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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 105-1"
COURSE NAME: "English Composition"
SEMESTER & YEAR: Fall 2022
SYLLABUS

INSTRUCTOR: Richard Vincent Horan
EMAIL: [email protected]
 HOURS: MW 11:30 AM 12:45 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:

This writing course provides practical process and skill development through reading, writing, and discussion. Students will read and discuss texts on current science, nature, and critical social issues. Through the readings on these relevant topics, students will become comfortable and confident with textual analysis, synthesis, and the writing process. Students will also demonstrate proper attribution formatting, using MLA in-text citations. There will be attention and effort placed on accurate grammar, punctuation, and mechanics. The final written assignment will incorporate many of the ideas from the course readings, as well as new ideas recently developed from them. 
LEARNING OUTCOMES:

Students will learn how to write academically sound papers about texts, construct concise summaries, present reasonable arguments, and evaluate arguments using proper grammar, punctuation and mechanics in standard English. They will learn the process of writing a strong thesis, clear topic sentences, and compelling transitional phrases.
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
The Best American Science and Nature Writing 2020Michio KakuMariner978-0-358-07429-8 Each week we will read two articles from this textHard Copy  
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Summary and Critical Response Choose two of the readings we have discussed this semester, and then write a 1 to 2 paragraph summary of each selection. Next, write a 1 to 2 paragraph response to each of the two selections, providing your own ideas–positive, negative–about the readings. Organization Separate your summaries from your responses by using proper paragraphing formatting, as well as subheadings. Sources and Documentation Be sure to always present proper MLA citation style when citing sources. A bibliography will not be necessary for this assignment, but basic attribution will be expected, for example the article’s title and the author’s(s’) name. 15%
Summary and Critical ResponseChoose two of the readings we have discussed this semester, and then write a 1 to 2 paragraph summary of each selection. Next, write a 1 to 2 paragraph response to each of the two selections, providing your own ideas–positive, negative–about the readings. Organization Separate your summaries from your responses by using proper paragraphing formatting, as well as subheadings. Sources and Documentation Be sure to always present proper MLA citation style when citing sources. A bibliography will not be necessary for this assignment, but basic attribution will be expected, for example the article’s title and the author’s(s’) name. 15%
Quote LogThe quote log will be used later for your final paper. The purpose is to familiarize you with proper MLA formatting, and using evidence to support your thesis. Choose four sources from the course readings related to an issue or topic that interests you, and then follow these steps: Give the bibliographic information for the reading in MLA format. Provide the chosen quote and page number, or if there is no page number then the paragraph will suffice. Next, rewrite the quote in your own words (paraphrase), and again, follow proper MLA in-text citation style. Describe your reasons for choosing this particular quote and how it supports your particular ideas about your chosen topic. 15%
Final PaperFor this final paper you will write about one of the issues that we read and discussed this semester. The essay will present your perspective on the issue, incorporating ideas and information from the summary-response and the quote log to help support your position. This paper will include an introductory paragraph, where you clearly outline a “real-life” instance of your issue and you give a thesis statement that indicates your perspective; Include 3-5 body paragraphs where you include details, examples, and quotes from at least three of the course readings and two additional readings to help you develop and support your key points; and a concluding paragraph where you restate your thesis, summarize your key points, and leave the reader with the "so what?" Word count 1200–1500 words. 25%
QuizzesMultiple-choice and short-answer essay questions will be given each class period on the assigned reading and grammar practice exercises.20%
Class ParticipationParticipation in class discussions will be evaluated based on contribution, clarity and consistency.10%

-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

Text: The Best American Science and Nature Writing 2020

Week #1- September 5th-11th

Quizzes 

Readings:

Introduction by Michio Kaku

Ross Andersen. A Journey into the Animal Mind

From The Atlantic

Week #2- September 12th-18th

Quizzes

Grammar and Punctuation 

Readings:

Kelly Clancy. Sleep No More

From Wired

Danielle Duane. What Remains

From The California Sunday Magazine

Week #3- September 19th-25th 

Summary and Critical Response due

Quizzes

Topic Sentences

Readings:

David H. Freedman. With a Simple Twist, a “Magic” Material Now the Big Thing in Physics

From Quanta Magazine

Rivka Galchen. The Eighth Continent

From The New Yorker

Week #4- September 26th - October 2nd

Quizzes

Evidence

Readings:

Bahar Gholipour. The Tumultuous History of a Mysterious Brain Signal That Questioned Free Will

From The Atlantic

Adam Gopnik. Younger Longer

From The New Yorker

Week #5- October 3rd-9th

Quizzes

Transitions 

Readings:

Sara Harrison. Right Under Our Noses

From Wired

Patrick House. I, Language Robot

From Los Angeles Review of Books

Week #6- October 10th-16th

Summary and Critical Response due

Quizzes

MLA Formatting 

Readings:

Ferris Jabr. Beauty of the Beasts

From The New York Times Magazine

Sarah Kaplan. Ghosts of the Future

From The Washington Post

Week #7- October 17th-23rd

Quizzes

Process Writing

Readings:

Adam Mann. Intelligent Ways to Search for Extraterrestrials

From The New Yorker

Beanna Csomo McCool. Total Eclipse

From Aeon

Week #8-October 24th- 30th

Quote Log due

Quizzes

Thesis Statements

Readings:

Jon Mooallem. “We Have Fire Everywhere”

From The New York Times Magazine

Melinda Wenner Moyer. Vaccines Reimagined

From Scientific American

Week #9- October 31st-November 6th

Quizzes

Thesis Statements

Readings:

Siddhartha Mukherjee. New Blood

From The New Yorker

Douglas Preston. The Day the Dinosaurs Died

From The New Yorker

Week #10-November 7th-13th

Critical Response first draft due

Quizzes

Grammar and Punctuation

Readings:

Tim Requarth. The Final Five Percent

From Longreads

John Seabrook. The Next Word

From The New Yorker

Week #11-November 14th-20th

Quizzes

Drafting

Readings:

Joshua Sokol. Troubled Treasure

From Science Magazine

Joshua Sokol. The Hidden Heroines of Chaos

From Quanta Magazine

Week #12-November 21st-27th

Quizzes

Proofreading, Editing and Revising

Readings:

Shannon Stirone. The Hunt for Planet Nine

From Longreads

Natalie Wolchover. A Different Kind of Theory of Everything

From The New Yorker

Week # 13-November 28th-December 4th

Final Draft of Critical Response due

Quizzes

Vocabulary

Readings:

Andrew Zaleski. The Brain That Remade Itself

From OneZero