JCU Logo

JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-12"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Spring 2021
SYLLABUS

INSTRUCTOR: Allison Grimaldi Donahue
EMAIL: [email protected]
HOURS: TTH 1:30-2:45 PM
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 prepares students to read, think, and write critically. Students will develop their ability to read critically and analyze primary and secondary sources, hone their composition skills through in and out of class essays, and will complete the course by writing and revising a fully-documented and well-reasoned research paper, complemented by an annotated bibliography and literature review. EN110 focuses on the argumentative form, encouraging students to position their work within current critical discourses. The course develops the following skills: source selection and interrogation, identification and contextualization of themes, thesis development and defense, digital literacies, use of library resources, and careful citation in MLA style. 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.
SUMMARY OF COURSE CONTENT:
This course prepares students to read, think, and write critically. Students will develop their ability to read critically and analyze primary and secondary sources, hone their composition skills through in and out of class essays, and will complete the course by writing and revising a fully-documented and well-reasoned research paper, complemented by an annotated bibliography and literature review. EN110 focuses on the argumentative form, encouraging students to position their work within current critical discourses. The course develops the following skills: source selection and interrogation, identification and contextualization of themes, thesis development and defense, digital literacies, use of library resources, and careful citation in MLA style. 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.
LEARNING OUTCOMES:
This course prepares students to read, think, and write critically. Students will develop their ability to read critically and analyze primary and secondary sources, hone their composition skills through in and out of class essays, and will complete the course by writing and revising a fully-documented and well-reasoned research paper, complemented by an annotated bibliography and literature review. EN110 focuses on the argumentative form, encouraging students to position their work within current critical discourses. The course develops the following skills: source selection and interrogation, identification and contextualization of themes, thesis development and defense, digital literacies, use of library resources, and careful citation in MLA style. 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.
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
see syllabussee syllabus 100

-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:
This course prepares students to read, think, and write critically. Students will develop their ability to read critically and analyze primary and secondary sources, hone their composition skills through in and out of class essays, and will complete the course by writing and revising a fully-documented and well-reasoned research paper, complemented by an annotated bibliography and literature review. EN110 focuses on the argumentative form, encouraging students to position their work within current critical discourses. The course develops the following skills: source selection and interrogation, identification and contextualization of themes, thesis development and defense, digital literacies, use of library resources, and careful citation in MLA style. 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.
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

 

 

JOHN CABOT UNIVERSITY

COURSE CODE: EN 110-12

COURSE NAME: Advanced Composition

SEMESTER & YEAR: Spring 2021

 

SYLLABUS  

INSTRUCTOR: Allison Donahue

EMAIL: [email protected]

HOURS: TTH 1:30-2:45

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, please email me to set a time

 

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 section of EN 110 is focused on looking at writing that examines the self, how it develops in the world and how we interact with others. Since writing is an attempt at knowing, we will often be reading essays, “tries,” we will examine the work of those who have come before us. We will be also reading a few short stories, looking at the details of texts with close reading and character analysis. You will also be asked to listen to some podcasts and respond to those in writing.

 

We will begin our study of the essay and the writing of the thinking mind with Montaigne. We will then look at more contemporary versions of the essay, a form that asks questions, personal and scientific, and investigate what this form can do for us today as scholar, thinkers, readers and writers. From Montaigne we will shift to more modern times with writers such as James Baldwin, Flannery O’Connor ,  Roxanne Gay, Tommy Orange, and Alexander Chee. Each of these authors has a unique perspective to offer us but in terms of content and form. The essay has always moved back for forth, from the margins to the center, a genre of writing that is impossible to define yet continues to intrigue and engage us. Students are asked to engage with each author fully, contemplating the creation of self and mind through the very practice and exercise of writing.

 

Our classroom will be a supportive and respectful creative and critical space in which students can grow as writers and individuals. It is expected that by the end of the course students will have a heightened awareness of their writing practice and why it matters to their general education.

My teaching philosophy comes from my own writing practice. I have never been able to stay within one genre and I have often found the essay to be the most hospitable place for this way of thinking. Writing has allowed me to think more clearly for many years and I hope by reading and writing together, we too, can find new insights and ideas. I completed a Master of Fine Arts in Fiction and Translation, however, most of my publications have been in poetry and non-fiction (two closely aligned fields). I have published two collections of poetry as well as chapbooks, pamphlets, and broadsides. I have a new book, a translation of non-fiction, coming out in the fall of this year. I regularly publish literary criticism and literary translations in a variety of journals and magazines. I hope to create a space where we can experiment and grow as writers together.

 

 

 

 

 

 

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:

None

 

RECOMMENDED RESERVED READING: TBA

 

GRADING POLICY AND ASSESSMENT METHODS:

 

Assignment

Guidelines

Weight

NB: Late assignments will lose five points for each day late

 

 

Homework (See Homework Rubric)

 

15

Essay 1 (300 words)

 

10

Essay 2 (500 words)

 

10

Essay 3 (800 words)

 

15

In-class participation and activities

 

20

Annotated Bibliography

 

10

Outline

 

Required

Rough Draft

 

Required

Final Essay (1,000 words)

 

20

 

-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.
  •  

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!

 

 

 

 

 

 

 

Order of texts:

Flannery O’Connor

James Baldwin

Tommy Orange

Susan Sontag

Roxanne Gay

Ocean Vuong

 

Week 1: 19 and 21 January

 

Class 1

• Course introduction, grading scale for JCU, syllabus, class etiquette, late assignments, absences, unprepared. etc

• Electronics in class, making a written agreement together

• Google Classroom/TurnitinUk

• Discussion of what kinds of text we will be working with (Flannery O’Connor

James Baldwin, Tommy Orange, Susan Sontag, Roxanne Gay, Ocean Vuong)

• Class Survey and Discussion on Where We Are As Writers/Why College?

• Homework: Read Is the Future of College is Online? NY Times: https://www.nytimes.com/2020/08/01/opinion/sunday/minerva-college-coronavirus.html

 

Class 2

·      Professional register (emails)/in class writing exercise with real life university email situations in pairs

·      Reading Quiz

·      Discussion of reading with guiding questions

Homework: read O’Connor over weekend

 

 

 

 

 

 

 

 

 

 

Week 2: 26 and 28 January

Class 1

·      Reading Quiz

·      Annotating

·      Rereading and annotating the story for different elements depending on group, presenting findings to the class (setting, tone, character, themes, etc)

Discussion of Zotero: You need to bring me a certificate from the library stating you have attended a Zotero session:

-- See library site for times and locations!!!

Homework: Write 200 word summary of O’Connor Story and bring typed to class

Class 2

·      Review of class policy

·      What is summary? Sharing and building summary of story.

·      Discussion of major themes.

·      HOMEWORK: Essay 1. Answer 1 of these 3 questions. You can decide which. To be handed in typed with citations (as best you can) next class.

 

Short talk on topic drawn from last class (2 min each)

Week 3: 2 and 4 February

Class 1

·      Hand in Essay 1

·      WHAT IS MLA—an overview

·      Academic honesty. JCU, writing our own policy

·      MLA citing exercise: for your plagiarism policy find 3 outside sources to borrow from. Include them and quote them and cite them properly at the end of your paper. https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_electronic_sources.html

·      Homework: Prep for your 2 minute lecture. Topics to be chosen at random.

 

 

Class 2

·      2 minute short talk presentations in front of class

·      Presentation on Quality Resources

·      Finding appropriate resources with partner. Use topics from your short talks.

·      HOMEWORK: Read James Baldwin essay

 

Week 4: 9 and 11 February

Class 1

·       Reading quiz

·      Presentation on Baldwin

·      Essay 1 returned, revisions requested for next week

Library orientation Session on Sourcing and Research (MLA) using topics tied to James Baldwin

Homework: Culture Object Bibliography due next class.

.

Class 2

·      Small group discussions based on Baldwin

·      30 minute in-class writing on Baldwin (to be shared and handed in)

·      Paragraphing and Paragraph Ordering Exercise

 

HOMEWORK: Hand in fresh draft of essay 1 for next class

 

Week 5: 16 and 18 February

Hand in final draft of essay 1

Reading

• Making an Outline

• Listening to podcast and making an outline to form argument.

 

• HOMEWORK: Read Tommy Orange “The State”

 

Class 2

 

·      Reading Quiz

·      Writing a summary of the story

·      Discussion of “The State”

·      Essay 2: Answer 1 of the following 3 questions. Your choice. Due next class.

 

Week 6: 23 and 25 February

·      Hand in Essay 2

·      Editing exercises with partners, about your essays

 

Class 2:

 

·       Pop-up presentations on given topic/writing exercise related to “The State”

·       In class editing/revision exercises

·       Essays handed back—HOMEWORK revise final drafts

 

Week 7: 2 and 4 March

Class 1

·      Essay 2 final draft due

·      Reading Sontag “On Photography” in class (half) and writing on the image

·      Homework: Finish reading Sontag, bring in 5 images that make an argument

Class 2

·       Reading quiz on Sontag

·       Presenting 5 images to tell make an argument

·       HOMEWORK: Essay 3: Writing these images, draft due 16 March

 

Week 8: 9 and 11 March SPRING BREAK

 

 

 

 

 

Week 9: 16 and 18 March

Class 1:

·      hand in essay 3

·      What is an annotated bibliography?

·      HOMEWORK: Bring in 3 texts on an issue related to gender

 

Class 2:

·      Writing an Annotated bibliography, draft and work with partner

·      Homework: Annotated bibliography due next class AND Read Roxanne Gay “The Careless Language…”

 

Week 10: 23 and 25 March

 

Class 1

 

·      Essay 3 Handed Back to you to be revised

·      Reading Quiz on Roxanne Gay essay

·      In Class discussion and creation potential essay questions it might relate to—creating a thesis statement.

·      Homework: Bring in an article you believe discusses a taboo topic, what is your opinion on it. Be prepared to present. Have at least 2 other reliable resources each from one side of the argument.

 

Class 2

·      The review of literature, what is it and writing one.

·      Middle of term talking points

·      HOMEWORK: Read Ocean Vuong story

 

 

 

 

 

 

 

Week 11: 30 March and 1 April

Class 1

·      Essay 3 Final Draft due

·      Reading quiz and discussion of Ocean Vuong

·      Homework: write freely for one page about what the readings this semester have made you think about, bring it to class to share with partner

 

Class 2

 

·      Sharing work and ideas, making mind maps and connections to your other courses with this course

·      Each pair should come up with one essay question to add to the possibilities for Essay 4. Each pair will share their ideas and we will vote on having 3 options.

·      Homework: Choose the question you will respond to, make a thesis statement. Find 3 reliable resources to back up your argument (peer-reviewed) and read them!

Week 12: 6 and 8 April

Class 1

·      Writing the annotated bibliography for this paper in class. Handing it in at end of session.

·      HOMEWORK: write an introduction + outline

 

Class 2

• Annotated bibliography returned

• Presenting your introduction and outline

HOMEWORK: Write 300 words of essay 4 bring to class

Week 13: 13 and 15 April

·      Introduction and outline returned with notes (from me)

Class 1: Workshop group 1

Class 2: workshop group 2

HOMEWORK: write 500 words of essay 4

Week 14: 20 and 22 April

Class 1: Hand in essay up to this point for notes from me.

Class 2:

HOMEWORK: Finish essay 4

 

 

Week 15: 27 and 29 April

            Class 1:

·      Essay 4 draft returned, FINAL DRAFT due day of the final

·      Proofreading session, how and what

Class 2:

·      Reading for a friend

Finals: 3-7 May