Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "EN 103-9"
COURSE NAME: "Intensive English Composition"
SEMESTER & YEAR: Fall 2022

SYLLABUS

INSTRUCTOR: Sinead Deane
EMAIL: [email protected]
HOURS: TTH 4:30-7:15 PM
TOTAL NO. OF CONTACT HOURS: 90
CREDITS: 6
PREREQUISITES: This course carries 6 semester hours of credit. Prerequisite: Placement via JCU English Composition Placement Exam
OFFICE HOURS: Tuesday by appointment (before class)

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 course concentrates on improving student’s academic writing. Specifically, students will develop their ability to write in grammatically and idiomatically correct English prose, and learn about essay structures and rhetorical modes. This will be achieved through writing activities in and out of class, grammar exercises, in-class discussions, and readings which will allow the students to incorporate critical thinking in their work.

LEARNING OUTCOMES:

Grammar

-Write grammatically and idiomatically correct English prose

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 effective paragraphs and essays

-Summarize

-Understand how to recognize and utilize rhetorical modes

-Construct detailed outlines

-Understand the introduction-body-conclusion structure

-Write a strong thesis statement

-Construct topic sentences and supporting arguments

-Utilize transition signals to form an essay that flows

-Think, read, and write critically for an academic audience

Research and sourcing (can be covered by a librarian in one or more workshops in the library)

-Be familiar with research skills including:

The use of primary and secondary sources

Understanding databases, web-based sourcing, and source evaluation

-Utilize MLA format to cite sources ad understand in-text citation

-Understand how to avoid plagiarism

TEXTBOOK:

NONE

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments
Writing Academic English	Alice Oshima Ann Hogue	Pearson Longman	0-13-152359-7

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
In class writing and exercises		30%
At home essays		20%

Midterm		20%
Final		25%
Participation		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:
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

Please note that the schedule is tentative and subject to change.

Week 1: Introductions and the Sentence Introductions, Syllabus, Writing Program, Texts, Academic Honesty, Writing Center, Expectations, SENTENCE STRUCTURE

Week 2: The Sentence Parallelism, USING PARALLEL STRUCTURES AND FIXING SENTENCE PROBLEMS

Week 3:Paragraph structure The three parts of a paragraph, unity and coherence, supporting details

Week 4: From paragraph to essay The three parts of an essay, Introduction, thesis statement, body, concluding paragraph

Week 5: Intro to Process essay, cause and effect essay, compare and contrast essay

Week 6: : Working on Process essay, cause and effect essay, compare and contrast essay

Week 7: Argumentative essay

Week 8: Writing and reading argumentative essays

Week 9: Classical Rhetorical Strategies; Defining Rhetoric; Ethos, Pathos and Logos; Inductive and Deductive Reasoning; Logical Fallacies

Week 10: Who is the reader? Critical reading

Week 11: Research-MLA Formatting; Works Cited; Parenthetical Citation; Compare and Contrast cont; Introduction to Argument

Week 12: Research-MLA Formatting; Works Cited; Parenthetical Citation; Compare and Contrast cont; Introduction to Argument

Week 13: Editing and proof reading

Week 14: Argument and Final Exam Preparation