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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-5"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Fall 2023
SYLLABUS

INSTRUCTOR: Silvia Ammary
EMAIL: [email protected]
 HOURS: MW 3:00 PM 4:15 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: Placement via JCU English Composition Placement Exam or completion of either EN 103 or EN 105 with a grade of C or above
OFFICE HOURS:
COURSE DESCRIPTION:
This course prepares students to read, think, and write critically. Students will develop their ability to read critically and analyze primary and secondary sources, hone their composition skills through in and out of class essays, and will complete the course by writing and revising a fully-documented and well-reasoned research paper, complemented by an annotated bibliography and literature review. EN110 focuses on the argumentative form, encouraging students to position their work within current critical discourses. The course develops the following skills: source selection and interrogation, identification and contextualization of themes, thesis development and defense, digital literacies, use of library resources, and careful citation in MLA style. Students must receive a grade of C or above in this course to fulfill the University’s English Composition requirement and to be eligible to take courses in English literature.
SUMMARY OF COURSE CONTENT:
Write a research paper by using different types of sources and by following the MLA standard of citation
LEARNING OUTCOMES:

Course objectives:

  1. Establish and increase critical competence in English for academic purposes.
  2. Analyze rhetorically the claims, evidence, appeal, and purpose of texts in a variety of mediums.
  3. Recognize the concept of intertextuality, seeing in each text voices and texts from other places to which the text in question responds.
  4. Cover the rules, requirements and conventions governing referencing, citation, and the organization of subject matter within the research paper using the MLA style..
  5. Enhance pragmatic writing skills and the importance of language in terms of communicability, rhetoric and persuasion.
  6. Learn the different techniques used for beginning and concluding an essay.
  7. Differentiate between summarizing, paraphrasing, restating, describing and interpreting a text.
  8. Write a research paper by using different types of sources and by following the MLA standard of citation.
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
top twenty writing flawssilvia ammaryAracne9788858425079     
Rules for writers hacker diana et al.bedford9781457b8304b     
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
 Evaluation: Total 100% 1. 5 In-Class Essays 30% 2. 2 Out of Class Essays 10% 3. Research Paper 30% 4. Mid-Term 10% 5. Final Exam 20%  
   
Mid term on writing flaws 15%
3/4 in class essays + graded daily homework or in class exercises 35%
1/2 Out-class essays 15%
Research paperResearch proposal: 5% Annotated biblio: 5% Draft: 5% Works Cited: 5% Final research: 15%35%

-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 cours
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:
not more than 4 absences are tolerated
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

    Course Structure:

1.      Introduction to course/distribution of syllabus

2.      Difference between restatement, description (analysis), interpretation (evaluation)—in-class writing and many exercises and sample answers.(from Scribner- external worksheets)   

3.      Paraphrasing and summary: exercises and examples on these issues.

4.      In class essay (1)

5.      In-class essays (2)

6.      Out-class paper 

7.      Clarity of expression, grammar, and conventions of writing from Top Twenty Writing Flaws

               Transition signals

              Parallelism

              Sentence fragments

               Comma splice and run-on sentences

              Agreement

              Pronoun reference

              Misplaced and Dangling modifiers

              Directness

              If clauses

              Review of Punctuation

You will have a lot of assignments on flaws. Once we are done with the flaws, you will have your mid-term.

8. Research from A to Z

9. Visit to Library: Introduction to Library resources.