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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-7"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Fall 2017
SYLLABUS

INSTRUCTOR: Tara Keenan
EMAIL: [email protected] cabot.edu
HOURS: MW 10:00-11:15 AM
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

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.
SUMMARY OF COURSE CONTENT:
The course examines a range of fundamental writing strategies, starting with grammar, 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 use of library resources will also be covered. Students will be required to submit assignments through TurnitinUK.
LEARNING OUTCOMES:
Students will learn to write a well-organized and error-free argumentative research paper. By the end of the course students will be able to:

Grammar
            Write sophisticated as well as grammatically and idiomatically correct English prose

Reading
             Read to comprehend increasingly complex material

             Read and think critically

Vocabulary
              Expand vocabulary through reading and writing
              Develop subject specific terminology through reading and writing

Rhetoric
             Write well-organized essays, focusing specifically on argumentative essays

             Write a strong and developed thesis statement with supporting arguments

             Think, read, write critically for an academic audience

              Write a developed outline

              Paraphrase and summarize
            
Cite and write using documentation
             Write a fully documented research paper

Research and sourcing (can be covered by a librarian in one or more workshops in the library)
               
Be familiar with research and information literacy skills including                      
                        - A reinforcement of searching skills: catalog, database, and web sourcing
                         - Source evaluation

                         - Subject searching

                         - Utilize MLA style for all aspects of a research paper

                         - Understand how to avoid plagiarism

TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
They say, I say, Third editionGraff and BirkensteinNorton ISBN:9780393935844 Copies may be found at the Almost Corner bookshop on Via del Moro.
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Note well: Late assignments will lose five points for each day late  
Homework (See Homework Rubric) 10
Quizzes, Worksheets and attendance at Library Style Workshop 10
In Class Essays 30
Research Brainstorm 10
Annotated Bibliography and Literature Review 15
Outline Required
Rough Draft Required
Final Paper 20
Final Presentation 5

-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. (90-92 = A-; 93-100 = A)
BThis is highly competent level of performance and directly addresses the question or problem raised. There is a demonstration of some ability to critically evaluate theory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture and reference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments. (80-82 = B-; 83-86 = B; 87-89 = B+)
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. (70-72 = C-; 73-76 = C; 77-79 = C+)
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. (60-62 = D-; 63-66 = D; 67-69 = D+)
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. (<60) Note well: Each assignment handed in late will be subject to a loss of five points for each day it is late.

-ATTENDANCE REQUIREMENTS:
Students are required to attend all scheduled class meetings. Students are allowed 4 absences during the term (excused or unexcused). Each additional absence beyond the four allowed will result in the reduction in the final grade for the course by 5%. Students arriving to class after attendance has been taken will be counted as late. Two late arrivals will count as an absence. Please refer to the JCU catalog for the attendance and absence policies. Please note that there is homework in nearly every class, so if you are absent it is your responsibility to call a classmate for the assignment.
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


Policy note: Please note that all late assignments will lose points for each day it is late. Please also note the absence policy.

MOODLE PAGE MORE ACCURATELY REFLECTS PROGRESS OF THE COURSE. PLEASE CHECK THERE.

Week 1:

Class 1 –

-          Course introduction, grading scale for JCU, syllabus

-          late assignments, absences, unprepared,

-          Electronics in class - what the research says; what the student government has asked

-          Moodle/TurnitinUk

-          response vs. summary worksheet

            Homework: Written responses.

Class 2 -

- How homework is checked

-   Professional register

- 99% Invisible: Visuals, Objects 

- What is design? http://defining-design.net/

            Homework: Written responses and Workshopping

 Week 2

Class 1 -

Brown - "Designers - Think Big"

How to read critically

Burckhardt, Lucius. “Design is Invisible” 1980.

Read and annotate article.

 

           Homework: Annotation of Source

 Class 2 -

-   Quiz on course policy

-   Burckhardt article

            Homework: Annotation of Source and Written Response

Week 3

 Class 1 -

-   Discuss annotation of article and responses

-   Discuss overlapping issues of sources

            Homework: Prepare for in-class essay on Defining Design. Workshopping.

Class 2 -

In-class essay #1 “Defining Design”.

         Homework: Written Response

Week 4

Class 1 -

- Library session on sourcing and research

              Homework: Annotation and Notes on Articles

 

 Class 2 -

- Plagiarism and academic honesty

- Paraphrasing exercises

             Homework: Study for plagiarism quiz and read and annotate Douglas Rushkoff, "The Ownership Society" Life, Inc. (2009).

 

Week 5

 Class 1 -

- Academic honesty quiz

- Rushkoff discussion

- James Howard Kunstler, "The Ghastly Tragedy of the Suburbs" (TED, 2004). http://www.ted.com/talks/james_howard_kunstler_dissects_suburbia

 

            Homework: Notes on Kunstler and Annotations of reading.

 Class 2

- Discuss overlapping issues of design and where we live. 

 

            Homework:  Written Responses

 Week 6

Class 1 -

Overlapping issues

          Homework: Workshopping and Prepare for second in-class essay on design and how we live.

Class 2 -

Second in-class essay. Subject: Design and how we live. 

     Homework:
You will be assigned a TED talk from the playlist "The Importance of Play". Watch your assigned talk and another talk. Take notes and respond to both on Moodle. Bring the printout of the response to class. If you miss class and for some reason do not have an assigned talk, what should you do?

                       A) Walk into class empty handed and when you are called on say something like, "Of course I don't have it. I wasn't here at the last class" or try the classic, "I was confused." 

                     B) Select two talks from the list and walk in prepared to present both with your responses printed out.

                     C) Send your professor an email that says, "Yo, prof I didn't no what 2 do cuz I was sick yesterday!!! did i miss anything important?"

 


Week 7
Class 1 -

Meet at Piazza San Cosimato

            Homework: Read and annotate: Tonucci and Risotto, "Why do we need Children's Participation: The importance of children's participation in changing a city", Journal of Community and Applied Psychology (11: 2001). You can access this article through JCU's discovery tool. Bring the annotated article in with you to class. Students without this will be considered unprepared and counted as absent.

Class 2 -
Article, Research Project, Brainstorm

     Homework: Workshopping, Brainstorm, Transom Response

Week 8
Overlapping issues, essay preparation, research assignment

     Homework: Prepare for final essay, Workshop

Class 2 -
In Class essay three: Design and Children's Participation

      Homework: Revise Brainstorm


Week 9
Class 1
Forming a research question, proposal pitch
     
      Homework: Write a proposal pitch


Class 2
Library session

           Homework: Make appointment with Librarian and Take Notes on the Annotated Bibliography
  
Week 10
Class 1
Proposal pitches, Middle of term talking points

   Homework: Work on Annotated Bibliography, Take notes of Review of Literature, Library Worksheet

Class 2
Review of literature, Middle of term talking points
 
       Homework: Annotated Bibliography

Week 11
Class 1
Outlining
          Homework: Review of Literature

Class 2
Drafting and introduction
            Homework: Thesis notes, outline

SPRING BREAK

Week 12
Class 1
Thesis statements
          Homework: Work on Draft

Class 2
Workshop drafts

Week 13
Class 1
Transitions, Conclusions
         Homework: Work on final paper

Class 2
Conclusions, Works Cited
        Homework: Work on final paper

Week 14
Papers Due
Interviews
Final presentation instructions

Finals week
Our final exam could be any day between 29 April and 5 April. Make your plans accordingly.