JCU Logo
JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-4"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Spring 2022
SYLLABUS

INSTRUCTOR: Theresa Lindo
EMAIL: [email protected]
 HOURS: TTH 10:00 AM 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 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 is a reading and writing intensive course. Students in 100-level composition classes are required to produce 3-4,000 words of critical writing.

All students must turn in essays and homework punctually. Assignments are considered on time only if submitted at (or before) the beginning of class on the due date. Late work may result in point reduction. Submission of any anticipated late work must be coordinated with the professor before the assignment's due date or it will not be accepted. 
LEARNING OUTCOMES:

Students will be able to write well-organized and error-free argumentative essays, and to do basic academic research.

Although it is difficult to provide a checklist for ‘good writing’, EN 110 students will work on five main aspects of their writing:

1.       Rhetoric and the evaluation of content including reading, comprehending and thinking critically about progressively complex material;

2.       Content: providing focused, clear and thought-provoking essays of interest with a strong central idea (thesis), supported with compelling research and support (sources), and that show the depth of the student’s insight into the topic (original contribution). Students will arrive at a strong final paper through careful development of an outline, the inclusion of summarized and paraphrased source information, and demonstrated critical thinking about their subject;

3.       Organization: students will demonstrate careful the construction of the paper, including paragraph unity and development, logical progression of ideas, and the effectiveness of the introduction and conclusion. Students should seek to achieve fluidity and readability in their writing;

4.       Style, which will be communicated through a sophisticated tone and high level of word choice, as well as varied sentence structures and use of appropriate terminology to maintain interest. Clarity of diction and syntax is essential. The tone should be consistent and appropriate;

Grammar, punctuation, spelling, and applying correct and appropriate conventions and idioms of sophisticated English prose.
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
 4 Worksheets/Reading Responses 15% ; 5 Annotated Readings 10% ; 2 In-Class Essays 20% ; Research Proposal 10% ; Annotated Bibliography 5% ; Preliminary Outline Mandatory (not graded)* ; Final Paper DRAFT Mandatory (not graded)* ; Final Paper 20% ; Final Paper Oral Presentation 10% ; Class Participation 10% ; * Unsubmitted assignments marked “mandatory but not graded” will result in a penalty of 5% points off each on the final paper grade. 

-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:

Because the course is based on a series of workshops and in-class activities, attendance and class contribution are essential.  Students are allowed 3 absences during the term, penalty-free. Each additional absence beyond the 3 allowed will result in the reduction in the final grade for the course by 1%. Students arriving to class after attendance has been taken will be counted as late. Two late arrivals will count as an absence. Students are required to attend at least 70% of all class sessions for the semester in order to pass. Students who arrive at 8 absences without prior arrangement with the professor will fail the course outright without further ado. Please refer to the JCU catalog for the attendance and absence policies. 

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

Wk 1: Introductions and the Creative Process

Lesson 1

Course Introduction

Syllabus

Texts and how to read them (Reading 1: Adler

HW: Reading 2: Miller & Jurecic. (Bring/submit annotated copy to next class)

Lesson 2

Impressions of Reading 2

The creative process. Case study and discussion: hip hop Pulitzer Prize winner KL.

Video 1: Lamar (in class)

HW: Discussion Forum: questions on Lamar

Wk 2: The Creative Process and Rhetoric

Lesson 1

Reading 3: Lamott (in class)

HM: Video 2: The basis of rhetoric; Reading 3 (Bring/submit annotated copy to next class)

Lesson 2

Discussion on reading 3: Thesis, persuasion and argument

HW: Worksheet 1

Wk 3: Making Sources Work for You: Quoting, Paraphrasing and Citing

Lesson 1

Worksheet 1 due

Planning an essay: brainstorming, topic selection and organizing.

HW: prepare draft of Essay 1. Review draft in Writing Center!

Lesson 2

In-Class Essay 1/2 (550 words)

HW: Reading 4.1: 1st half of Bourke (Bring/submit annotated copy to next class)

Wk 4: Joining the conversation and interacting with sources

Lesson 1

Discussion on reading 4.1

Organization; interacting with and using sources for support

HW: Reading 4.2: 2nd half of Bourke (Bring/submit annotated copy to next class)

Lesson 2

Discussion on reading 4.2

HW: Worksheet 2

Wk 5: Sources: what they say and how they say it

Lesson 1

Worksheet 2 due

Research, source selection and catalogue. Library Visit. Bring laptops.

HW: Reading 5.1 (Bring/submit annotated copy to next class)

Lesson 2

In-class lab: Style. The source’s voice. Your voice.

HW: Reading 5.2 (Bring/submit annotated copy to next class)

Wk 6: Advanced essay planning and structure

Lesson 1

Discussion of reading 5 in its entirety.

HW: worksheet 3

Lesson 2

Worksheet 3 Due

In-class lab: brainstorming, sourcing, structuring and drafting next in-class essay

Wk 7: Your own opinion and how to support it

Lesson 1

In-Class Essay 2/2 (550 words)

HW: Informal topic selection for final paper (identify and incorporate primary sources)

Lesson 2

In-class lab: drafting a research proposal and writing in blocks

HW: complete research proposal; begin work on Annotated Bibliography

Wk 8: Style, syntax, tone and formatting

Lesson 1

Workshop: syntax, style, tone, structure and MLA

Lesson 2

Library visit

HW: complete annotated bibliography. What they say, what you need.

Wk 9: Structure and formatting

Lesson 1

Annotated bibliography due.

Outlining, quoting, paraphrasing

Lesson 2

Workshop: Bring a draft outline.

Wk 10: Blocks

Lesson 1

Preliminary outline due. Workshop: Sentence flow and consistency. Bring a 500 word/2 paragraph draft description or narration on paper topic for peer review.

Lesson 2

Workshop: Submit a 500-word block (printed). Include an extended term/concept definition (use sources).

 

Wk 11: Introductions and conclusions

 

 

Lesson 1

Workshop: Submit 500-word block to class for peer review.

 

 

Lesson 2

Writing lab: extended thesis.

 

 

Wk 12: Counterarguments and Rogers

 

 

Lesson 1

Draft 1 due: 500 words by midnight.

 

 

Lesson 2

In-class workshop: the counterargument and the Rogerian method.

HW: reviewing draft 1 in Writing Center

 

 

Wk 13: Reworking the essay

 

 

Lesson 1

Draft 2 due: 500 words by midnight.

 

 

Lesson 2

In-class workshop: peer review of draft 2

 

 

Wk 14: Final paper and preparing presentations

 

 

Lesson 1

Workshop: Finalizing the paper

 

 

Lesson 2

Final Paper Due

In-class workshop: oral presentations and slides development

 

 

Wk 15: Finals week

 

 

 

Final paper presentations

 

 

 

Final exam

Our final exam could be any day during finals week. Make your plans accordingly.