Saint Mary’s University of Minnesota

Schools of Graduate and Professional Programs

Fall I 2018
GM623, D1, Academic Research and Writing
Credit Hours: 3
Online

Course Dates/Hours
September 3, 2018 – October 28, 2018

Prerequisite or Concurrent Courses

None
Faculty Contact Information
Amy Erickson
Email: aerickso@smumn.edu
Phone: 612-616-8287 I attempt to respond to emails, texts or phone calls within 24 hours. It
may be up to 48 hours before a response is possible. Please feel free to text me, as I can quickly
respond to texts. I also see texts before I see voicemails.
Course Description
This course focuses on graduate academic writing skills, including voice and style, writing that
incorporates source material, ethical use of source material, APA writing guidelines, and
revising writing. Students learn to locate and evaluate resources relevant to the research and
writing process.

Student Learning Objectives

Upon completion of this course, students are expected to be able to do the following:
1. Develop a research question delineating the complexity in an issue.
2. Use information from a variety of sources relevant to a question.
3. Evaluate information for relevance and credibility.
4. Analyze and synthesize scholarly articles.
5. Incorporate source material into academic writing, including correct use of summary,
paraphrase, and quotation, along with proper citation.
6. Express all relevant points of view that bear on an issue.
7. Write clearly and concisely.
8. Develop skills in rewriting, editing, and proofreading.
Engage Access
Link: https://engage.smumn.edu
Required Textbooks
Palmquist, M. (2012). The Bedford Researcher (6th ed.). Boston, MA: Bedford/St. Martin's.
(ISBN-13 978-1319058487)
American Psychological Association. (2001). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: American Psychological Association. (ISBN-13:
978-1-4338-0562-5)
Recommended: Booth, W.C., Colomb, G. G., & Williams, J. M., Bizup, J., Fitzgerald, W.T. (2016).
The Craft of Research (4th ed.). Chicago, IL: University of Chicago Press. (ISBN-13: 978-0-
226-23973-6)
Other Resources
Materials
PDF readings, PowerPoint presentations, author presentations, templates, documents, videos,
websites, and other materials will be provided each week as necessary.
Technical Requirements
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information, click here: Technical Requirements
Technical Support
Personal Support Center
Call toll free 24/7
1-877-308-9954
SaintMarysMN@personalsupportcenter.com
Topical/Activity Course Outline
Week/Title Topics/Activities Assignments
Week 1/ Introduction to Discussion s Readings and Resources
Academic Writing Week 1: Discussion 1 - Palmquist
Introduce Yourself
● Chapters 1-2, 3a, 8
Week 1: Discussion 2 - APA
Academic Research Overview
(eBrarian) ● Section 1.10
Booth
● Chapters 1, 3-4
Assignments
Week 1: Assignment 1 -
Plagiarism Statement

Week 2/Finding Sources Discussion
Week 2: Discussion 1 –
Developing Research Questions
(eBrarian)
Week 3/Writing Process Discussion
Week 3: Discussion 1 - Your
Writing Process
Week 3: Discussion 2 -
Searching for Information
(eBrarian)
Week 4/ Annotated Discussions
Bibliography Week 4: Discussion 1 -
Grammar and Writing Issues
Week 4: Discussion 2 -
Evaluating Peer-Reviewed
Articles (eBrarian)
Week 5/ Synthesize Discussions
Your Writing Week 5: Discussion 1 -
Synthesize Writing
Week 5: Discussion 2 - Final
Project - Peer Feedback
Week 1: Assignment 2 - Final
Project - Literature Review Topic
Readings and Resources
Palmquist
● Chapters 4-6, 9, 22b
APA
● Sections 6.22-6.32
Booth
● chapters 5-6
Assignment
Week 2 - Assignment 1 - Final
Project Research and Question
Readings and Resources
Palmquist
● Chapters 12-14
Booth
● Chapters 12-14, 16
Assignment
Week 3: Assignment - Final
Project - Article Critique and
Preliminary Reference List
Assignments
Week 4: Assignment - Final
Project - Literature Review
Annotated Bibliography
Readings and Resources
Palmquist
● Chapters 15, 22a
APA
● Sections 6.03-6.21
Assignment
Week 5: Assignment - Final
Project - Literature Review
Literature Matrix
 Week 6/ Revision Discussion Readings and Resources
Week 6: Discussion 1 - Self- Palmquist
Editing Techniques
● Chapters 17, 20a
Week 6: Discussion 2 – Thesis Booth (optional)
Statements
● Chapters 14, 17
Assignment
Week 6: Final Project -
Literature Review Draft for Peer
Review
Week 7/ Writing Discussions Assignment
Conferences Week 7 - Assignment - Create A
Week 7: Discussion 1 -
Presentation
Feedback
Week 7: Discussion 2 -
Presenting Research
Week 8/ Reflection and Discussions Assignment
Final Paper Week 8: Discussion 1 - Week 8: Assignment - Final
Improvement Plan Project - Literature Review
Paper Due
Week 8: Discussion 2 - Précis
and Discussion

Course Time Standards

Master’s and specialist level courses:
One graduate credit requires 45 contact or instructional hours. In addition, it is suggested that
students invest a minimum of two hours per contact/instructional hour in outside study. (i.e.,
15+30=45 hours per credit x 3 credits = 135 total course hours divided by 8 weeks = 16.875
hours per week)
Synopsis of Assignments
● Weekly Discussions: Students will participate in weekly discussion boards that reflect
the content focus for that week. (SLOs 1-8)
● Plagiarism Statement Assignment: In week 1 you will participate in a writing
assignment that will provide an avenue for you to explore plagiarism. Use your readings
and conduct internet research on the topic of plagiarism. Then create a personal
description and definition of your understanding of plagiarism. Write a statement that
(without plagiarizing!) defines plagiarism, identifies the main types of plagiarism, and
identifies what you need to do to avoid plagiarism. This statement should be 200 words
or less and written in Word. You must cite readings and online research using APA
format to support your answer. (SLOs 2, 3, 4, 6, 7, 8)
 ● Final Project: The Final Project is to create a Literature Review. The Literature Review is
a minimum of 10 pages (not including title page or references) written in Word.
References should be cited using APA format. Each week students will submit a
deliverable that will build on the final project. (SLOs 1-8)
● The weekly deliverables due are as follows:
1. Week 1 - Literature Review Topic
2. Week 2 - Final Project Research and Question
3. Week 3 - Literature Review Summary and Article Critique
4. Week 4 - Literature Review Annotated Bibliography
5. Week 5 - Literature Review Literature Matrix
6. Week 6 - Final Project - Literature Review Draft for Peer Review
7. Week 8 - Literature Review Paper Due
Student Expectations
Students are expected to participate in the course as is required to turn in graduate level work.
Please review the due dates for all assignments and contact your instructor if you are facing any
problems. For technical issues, please call the 24/7 personal support center.
Assessment of Student Performance/Grading Policies
Category Percentage Category Total Points
Discussion 30% 150
Create a Presentation 15% 75
Written Assignment 5% 25
Final Project 50% 250
Course Total Points 100% 500

Graduate Grading Scale

A 90-100% 450 pts-500 pts
B 80-89% 400 pts-449 pts
C 70-79% 350 pts-399 pts
NC below 70% < 350 pts

Access Services for Students with Disabilities

Saint Mary's University is committed to ensuring that students with documented disabilities
have access to equal educational programs and activities at the university. If you have, or
believe you may have, a disability that may interfere with your ability to participate in the
activities, coursework, or assessments of this course, you may be entitled to
accommodations. Please contact Mary Ann McCann, Access Services Coordinator, as early in
the semester as possible to arrange a confidential discussion about your need for
accommodations.
Email: mmccann@smumn.edu
Student Ratings of Teaching and Learning
Students are expected to provide feedback about teaching and learning in the course. At the
end of the course and after the faculty member has submitted grades, check the Student Portal
to complete the student rating of teaching and learning and view your grade. Please be assured
the system records responses anonymously.
University Conduct and Academic Policies
See the course Engage site for a direct link to all University policies.
Writing Center and Library Services
See the course Engage site for direct links to these departments.
Rubrics
Weekly Discussions
Your initial discussion board post should be at least 200-250 words in length and should use at
least one resource as support. This resource may be your textbook, required readings for the
course, or outside research. Use APA citation format to properly credit your supporting
material. You should also include a descriptive subject line in this initial post.
We encourage you to participate fully in these discussion boards throughout the week, posting
early and often. At a minimum, you must post your initial discussion thread by Wednesday at
midnight (Central Time) of each week, and reply to at least two classmates’ posts by Sunday at
midnight of each week. Responses to your classmates should be at the synthesis and analysis
level.

CRITERIA Needs Developing Performing Excelling

Improvement 25-50% 50-75% 75-100%
0-25%

Initial Post Post does not Adequate post with Well-developed Well-developed
evidence superficial thought post that addresses thought that fully
understanding of and preparation; the tasks, but lacks addresses and
the assignment or doesn’t address all substantive thought develops concepts;
the concepts; <250 aspects of the about the concepts;
>250 words
question; ≤250
words 250 words
words

Replies to No replies Limited contribution Elaborates on Demonstrates

classmates to discussion; does existing post with analysis of classmates’
not enrich further comment, posts; extends
discussion; meaningful discussion
observation or
by building on
≤2 replies facts;
previous posts; >2
2 replies
replies
Frequency No participation Participates on a Participates on 2 Participates on at
single day that week different days least 3 different days
throughout the throughout the week
week

References No references or Uses personal Incorporates at Uses references to

& Support supporting experience or least 1 reference readings, research
information or opinion, but no this week from and personal
experiences reference to readings or research experiences to
readings or research support comments

Written Papers and Assignments (Final Project, Plagiarism Statement)

Students will submit written paper throughout the course. The papers should be written in
Word, and will vary in length according to the assignment. You must cite relevant research to
support your written assignments.
Rubric for Written Papers and Assignments
Needs Developing Performing Excelling
Improvement 25-50% 50-75% 75-100%
0-25%

Purpose The purpose or The central purpose or The writing has a The writer's central
argument is argument is not clear purpose or purpose or argument
generally consistently clear argument, but may is readily apparent
unclear. throughout the paper. sometimes digress tothe reader.
from it.

Content Central purpose Information supports a Information Balanced

or argument is central purpose or provides presentation of
not clearly argument at times. reasonable support relevant and
identified. Analysis is basic or for a central legitimate information
Analysis is vague general. purpose or that clearly supports a
or not evident. Reader gains few argument and central purpose or
Reader is insights. displays evidence argument and shows a
confused or may of a basic analysis thoughtful, in-depth
be misinformed. of a significant analysis of a
topic. significant topic.
Reader gains some Reader gains
insights. important insights.
Technical Submission does Submission runs Submission runs Submission runs
not run minimally. There are adequately with perfectly with no
satisfactorily. many technical minor technical technical problems.
There are too problems when problems. For example, there
many technical viewing the project. are no error
problems to view messages, all sound,
the project. video, or other files
are found.
Organization The writing is not In general, the writing The ideas are The ideas are
logically is arranged logically, arranged logically arranged logically to
organized. although occasionally to support the support the purpose
Frequently, ideas ideas fail to make central purpose or or argument. They
fail to make sense together. The argument. flow smoothly from
sense together. reader is fairly clear They are usually one to another and
The reader about what writer clearly linked to are clearly linked to
cannot identify a intends. each other. For the each other.
line of reasoning most part, the The reader can follow
and loses reader can follow the line of reasoning.
interest. the line of
reasoning.

Quality of There are Most of the references Although most of References are
References virtually no are from sources that the references are primarily peer-
sources that are are not peer-reviewed professionally reviewed professional
professionally and have uncertain legitimate, a few journals or other
reliable. reliability. The reader are questionable approved sources
The reader doubts the accuracy of (e.g., trade books, (e.g., government
seriously doubts much of the material internet sources, documents, agency
the value of the presented. popular manuals, …). The
material and magazines, reader is confident
stops reading. …). that the information
The reader is and ideas can be
uncertain of the trusted.
reliability of some
of the sources.

APA Format of the There are frequent APA format is used APA format is used
document is not errors in APA format. with minor errors. accurately and
recognizable as Although attributions Sources are consistently
APA. References are occasionally given, legitimate and throughout the paper.
are seldom cited many statements support claims; Compelling evidence
to support seem unsubstantiated. attribution is fairly from professionally
statements. clear. legitimate sources is
given to support
claims. Attribution is
clear and fairly
represented.
Presentation
Needs Developing Performing Excelling
Improvement 25-50% 50-75% 75-100%
0-25%

Subject Subject Some subject Subject Subject knowledge

Knowledge knowledge is not knowledge is knowledge is is evident
evident. evident. Some evident in much throughout the
Information is Information is of the project. project. All
confusing, confusing, Most information is
incorrect, or incorrect, or information is clear, appropriate,
flawed. flawed. clear, and correct.
appropriate, and
correct.
Citing No sources are Few sources Most sources are All sources are
Sources properly cited. are properly properly cited. properly cited.
cited.
Organization The sequence of The sequence The sequence of The sequence of
information is not of information information is information is
logical. Menus is somewhat logical. Menus logical and
and paths to logical. Menus and paths to intuitive. Menus
information are and paths are most and paths to all
not evident. confusing and information are information are
flawed. clear and direct. clear and direct.
Technical Submission does Submission Submission runs Submission runs
not run runs minimally. adequately with perfectly with no
satisfactorily. There are many minor technical technical
There are too technical problems. problems. For
many technical problems when example, there are
problems to view viewing the no error messages,
the project. project. all sound, video, or
other files are
found.

Student Ratings of Teaching and Learning Students are expected to provide feedback about
teaching and learning in the course. Please check your SMU email near the end of the course
for a link to an online rating form that records responses anonymously.