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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 103-6"
COURSE NAME: "Intensive English Composition"
SEMESTER & YEAR: Fall 2022
SYLLABUS

INSTRUCTOR: Jonathan Jones
EMAIL: [email protected]
HOURS: MW 6:00 PM 8:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 6
PREREQUISITES: This course carries 6 semester hours of credit. Prerequisite: Placement via JCU English Composition Placement Exam
OFFICE HOURS: Office Hours by appointment

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 begins by introducing the students to both the fundamental components of building and developing sentences and paragraphs, while at the same time emphasizing the importance of the writing process and engaging the reader through an awareness of the elements of style which contribute to their writing achieving a high level of readability. This will be reinforced by regular writing activities, which will allow the students to become aware of their own individual voice and ability to apply critical thinking in their academic work. The students will produce three timed in-class essays and three out of class essays in addition to two critical summaries and a final exam. There will be regular, required in-class and at-home assignments such as: Readings Exercises in grammar, revision, and editing.
LEARNING OUTCOMES:

Midterm Outcomes

By mid-term of EN103 successful (grade of C) students should be able to:

Grammar

·         Write grammatically and idiomatically correct English prose

Punctuation

·         Punctuate sentences correctly

Reading

·         Read to comprehend complex material

·         Read and think critically

Vocabulary

·         Expand vocabulary through reading and writing

·          Develop subject specific terminology through reading and writing

Rhetoric

·         Write academically by constructing effective sentences and paragraphs

·         Summarize

·         Write an outline

·         Understand the introduction-body-conclusion structure

·         Write a strong thesis statement

·         Understand topic sentences and how they shape the paragraph

·         Construct supporting arguments

·         Utilize transition signals to form a paragraph that flows

·         Understand academic register and write for an academic audience

Research and sourcing

Be familiar with research skills including

·         Basic library tools - catalog keyword searches, call numbers, Boolean searches, and reference sources

·         Utilize basic MLA format to submit their work

·         Understand how to avoid plagiarism

End of Course Learning Outcomes

Students who successfully complete EN103 (with a grade of C or higher) should be able to

Grammar

·         Write grammatically and idiomatically correct English prose with more sophistication

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

·         Understanding databases, web-based sourcing, and source evaluation

·         Utilize MLA format to cite sources

·         Understand how to avoid plagiarism

To teach students to:

  • Understand and correctly apply the rules of standard English grammar.
  • Develop a clear and effective prose style consistent with contemporary academic writing practices.
  • Write and edit persuasively. To use the rules of grammar and expository style to communicate meaning effectively
  • Read ,think, and write analytically, critically, and creatively
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
At Home Essays 25
In Class Essays 25
Midterm 25
Final Exam 25

-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 co
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:

·       

READINGS FOR THE COURSE ARE AVAILABLE ON MOODLE - STUDENTS NEED TO  READ AND ANNOTATE EACH READING IN PREPARATION FOR EACH CLASS. 
       
If you are unable to attend a class sessionyou should make arrangements with one or more of your classmates to catch up on anything you missedWhile illness and emergencies are often unavoidable and understandablethis does not affect how the absence policy will be applied.

· You are allowed 3 absences during the semester. Any absences after this will have a detrimental effect on your final grade. Any student with more than 3 absences at mid-term will receive a mid-term warning. After 5 absences you will receive another warning informing you that your chances of passing the course are now at risk.  A student with seven absences including the 3 absences you are allowed will receive and F.


Even if you are not able to attend either online or in class, you are still responsible for making sure any assignments due that day are submitted via Moodle.

You are expected to do your own work. Cheating, plagiarism and any other form of academic dishonesty will not be tolerated.

Attendance also includes both library sessions. To participate you must attend class having prepared the materials for the day. All students are expected to come to class prepared and on time, and remain for the full class period.

Disruptive behavior will result in dismissal from the class and will be counted as one absence. This includes removing masks in class, not adhering to the rules of social distancing, repeatedly entering and leaving the class once the lesson has begun,  doing work for other classes during this class, eating during class, use of the computers/smartphones (checking on your e-mail while in class, surfing the ‘net, etc), talking to others while someone else is talking, repeatedly arriving late to class, sleeping, using profanity, personal or physical threats or insults, damaging property.

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


Assignments

ASSESSMENT

 2 At Home Essays

 Midterm

2 In Class Timed Essays

Final - TBA


Library Sessions 

Course Outline (NB: This outline is subject to change)

Week 1 

MON - Intro to EN 103 - Course Reading - "Vindication of the Rights of Women"

Paragraph Structure - CLASSIFICATION ESSAYS

WED - Course Reading - "Professions for Women" V Woolf - Sentences - AT HOME ESSAY 1 - CLASSIFICATION

Thelma and Louise - Part 1

Week 2

MON - Course Reading - "Full Stop" - Unity and Coherence - "Killing The Angel of the House - E Sholwater" - Thelma and Louise - Part 2.

WED - Course Reading - "Femininity" S Brownmiller - Types of Sentences - Gender - S Killermann

Week 3

MON - PEER REVIEW  - AT HOME ESSAY 1 - CLASSIFICATION - Fight Club - Part 1 

WED - Style and SImplicity - EXPOSITORY ESSAYS - Fight Club - Part 2 - Course Reading - "How to write a letter/Postcards" - G Keillor.

Week 4 

MON - Course Reading - "Why We Crave Horror Movies?" - S King - Horror Movies - Topic Sentences and Thesis Statements.

WED - Why horror can be good for us - Ethos, Pathos, Logos. - IN CLASS ESSAY 1 - EXPOSITORY - CAUSE AND EFFECT.

WEEK 5

MON - Library Session 1 - The Wolfman - Part 1

WED - The Wolfman (Class Exercise - Thesis Examples) - "The Uncanny" - S Freud - The Wolfman - Part 2 - PEER REVIEW IN CLASS ESSAY 1 - EXPOSITORY.

Week 6

MON - Course Reading - "The Uncanny" - Bennet and Royle - Art and the Uncanny - Don't Look Now - Part 1

WED - The Other and Otherness - The Uncanny - Don't Look Now - Part 2

Week 7

MON - The Great Gatsby - Chpt 3 - Summary Frame - American Dreams - "Sincerely Yours" - F. Scott Fitzgerald (Documentary)

WED - Who is Gatsby? - Thesis Exercise - Identifying a Thesis - Summary Response - The Great Gatsby - Part 1

Week 8

MON - Subject/Verb Agreement - "Winter Dreams" - F. Scott Fitzgerald - The Great Gatsby - Part 2

WED - Concluding the Essay  - "Introduction to The Great Gatsby" - Library Session 2

Week 9

MON - MIDTERM EXAM  - Summary Response - "Hawks do not share" E Hemingway - Run on Sentences - Midnight in Paris - Part 1

WED - "Nostalgia and its Discontents" (Excerpt) - S Boym - ARGUMENTATIVE ESSAYS -Midnight in Paris - Part 2

Week 10

MON - Fixing Fragments - Exercise - Effective Sentences - Secondary Sources for In Class Essay 2 

WED - IN CLASS ESSAY 2 - ARGUMENTATIVE - PEER REVIEW -  AT HOME ESSAY 2 - CAUSE AND EFFECT

Week 11

MON - "A Call for Unity" - (Open Letter of White Ministers, Alabama 1963) - Writing Argument - "Letter from Birmingham Jail" - Martin Luther King Jr 

WED - "Why I Write" - E Wiesel - The Enthymene - Annotations - Identify Thesis and Key Points Logos/Ethos/Pathos.

Week 12

MON - "How can we understand their hatred?" - E Wiesel - Holocaust Denial - Games for Gustav (Class Activity) - The Reader - Part 1

WED - Misplaced and Displaced Modifiers - Identifying Strengths and Weaknesses in Writing - The Reader - Part 2

Week 13

MON - MOCK EXAM (Prep) - Example Outline - Final Exam Rubric - "What is it like to be a bat?" T Nagel - Spielberg on Schindler's List

WED - MOCK EXAM - MOCK EXAM PEER REVIEW

Week 14

MON - "The Perils of Indifference" - E Wiesel - "Random Reflections of a Second Rate Mind"  - W Allen.

WED - Final Review