paper.
Part I: Topics Inventory
For the Topics Inventory, you will construct a list of topics from which you may choose one to develop into a Research Paper for this course. This exercise is based on the models on p. 318 of Strategies for Writing Successful Research Papers, so you will want to refer back to this page for examples. (NOTE: The book does not always provide three possible topics per category, but you will be required to do so. Please see the Unit I Example. EH 1020, English Composition II 3
Purpose:
The purpose of this assignment is to help you formulate an inventory of topics that you are interested in so that you may choose one to research in Unit II and develop into a Research Proposal. Be sure to choose a topic that you are invested in, as you are more likely to be motivated and excited about a subject that interests you. You will want to choose a topic that is academically viable, for as Lester et al (2011) state, “You can’t write a personal essay and call it a research paper, yet you can choose topics close to your life” (p. 318).
Description:
You will supply three (3) possible topics in each of the following four (4) categories:
1. Academic subject
2. Social issue
3. Scientific subject
4. Cultural background

Within each of these four (4) categories, you will supply three (3) possible academic topics. Use the following format to organize your topics inventory:
1. Personal interest
2. The category (repeated from above: academic study, social issue, scientific subject, and cultural background)
3. Three possible academic topics (each should be distinctive, developed, and as specific as possible)

After you complete Part I, you will have twelve (12) possible topics that you could choose from and develop into a research project. You will choose one of these and work with the same one for Part II and Part III.
Example: Academic study
1. Personal interest: Cars
2. Academic subject: Eco-engineering
3. Possible academic topic:
• “The Fate of Hybrid Vehicles: The Cost Is Not Worth the Environmental Toll”
• “Hydrogen Cars: Are They a Safe Alternative?”
• “Electric Cars Are Not ‘Saving’ Environmental Resources, Only Saving
• Money at the Gas Pump” The Topics Inventory is worth 40 points of this assignment.

Part II: Controlling Idea Statement
Understanding your controlling idea will aid you in your research endeavor in Unit II as you launch into researching materials to help you better develop your research paper.
Purpose:
The purpose of this exercise is to help you bridge between your Topics Inventory and your Short Proposal by helping you to formulate a controlling idea statement.
Description:
You will formulate a controlling idea statement through one of the following: a thesis, an enthymeme, or a hypothesis. For this assignment, you are required to only produce one Controlling Idea Statement. It should be a statement, not a question. Further, your final Research Paper will be an argumentative, research-based, academic-style Research Paper; therefore, your Controlling Idea Statement must propose an argument. In other words, your Controlling Idea Statement must be a contestable statement that invites argumentation—something that you must prove or support with research.
Process:
Refer back to your Topics Inventory and Chapter 14, Section 14f, of Strategies for Writing Successful Research Papers, “Developing a Thesis Statement, Enthymeme, or Hypothesis” (pp. 328-331). The Success Center has created a webinar that will assist you when you are constructing your argumentative thesis statement. Click here to view this webinar. EH 1020, English Composition II 4

Follow these steps, and draft a Controlling Idea Statement:
1. Choose one topic from the list of twelve possible topics that you created when you wrote your Topics Inventory. Consider these questions when choosing your topic: Which of these topics is most appealing to you? Which one seems as though it has the most possibility for ease of researching and for developing a research paper?
2. Choose one type of Controlling Idea Statement you would like to write:
• a thesis statement “advances a conclusion the writer will defend”;
• an enthymeme “uses a because clause to make a claim the writer will defend”;
• a hypothesis “is a theory that must be tested…to prove its validity” (Lester & Lester, 2010, p. 328).
3. Draft your statement; use the examples in Section 14f as examples to assist you.
4. Save a copy of this statement for yourself, and submit your Controlling Idea Statement with the Unit I Assignment. The Controlling Idea Statement is worth 10 points of this assignment.

Part III: Short Proposal
For the Short Proposal, you will write a research proposal developed from the Topic Inventory you constructed and the Controlling Idea Assignment (a thesis, an enthymeme, or hypothesis).
Your Short Proposal must be between 150-200 words and written in one cohesive paragraph. All source material used in the Short Proposal must be cited correctly according to APA convention and style. If material is quoted, then quotation marks must be used, along with a parenthetical citation. If material is paraphrased, then a parenthetical citation giving attribution to the author must be used. A list of references must be included as well. Textbooks should not be included on a references list.
Purpose:
The purpose of this assignment is to help you prepare for the next stages of the Research Paper writing process that you will participate in for Unit II, which will give you the foundations of research methods. In Unit II, you will be writing a full-fledged Research Proposal as well, so you will want to seriously consider what you write for this Short Proposal as a precursor to that assignment.
Description:
This assignment is based on the models in Chapter 14, Section 14f, of Strategies for Writing Successful Research Papers (p. 331), so you will want to refer back to this page for an example. Your Short Proposal should include the following five elements:
1. The specific topic.
2. The purpose of the paper: Your paper must be an argumentative paper, so you will want to cast your purpose statement towards this argumentative end.
3. The intended audience: If you are unsure about whom your audience might be, consult Chapter 1, Section 1d, of The Little, Brown Compact Handbook with Exercises (p. 7-8).
4. Your voice as a writer (informer, advocate, concerned citizen, etc.).
5. The preliminary thesis statement or opening hypothesis.

The Short Proposal is worth 50 points of this assignment.
Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

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