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JOHN CABOT UNIVERSITY
COURSE CODE: "EN 110-9"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR:
Fall 2023
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SYLLABUS
INSTRUCTOR:
Effie Marie Quattrociocchi
EMAIL: [email protected]
HOURS:
MW 1:30 PM 2:45 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:
By appointment
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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.
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SUMMARY OF COURSE CONTENT:
The course examines a range of fundamental writing strategies, starting with grammar, critical reading of sources, summarizing, paraphrasing and proper quoting; it continues with the writing of a topic proposal, selection and citation of sources, literature review, and thesis development. Research and use of library resources will also be covered. Students will be required to submit assignments through TurnitinUK.
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LEARNING OUTCOMES:
Students will learn to write a well-organized and error-free argumentative research paper. By the end of the course students will be able to:
Grammar
Write sophisticated as well as grammatically and idiomatically correct English prose
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 well-organized essays, focusing specifically on argumentative essays
Write a strong and developed thesis statement with supporting arguments
Think, read, write critically for an academic audience
Write a developed outline
Paraphrase and summarize
Cite and write using documentation
Write a fully documented research paper
Research and sourcing (can be covered by a librarian in one or more workshops in the library)
Be familiar with research and information literacy skills including
- A reinforcement of searching skills: catalog, database, and web sourcing
- Source evaluation
- Subject searching
- Use MLA style for all aspects of a research paper
- Understand how to avoid plagiarism
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TEXTBOOK:
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Annotated Bibliography | | 15% |
| In-class writings/homework | | 30% |
| Literature Review | | 15% |
| Research Paper | | 30% |
| Final and Final Presentations | | 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 is crucial to student success and you are expected to attend every class meeting.
● You will be allowed three, no-questions-asked absences. After the third absence, 5% will be deducted from the overall grade for each additional absence. After the sixth absence, you will be failed automatically from the course.
● The only absences that will be excused are those that are approved by the Dean’s office.
● You are responsible for the material covered and completing in-class assignments if you are absent. Ask a classmate, check the Moodle course page or email me.
● Missed in-class writings must be submitted at the next class meeting.
● If you must miss a lesson for religious reasons, please inform me in advance.
● Absence does not excuse work from being graded as late.
● To attend a lesson remotely, students must present written permission from the Dean of Students in advance of the lesson.
● Students who arrive to class after attendance has been taken will be counted as late. Two late arrivals will count as one absence.
Disruptive behavior will result in dismissal from the class and will be counted as one absence. This includes not adhering to COVID measures, sleeping in class or unauthorized use of cell phones, disruptive behavior towards other students or the flow of the class.
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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.
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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.
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SCHEDULE
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JCU IMPORTANT DATES:
Sept. 4th: Classes Begin
Sept. 8: Last day to drop or add classes
Sept. 15: (Fri) Make-up Day for Thursday, Nov. 23
Oct. 20. (Fri) Make-up for Wednesday, Nov. 1st
Oct. 30: Midterm Warnings
Nov. 1: Holiday
Nov. 7: Last day to drop classes
Dec. 11-15: Final Examinations
TENTATIVE COURSE SCHEDULE
The schedule below outlines the content to be discussed and the due dates of major assignments. Be aware that each week there will be in-class and/or homework assignments due. The schedule is subject to change.
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Course Material
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Mon
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Wed
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Fri(No class on Friday except for Makeup days)
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Course Introduction. Entering the conversation and the writing process.
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Sept. 4
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Sept. 6
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Sept. 8
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They Say: Summarizing and paraphrasing.
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Sept. 11
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Sept.13
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Sept.15
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Quoting & Reading for the Conversation
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Sept. 18
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Sept.19
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Sept. 21
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Developing a research topic and evaluating sources.
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Sept.25
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Sept. 27
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Sept. 30
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The revision and editing process.
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Oct. 2
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Oct. 4
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Oct. 6
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Taking a position: Responding: yes, no, ok but, undecided
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Oct. 9
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Oct. 11 Annotated Bibliography due
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Oct. 13
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Connecting the parts: unity and coherence on the paragraph and sentence level.
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Oct. 16
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Oct. 18
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Oct. 20
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Rhetorical Strategies/Persuasion
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Oct. 23
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Oct.25 (Literature Review Due)
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Oct. 27
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Distinguishing what you say from what they say and accounting for
opposing positions.
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Oct. 30
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Nov. 1
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Nov. 3
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Saying why it matters.
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Nov.6
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Nov. 8
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Nov. 10
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Revising a paper as a whole for coherent idea threads.
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Nov. 13
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Nov. 15
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Nov.17
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Individual Voice and Metacommentary
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Nov. 20
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Nov. 22
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Nov.24
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Presentation Skills
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Nov. 27
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Nov. 29 (Research Paper Due)
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Dec. 1
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Grammar review
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Dec. 4
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Dec. 6
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Dec. 8
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Research Paper presentations/final
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Dec. 11
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Dec. 13
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Dec. 15
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