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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-2"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Fall 2017
SYLLABUS

INSTRUCTOR: Conor Deane
EMAIL: [email protected]
HOURS: TTH 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:

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:
This course reinforces the skills needed to write well-organized essays, focusing on  persuasive argumentation through the use of effective vocabulary and a cogent style. Elements covered include vocabulary-building, stylistic 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.
LEARNING OUTCOMES:

The course is intended to infuse confidence by showing that effective essay writing is an eminently learnable skill. The course will not only consider the general architecture of an academic paper, but will also focus on endowing students with practical skills such as, in particular, a richer vocabulary, stylistic competence and knowledge of the principles of organization. Students are expected to learn and adopt useful constructions and phrases that they will be expected to use and re-use in all their writing until they become second nature. The emphasis is very much on the consolidation of good writing and the elimination of bad habits. By the end of the course, students should know precisely what they need to do to continue improving their writing skills for the rest of their academic career. 

TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
Rules for Writers Eighth EditionDiana Hacker and Nancy SommersBedford/St Martin's 978-1-4576-8304-6  
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
   
Enriching your vocabulary and improving style Verbs of reporting: Each student assigned specific verbs to use for rest of course; Designated vocabulary-taker.5
The first paragraph: how to grab attention; the second paragraph: how to set out thesis. How to declare approach (process, argumentative, block argument etc)Write opening paragraph of an essay - topic to be decided in class. 5
The final paragraph: How to close an essayWrite closing paragraph of an essay5
Reading and understanding. Summarizing. How to extract essentials of argument. Bring in laptop.Summarize article in 250 words5
Grammar and syntax review: Parallelism and agreement.How to write clean and effective sentences; how not to be afraid of grammar.5
   
Essay 1Submission of first paper. See schedule for details.10
25 sentences. 5 sentences for each assigned phrase or construction. Building sentences using set of phrases, adverbial constructions assigned.5
Essay 2Partial essay. See schedule for details10
MLATest on MLA5
Midterm testTest on work done to date.5
Essay 3Outline, draft and submission of full essay. 10
Process essayProcess essay to be completed in class (test)5
Vocabulary testTest on vocabulary, phrases.5
Final essayFinal essay 1500-2000 words20

-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 is extremely important. Even an excused absence is still an absence in which the student will miss an essential part of the course, which is rather intensive. Participation in the classroom  is proof of commitment to learning,  More than three absences may result in a fail. Do not skip classes.
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

Lesson

Topic

Activity

Homework

Hwk score

In-class score

1

Enriching your vocabulary and improving style 

Verbs of reporting: Each student assigned specific verbs to use for rest of course; Designated vocabulary-taker.

Sentences using verbs of reporting.  Designated student creates sentences with new vocabulary.

5

2

The first paragraph: how to grab attention; the second paragraph: how to set out thesis. How to declare approach (process, argumentative, block argument etc)

Examples of attention-grabbing first paragraphs; Designated vocabulary-taker

Write opening paragraph of an essay - topic to be decided in class. Designated student creates sentences with new vocabulary.

5

3

The final paragraph: How to close an essay. Bring in laptop.

Three techniques for closing an essay. In-class on-screen work. Bring in laptop. Designated vocabulary-taker.

Write closing paragraph of an essay - topic to be decided in class. To be completed at home.  Designated student creates sentences with new vocabulary.

5

4

Reading and understanding. Summarizing. How to extract essentials of argument. Bring in laptop.

How to paraphrase and summarize. In-class text.  Bring in laptop. Designated vocabulary-taker.

Summarize article in 250 words. To be completed at home.   Designated student creates sentences with new vocabulary.

5

5

Structuring a paper. Writing an outline. Organizing  your thoughts. 

How to come up with something interesting to say. How to structure your paper. Textbook Chps 1-2. Designated vocabulary-taker.

Read chaps 1-2 of textbook. Designated student creates sentences with new vocabulary.

6

Getting sources for paper. Writing  a draft.

Overkill. Getting more ideas than you need. How to get enthusiastic about writing. Textbook Chps 5-6.  Designated vocabulary-taker.

Designated student creates sentences with new vocabulary.

7

Turning your draft into an essay.

Textbook Chps 7-8.  Designated vocabulary-taker.

Read chapters 7-8 textbook.   Designated student creates sentences with new vocabulary.

8

Grammar and syntax review: Parallelism and agreement.  Bring in laptop

How to write clean and effective sentences; how not to be afraid of grammar. Designated vocabulary-taker. Bring in laptop

Each student will be assigned a grammar homework on the basis  of his/her needs. Designated student creates sentences with new vocabulary.

5

9

Grammar and syntax review: Compound and complex sentences. Keeping the same person and tense

Keeping your head. How not to mix metaphors and styles. Keeping the same person and tense. Designated vocabulary-taker

Submission of essay. Designated student creates sentences with new vocabulary.

10

10

Syntax and style: An index of prohibited phrases.

Getting rid of poor phrasing. Designated vocabulary-taker

Designated student creates sentences with new vocabulary.

11

Choosing (i.e. getting assigned)  your favourite phrases.

Each student assigned five typical phrases, adverbial constructions, adverbs to be used in essay writing; Designated vocabulary-taker

25 sentences. 5 sentences for each assigned phrase or construction. Designated student creates sentences with new vocabulary.

5

12

Bringing it all together: Continue from paragraph 2 (Lesson 2) and write paragraphs 3-8 (500 words)  Essay 2

Use (i) your verbs of reporting and (ii) assigned phrases to continue argument of opening. Designated vocabulary-taker

Write paragraphs 3-8 for submission by  lesson 14. Designated student creates sentences with new vocabulary.

10

13

Self-correction. Bring in laptop.

Correcting sentences together in class. Identification of common. Designated vocabulary-taker

Designated student creates sentences with new vocabulary.

14

MLA. Textbook Ch. 9.  Bring in laptop.

In-text citations MLA style. Works cited format. You will be asked to eneter MLA citations on-screen in classroom. Designated vocabulary-taker

Insert MLA citations into a text (sources provided at end). Designated student creates sentences with new vocabulary.

5

15

Midterm Examination.

In-class test on everything  done to date. 

Designated student creates sentences with new vocabulary.

5

16

Preparation for Essay 3. 

Choose from list of topics. Plan essay together. Designated vocabulary-taker

Outline of essay, to be submitted by lesson 17. Draft essay by lesson 20. Designated student creates sentences with new vocabulary.

10

17

Submission of outline of Essay 3

Designated vocabulary-taker

Designated student creates sentences with new vocabulary.

18

Library sources. Lesson with library staff on research.

19

Quick process essay. Begin in class, finish as homework.

A how-to essay to be done in class and at home (300-500 words).  Designated vocabulary-taker

Process essay for submission by lesson 21. Designated student creates sentences with new vocabulary.

5

20

Submission of draft of Essay 3. 

Designated vocabulary-taker

Designated student creates sentences with new vocabulary.

21

Test on vocabulary. 

Examination of drafts submitted. Designated vocabulary-taker

Designated student creates sentences with new vocabulary.

5

22

Submission of Essay 3. Syntax and grammar. 

Syntax and grammar review. Designated vocabulary-taker

Designated student creates sentences with new vocabulary

23

Final essay.  Theme selected

Where to get ideas. 10 sources of which 5 fron library. Designated vocabulary-taker

Compile sources, quotations and outline, for submission  by lesson 24.  Designated student creates sentences with new vocabulary.

24

How to persuade. Propaganda. Making your point.

Irony, humour, intelligence in writing.Tone, style and your own personality in writing. Designated vocabulary-taker

Designated student creates sentences with new vocabulary.

25

Final essay 1500-2000 words. For submission by exam date.  Bring in laptop

Helping each other with essay. 

Designated student creates sentences with new vocabulary.

20