JOHN CABOT UNIVERSITY
COURSE CODE: EN 110 Sections 9 and 10
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Spring 2019
SYLLABUS
INSTRUCTOR: Allison Donahue
EMAIL: [email protected]
HOURS: TTh 10-11:15 or 11:30-12:45
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 critical reading, thesis development, 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.
This specific section of EN 110 will use the theme of “Whose Future?” to guide our course. The theme deals with the rapidly changing world in which we live and how we as writers, scholars and thinkers can understand these changes, in context and with empathy. Since strong and relevant writing emerges from serious thinking there is an important critical thinking element to this course.
LEARNING OUTCOMES
Students will learn to write a well-organized research paper, supported by evidence, and free of grammatical errors. By the end of the course students will be able to:
Grammar : Write sophisticated English prose that is grammatically and idiomatically correct
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, well-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
TEXTBOOK:
All texts online
REQUIRED RESERVED READING: NONE
RECOMMENDED RESERVED READING: TBA
GRADING POLICY AND ASSESSMENT METHODS:
Assignment
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Guidelines
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Weight
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NB: Late assignments will lose five points for each day late
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Homework (See Homework Rubric)
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25
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In Class Essay (handwritten)
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15
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In-class participation and activities
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15
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Annotated Bibliography
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15
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Outline
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Required
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Rough Draft
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Required
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Final Paper
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25
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Final Presentation
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5
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-ASSESSMENT CRITERIA: A Work 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) B This 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+) C This 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+) D This 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+) F This 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) NB: 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 3 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.
Participation:
In and out-of-class sessions will consist of: lectures, seminars, various types of workshops, class discussions, writing labs, oral presentations, readings, and research.
Lecture: Professor teaches specific material while students take notes
Seminar: Interactive class conducted by instructor where students participate actively
Workshop: Hands-on editing and research sessions individually or in groups
Fieldwork: Conducting research outside of class
Activities you can expect to find in this class:
- Working with assigned readings, either in preparation for a writing assignment, as part of revising drafts, or to illustrate rhetorical principles and generic features
- Working with student essays for similar purposes
- Writing brief, exploratory in-class essays: for example, a 15-20 minute focused free-write in preparation for discussion of a reading assignment or a more formal in-class essay to be marked
- Revising, individually and in groups
- Participating in writing groups and conferences during the drafting process
- Meeting with the instructor for individual conferences NOTE: Students are expected to engage actively in every session. Every assignment and activity will receive a score towards the final grade. Assignments are relevant and necessary for participation during class.
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Instructions for Written Work:
- 12-point Times New Roman Font, double spaced. All assignments must be typed unless notified.
- All assignments are to be handed-in in both print and electronic versions.
- Use your spell and grammar checks, but always reread, revise, and self edit.
- Use MLA Referencing, Citation and Margins.
- Please visit the Writing Center for additional support!
SCHEDULE
Please see Google Classroom Page for Readings and Postings
Week 1
Class 1
- Course introduction, grading scale for JCU, syllabus, class etiquette, late assignments, absences, unprepared. etc
- Electronics in class
- Google Classroom/TurnitinUk
- response vs. summary worksheet
- Discussion of what kinds of text we will be working with
- Class Survey and Discussion on Where We Are As Writers
- Homework: Read Ai Wei Wei on the Necessity of Culture https://www.poetryfoundation.org/poetrymagazine/articles/70234/on-poetry
Class 2
- Professional register (emails)
- How homework is checked
- Discussion of reading with guiding questions
- Homework write 250 word response to be handed in next class. Should be typed and printed.
Week 2
Class 1
- Annotating
- Annotating exercise by looking at the Exhibit on the Future at Victoria and Albert Museum: https://www.vam.ac.uk/exhibitions/the-future-starts-here#intro
- Answer questions on Google Classroom about this exhibit.
Class 2
- Review of class policy
- Is this essay describing, arguing, both, what is the difference? Summary v. Argument
- Based on your annotations write a short description of the V&A Exhibit
- Homework: 250 words on what you would change about the exhibit and why. Should be typed and printed to be handed in.
Week 3
Class 1
- Short lecture on using other people’s words and ideas, with reading from Maggie Nelson.
- Academic honesty.
- Paraphrasing exercises.
- Homework: Read “Is it possible for a writer to be objective?” Post response on Google Classroom.
Class 2
- Discussion of your reactions to article.
- How is history also an opinion?
- Reading: https://www.nytimes.com/2000/04/13/opinion/writing-history-facts-optional.html
- Homework: Explore the Whitney Exhibition “An Incomplete History of Protest” https://whitney.org/Exhibitions/AnIncompleteHistoryOfProtest#exhibition-watch and write 5 Item bibliography of cultural objects you would bring into the future, MLA format. To be typed, printed and handed in.
Week 4
Class 1
- 30 minute in-class writing
- Discussion of your writing, analyzing strengths and weaknesses
- Homework: Read sections 1 and 2 of Nietzsche’s Untimely Meditations for next Friday’s class. Answer questions on Google Classroom.
Class 2
- Library Session on Sourcing and Research (MLA)
- Homework: Nietzsche reading and responding.
Class 3 (make-up class, 2.5 hour session with break)
· Documentary on the Future/Nietzsche discussion
- Writing and workshopping short works written in-class
Week 5
Class 1
- Finding “voice” within a sea of voices
- Listening: https://www.npr.org/sections/alltechconsidered/2016/03/10/468556420/body-hacking-movement-rises-ahead-of-moral-answers
- Discussion
- Homework: Written response online
Class 2
- Summarizing, paraphrasing and Quoting
- MLA In-text citation review
- Homework: For society to move forward we must let go of our past. How much do you agree or disagree with this statement. Write 300 words with two properly cited quotes. To be typed, printed and handed in next week’s first class.
Week 6
Class 1
- Smooth transitions/connecting all the parts
- Homework: Read about the Anthropocene: https://www.theguardian.com/environment/2016/aug/29/declare-anthropocene-epoch-experts-urge-geological-congress-human-impact-earth
- Annotate and take notes. They can be used for next week’s in-class essay.
Class 2
- The sentence, time and space
- Metacommentary
- Reliable/unreliable voice
- Prepare for In-class essay on the topic of the Anthropocene.
Class 3
Week 7
Class 1
- “Who cares?” developing research questions that matter to you and your audience
- Listening and taking actives note: “Why are people still trying to lose their accents?” https://www.pri.org/stories/2018-01-11/why-people-are-still-trying-lose-their-accents
- Homework: Respond on Google Classroom
Class 2
- Final Research Paper introduced
- Audience
- Homework: List 5 potential topics for your final research paper based on the topic of “Whose Future?”—can be in any field. Please type and print and bring this list to class.
Week 8
Class 1
- Thesis Statements!!!!
- Forming a research question from the list of ideas, proposal pitch
- Working with partner to refine research question
- Homework: Write a proposal pitch due first class next session.
Week 9
Week 10
Class 1
- Library Session on research and annotated bibliography.
- PROPOSAL DUE with working thesis statement.
- Homework: Begin annotated bibliography.
Class 2
- The review of literature.
- Middle of term talking points
- Discussion of your research proposals. Approved or up for revision.
- Homework: Annotated bibliography due next session.
Week 11
Class 1
- Outlining your paper in class and Writing an Introduction based on annotated bibliography (Bring materials)
- Homework: Outline and introduction
Class 2
· Short Lecture on Revision as Writing
· Sharing Outlines and Intros with partner
· Homework: Write 600 words of paper, with citations, etc. for next session to share in class.
Week 12
Class 1
- Workshop drafts (600 words)
- Transitions, Conclusions,Works Cited
- Homework: Work on final paper
Class 2
· Last minute questions
· Proof-reading and least minute polishing of papers
· Works cited
· Interviews
Week 13
Class 1
Class 2
· 10 minute presentations
ALL PAPERS DUE, printed and online