a Position Essay on Student Source Use in the Academy.

Project II: Position Essay on Student Source Use in the Academy (using class readings)

Second Essay Assignment –Student source use, 3-4 pages
! Materials: 
 Research articles (Lamott, Lang, and Daiker ) Article annotations & responses A previous research paper you have written (preferably a research paper written for EN 101, or the most recent English class you were in prior to EN 102) Purpose: 
 Before we turn to the research portion of the class, we'll read, write, and reflect on college-level research practices. This assignment will, ideally, help you approach your own research with a greater understanding of academic research and source use. It also helps you to learn how to read academic articles (the kinds you will locate in your own research). Be sure to complete your reading responses for each article assigned for this project. Finally, this essay asks you to reference sources in your essay that your instructor and fellow classmates know well, which means that they can help you master citation and paraphrase skills during the drafting and revision process. Your references to articles will be largely made to help you understand your own writing and research process as you will be citing examples from one of your own previously written research papers Assignment: 
 We’ve read Annie Lamott’s “Shitty First Drafts,” James Lang’s “It’s Not You,” and Donald Daiker’s “Learning to Praise,” and we’ve reflected on our own source use and research in college in the article responses and class discussions. This assignment asks you to argue a position on student source use in the academy using at least two of the above readings and your own experience as a college writer. This "position" doesn't need to offer a solution or take a definitive stance; it may, for example, argue for the two main challenges to students finding and using quality sources or for the central dilemma in student plagiarism. Once you articulate your position you will need to reference two of the articles and one of your own papers to provide support for your assertion. Requirements:
 The essay needs to be 3-4 pages and follow formal paper formatting guidelines (see syllabus). It will need to correctly cite any paraphrased or quoted passages from the texts with internal citations and include a Works Cited page in correct MLA form. Use your handout on citing, quoting, and paraphrasing to ensure that you are correctly referencing outside sources. Your paper must refer to articles by two of the following writers: Anne Lamott, James Lang, and Donald Daiker. This essay should also include personal experience and reference one of your previously written research papers. Process: 
 Look over your articles responses and consider your experiences as a student writer and researcher. Think of a theme or thesis that argues a position about student source use in the academy. Use two articles from the three we read and one of your previous papers to support your position. Once you have written your first draft, participate in the peer review workshop. Revise your essay using instructor and peer feedback and your own ideas. !! Grading Criteria: 
 A passing essay must: 
 Content

▪ Turn in your completed article responses (all three) with your first draft. Each missing or incomplete response will result in a 5 point deduction.

▪ Include a well-organized outline (papers submitted without outlines will drop one full letter grade which carries through to revision grade).

▪ Have a clear, focused, arguable thesis that argues a nuanced position on student source use in the academy.

▪ Develop this theme thoroughly using voices of scholars and examples from your own writing and research experience.

▪ Cite at least two of the following writers: Anne Lamott, James Lang, and Donald Daiker. ▪ Understand the writers you include (use your article responses, notes, and the article itself). ▪ Include correct parenthetical citations for all sources. Failure to do so may result in failing grade. ▪ Contain adequate paraphrases of the secondary sources (i.e. in your own words). Failure to do so may

result in a failing grade.

▪ Quote accurately. ▪ Integrate supporting quotes and paraphrases smoothly. ▪ Demonstrate revision (there should be substantial differences between the first and final draft).

Organization

▪ Have an introduction that adequately introduces the argument. ▪ Have a conclusion that adequately concludes the essay. ▪ As a whole, be logically organized into well-developed, well-organized paragraphs. ▪ Use transitions between paragraphs to make paper organization clear for readers. ▪ Use transitions between sentences to make paragraph organization clear to readers. ▪ Avoid unnecessary repetition.

Style

▪ Be clean stylistically, using concise and clear sentences, strong verbs and active voice, and sentence variety.

▪ Be grammatically correct, proofread. ▪ Employ a voice and tone appropriate for academic discourse. ▪ Demonstrate conscientious word choice and diction. ▪ Be formatted correctly. ▪ Include internal citations and a Works Cited page, in correct MLA format.