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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 103-11"
COURSE NAME: "Intensive English Composition"
SEMESTER & YEAR: Fall 2023
SYLLABUS

INSTRUCTOR: Livia Sacchetti
EMAIL: [email protected]
 HOURS: MTWTH 4:30 PM 5:45 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:

This course will be structured as an ongoing workshop, focusing on the students' ability to communicate effectively orally and in their writing. The standards and challenge will increase progressively so as to allow to students to build confidence and find their pace.

 

Starting with a focus on clarity  and precision in simple expressions (from a sentence to a paragraph), the course will then move to more complex and complete written forms. By the end, students will have understood the structure and aim of  analytical and argumentative essays and learned the process to develop a sharp focus.

 

Selected readings will serve to expose students to specific patterns and written forms; to expand the students' vocabulary; as fodder for written responses.
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
Short written assigments 20%
Class Participation 15%
First Essay 15%
Second Essay 15%
Midterm  15%
Final Exam 20%

-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

Attendance is mandatory.  After three absences, your overall grade for the course is reduced by one grade point.  For example, if you final grade for the class is a B, it will become B- if you have had three or more absences in the term.

 
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

Week 1

Clarity of expression: from a simple sentence structure to subordinate clauses. Reading and writing exercises.

First reading.

Revision exercises based on student work/ needs.

Week 2

The shape of a paragraph: focus and development. Responses to first reading (from summary to analysis).

Revision exercises based on student work/ needs.

Week 3

The shape of a paragraph: focus and development.

Responses to first reading (from summary to analysis).

Second reading.

Revision exercises based on student work/ needs.

Week 4

Preparing an essay: planning and development. Developing a thesis and thesis statement; drawing conclusions.

Revision exercises based on student work/ needs.

Week 5

Third reading

First Essay preparation work: individual paragraphs

Week 6

First Essay preparation work: individual paragraphs

Week 7

Fourth reading 

Drawing connections; balancing sentence structures; basic research skills. Begin workshop for essay two.

Week 8

Writing under pressure: how to develop a structured response in timed circumstances.

Different modes of writing: rhetoric/ rhetorical strategies/ essay forms

Week 9

Fifth reading -- vocabulary exercises from the readings.

Preparation for second essay -- individual work on goals and short comings.

Different modes of writing: rhetoric/ rhetorical strategies/ essay forms

Researching and citations.

Week 10

Sixth reading.

First draft second essay--workshop.

Different modes of writing: rhetoric/ rhetorical strategies/ essay forms

Week 11

Second essay due

Week 12

Preparing for the final exam

Week 13

Individual work on  goals and shortcomings.

Researching and citations.

Week 14

Individual work on  goals and shortcomings.

Researching and citations.