Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "EN 103-8"
COURSE NAME: "Intensive English Composition"
SEMESTER & YEAR: Fall 2022

SYLLABUS

INSTRUCTOR: Fenella Joan Collins Smith
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:

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.

Date

Topic

Activity

Homework

Session 1	Aims and Objectives of ENG 103 Assignments Expectations Student Protocol and Behavior in Class	Distribute Syllabus Topic Sentences
Session 2	‘Simplicity’ - William Zinsser	Topic Sentences and Thesis Statements	Fight Club (1999)
Session 1	Topic Sentences and Thesis Statements	Fight Club (1999)	The American Dream Unhinged: Romance and Reality in The Great Gatsby and Fight Club’
Session 2	'Harry Styles is (probably) Not A Creep'	In Class Reading and Annotations - What is Toxic Masculinity?

Week 2 (6th Sept-12th Sept)

Topic

Activity

Homework

Session 1	Unity and Coherence	Complex Sentences
Session 2	Unity and Coherence
Session 1	Unity and Coherence – Transitions and Sentence structure	Body Paragraphs Transition Signals
Session 2	Unity and Coherence	In Class Reading and Annotations - ‘The American Dream Unhinged: Romance and Reality in The Great Gatsby and Fight Club’	‘The Instagram Effect’ Documentary.

Week 3 (13th Sept - 19th Sept)

	Topic	Activity	Homework
Session 1	Technologies of Gender	‘The Instagram Effect’ Documentary.	DE LAURETIS, TERESA. “THE TECHNOLOGY OF GENDER.”Technologies of Gender: Essays on Theory, Film, and Fiction,
Session 2	Classification Essays	Fight Club - PPT
Session 1	WORKSHOP/PEER REVIEW- At Home Essay 1	Style and Simplicity PPT
Session 2	Classification Essays		Read and Annotate

Week 4 (20th Sept - 26th Sept)

	Topic	Activity	Homework
Session 1	Cause and Effect Essays	SUBMIT - At Home Essay 1
Session 2	Cause and Effect Essays	In Class Reading and Annotations 'Why and When We Speak Spanish in Public' - Cause and Effect Essay
Session 1	Workshop In Class Essay 1	PP – Writing an Effective Thesis -1
Session 2 FRIDAY MAKE UP DAY	*LIBRARY SESSION 1*	In Class Reading and Annotations	Read and Annotate Essay

Week 5 (27th Sept -3rd Oct)

	Topic	Activity	Homework
Session 1	Workshop (DISCUSS) - In Class Essay 1	Sincerely Scott Fitzgerald - DOCUMENTARY
Session 2	Set At Home Essay 2	The Great Gatsby-Chapter 3	Read and Annotate
Session 1	Identifying the Thesis	TBA
Session 2	Identifying the Thesis	TBA

Week 6 (4th Oct - 10th Oct)

	Topic	Activity	Homework
Session 1	Is Gatsby 'great'?	GATSBY - PPT	TBA
Session 2	The Great Gatsby -(Film 2013)	PPT – Good Writing	TBA
Session 1	Passive vs Active	Summary Exercise	TBA
Session 2	Who is the reader?	PPT Critical Reading	TBA

Week 7 - (11th Oct -17th Oct)


Session 1 - MIDTERM EXAM
Session 2 - Thesis? No Thesis?
Session 1 Critical Thinking
Session 2 TBA	Work on Cause and Effect Essay

Week 8 (18th Oct - 24th Oct)

	Topic	Activity	Homework
Session 1	Editing and Proofreading
Session 2	Editing and Proofreading	Editing and Proofreading Proofreading Exercise
Session 1	Editing and Proofreading	Editing and Proofreading Proofreading Exercise
Session 2	Editing and Proofreading	Editing and Proofreading Exercise	TBA

Week 9 (25th Oct - 31st Oct)

	Topic	Activity	Homework
Session 1	SUBMIT - AT HOME Essay 2
Session 2	Logos, Ethos, Pathos	TBA	TBA
Session 1	*LIBRARY SESSION 2*
Session 2	Logos, Ethos, Pathos	TBA	TBA

Week 10 (1st Nov - 7th Nov)

	Topic	Activity	Homework
Session 1	Submit - At home essay 2	TBA
Session 2		TBA	TBA
Session 1		TBA
Session 2		TBA	TBA

Week 11 (8th Nov - 14th Nov)

	Topic	Activity	Homework
Session 1
Session 2		Read and Annotate -
Session 1		TBA
Session 2

Week 12 (15th Nov - 21 Nov)

	Topic	Activity	Homework
Session 1	SET IN CLASS ESSAY 2
Session 2	Editing and Proofreading	TBA	TBA
Session 1		WORKSHOP In Class Essay 2
Session 2	MLA format		TBA

Week 13 (22 Nov - 28th Nov)

	Topic	Activity	Homework
Session 1	Review Different Rhetorical Modes
Session 2	Review Different Rhetorical Modes	TBA	TBA
Session 1	Review Different Rhetorical Modes	TBA
Session 2	TBA	TBA	TBA

Week 14 (29th Nov - 5th Dec)


Session 1	'What is it like to be a bat'	SUBMIT - IN CLASS ESSAY 2
Session 2	Outline for Mock Exam
Session 1	Peer Review Mock Exam
Session 2	'People are no damn good'

Final Exams (6th Dec - 12th Dec)

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:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments	Format	Local Bookstore	Online Purchase
Longman Academic Writing Series. Level 5, Essays to Research Papers	Meyers, Alan.	Pearson Education	tbc

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
At Home Essays		25%
In Class Essays		30%
Midterm		20%
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 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

‘Simplicity’ - William Zinsser

Topic Sentences and Thesis Statements

In Class Reading and Annotations - What is Toxic Masculinity?