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JOHN CABOT UNIVERSITY
COURSE CODE: "EN 110-3"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR:
Spring 2017
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SYLLABUS
INSTRUCTOR:
Carolina De Luca
EMAIL: [email protected]
HOURS:
MW 11:30 AM 12:45 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: Placement via JCU English Composition Placement Exam or completion of either EN 103 or EN 105 with a grade of C or above
OFFICE HOURS:
by appointment
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COURSE DESCRIPTION:
This course reinforces the skills needed to write well-organized essays, focusing specifically on argumentative essays. Elements covered include thesis development, critical reading, organizing and outlining, paraphrasing and summarizing, and citation and documentation standards. Techniques of academic research and the use of the library and other research facilities are discussed. In addition to regular in- and out-of-class reading and writing assignments, students are required to write a fully documented research paper. Students must receive a grade of C or above in this course to fulfill the University’s English Composition requirement and to be eligible to take courses in English literature. Individual students in EN 110 may be required to complete additional hours in the English Writing Center as part of their course requirements.
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SUMMARY OF COURSE CONTENT:
The course examines a range of fundamental writing strategies, starting with grammar, organization and logic, critical reading of sources, summarizing, paraphrasing, and proper quoting. It continues with the writing of a topic proposal, selection and citation of sources, literature review, and thesis development. Research and library resources will also be covered. Rhetorical conventions will be studied and students will learn to write in different registers, voices and levels of formality appropriate to situation and purpose. The drafting, revising, and editing processes will occur both individually (through a series of conferences with the instructor), and as a group (in workshop format).
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LEARNING OUTCOMES:
Students will learn to write well-organized and error-free essays and longer MLA research papers. By the end of the course students will have a greater appreciation for writing, and will learn to perceive themselves as writers. Students will also learn to read literature in a way that will develop the critical skills necessary for academic writing across the disciplines and will understand that to read and think well is to write well.
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| MLA Handbook 8th Edition | MLA (Modern Language Association) | MLA | 9781603292627 | | Book can be purchased at Cornoer Bookshop in Via del Moro, 45 | | | |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| 3 At-home Assignments | The purpose of the at-home writing assignments is to gradually work up to writing the final research paper. These assignments will be opinion pieces on contemporary topics. The length of each assignment will be 3-4 pages. | 30% |
| 3 brief In-class Essays. | Students practice writing fully developed yet brief five-paragraph essays in class based on readings analyzed ahead of time. The purpose of the in-class essay is to allow students to think on their feet and to manage writing effectively within a particular time frame. These two essays will be revised and edited. | 30% |
| Research Paper | All students are required to write a fully documented short research paper (6-8 pages). It must be an explicit argument and must follow MLA format. The research approach will focus on process; students will draft, edit and revise thoroughly. | 30% |
| Class Participation | Most of the lessons are workshops, direct opportunities for students to improve their writing ability and put argument theory into practice. Furthermore, in order to write an effective argument, one must think through the issues thoroughly: in-class discussions begin with the assigned readings and develop according to the interests and perspectives of class members. Therefore, class participation and student interaction are essential pre-writing activities. The participation grade also includes the performance of the student through the revision and drafting processes, which are both essential and components of the class. Finally, the participation grade includes 2 mandatory visits to the JCU Writing Center. | 10% |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
Because the course is based on a series of workshops, discussion and in-class writing activities, attendance and class contribution are essential. Three absences are allowed, no questions asked. Any absence above the 3 allowed will lower and affect the final grade for the class; when a student exceeds 6 absences, he or she will fail the course.
When a student is absent, he or she is held responsible for all of the work covered during the lesson. Papers or homework due on the day of the absence are to be turned in via email or via another student. Do not email the instructor asking what the homework is: contact a classmate instead.
Late papers will be marked a half grade off (from A to A-, for example) for every day they are late. Assignments are considered on time only if submitted at (or before) the beginning of class on the due date.
Scheduled in-class essays may not be made up unless arrangements are made with the professor before the day of the absence.
The use of computers and phones is not permitted during class unless indicated by the instructor.
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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Study Program:
Week One
Course introduction
Discussion
The basics of rhetoric
Quiz on Syllabus
Week Two
Reading and discussion
Thesis, Persuasion and Argument
Opinion Piece Due (At home Essay #1)
Week Three
In class essay #1
MLA Handout and Practice
Revision of Opinion Piece due
Week Four
Library Seminar
MLA in the Library
Week Five
Readings
Discussion and Outline
Week Six
In class essay #2
Revision of in class essay 2
Week Seven
Library Session: Research
Individual conferences with instructor
Week Eight
Research Discussion
Discussion of Readings
Week Nine
In class Essay #3
The Research Paper Session I
Discussion of readings
Week Ten
Research topics due
At Home Essay #2 Due
Library Session: Research Session II
Week Eleven
SPRING BREAK
Week Twelve
Research: Thesis statement and proposal due
The Personal Essay
Week Thirteen
Creative Non Fiction: At Home Essay #3 due
Thesis Session
Week Fourteen
In-class Essay #3
Graded research paper topic proposal and outline due
Week Fifteen
Graded Research Paper Rough Draft Due
Workshop: Peer revision of rough draft
Finals Week
Research Paper Due
Final Exams
Suggested Websites
The Electric Typewriter
http://tetw.org/Greats
Classic Essays:
http://essays.quotidiana.org/
“If you have the words, there is always a chance you will find the way” -Seamus Heaney
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