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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 103-2"
COURSE NAME: "Intensive English Composition "
SEMESTER & YEAR: Fall 2018
SYLLABUS

INSTRUCTOR: Andrea Rossi
EMAIL: [email protected]
HOURS: MTWTH 3:00-4:15 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 6
PREREQUISITES: This course carries 6 semester hours of credit. Prerequisite: Placement via JCU English Composition Placement Exam
OFFICE HOURS:

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 aim of this course is to achieve an understanding of the elements of essay writing necessary for your academic career.

 

This will be done through:

  • An investigation of how English works grammatically and syntactically, analysing words, phrases, clauses, and sentences

  • Learning about, and experimenting with, sentence types and structures

  • An analysis and practice of combining sentences to form effective and cohesive paragraphs, and building a variety of paragraph structures to form a range of essay types

  • Looking at the 5 stages of the writing process; planning, drafting, revising, editing and proofreading

  • Developing an understanding of how to investigate and research issues, as well as correctly citing sources

  • Discovering how to effectively formulate and develop ideas, using appropriate rhetorical modes, while employing relevant appeals to the reader

  • Working on the clarity of writing through; the use of appropriate language, the balancing of ideas, and useful transitional words and expressions

  • Understanding the pitfalls to avoid in English writing, and typical mistakes to be aware of

 All of this will be realized through:

  • analytical exercises carried out through pair-work, small groups and plenary feedback

  • interactive workshop activities

  • practical writing sessions

  • Peer review sessions

  • Assessed and non-assessed essay writing

LEARNING OUTCOMES:

At the end of the course, the student will be able to

 

Understand rhetoric and write:

  • grammatically & idiomatically correct sentences

  • a strong Thesis Statement

  • a Topic Sentence & supporting arguments

  • a detailed outline

  • cohesive paragraphs using a variety of rhetorical modes

  • developed argumentative essays

  • critical summaries

  • using paraphrasing

  • effective parallel structures

  • and, plan and write an essay following all the 5 stages: planning, drafting, revising, editing and proofreading

 Read critically:

  • critically analyse viewpoints in a text

  • understand challenging materials

  • and annotate texts

 Understand grammar issues such as:

  • the categories & functions of words

  • correct syntax

  • differing sentence structures

  • types of clauses

  • correct punctuation

 Develop advanced academic vocabulary:

  • use correct and appropriate vocabulary in academic register

  • subject specific terminology

  • transitioning words and expressions

  • using techniques to expand your vocabulary

 Research sources:

  • evaluating sources

  • using databases

  • web-based sources

  • basic library tools

  • MLA format for correct citing of sources

  • avoiding plagiarism

TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Assessed essays (in-class) 20%
Assessed essays (at home) 30%
Homework & Quizzes 10%
Mid-term Test 15%
Final Exam 25%

-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

EN 103 (2) Schedule

Date

Week

Topics

1

Introductions / Syllabus / Books / Academic Honesty / Deadlines & Assessment / Peer Editing /

Writing – Product v Process Writing / The Paragraph – Topic Sentence & Supporting Sentences

2

The Paragraph – Structure / Supporting Details / Fact v Opinion / Statistics / Staying on Topic /

Unity & Coherence / Logical Order

3

The Paragraph – Unity & Coherence / Transitions / Achieving Balance / Key Nouns & Pronouns

5 Steps in Writing an Essay (Intro.) – Planning / Drafting / Revising / Editing / Proofreading

4

The Sentence – Elements: Words, Phrases & Clauses / types of Sentence / Conjunctions /

Punctuation / Types of Clauses & Phrases / Planning your Essay

5

Parallelism / Sentence Problems / Grammatical Issues / Sequence of Tenses

Reading & Annotating / Critical Thinking / Drafting your Essay

6

Research & Sources (Primary & Secondary) / MLA Formatting / Using the Library / Quotations /

Plagiarism / Summarizing & Paraphrasing / Logical Fallacies

7

From Paragraph to Essay – 3-Part Structure / Introduction / Thesis Statement / Main Body / Conclusion / Revising your Essay

8

Review Week

9

Topic Development – Examples & Illustrations / Narrative Essays / Descriptive Essays

Editing your Essay

10

Topic Development – Process (Chronological) Essays / Classification & Division / Definition /

Proofreading your Essay

11

Topic Development – Comparison & Contrast Essays (Point-by-Point v Block) / Analogies

12

Topic Development – Cause & Effect Essays (Block v Chain)

13

Argumentative Essays / Persuasion / Transition Signals

14

Review Week