SWK-S 460 Scholarly Writing Seminar (4 cr.)



TITLE \* MERGEFORMAT SWK-S 460 Scholarly Writing Seminar (4 cr.)Course InformationSemester Year: Spring 2017Section Number: XXXXXLocation: XXXXXDay:XXXXXTime:XXXXXInstructor: XXXXX XXXXXXXXXOffice:XXXXEmail:XXXXPhone:xxxxxOffice Hours:xxxxxxxxxxCourse DescriptionThis course prepares BSW/MSW students to successfully complete scholarly writing tasks. Topics addressed include expectations and standards for scholarly writing, conducting searches of professional literature, using effective paraphrasing and summarization skills, writing logically and coherently, and appropriately citing references adhering to APA format. The course is intended to support students’ efforts on writing tasks assigned in future courses. Course Objectives1. Use library and internet resources to access professional literature2. Understand the characteristics of scholarly literature and writing3. Appropriately summarize, synthesize, and cite scholarly literature 4. Use APA format to create academic papers5. Clearly understand plagiarism and its implication in professional education6. Demonstrate proficiency in academic writing7. Present a scholarly review of the social work literature using presentation softwareRequired TextsYoung, D. J. (2013). The writer's handbook: A guide for social workers: Writer's Tool Kit Publishing.Suggested TextsAmerican Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington DC: Author.Resources Canvas email will also be used a way to communicate between instructor and students. You are expected to check the course announcements on Canvas before each class. Additional readings will be assigned throughout the semester and be posted on Canvas (Resource tab).UITS Support Center: Endnote Citation Software available through IUWare – free and training materials available iuware.iu.eduHelpful websites:The Writer's Tool KitGuide to Grammar and WritingGrammarlyWorld Wide Web Resources for Social WorkersNASW Press-Tools for AuthorsSoftware for ScholarsHarvard University Writing CenterPrinceton University Writing CenterPeer to peer writing reviews *Purdue's Online Writing Lab*APA Style Home Page APA “Crib Sheet”Commonly confused wordsConsiderations in Writing a Literature ReviewUniversity of Maryland My Literature Review & APA You TubeNetiquette - Showing respect onlineCourse Outline Module 1: Dates: Overview MSW expectationsClass & Oncourse OrientationScholarly writingLiterature Reviews Free WritingTime ManagementCritical Thinking Activities Introductions Introduction to OncourseFree Writing Scholarly writingDiscussionPre-test in OncourseDevelop a scheduleModule 2: OnlineDates: Overview Grammar – words, phrases, sentencesAssignments Exercise through Course Oncourse Forum 1: Online Introductions Forum 2: Developing a respectful & productive working environment online & in classModule 3: Dates: Overview Scholarly WritingLibrary SourcesEndnoteAssignments Forum 3: Scholarly WritingReadings Chapter 1, Gopen – Reader’s PerspectiveIUSSW PlagiarismLiterature Review and Synthesis IUPUI Writing CenterActivitiesPractice searches for academic sources;Critical thinking discussion;Practice paraphrasingModule 4: OnlineDates:Assignments Forum 4: Critical ThinkingModule 5:Dates:Overview Annotated bibliographyThesis statementGrammarPlagiarismOutlinesModule 6: OnlineDates:Readings Critical Thinking: bell hooksIntellectual LifeAssignmentsForum 5: PlagiarismModule 7:Dates:Overview Making a caseforming an argumentReadings Inductive & Deductive ArgumentsTips for Writing a Lit ReviewOutline examplesReed – Literature ReviewModule 8: OnlineDates:Module 9:Dates:Overview APA Setting up Endnote PunctuationIUN Writing CenterParaphrasingReadings Paraphrasing: SmithParaphrasing: UTAModule 10: OnlineDates:Module 11:Dates:Overview IUN Writing CenterMaking RevisionsAssignments Forum 6: RevisionsModule 12: OnlineDates:Module 13:Dates:Overview Peer ReviewPunctuation Sentences and ParagraphsModule 14: OnlineDates:Module 15:Dates:Overview Developing a PowerPoint presentationRevisionsFollow-upSocial Work forms and reportsModule 16: OnlineDates:Module 17:Dates:Overview PresentationsAssignments Readings ActivitiesCourse debriefing;PresentationsCourse EvaluationsCelebrate!!Module 18: OnlineDates:Assignments Writing ResourcesReflection Paper;Forum 5: Revision;Final Draft;Post Test.Assignments and GradingMore specific instructions for each assignment will be posted on Canvas. Instructor also will discuss details or answer any questions related to assignment during the class and office hours.All assignments should be produced on a word processor (or typed), double spaced, with one-inch margins on all sides, carefully edited and proofed, using no smaller than a 12 point font, and conforming to APA style (6th ed.) Assignments Introduce yourself and respondDUE:date Final Grade Percentage: 5% Developing respectful working environment-free writing assignment in class, edit for forumDUE:date Final Grade Percentage: 5% Scholarly WritingDUE:date Final Grade Percentage: 5% Critical ThinkingDUE:date Final Grade Percentage: 5% PlagiarismDUE:date Final Grade Percentage: 5% RevisionsDUE:date Final Grade Percentage: 5% Pre-test quizDUE:date Final Grade Percentage: 5% Post-test quizDUE:date Final Grade Percentage: 15% Thesis statementDUE:date Final Grade Percentage: 2% 10.Outline, review of two articlesDUE:date Final Grade Percentage: 5% 11.Writing Resources - Send to me your 1st draft of literature review conclusion, then visit writing center and revise itDUE:date Final Grade Percentage: 3% 12.Post 2nd draft - for peer reviewDUE:date Final Grade Percentage: 3% 13.Peer review of 2 conclusions - thoughtful feedbackDUE:date Final Grade Percentage: 4% 14.PresentationDUE:date Final Grade Percentage: 8% 15.Literature Review Final version (Introduction, Synthesize 10 articles _ conclusion)DUE:date Final Grade Percentage: 25% Assignment DetailsProgressive Literature Review. Literature reviews can be about any social work relevant topic of interest. Students complete successive assignments that lead to a final literature review paper. These assignments include an academic writing exercise, an annotated bibliography, an outline, and three drafts of the literature review. Assignment guides will be provided in class for each component. See points and due dates in the chart below. Please use the calendar as the final word on the due dates and times. Also remember Oncourse is on Eastern Standard Time, making all assignment times in Oncourse an hour early.Thesis Statement Outline & review two articlesUsing writing resources with Literature Review conclusionPeer Review of Literature Review conclusionLiterature Review Final versionPre/Post Test (20 pts total). Students will earn 5 points for taking an online Grammar Pre-Test in the first week of class. These tests are accessed through Oncourse. The Grammar post-test, taken the last week of the course, is worth 15 points.Forum Posts (30 pts total—5 pts each). Students will post a response in Oncourse Forums to six open-ended questions related to introduction, creating a respectful and productive learning environment, scholarly writing, including critical thinking, revision, plagiarism, and peer review. Forum Posts should be about one or two paragraphs (4-6 sentences in each paragraph). Assignment guide will be posted in Oncourse. You will also respond to the posting of two other students. Presentation –students will present a synthesis and analysis their literature review to the class using Powerpoint or Prezi. (8 points)Grading StandardsPapers are graded on the quality of the final product not on the effort you extended completing them. The grade of A is reserved for truly outstanding work that goes beyond basic requirements. Grades of A reflect Excellence. Excellent scholarly products and academic or professional performances are substantially superior to the “good,” “the high quality,” “the competent,” or the “satisfactory.” They are unusual, exceptional, and extraordinary. Criteria for assignments are not only met, they are exceeded by a significant margin. Excellence is a rare phenomenon. As a result, relatively few BSW students earn A grades.Grades of B signify good or high quality scholarly products and academic or professional performance. Grades in the B range reflect work expected of a conscientious student in a professional program. Criteria for assignments are met in a competent, thoughtful, and professional manner. However, the criteria are not exceeded and the quality is not substantially superior to other good quality products or performances. There is a clear distinction between the good and the excellent. We expect that most BSW students will earn grades in the B range—reflecting the good or high quality work expected of competent future helping professionals.Grades of C and C+ signify work that is marginal in nature. The scholarly products or professional performances meet many but not all of the expected criteria. The work approaches but does not quite meet the standards of quality expected of a student in a professional school. Satisfactory in many respects, its quality is not consistently so and cannot be considered of good or high quality. We anticipate that a minority of BSW students will earn C and C+ grades.Grades of C- and lower reflect work that is unsatisfactory. The products or performances do not meet several, many, or most of the criteria. The work fails to approach the standards of quality expected of a student and a future BSW-level professional. We anticipate that a small percentage of BSW students will earn unsatisfactory grades of C-, D, and F.Grading scaleGrade minimums are as follows [Note: grades below a C are Unsatisfactory in the BSW Program]:A93%Excellent, Exceptional QualityA-90%Superior QualityB+87%Very Good, Slightly Higher QualityB83%Good, High Quality (expected of most BSW students)B-80%Satisfactory QualityC+77%Marginal, Modestly Acceptable QualityC73%Marginal, Minimally Acceptable QualityC-70%Unsatisfactory QualityCourse Policies Assignment Students are expected to submit all assignments on time. If you need to extend a deadline you MUST speak to me in advance of the due date to get an approval and an agreement will be reached. Late submission (except by prior agreement) will be marked down 5% per day late. IU has a subscription with the Turnitin plagiarism detection service, and faculty members have the right to submit student papers to the service to check for originality. service will be used for all student papers in this course. Attendance and participation Students are expected to attend and participate in all class sessions. Students should complete readings and homework as assigned and come to class prepared for discussion and questions. Because of the nature of this course and group assignments, regular attendance is required and extremely important. Class attendance and active participation in class activities are considered essential for the satisfactory completion of the course objectives. If you are absent, it is your responsibility to get notes from other students regarding materials covered during your absence. If you are absent on the day when an assignment is due, you need to submit your assignment before the beginning of the class. Missing more than 2 of the scheduled classes will result in a letter-grade deduction for the course. Late arrivals and early departures will also lead to course point deductions. It’s up to instructor’s discretion to decide the deduction points. If you miss five or more classes you will fail the course. Exams are to be taken as scheduled. No make-up exams will be given, nor will late assignments be accepted. Exceptions for unusual circumstances require documentation and advance discussion with the instructor.Students should have read assigned materials in the order specified by the instructor, and should be ready to participate knowledgeably and constructively in class activities.As part of the conditional admission agreement, students must earn a “B” or better to move ahead in the MSW Program.Classroom and online climate should be reflective of civility. Students are expected to respect the opinions and feelings of other students’ and the instructor’s, even if they differ from one’s own.Internet etiquette is expected in all online communications, including email with the instructor and classmates.A formal evaluation of the course and its instructor will be completed on the final day of the course, consistent with the school's academic policy.Academic dishonesty (including cheating on exams and plagiarism in papers) is not consistent with ethical conduct in social work practice and is unacceptable in social work class. In cases of academic dishonesty, University guidelines will be followed. Any student caught cheating or plagiarizing (offering the work of someone else as one's own) could fail the course.To avoid plagiarism, sources must be credited in a specific and detailed manner. Students are expected to prepare all written work in accordance with the Publication Manual of the American Psychological Association (APA) (6th ed.).BibliographyAxelrod, R., & Cooper, C. (2007). Reading critically: Writing well. Boston: Bedford/ St. Martins.Ballenger, B. (2006). The curious researcher: A guide to writing research papers (5th ed.). Needham Hts, MA: Allyn & Bacon.Bullock R., & Weinberg, F. (2011). The little seagull handbook. New York: W. W. Norton & Company.Cooper, S., & Patton, R. (2009). Writing logically, thinking critically (6th ed.). Reading, MA: Addison- Wesley.Cuba, L. (2001). A short guide to writing about social science (4th ed.). NY: Longman.Fink, A. (2009). Conducting research literature reviews: From paper to the internet (3rd ed.). Thousand Oaks: Sage.Galvan, J. L. (2009). Writing literature reviews: A guide for students of the social and behavioral sciences (4th ed.). Glendale, CA: Pyrczak Publishing.Girden, E. R. (2001). Evaluating research articles from start to finish (3rd ed.). Thousand Oaks: Sage.Glicken, M.D. (2007). A guide to writing for human service professionals. Lanham, Maryland: Rowman & Littlefield. Hogan, M., & Reinheimer, D. (2003). From sources to purpose: A guide to researched writing. Ft. Worth: Harcourt.Lester, J.D. (2007). Writing research papers: A complete guide (12th ed.). NY: Longman.Luey, B. (2002). Handbook for academic writers (4th ed.). NY: Cambridge University Press.Mangelsdorf, K., & Posey, E. (2005). Discoveries: A step-by-step guide to writing paragraphs and essays. Bedford: St. Martin's.Murray, D.M. (2003). The craft of revision (5th ed.). Chicago: Harcourt Brace.Nash, R. J., & Witherell, C. (2004). Liberating scholarly writing: The power of personal narrative. NY: Teachers College Press.National Association of Social Workers. (2009). An author’s guide to social work journals (5th ed.). Washington, DC: NASW Press.Perrin, R. (2012). Pocket guide to APA style (4th ed.). Boston: Wadsworth Cengage Learning.Pyrczak, F. (2007). Evaluating research in academic journals: A practical guide to realistic evaluation (4th ed.). Los Angeles, CA: Pyrczak.Pyrczak, F., & Bruce, R. (2007). Writing empirical research reports: A basic guide for students of the social and behavioral sciences (6th ed.). Los Angeles, CA: Pyrczak.Rasool, J., Banks, C., & McCarthy, M.J. (2001). Critical thinking: Reading and writing in a diverse world. Belmont, CA: Wadsworth. Rosen, L. (2008). The academic writer’s handbook (2nd ed.). United States: Longman.Rosenwasser, D.R., & Stephen, J. (2008). Writing analytically (5th ed.). Ft. Worth: Harcourt.Schwartz, B. M., Landrum, R. E., & Gurung, R. A. R. (2012). An easy guide to APA style.Los Angeles: Sage Publications, Inc.Szuchman, L.T., & Thomlison, B. (2008). Writing with style: APA style for social work (3rd ed.). Belmont, CA: Thomson Learning.Williams, J.M. (2005). Style: Ten lessons in clarity and grace (8th ed.). Reading, MA: Addison Wesley. ................
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