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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 103-5"
COURSE NAME: "Intensive English Composition "
SEMESTER & YEAR: Fall 2017
SYLLABUS

INSTRUCTOR: Anthony Casling
EMAIL: [email protected]
HOURS: MW 10:00-12:45 PM
TOTAL NO. OF CONTACT HOURS: 90
CREDITS: 6
PREREQUISITES: This course carries 6 semester hours of credit. Prerequisite: Placement via JCU English Composition Placement Exam
OFFICE HOURS: by appointment

COURSE DESCRIPTION:
This intensive course has two components. One concentrates on developing the ability to write grammatically and idiomatically correct English prose, and includes an in-depth grammar review and examination of academic register. The other focuses on the elements of academic writing, from sentence structure through effective paragraph writing in essays, and introduces students to the various rhetorical modes. Elements covered include outlining, the introduction-body-conclusion structure, thesis statements, topic sentences, supporting arguments, and transition signals. Students will also become familiar with the fundamentals of MLA style, research and sourcing, as well as information literacy. To develop these skills, students will write in- and out-of-class essays. Critical reading is also integral to the course, and students will analyze peer writing as well as good expository models. Individual students in EN 103 may be required to complete additional hours in the English Writing Center as part of their course requirements. Students must receive a grade of C or above in this course to be eligible to take EN110. Students who receive a grade ranging from C- to D- can take EN105 or repeat EN103. Students who receive an F must repeat EN103.
SUMMARY OF COURSE CONTENT:
The intensive course has two components. One concentrates on developing the ability to write grammatically correct English prose, and includes an in-depth review and examination of academic register. The other focuses on elements of academic writing, from sentence structure to writing effective paragraphs. The various rhetorical modes are also introduced. 
LEARNING OUTCOMES:
Write grammatically correct English prose
Reading: Increase vocabulary by reading and writing
Develop subject specific terminology through reading and writing.

Rhetoric: Write effective paragraphs and essays.
Summarize.
Understand how to recognize and utilize rhetorical modes.
Construct detailed outlines.
Understand the introduction-body-conclusion structure.
Write a strong thesis statement.
Construct topic sentences and supporting arguments.
Utilize transition signals.
Understand and use the essential features of academic writing

Research: Develop research skills.
Use databases and web-based research.
Use MLA format for citations.
Understand the essential techniques for avoiding plagiarism.
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
In-class essays 25%
Out-of-class essays 25%
Mid-course exam 15%
Homework and quizes 15%
Final exam 20%

-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:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
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.
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.

SCHEDULE

ession

Session Focus

Reading Assignment

Other Assignment

Meeting Place/Exam Dates

Lesson 1

Introduction to course & Mycomplab

Lesson 2

Overview of essay structure

Lesson 3

Topic sentences

Out of class essay I

Lesson 4

Paragraph structure

Lesson 5

Cohesion

Lesson 6

In-class essay I

Lesson 7

Process and Chronological order essays

Lesson 8

Introductions

Lesson 9

Sentence structure

Out of class essay II

Lesson 10

Sentence struucture

Lesson 11

Conclusions

Lesson 12

In Class essay II

Lesson 13

Comparison and Contrasting Essays

Lesson 14

Aspects of Academic Style

Lesson 15

Aspects of Academic Style

Out of class essay III

Lesson 16

Cause and Effect Essays

Lesson 17

Avoiding plaigarism

Lesson 18

In-class essay III

Lesson 19

Argumentative essays

Lesson 20

Word Choice and Formality

Lesson 21

Proofreading

Lesson 22

Academic caution

Out of class essay IV

Lesson 23

Summarizing

Lesson 24

In-class essay IV

Lesson 25

The language of graphs and charts

Lesson 26

Revision

Lesson 27

Revision

Lesson 28

Wrap up