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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 103-7"
COURSE NAME: "Intensive English Composition"
SEMESTER & YEAR: Fall 2022
SYLLABUS

INSTRUCTOR: Andrew Rutt
EMAIL: [email protected]
 HOURS: TTH 10:00AM 12:45PM
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:
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:
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.
LEARNING OUTCOMES:
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. 
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
 Assignment List. 103 (this is to give you an idea of the assignments we will be working on. The activities that follow will give you an idea of our weekly activities Assignment Title Why I write (300 words) (Readings G.Orwell and J. Didion’s essays by the same title; James Baldwin Quotes on Writing: The Complete Collection) My Banking Concept (Topic: Education, 500 words) Reading, Paulo Freire The Banking Concept of Education, RICHARD RODRIGUEZ - An Education in Language Literacy Narrative. Five paragraphs (reading/literature) Chimamanda Ngozi Adichie, TED talk. Kendrick Lamar, Alright Literacy Narrative (remediation) Viewing: John Berger, Ways of Seeing, plus Onsite visit Compare and contrast five paragraph essay (Sunset Limited) Role-play Reading and essay writing in pairs of Cormac McCarthy’s novel in dramatic form, Sunset Limited Mid-term exam. (Topic: censorship) Five paragrphs. Essay. Cause and Effect (five paragraphs) Essays and articles on/about ADHD Prep for final paper: Five paragraph exploratory essay on topic of environment with preliminary Research question for final paper) Final Paper 1000 words: (Argumentative essay. Environment after Rachel Carson’s Silent Spring) Final Exam: (Summary and Response essay of peer’s paper 850-1000 words) Presentation of final portfolio Overall participation, attendance, final portfolio Other: ______ _____ ​ Assignment Weight In-Class Writing Assignments 25 At-Home Writing Assignments 25 Combined: 50% Mid-term Exam 10 Final paper 10 Final Exam 10 Class Participation and presentation of final portfolio 20 ​ The following academic writing activities will be accompanied with weekly readings and homework assignments to be emailed within the set deadline. During the course there will be in-class and homework assignments which will contribute towards your final course result. A mid-term exam will also be included, the date of which will be established and communicated to you. Grammar activities will also be introduced where and when necessary. The following 103 schedule may vary depending on progress. Lesson 1 Introduction to the course and process of academic writing overview The writing process step 1: Creating (pre-writing) with practice activities. Lesson 2 The Writing process step 2: Planning (outlining) with practice activities. The Writing process step 3: Writing with practice activities. Lesson 3: The Writing process step 4: Editing (polishing) with practice activities. The Writing process step 5: Proofreading with practice activities Lesson 4: Editing practice activities 1 and 2 Paragraph structure Lesson 5: Three parts of a paragraph (part 1). The topic sentence with practice activities Three parts of a paragraph (part 2). Supporting sentences with practice activities Lesson 6: Three parts of a paragraph (part 3). Supporting sentences with practice activities Three parts of a paragraph (part 4) with practice activities Unity and Coherence Lesson 7: Unity practice activities Coherence practice activities (repetition of key nouns, consistent pronouns, transition signals) Lesson 8: Logical order with practice activities. Supporting details: Facts, Quotations, and Statistics Lesson 9: Facts v Opinions Lesson 10: What is plagiarism and how to avoid it Lesson 11: Citing sources Lesson 12: Incorporating direct quotations Lesson 13: Reporting verbs and phrases. Punctuating direct quotations Sentence Structure Lesson 14: Independent and Dependant clauses Lesson 15: Simple sentences with practice activities. Compound sentences with practice activities Lesson 16: Complex Sentences. Compound complex sentences Lesson 17: Sentence types and writing style Lesson 18: Course Review Lesson 19: Mid-term exam preparation Lesson 20: Mid-term exam From Paragraph to Essay Lesson 21: Three parts of an essay with practice activities. The Introductory paragraph with practice activities Lesson 22: Thesis statements. Body paragraph with practice activities (logical division of ideas) Lesson 23: The concluding paragraph. Essay Outlining practice activities Lesson 24: Writing practice and peer review Causes and Effect Essays Lesson 25: Organization for a Cause/Effect essay. Block organization v Chain Organisation (part 1) Lesson 26: Block organization v Chain Organisation (part 2). Cause/Effect signal words and phrases Lesson 27: Writing practice (with peer review) Argumentative Essays Lesson 28: Organisation of Comparison/Contrast essays. Comparison and contrast signal words Lesson 29: Comparison and contrast signal words (practice activities) Writing practice activities (with peer review) Argumentative Essays Lesson 30: Organisation of argumentative essays. The introductory paragraph and the Thesis Statement. Lesson 31: Plagiarism v paraphrasing: What is the difference? Citing sources. Introduction to MLA. 1 Lesson 32: Course review and exam preparation. Lesson 33: Final Exams 

-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:
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.
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

Assignment List. 103 (this is to give you an idea of the assignments we will be working on. The activities that follow will give you an idea of our weekly activities

Assignment Title                                                                                                              

Why I write       (300 words)

(Readings G.Orwell and J. Didion’s essays by the same title;

James Baldwin Quotes on Writing: The Complete Collection)

My Banking Concept (Topic: Education, 500 words)

Reading, Paulo Freire The Banking Concept of Education, 

RICHARD RODRIGUEZ - An Education in Language                                                                                       

Literacy Narrative. Five paragraphs (reading/literature)

Chimamanda Ngozi Adichie, TED talk. Kendrick Lamar, Alright                                     

Literacy Narrative (remediation)           

Viewing: John Berger, Ways of Seeing, plus Onsite visit                                                                

Compare and contrast five paragraph essay      (Sunset Limited)

Role-play Reading and essay writing in pairs of Cormac McCarthy’s novel in dramatic form, Sunset Limited               

Mid-term exam.   (Topic: censorship)  Five paragrphs.                                                                                                                       

Essay.   Cause and Effect (five paragraphs)        

Essays and articles on/about ADHD                       

Prep for final paper: Five paragraph exploratory essay on topic of environment with preliminary Research question for final paper)

Final Paper 1000 words:  (Argumentative essay. Environment after Rachel Carson’s Silent Spring)                          

Final Exam:  (Summary and Response essay of peer’s paper 850-1000 words)                                                                

Presentation of final portfolio                                                                                                 

Overall participation, attendance, final portfolio                                                                                                          

Other:                                                                                                                ______            _____

Assignment                                                                       Weight

In-Class Writing Assignments                                    25

At-Home Writing Assignments                                  25

                                                                       Combined:    50%

Mid-term Exam                                                           10

Final paper                                                                 10

Final Exam                                                                10

Class Participation and presentation of final portfolio 20

The following academic writing activities will be accompanied with weekly readings and homework assignments to be emailed within the set deadline. During the course there will be in-class and homework assignments which will contribute towards your final course result. A mid-term exam will also be included, the date of which will be established and communicated to you. Grammar activities will also be introduced where and when necessary.

 

 

The following 103 schedule may vary depending on progress.


Lesson 1 Introduction to the course and process of academic writing overview

The writing process step 1: Creating (pre-writing) with practice activities.

Lesson 2 The Writing process step 2: Planning (outlining) with practice activities.

The Writing process step 3: Writing with practice activities.

Lesson 3: The Writing process step 4: Editing (polishing) with practice activities.

The Writing process step 5: Proofreading with practice activities

Lesson 4: Editing practice activities 1 and 2 Paragraph structure

Lesson 5: Three parts of a paragraph (part 1). The topic sentence with practice activities

Three parts of a paragraph (part 2). Supporting sentences with practice activities

Lesson 6: Three parts of a paragraph (part 3). Supporting sentences with practice activities

Three parts of a paragraph (part 4) with practice activities Unity and Coherence

Lesson 7: Unity practice activities
Coherence practice activities (repetition of key nouns, consistent pronouns, transition signals) 

Lesson 8: Logical order with practice activities.

Supporting details: Facts, Quotations, and Statistics

Lesson 9: Facts v Opinions

Lesson 10: What is plagiarism and how to avoid it

Lesson 11: Citing sources

Lesson 12: Incorporating direct quotations

Lesson 13: Reporting verbs and phrases. Punctuating direct quotations Sentence Structure

Lesson 14: Independent and Dependant clauses

Lesson 15: Simple sentences with practice activities.

Compound sentences with practice activities

Lesson 16: Complex Sentences. Compound complex sentences

Lesson 17: Sentence types and writing style

Lesson 18: Course Review

Lesson 19: Mid-term exam preparation

Lesson 20: Mid-term exam

From Paragraph to Essay

Lesson 21: Three parts of an essay with practice activities. The Introductory paragraph with practice activities

Lesson 22: Thesis statements. Body paragraph with practice activities (logical division of ideas)

Lesson 23: The concluding paragraph. Essay Outlining practice activities

Lesson 24: Writing practice and peer review Causes and Effect Essays

Lesson 25: Organization for a Cause/Effect essay. Block organization v Chain Organisation (part 1)

Lesson 26: Block organization v Chain Organisation (part 2). Cause/Effect signal words and phrases

Lesson 27: Writing practice (with peer review) Argumentative Essays

Lesson 28: Organisation of Comparison/Contrast essays. Comparison and contrast signal words

Lesson 29: Comparison and contrast signal words (practice activities) Writing practice activities (with peer review)

Argumentative Essays

Lesson 30: Organisation of argumentative essays. The introductory paragraph and the Thesis Statement.

Lesson 31: Plagiarism v paraphrasing: What is the difference?

Citing sources. Introduction to MLA. 1

Lesson 32: Course review and exam preparation.

Lesson 33: Final Exams