Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "EN 105-6"
COURSE NAME: "English Composition"
SEMESTER & YEAR: Fall 2023

SYLLABUS

INSTRUCTOR: Rina Sondhi
EMAIL: [email protected]
HOURS: MW 4:30 PM 5:45 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:

Grammar and vocabulary
- studying the effectiveness and impact of the grammatical features of the texts they read
- drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
- knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English

- using Standard English confidently in their own writing and speech

WEEK 1
1. Course introduction / Syllabus outline / Academic etiquette and disciplinary rules / Paragraphs (Introduction)
2. Rhetorical modes (expository essay) / In depth workshop on introduction paragraphs (context, topic, thesis statements and body preview) / Introduction to body paragraphs
WEEK 2
3. Rhetorical modes (clarification essays) / In depth workshop on body paragraphs (leading idea, claims, support, unity and coherence)
4. The writing process (purpose, prewriting, organising, drafting, revising, editing and proofreading) / Workshop on prewriting and planning / HOMEWORK ESSAY 1

WEEK 3
5. Conclusion workshop / Essay structure review
6. Discussion and annotation (Essay) / ESSAY 1 DUE
WEEK 4

7. Rhetorical modes (extended definition essays) / Sentence structure / Workshop on extended definition essay

8. IN-CLASS ESSAY 1 (extended definition)

WEEK 5
9.Library session
10. Rhetorical modes (cause and effect essays) / Chain, block, distinguishing cause and effect / Workshop on cause and effect essay / HOMEWORK ESSAY 2
WEEK 6
11. Ethos, Pathos, Logos / Rhetorical modes (argumentative essays)
12. Argumentative essay in depth (block, point by point, counter argument and rebuttal, pre-planning) / HOMEWORK ESSAY 2 DUE
WEEK 7

13. IN-CLASS ESSAY 2 (argumentative)
14. Library session
WEEK 8
15. Rhetorical modes (summary response essays) / Essay (Calvino)
16. Workshop on summary response essay / Discuss and annotate Calvino essay / HOMEWORK ESSAY 3

WEEK 9
17. Rhetorical modes (problem solution essays) / Paragraphs (point by point, block and transition) / Article (plastic)

18. Discuss and annotate article / Workshop on problem solution essay / HOMEWORK ESSAY 3 DUE

WEEK 10

19. IN-CLASS ESSAY 3 (problem solution)

20. Grammar elements (academic writing)

WEEK 11
21. Rhetorical modes (process essays)
22. IN-CLASS ESSAY 4
WEEK 12
23. Rhetorical modes (cause and effect essays)
24. Research papers
WEEK 13
25. MLA citation
26. Course review
WEEK 14
27. Preparation for finals exam
28. Preparation for finals exam

LEARNING OUTCOMES:
Students will learn to write accurately, fluently, effectively and at length for pleasure and information through:
• writing for a wide range of purposes and audiences, including: a range of other narrative and non-narrative texts, including arguments,
• summarising and organising material, and supporting ideas and arguments with any necessary factual detail
• applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
• drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing
• plan, draft, edit and proof-read through:
considering how their writing reflects the audiences and purposes for which it was intended
amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
paying attention to accurate grammar, punctuation and spelling;

TEXTBOOK:

NONE

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
Essay		15
Quizzes		10
Essay 2		15
Annotated Bibliography		15
Worksheets		15
Research Paper		30

-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