Description
DeVry ENGL 147 Full Course Latest
DeVry ENGL 147 All Discussions Latest
DeVry ENGL 147 Week 1 Discussion 1 & 2 Latest
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| Exploring the Course Themes (graded) |
The four course themes of education, technology, family, and health and wellness are topics that touch each of our lives in some way. In this discussion, practice exploring the themes as a researcher would: by creating problem statements.
How do you do this? Ask and then answer the question using a sub-topic (see below). Here’s an example. “For whom is [school bullying] a problem?“ In your post, provide the question and then the answer to the question. For example, “School bullying is a problem for victims of bullying because. . . .” Complete the statement based on your experience and knowledge.
| 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 |
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| Topic Selection (graded) |
To prepare for your topic selection and the research process, conduct an Internet search to find at least two articles that have been posted in the last year on one of the “themes” topics (i.e., bullying). The goal is to find articles that take clear positions on the topic.Share what you find and include the URL links to the articles. After you’ve posted, assess a classmate’s links, indicating whether you’d like to read or hear more about the topic and why.
DeVry ENGL 147 Week 2 Discussion 1 & 2 Latest
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| Argumentative Strategies (graded) |
In research writing, what exactly do we mean by argument? Do we mean taking an extreme position and standing our ground, whether or not the facts support our position? Or do we mean instead convincing our audience by taking a reasonable stance on an issue and supporting our position with appropriate evidence? Define and explain the difference using examples.
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| Internet Reliability (graded) |
How reliable is the Internet as a source of information for your research? What are the ways you can validate information that you find on the Internet? Why is this necessary? Use examples from the Information Literacy module you reviewed this week.
DeVry ENGL 147 Week 3 Discussion 1 & 2 Latest
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| Presenting Ideas (graded) |
Persuasive presenters have several traits in common. Browse through TED talks http://www.ted.com/talks or American Rhetoric Website at http://www.americanrhetoric.com/ to find notable speakers who demonstrate strong communication traits. Compare and contrast the ways these speakers meaningfully communicate ideas to their audiences. Include the URL link of the speaker you choose to write about. In a short paragraph, respond to a classmate’s post, indicating whether you agree or disagree with his or her choice, and why.
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| Preparing the Research Proposal (graded) |
How important is it to be personally invested in an idea? Can you sell an idea that you have no stake in? Why or why not? Using one of the resources from the Course Readings, provide an example of an author who is communicating in a way that tells a reader that the author is credible and is a trustworthy source.
DeVry ENGL 147 Week 4 Discussion 1 & 2 Latest
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| Annotated Bibliography Entries (graded) |
In your textbook (pp. 325–326), you’ll find a model of an annotated bibliography. Review the model, focusing on the components of the entry: (1) the reference citation, (2) the summary, and (3) the assessment. Then draft one reference entry and two paragraphs from one of your sources. We’ll use the rest of the week to peer review the entries to prepare you for this week’s assignment.
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| Argumentative Strategies (graded) |
In presenting an argument, should a writer strive to be the final authority or a reasonable voice on an issue? Review Chapter 22 to understand the difference. Then, using your topic and one or more of your sources, define and provide an example of an arguable claim as opposed to a personal judgment
DeVry ENGL 147 Week 5 Discussion 1 & 2 Latest
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| Analyzing a Sample Argument (graded) |
In the textbook, review the student essay on p. 199, “Allowing Guns on Campus Will Prevent Shootings, Rape.” What strengths and weaknesses do you find in Ohman’s essay? Does Ohman’s essay inflame or inform? Finally, does Ohman increase your literacy about violence or merely arouse your emotions?
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| Organizational Patterns in Argument (graded) |
Let’s look at samples of research-based writing: “Nervous Nellies” on p. 328; “From Degrading to De-Grading” on p. 254; and “How Many Zombies Do You Know?” on p. 290.
Review each selection and include in your post responses to these questions. What do you notice about how each is organized and presented? What kinds of appeals to the audience does each author use? How are sources used in text?
Reading Strategy Note: Unlike summary and paraphrase, which require close reading, for this discussion use the reading strategy of skimming. Carefully read the introductory paragraph, but then move quickly, reading only the topic sentence of each paragraph. The goal is to compare and contrast the differences in the presentation of the information in the document. Skim and review until you have an impression you can share in the discussion.
DeVry ENGL 147 Week 6 Discussion 1 & 2 Latest
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| Rebuttals and Refutations (graded) |
Anticipating readers’ objections is one way to determine what other sections to include and support in your paper. Practice writing a rebuttal or a refutation by taking your thesis and considering the point of view of someone who believes differently or even the opposite of the argument you are making. To do this, review Chapter 10, pp. 449–452 and post a paragraph that summarizes an oppositional point of view to your thesis and then refutes it. As peers, reply to one another explaining whether or not your classmates are presenting the opposition objectively and whether the refutation is logical. Give one another ideas or suggestions for points that may be left out or might need to be further developed. The paragraph you draft here can be used in a section of your Second Draft this week.
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| Designing Your Course Project (graded) |
While APA-style citation and format is required, you do have the flexibility in the design of your Course Project to include a visual element. Review Chapter 17, pp. 382–387. How does the use of visual elements enhance or detract from the presentation of research? Will you add graphs, charts, or images to your draft? Why or why not?
DeVry ENGL 147 Week 7 Discussion 1 & Peer Review Team A,B,C,D Latest
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| APA Workshop (graded) |
Each academic area of study has a particular style for documenting the ideas of other scholars. The standards of formatting document you’ve been using is from the American Psychological Association (APA). This is the preferred style in the social sciences.As you’ve noticed, there is a strong emphasis on the publication date. Why do you think there is such an emphasis on the date? As you work on revising your Course Project, what questions do you have about how to incorporate standard APA format and documentation guidelines into your essay? Are there any sources you are having a hard time documenting? Any questions about your reference entries?
Peer Review Team A
| Peer Review Team A (graded) |
This week, we’ll be sharing our writing in a class peer review. In order to make this process run smoothly, please be sure to follow the instructions noted below.
- Find your name on the peer review assignment list provided by your professor to determine whether you are in Group A, B, C, or D.
- Once you have located your assigned group, join that discussion area and hit “reply” to the initial prompt. In your reply, leave feedback for your classmates with general information about your draft. Explain the current state of your draft, your plans to add content, and your revision plans. If you have specific questions for the peers who will review your draft, or want to provide them with any additional information, please do so in your initial post.
- Attach your current draft to your initial post. This must be completed no later than Tuesday night.
- Find the two peers who have posted after you in terms of time. Read their attached essays and any notes they left to accompany the draft. Find the Week 7 Peer Review Checklist in Doc Sharing and download it. Complete the form separately for each of the two peers whose drafts you will be reviewing.
- Return your completed Peer Review Worksheet as an attachment in a response post to each of your peers separately. This must be completed no later than Friday night.
- Continue to check into your group Discussion area in the event your peers pose any follow-up questions.
**Please note: If you are the last to post in your group before the Tuesday deadline, you should review the students who post in the #1 and #2 slot. If you are second last to post in your group, please review the students who post in the last and #1 slot.
Be sure to ask your professor if you have any questions about the peer review process.
Peer Review Team B
| Peer Review Team B (graded) |
This week, we’ll be sharing our writing in a class peer review. In order to make this process run smoothly, please be sure to follow the instructions noted below.
- Find your name on the peer review assignment list provided by your professor to determine whether you are in Group A, B, C, or D.
- Once you have located your assigned group, join that discussion area and hit “reply” to the initial prompt. In your reply, leave feedback for your classmates with general information about your draft. Explain the current state of your draft, your plans to add content, and your revision plans. If you have specific questions for the peers who will review your draft, or want to provide them with any additional information, please do so in your initial post.
- Attach your current draft to your initial post. This must be completed no later than Tuesday night.
- Find the two peers who have posted after you in terms of time. Read their attached essays and any notes they left to accompany the draft. Find the Week 7 Peer Review Checklist in Doc Sharing and download it. Complete the form separately for each of the two peers whose drafts you will be reviewing.
- Return your completed Peer Review Worksheet as an attachment in a response post to each of your peers separately. This must be completed no later than Friday night.
- Continue to check into your group Discussion area in the event your peers pose any follow-up questions.
**Please note: If you are the last to post in your group before the Tuesday deadline, you should review the students who post in the #1 and #2 slot. If you are second last to post in your group, please review the students who post in the last and #1 slot.
Be sure to ask your professor if you have any questions about the peer review process.
Peer Review Team C
| Peer Review Team C (graded) |
This week, we’ll be sharing our writing in a class peer review. In order to make this process run smoothly, please be sure to follow the instructions noted below.
- Find your name on the peer review assignment list provided by your professor to determine whether you are in Group A, B, C, or D.
- Once you have located your assigned group, join that discussion area and hit “reply” to the initial prompt. In your reply, leave feedback for your classmates with general information about your draft. Explain the current state of your draft, your plans to add content, and your revision plans. If you have specific questions for the peers who will review your draft, or want to provide them with any additional information, please do so in your initial post.
- Attach your current draft to your initial post. This must be completed no later than Tuesday night.
- Find the two peers who have posted after you in terms of time. Read their attached essays and any notes they left to accompany the draft. Find the Week 7 Peer Review Checklist in Doc Sharing and download it. Complete the form separately for each of the two peers whose drafts you will be reviewing.
- Return your completed Peer Review Worksheet as an attachment in a response post to each of your peers separately. This must be completed no later than Friday night.
- Continue to check into your group Discussion area in the event your peers pose any follow-up questions.
**Please note: If you are the last to post in your group before the Tuesday deadline, you should review the students who post in the #1 and #2 slot. If you are second last to post in your group, please review the students who post in the last and #1 slot.
Be sure to ask your professor if you have any questions about the peer review process.
Peer Review Team D
| Peer Review Team D (graded) |
This week, we’ll be sharing our writing in a class peer review. In order to make this process run smoothly, please be sure to follow the instructions noted below.
- Find your name on the peer review assignment list provided by your professor to determine whether you are in Group A, B, C, or D.
- Once you have located your assigned group, join that discussion area and hit “reply” to the initial prompt. In your reply, leave feedback for your classmates with general information about your draft. Explain the current state of your draft, your plans to add content, and your revision plans. If you have specific questions for the peers who will review your draft, or want to provide them with any additional information, please do so in your initial post.
- Attach your current draft to your initial post. This must be completed no later than Tuesday night.
- Find the two peers who have posted after you in terms of time. Read their attached essays and any notes they left to accompany the draft. Find the Week 7 Peer Review Checklist in Doc Sharing and download it. Complete the form separately for each of the two peers whose drafts you will be reviewing.
- Return your completed Peer Review Worksheet as an attachment in a response post to each of your peers separately. This must be completed no later than Friday night.
- Continue to check into your group Discussion area in the event your peers pose any follow-up questions.
**Please note: If you are the last to post in your group before the Tuesday deadline, you should review the students who post in the #1 and #2 slot. If you are second last to post in your group, please review the students who post in the last and #1 slot.
DeVry ENGL 147 All Assignments Latest
DeVry ENGL 147 All Course Projects Latest
OBJECTIVES
The objectives of the Course Project are to fulfill this course’s terminal course objectives:
- 1Given 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
- 1.Attention-getting hook
- 2.Topic, purpose, and thesis
- 3.Background
- 4.Relevance to reader
- 2.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)
- 3.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 ofonesource 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)
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.pdfThe 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 <your last name.Wk2 Summary Assignment> 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
DeVry ENGL 147 Week 2 Information Literacy Assignment Latest
Information Literacy Assignment (35 points)
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.pdfThe 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 <your last name.Wk2 Summary Assignment> 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
DeVry ENGL 147 Week 3 APA Assessment Module Latest
Week 3 APA Module Assignment
For this assignment, you will review materials in the DeVry library to help gain a better understanding of APA citations.
- 1.Click.devry.edu/node/272″>https://hub2.devry.edu/node/272
- 2.Listen to the tutorial or download and review the transcript on APA and answer the questions below
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
- 1.Why is APA style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment.(15 points)
- 2.In the article that you summarized in week 2, you may have found some information that you want to quote directly.To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)
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DeVry ENGL 147 Full Course Latest
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