ENGL225 ACADEMIC WRITING II (ONLINE) Page 1 of 16

Department of Language and Communication

School of Education & Humanities
Royal Road, Maracas, St. Joseph, Trinidad & Tobago.
COURSE OUTLINE
ENGL225 (ACADEMIC WRITING II)
SEMESTER 2, 2021/2022
COURSE DETAILS:
Course Title: Academic Writing II
No. of Credits: 3 Credits
Course Format: ONLINE
Course Acronym: ENGL225
Course Section(s): ENGL225-01, ENGL225-04
Meeting Time: T 10:50am – 12:05pm; 3:05pm – 4:20pm

COURSE PREREQUISITES:
24 credits and a passing grade in English Composition I/ Academic Writing I.
COURSE DESCRIPTION:
This is a second–year introductory research and writing course. This is an Online course, so we
will meet only periodically this semester.
In order to succeed in this course, students must already know rudimentary composition
conventions such as essay organization, thesis writing, basic punctuation and grammar. Also,
computer literacy, especially in the use of Microsoft Word, Zoom and our Aeorion platform, is
obligatory.
This course will be conducted in an online environment. Students must avail themselves of a
computer with reliable internet access, and log in occasionally to Zoom, when required, for
synchronous classes, and the eLearn/Moodle online learning management system weekly, and
periodically check Aeorion for university updates, coursework scores and final grades. Students
should use their official USC emails to send and receive information.
INSTRUCTOR INFORMATION:
Name: Ms. Shelley Lyons MSc, MHEd (Assistant Professor)
Contact: Email: [email protected]
Please contact me via email with any concerns and/or questions concerning the
course and remember you are sending professional communication, so include a
greeting, a clear message or query and a signature/your name. This ensures
better communication and responses. (See page 15.)
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Office Hours: Tuesdays 1:00pm – 3:00pm or by appointment

COURSE RATIONALE:

 ENGL225 is a course that provides students with the foundation skills needed to conduct
and document research, using primarily academic resources.
 This course will prepare students for further research and writing in their junior and
senior years. Much preparatory work for field–specific course research is begun in this
course.
 This course is designed for all students at the USC. All students are expected to
complete this course, except for those students who have transferred credits.
 This course makes students more knowledgeable about scholarly, academic resources,
and it ensures that students are more analytical when reviewing research, especially
freely available online resources, and it helps them to develop better general research
and writing skills.

LETTER TO THE STUDENT

Dear Student:

I am pleased to be your instructor this semester. This is quite a useful course if you who would like to better prepare your
academic papers and conduct research. You will be learning about the key skills needed for success in organizing your papers and
documenting your research. Also, you will learn how to avoid plagiarism! Do not miss out on the instructions you will be given
and try to catch up if you miss any work. Please attend your Zoom sessions, if possible, and log in to eLearn and Aeorion
regularly.

I know that we are living in an unusual time and are all trying to cope with new teaching/learning norms. I do pray, however, that
you mature physically, mentally, morally and spiritually this semester.
Let us adapt to the changes required and enjoy all the benefits that online learning affords. And remember:

“Take fast hold of instruction; do not let her go, keep her; for she is thy life .” Proverbs 4:13

IMPORTANT DATES:

Classes begin: Monday 10th January, 2022

Last day to add a course: Monday 24th February, 2022
Last day to drop a course: Monday 7th February, 2022
Mid-Semester Exams: Mon. 21st – Fri. 25th February, 2022
Last day of classes: Thursday 14th April, 2022
Final Assessment: April 18th – 29th, 2022

Blessings
Ms. Lyons
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GOALS/AIMS

This course aims to equip students with the various competencies required to conduct research
and to do so within an ethical framework.

Also, this course seeks to help students develop the proclivity to analyse information critically in
all their various fields and to gain an appreciation of diverse sources of information across
diverse fields.

Finally, at the completion of this course, students will be able to efficiently and effectively
conduct research for an academic essay, as well as write a short theoretical research essay,
incorporating all the requisite conventions for their various documentation styles.

LEARNING OUTCOMES

At the end of this course students will be able to:

1. select and narrow a non-designated/personally chosen topic using two or three

appropriate limiters.
2. construct research/journalistic questions as a means of focusing their research.
3. write a thesis sentence that is precise, concise and original and does not
generally exceed 3 lines.
4. write a mini-proposal of approximately 1-1 1/2 pages to project the nature and
scope of an academic topic to be researched.
5. use at least 5 standard evaluation criteria to select print and non-print sources
for their research essays.
6. evaluate the value of 3 academic sources and the relevance of these sources to a
research topic.
7. document accurately 3 varied sources within the text of an essay.
8. document accurately 3 sources in either a References (APA/CSE), Bibliography
(CMS) or Works Cited (MLA) page of a research essay, in accordance with their
respective disciplines.
9. compose a short theoretical research essay (3 pages) that incorporates a
minimum of 3 information sources, an abstract and outline (where applicable) as
well as all of the other formatting and documentation requirements of their
respective documentation styles.
10. critically review a research essay by editing and proofreading to ensure at least
the minimal standards of essay composition are met.
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COURSE CONCEPT MAP

Topic
2. Proposal
Selection
& Thesis Planning &
Development Writing

The
6. Revising, 3. Research &
Editing and Research & Writing Resource
Proofreading Selection

Process

5. Organizing
the Research 4. Notetaking
Paper &
Documentation

Module 1–Topic Selection & Thesis Development Module 2–Proposal Planning & Writing

Guidelines for selecting an academic topic Knowing your information sources

Strategies for refining an academic topic Formulating an effective research strategy
Formulating an effective thesis Writing the Mini-Research Proposal

Module 3 – Research & Resource Selection Module 4 – Notetaking & Documentation

Online search tools/Boolean searching Effective notetaking/ The five types of notes
Evaluating print and non-print sources In-text and references documentation
Writing the Annotated Bibliography Formatting the research essay

Module 5 – Organizing the Research Paper Module 6 – Revising, Editing and Proofreading

Writing the Outline/Abstract Writing and revising the first draft

Writing the Introduction, Body, Conclusion Editing and proofreading the final paper
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TEACHING STRATEGIES

This course will be conducted primarily by way of remote instruction using integrated
technology and special instruction by the staff of the Forde Library at USC. There will be
approximately five (5) classes held live on Zoom. Three (3) of these will be conducted with the
lecturer and two (2) by the library director. For the three (3) sessions taught by the lecturer,
one (1) will be held at the beginning of the semester, one before Mid-Semester and the final
session at the end of the semester. Additionally, every week there will be some online materials
to be reviewed. Students are required to log in to the eLearn platform weekly to ensure they
are abreast of all that is being explored in the course. Email contact information should be
updated on these platforms. It is also the students’ responsibility to keep abreast of all
assessments and activities.

Synchronous Zoom Class Sessions: Tuesday (18th January; 15th February; 12th April)
Synchronous Zoom Library Sessions: Tuesday (25th January; 1st February)

RESOURCES

The core resource materials for this course are the respective publication manuals and the
recommended text. For each of the documentation styles taught in this course a copy of the
international standard manual serves as the ultimate guide and authority. The four styles cover
the four major subject fields taught at this university. Students should consider acquiring a copy
of their respective manuals, once possible. Please note though that the necessary resources will
be provided online to ensure students can adequately document their research in their styles.
The styles and the corresponding majors and manuals are as follow:

STYLE MAJOR MANUAL TITLE

(APA) Business, Behavioural Sciences (Social Publication Manual of the American

American Work/Psychology/ Psychological Association 7th ed. Washington:
Psychological Sociology), Education, Computer & APA, 2019.
Technology, Nursing, Family &
Association
Consumer Science
(MLA) Social Studies, History, Language Arts MLA Handbook. 9th ed. MLA, 2021.
Modern & English
Language
Association
(CMS) Theology Chicago Manual of Style. 17th ed. Chicago:
Chicago University of Chicago Press, 2017.
Manual of
Style
(CSE) Biology Scientific Style and Format: The CSE Manual
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Council of for Authors, Editors and Publishers. 8th ed.

Science New York: Rockefeller University Press, 2014.
Editors

Supplementary Text: -

Lester, James, and James Lester. Writing Research Papers: A Complete Guide. 16th
ed., Pearson, 2017.
This book covers all aspects of research writing, from the selection of a topic and
development of the idea to the writing of the final essay. It contains documentation
guidelines for all four documentation styles taught in this course.

Required Electronic Sources: -

Infotrac (Cengage Learning) http://find.galegroup.com

EbscoHost http://search.ebscohost.com

These are subscription database sources where scientists, scholars and researchers
publish their work. The publications are usually in the form of journal articles. These are
required for research writing.
Other useful resources:

 An advanced college or subject dictionary

This is helpful in defining concepts.
 A thesaurus
This is helpful in concept development and the use of related, narrower or
broader terms when searching online.
 The APA, MLA, CSE, CMS websites
These are website hosted by the organizations responsible for their respective
styles.
 The Owl at Purdue - https://owl.purdue.edu/owl/purdue_owl.html
 This university’s online writing lab is very helpful and provides information on
the latest documentation developments of the APA and MLA styles. This
university website also contains very instructive writing tips.
 The National Library and Information Systems Authority website -
http://nalis.ent.sirsi.net/client/en_US/default
The National Library’s online site offers membership and access to its online
catalogue and resources. It also has an online database.

Online citation help!

These online services help in the formatting of references in-text or in the list of sources.
Oregon School Citation Maker - Free citation generator
http://secondary.oslis.org/cite-sources
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IMSA Citation Wizard - Free citation generator

http://21cif.com/tools/cite/index.html
Bibme - Free citation generator
http://www.bibme.org/
Landmark's Citation Machine - Free citation generator
http://www.citationmachine.net/
ASSIGNMENTS

Varied class assignments will be given to assist in preparation for the final essay. A list and
description of each assignment is provided below. These assignments are given to help students
develop the research during the semester. Students will be assessed throughout the semester
to determine their progress and overall achievement by the end of the semester. Students are
advised to do their best in all assignments if they are to achieve an optimal grade at the end of
the course.

List of Assessments

Assessment Percentage Due Dates*

th
Thesis Development 10% Tuesday 25 Jan., 2022 @ 11:55pm on eLearn
Mini-Research Proposal 10% Tuesday 15th Feb., 2022 @ 11:55pm on eLearn
Quiz (Mid-Semester) 15% Tuesday 22nd Feb., 2022 @ Class time
Annotated Bibliography 15% Tuesday 22nd Mar., 2022 @ 11:55pm on eLearn
Research Paper 30% Tuesday 12th Apr., 2022 @ 11:55pm on eLearn
Final Quiz (End-of-Semester) 20% Tuesday 26th Apr., 2022 @ Class time
* Due dates are subject to change in exceptional circumstances.

Description of Assignments

I. Thesis Development (10%)

The selection of a preferred and narrowed topic, 6 journalistic questions, a focused
research question and the preliminary thesis for the research essay. (Approx.1
page.)

II. Mini-Research Proposal (10%)

A short research proposal that establishes - not just the topic – but the issue within
the topic. This includes research questions that outline the specific parameters to be
explored, a (tentative) thesis, the purpose for the research, the current background
of the topic as well as the proposed method that will be used in the paper. (Approx.
1.5-2 pages.)

III. Mid-Semester Quiz (15%)

This is a short quiz intended to evaluate students’ understanding of foundational
course content. There will be one quiz given at mid-semester (the other will be the
final exam).
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IV. Annotated Bibliography (15%)

The annotated bibliography is a listing and critical evaluation of 3 sources to be used
in the research essay. A bibliographic citation as well as an analysis of the value of
each source is required for this assignment. The analysis will include background
information on the author(s), a short summary of the source, an evaluation of the
source in relation to the topic being researched as well as any strength or weakness
of each source. (Approx. 1 ½ - 2 pages.)
V. Research Essay (30%) –
This essay must include:
i. a cover page
ii. an abstract and an outline (if applicable)
iii. a three-page research essay (approximately 980 words) which should
include:
An introduction that establishes the topic/issue, a background to the topic
and a finalized thesis. (The thesis should be the last sentence of the
introduction).
A body that explores the issues. It must be developed in accordance with
and support of the thesis.
3 in-text citations (This is the minimal requirement for all styles).
A conclusion that summarizes, details and re-emphasizes the main thesis of
the research.
iv. a list of 3 bibliographic references (cited according to the respective
disciplines’ requirements) at the end of the paper.
(Please note that students should use one website and two journal articles
for this essay. The most authoritative, relevant and up-to-date sources
should be chosen. Plagiarized work, once detected, will result in a failed
essay.)

II. Final Exam

The final exam will take the form of an online quiz. The quiz will consist of
multiple choice questions and assess all topics explored in the course and will
require dedicated and reliable Internet access for approximately 30 minutes.

Assignment Guidelines
For each major assignment, specific guidelines will be provided. Assignments are to be
submitted on eLearn, unless otherwise indicated. Students are not to seek to submit
assignments after deadlines but within deadlines. Failure to follow guidelines may significantly
affect student achievement in this course.
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Typing Requirements
An official USC cover page with the title of the assignment indicated is mandatory for each
assignment submission. Assignments are to be submitted using letter size (8.5 x 11) sheets. All
assignment texts are to be double-spaced using Times New Roman 12-point font. Pagination,
according to the respective documentation style, is required for the final essay. There should be
one inch margins for all pages of assignments. It is important to follow these guidelines since
failure to do so may result in deductions in marks for individual assignments.
COURSE ASSESSMENT

 Assessments in this course are to engage, facilitate and assess student achievement.
 The course assessments are developmental. Students are to build on each assignment
and progress from Stage 1 of the writing process to Stage 6 (See Course Concept Map p.
4). Students will be assessed on their ability to follow instructions on their various
assignments while critically reviewing and reporting on the sources used for their
research. Students are expected to demonstrate a working knowledge of essay
organization and basic grammar constructs used in Standard English.
 Students will receive both formative and summative assessments in order to aid and
assess learning.
 In this course, the final score for each assignment reflects 1 mark = 1 percent. Students
are therefore advised to complete all assignments, as instructed, to perform well in the
course. The assignments are scaffolded.
 In this course, assessment will include pre-requisite knowledge and basic writing
competency of spelling and grammar, as well as the appropriate layout and
presentation of submitted assignments.
 Student assessment in this course is based on performance. Students are therefore
asked to comply with all the stipulated deadlines and instructions for assignments and
their submissions. No student is to presumptuously submit a late assignment. A late
assignment may not be accepted unless there is valid reason for tardiness.
 Students who breach guidelines as outlined by the instructor or university will impact
their assessments.
 The timeliness and quality of the assignment is also critical to ensure high scores.
 The weightier assessments are the research paper and the final exam. These will assess
overall learning, knowledge and application of knowledge. The final exam will last 30
minutes and is scheduled at the end of the semester.
 This course is a mandatory course for graduation. Students who fail to secure a passing
grade in this course will be required to redo the course. Only in exceptional cases,
usually emergencies such as documented reasons of ill health or family tragedy, can
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coursework marks be carried over to another semester. An ‘Incomplete’ must officially

be requested to facilitate such situations. The ‘Incomplete’ request should be made
before the semester ends. Generally, students who fail the course will be required to
redo all coursework.

Please note:

The mere submission of assignments is not a guarantee of a favourable assessment.

ADDITIONAL INFORMATION

Students will be expected to:

 complete all the required matriculation before enrolling for this course.
 attend Zoom classes regularly and punctually.
 fully participate during all in-class activities.
 accurately (and neatly) complete and submit all assignments by the required
deadlines.
 observe all university policies for communication and general deportment.
 demonstrate initiative and integrity in the pursuit of academic excellence.

Academic Integrity
Plagiarism is unacceptable by the standards of the University of the Southern Caribbean.
Students who breach academic policy with regard to the unethical submission of research will
fail the assignment, and may also fail the course or face harsher penalties.
(Please read “Academic Integrity,” p. 38 of the Undergraduate Bulletin 2017-2019).

TURNITIN

Students will be required to submit their final essays through a plagiarism software programme
called Turnitin (unless otherwise instructed). Turnitin usually allows students and instructors to
view the extent to which external sources have been used in the essays.

Students should aim to have Similarity Reports of 20% or below. Any paper with a score of
50% or higher can automatically receive an “F” in this course.

Expected Outcomes
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All students will be expected, having met the objectives and having successfully completed all
course requirements as described on this outline, to obtain a grade not below a C at the end of
the course. Nothing can be done after the course is completed to change a student’s final
grade. All efforts to succeed are to be expended during this semester when the course is
taught, rather than during the subsequent semester when little can be done to change
students’ scores or grades.

Collaborations
Students enrolled in this course may opt to work collaboratively on all major assignments.
However, no group formed should exceed four (4) persons and the list of names of group
members, along with the proposed topic of research, should be submitted within the first three
(3) weeks of the semester, for approval by the instructor. Group collaborations should be
chosen wisely and all members within groups must share documentation styles as well as a
keen interest in the topic selected. All students in groups are encouraged to participate and
contribute meaningfully to all group endeavours. Failure to engage in group efforts will be
penalized.

Attendance
Class attendance is mandatory and the Attendance Regulation will be in effect. If a student is
absent for a total of nine (9) contact hours, the grade F may be recorded. Any inconsistency in
attendance may result in the lowering of a student’s final course grade. It is students’ duty to
inquire about Zoom classes which they are unable to attend. Additionally, students are
responsible for completing and submitting all class requirements and assignments given during
their absences. Extended absences can be excused only if accompanied by official
documentation. Attendance at classes and academic achievement generally go hand-in- hand.
(Please read “Attendance Regulations,” p. 26 of the Undergraduate Bulletin 2017-2019).

Students should work diligently to earn themselves desirable grades at the end of the course.
NOTE: Forum participation is a primary way to record your online attendance. So participate.

Instructor’s Responsibility Statement

The instructor is responsible for instruction and the facilitating of maximum and effective
classroom learning. Knowledge of the subject, as well as strategies that best demonstrate and
transmit this knowledge, are critical.
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Student Responsibility Statement

The student is responsible for his or her learning, attendance and timely submission of
assignments. Zoom attendance, an interest in learning, the timely completion and submission
of all assignments are critical. In order to achieve desirable grades, queries and energies are to
be expended during the taught semester and not in the subsequent semester.

GRADING SYSTEM

Students will be evaluated primarily based on a cumulative form of assessment. The following grading
scheme will be used.

Letter % Grade Definition Description

Grade Value Point.
A 100-90   4.0   1. Excellent mastery of course content, evidence of
    extensive background reading. 
  2. Excellent performance in analysis, synthesis and
A- 89-85 3.67 Excellent critical expression, oral or written. 
3. Excellent performance in analysis, synthesis and
critical expression, oral or written. 
4. Student works independently or in groups as is
required with unusual effectiveness.
B+ 84-80 3.33   1. Very good mastery of course content, evidence of
  substantial background reading. 
B 79-75 3.0 Very 2. Student performance indicates a high degree of
Good originality, creativity and problem-solving skills. 
B- 74-70 2.67
3. Very good performance in analysis, synthesis
and critical expression, oral or written. 
4. Student works very well independently or in
groups as is required.
C+ 69-65 2.33   1. Acceptable mastery of course content, evidence
  of some background reading.
  2. Students demonstrate some degree of originality,
C 64-60 2.0 Satisfactory creativity and problem-solving skills. 
3. Acceptable performance in analysis, synthesis and
critical expression, oral or written.
4. Student works independently or in groups at an
acceptable level.
      1.  Unacceptable mastery of course content, very
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      little evidence of background reading.

C- 59-55 1.67 Unsatisfactory 2. Students demonstrate little degree of originality,
creativity and problem-solving skills. 
3. Unacceptable performance in analysis, synthesis
and critical expression, oral or written. 
4. Students display unacceptable level of proficiency
in working independently or in group.
      1. Deficient in mastery of course content, no
      evidence of background reading. 
D 54-50 1.33 Deficient 2. Originality, creativity and problem solving skills
absent from performance.
3. Deficient performance in analysis, synthesis and
critical expression, oral or written. 
4. Deficient in ability to work independently and in
groups.

      1. No comprehension or grasp of course content, no

      evidence of background reading.
      2. Originality, creativity and problem solving skills
F 49-0 0.0 Unacceptable totally absent from performance. 
3. Unacceptable performance in analysis, synthesis
and critical expression, oral or written.
4. Displays neither aptitude nor ability to work
independently or in groups.

Other Meaning Description

Grades
AU Auditing Registration for attendance only. Permission to audit a class must
Classes be granted by the instructor.
UA Unsatisfactory This grade is given to students who are auditing a class but fail to
Audit attend at least 80% of classes.
I Incomplete Student’s work is incomplete because of illness or unavoidable
circumstances, but not because of negligence or inferior
performance.
DG Deferred A DG may be given in certain courses recognized to be of such a
Grade nature that all their requirements are not likely to be completed
within one semester. A DG will be changed to the letter grade
earned  by the end of the following semester
W Withdrew A grade awarded for a student who dropped a course and went
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through all the necessary paperwork /process.

DWP Dropped A grade awarded for a course that was dropped without going
Without through all the paperwork/process needed.
Processing
S Satisfactory Performance indicating a passing grade, used only for specific
courses. (See Bulletin)
U Unsatisfactory Performance below a passing grade, used only for specific
courses. (See Bulletin)

TO SUCCEED IN THIS COURSE, PLEASE:

 Follow instructions carefully.

 Choose a topic of interest to ensure your full engagement in the course.
 Attend all occasional Zoom sessions, and be on time.
 Become familiar with relevant scholarly resources.
 Seek clarity on assignments from lecturer.
 Monitor scores on each assignment placed on Aeorion.
 Complete all assignments well.
 Keep abreast of course by logging in to the Moodle platform weekly.
 Check marked assignments on eLearn as the primary source of feedback.

Note:
Remember, students who begin the semester late (after the first class session) and miss
instruction or fail to submit assignments do so at their own peril. Attendance is critical in
this course. All students will succeed as they follow these guidelines.

INSPIRATIONAL NUGGET
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“Live as if you were to die tomorrow. Learn as if you were to live forever.”
– Mahatma Gandhi

TEMPLATE FOR PROFESSIONAL EMAIL COMMUNICATION

Please pay close attention to each of the elements of a professional email communication, as
indicated by the arrows.

1. Do use the correct recipient’s email address.

2. Do indicate a clear and appropriate subject.

3. Include a salutation every time you send an email to a lecturer.

4. Write a clear, specific and not a vague message or question.

5. Include your name and course section.

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[email protected]

Duration of Final Quiz

Good day Ms. Lyons,

I am Kymarah Singh, a student in your Tuesday 10:50am class this semester. Please confirm
for me whether our final quiz will be 40 minutes, as indicated on the course outline.

Thank you,

Kymarah Singh

ENGL225-01 or ENGL225-04