Writing Within Psychology Psych 303

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1 Writing Within Psychology Psych 303 Instructor: W. Ben Hill, PhD Phone: Home Cell Office: 1070 SWKT Office Hours: Monday 2:00-3:00 Wednesday 2:00-3:00 Course Overview The goal of this course is to help you be a more critical and competent writer and more confident about your writing. Good writing is not simply rule following. Writing is not a mere game that requires a technical mastery of seemingly arbitrary rules. A primary objective of this course, if necessary, is to help students liberate themselves from this type of thinking and to reclaim writing for what it is: an act of communication within the framework of context, relationship, and agency. You may be surprised at how empowering and liberating this paradigm shift can be, and how it can transform both the process and products of your writing. Course Overview and Objectives Our emphasis on writing as communication is consistent with the Aims of a BYU Education, for which a primary skill is the ability to communicate effectively. This course fulfills the GE Advanced Writing requirement (for Psychology majors 1 ), and thus builds on general (first-year writing) skills to train students in communicating within the context of an academic discipline. The primary goal of this course is to help you communicate psychology-related information effectively to multiple audiences, with a particular (though not exclusive) focus on writing a scholarly literature review. This focus complements the other core skills courses in psychology (in particular, Psych. 301, 302, and 304). Learning outcomes 2 for this course are as follows, adapted from the published learning outcomes for Advanced Writing GE courses: Rhetorical Knowledge. Students should demonstrate that they can write clearly, focus on a well-defined purpose in writing, and adopt a voice, tone, and level of formality suited to multiple purposes and audiences (both within and outside the discipline). Disciplinary Writing. Students should demonstrate an understanding of the roles that writing plays in their particular discipline, major, or career. Writing Processes. Students should develop productive and flexible individual and collaborative writing processes, such as supporting evidence, creating good arguments, organizing the material for a paper, seeking and using peer responses, revising, and proofreading. 1 If you are not a Psychology major (even if you are a Psychology minor), you need to check with your major department to see if you can obtain Advanced Writing GE credit through this course. 2 Each program at BYU has developed a set of expected student learning outcomes. These will help you understand the objectives of the curriculum in the program, including this class. To learn the expected student outcomes for the programs in the psychology department and college go to and click on the College of Family, Home and Social Sciences and then the psychology department. We welcome feedback on the expected student learning outcomes. Any comments or suggestions you have can be sent to

2 Processes of Disciplinary Research. Students should demonstrate the ability to use appropriate library research tools and processes of research within their particular discipline. This ability includes identifying and evaluating sources, retrieving and evaluating data, taking notes, and following conventions of quoting, paraphrasing, and summarizing. Students should cite sources properly and demonstrate an understanding of ethical issues related to research, including how to avoid plagiarism. Oral Communication. Students should demonstrate their public speaking skills, including focusing a topic, adapting it to a particular audience, using presentation media, and organizing main points coherently and supporting them with adequate detail. Knowledge of Conventions. Students should understand the genres, forms, styles, and documentation of conventions of writing for their discipline. They should also demonstrate knowledge of edited syntax, grammar, punctuation, and spelling. Required Texts Landrum, R. E. (2008). Undergraduate writing in psychology: Learning to tell the scientific story. American Psychological Association: Washington, DC. (ISBN: ) American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Author: Washington, DC. (ISBN: must be 6th edition and must be 2 nd printing) Galvan, J. L. Writing literature reviews. (2009). Pyrczak Publishing: Glendale, CA (ISBN 1: ) In addition, several required readings and resources will be made available through Blackboard or by other means. Course Prerequisites 1. Completion of first-year writing GE requirement. 2. Completion of Psych 301 is strongly recommended, as well as completion or concurrent enrollment of Psych 302. Course Requirements Attendance. Attendance is mandatory. For every absence over two, your course grade will be lowered one-third of a letter grade (e.g., three absences will reduce an A to an A-). In cases of unpredictable and extenuating circumstances, please contact me ASAP. Reading. Assigned readings should be completed before each class, as they are listed on the class schedule (see below). I teach class assuming that you have read. If you are having difficulty with certain concepts, you should read more carefully and even re-read the

3 material, perhaps several times. The point is to read to understand and be able to apply, not simply to get through something. Additionally, you should be ready to discuss what you have read, including being prepared with thoughtful and practical questions prompted by that day s assigned reading. Bring your texts to class each day. If students are not coming to class prepared (and this will be obvious based on our class discussions), then I will institute reading quizzes (planned or surprise). Assignments. Assignments should be completed on time and in the proper format. Unless I instruct otherwise, all assignments should be stapled, with one-inch margins, left-justified, and in Times New Roman 12-point font. Assignments will be accepted no later than three days (not class periods, but excluding weekends) following a due date, with a 10% penalty for each day late. Final Exam. It is university policy that all students must take the final exam during its scheduled time (see schedule). If you miss the final exam you will receive zero credit with no opportunity for makeup. Cell Phones: Please turn off cell phones while in class. Computers: Computers are welcome in class for note taking. Please do not surf the internet, answer , etc. as these activities are distracting to you and those around you. Plagiarism It is an act of plagiarism to "borrow" ideas or quotes from former students' old papers and from the papers of students presently taking the course with you. Plagiarism also includes quoting or paraphrasing passages from any of your references without giving proper credit to the real authors (i.e., an APA-style citation), because doing so implies that this information came from you. Presenting the ideas of others as one's own is called plagiarism. Plagiarism, as defined by the BYU Honor Code, is a form of intellectual theft. It is an act of fraud; it is dishonest, deceitful, unethical, and can lead to serious and lasting negative consequences for your academic and professional career. For this reason, please follow the course guidelines for when and when not to read other 378 students papers (including those from other sections) or have them read yours. In addition, please use only those sources that meet the course criteria for acceptable reference materials. Academic Honesty While all students sign the honor code, there are still specific skills most students need to master over time in order to correctly cite sources, especially in this new age of the internet; as well as deal with the stress and strain of college life without resorting to cheating. Please know that as your professor I will notice instances of cheating on exams or plagiarizing on papers. See for specific examples of intentional, inadvertent plagiarism, and fabrication, falsification. Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended

4 to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at or (24-hours); or contact the Honor Code Office at Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability that may impair your ability to complete this course successfully, please contact the University Accessibility Center ( ). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the SSD office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at , D-282 ASB. Student Learning Outcomes Each program at BYU has developed a set of expected student learning outcomes. These will help you understand the objectives of the curriculum in the program, including this class. To learn the expected student outcomes for the programs in this department and college go to < and click on the College of Family, Home and Social Sciences and then this department. We welcome feedback on the expected student learning outcomes. Any comments or suggestions you have can be sent to The final exam policy states that finals must be given on the day they are scheduled - or if using the testing center not start until the scheduled date. Thus, professors cannot move the date of the final exam. Grading Attendance & Participation 20 Resume/Job Application Letter 100 Response Papers, Quizzes, and Presentations 10 pts each) 100 IRB tutorial and paper 40 Literature Review 280 Preliminary Topic Focus 5 Article Analysis 10 Final Rough Draft for peer review 25 Two consultations in FHSS writing lab (1051 JFSB) signed drafts (20 ea.) 40 Final paper 200 Oral Presentation 100

5 Poster 40 Draft for Workshop 15 Final copy 25 Other Assignments 150 Personal Writing Process 25 References list 20 Graphic or table 10 Summary/Paraphrase 10 Completion of Library Assignment 15 Library Online Research Tutorial 10 Style presentations 40 Interview of professional 20 Research Paper Peer Evaluation 70 Final Exam possible points Course Disclaimer: The above schedule and procedures in this course are subject to change in the event of extenuating circumstances.

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