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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 105-5"
COURSE NAME: "English Composition"
SEMESTER & YEAR: Fall 2022
SYLLABUS

INSTRUCTOR: Theresa Lindo
EMAIL: [email protected]
HOURS: TTH 1:30 PM 2:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: Placement via JCU English Composition Placement Exam
OFFICE HOURS:

COURSE DESCRIPTION:
This course concentrates on the development of effective paragraph writing in essays while introducing 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. Students must receive a grade of C or above in this course to be eligible to take EN 110. Individual students in EN 105 may be required to complete additional hours in the English Writing Center as part of their course requirements.
SUMMARY OF COURSE CONTENT:
During the semester, students will learn how to read critically, research efficiently and write persuasively using correct grammar and English prose. We will focus on academic texts and popular culture source material ranging from opinion pieces and long-form journalism articles to tv series and possibly films, which will read on our own, dissect and learn from in class. Students will build skills in writing strong thesis statements, compelling introductions, coherent body paragraphs and logical conclusions with sound grammar, sentence structure, tone and style. Assignments will include in-class essays, short at home-writing, a short research paper, writing exercises and peer-review activities. Progress will be assessed through the in-class essays, at-home assignments, a final paper, an oral presentation and class participation.  
LEARNING OUTCOMES:

At the end of the course, students will be able to:

1. write grammatically correct and logical claims, arranged in coherent paragraphs.

2. employ a variety of rhetorical modes

3. become familiar with each stage of the writing process

4. find, annotate, incorporate and cite research

5. write a 550-850 word in-class essay from an outline and an annotated source

6. write a research paper on a topic of their choosing, and present it orally to the class
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
In-Class (3) and At-Home (1) Essays. Each is 15% of final grade. 60
Research Paper (Topic proposal and outline – 5%, MLA works cited – 5%, final paper – 10%, oral presentation – 5% 25
Homework (readings, annotations, vocabulary reviews and other assignments as appropriate. Late assignments will carry a point penalty). 10
Class participation (including active discussions on readings) 5

-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:

Because the course is based on a series of workshops and in-class activities, attendance and class contribution are required. Students are allowed 3 absences during the term, penalty-free. Each additional absence 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 or approval from the Dean’s Office will fail the course outright without further ado. Full attendance and absence policies on course Moodle page and in the JCU student handbook.

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

Week

Dates

Topic

1

T Sept 6

 

Th Sept 8

- Course Introduction

- Read and annotate Adler

- Rhetorical modes: Description and narration

- Read and annotate Dargis

 

Fri Sept 9

LAST DAY TO ADD/DROP CLASSES w/o a “W”– See Registrar

2

T Sept 13

 

Th Sept 15

Fri Sept 16

- Understanding sentence structure and paragraph composition

- At home: Re-write a paragraph in the correct order

- Grammar Review: syntax, punctuation and paragraphing

- Make-up day for Thursday, November 24: Rhetorical modes: Compare/contrast

3

T Sept 20

Th Sept 22

- Description and narration exercises

- Essay 1 – In class: write a 250-word description and a 250-word narration.

- Read and annotate Barber

4

T Sept 27

 

Th Sept 29

 

- Rhetorical modes: Exposition and argument. Ethos, Pathos, Logos

- Outlining: Traditional vs Mind Mapping. Key elements for a 5-paragraph essay

- Extended thesis and topic sentences

- Integrating quotes

5

T Oct 4

 

Th Oct 6

- Writing Lab: Writing from an outline and prep for in-class essay

- HW: Finish drafting in-class essay from outline. Revise and redraft

- Essay 2 – In class: 400-word comparative and argumentative

- Read and annotate Bourke

6

T Oct 11

Th Oct 13

- Rhetorical modes: Extended definition. Review of Bourke

- Extended definitions, data and other support

7

T Oct 18

Th Oct 20

Fri Oct 21

- 1st Library visit in-class: Research methods and identifying sources. Bring laptops

- In-class research: finding and integrating sources

- Make-up day for Tuesday, November 1: counterarguments

8

T Oct 25

 

Th Oct 27

- Preparation of in-class essay (response paper). One-on-one consultations
Schedule appointment with professor

- Essay 3 (AT HOME): write a 500-word response paper

- Begin researching topic for at-home paper. Draft tentative thesis. Write research proposal See assignment prompt in Moodle. Due Nov. 3

 

Sun Oct 30

DAYLIGHT SAVING TIME -- EUROPE. PUSH CLOCKS BACKWARDS 1 HOUR

 

Tue Nov 1

NO CLASS: ALL-SAINTS DAY HOLIDAY

9

Th Nov 3

- Research paper topic, proposal and outline due (3 separate sections)

- Selecting and working with primary and secondary sources to support thesis

- HM: Begin Works Cited page. See guidelines in Moodle

 

Tue Nov 8

LAST DAY TO DROP CLASSES with a “W”– See Registrar

10

T Nov 8
(classes held)


Th Nov 10

- Essay structure: Block vs Chain. Inductive vs deductive reasoning and logical fallacies

- HM: Complete first draft of research paper. Due next class for peer-review

- Works Cited page due Nov 10

- Peer review and Drafting

11

T Nov 15

Th Nov 17

- In-class writing lab: Oral Presentations – Dos and Don’ts

- Final Research paper due

- Drafting: Introduction, main body points, conclusion of oral presentation

12

T Nov 22

- Final paper oral presentations in-class

 

Thur Nov 24

NO CLASS:     HAPPY THANKSGIVING!

13

T Nov 29

Th Dec 1

- Preparing the final exam: topic selection, research, bibliography, quotes, outline

- In-class writing lab: elegance, style, concision, brevity, syntax, grammar

14

T Dec 6

- Dry-run of in-class essay 4

 

Th Dec 8

HOLIDAY: IMMACULATE CONCEPTION – NO CLASSES

15

Final Exam

Essay 4 – In class: write a 550-word essay on topic pre-selected in class