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COURSE CODE: "EN 110-15"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Fall 2023

INSTRUCTOR: Christin Campbell
EMAIL: [email protected]
HOURS: MW 11:30 AM 12:45 PM
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

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.
This course explores a range of fundamental writing strategies and key rhetorical moves to strengthen the skills needed to write a well-organized essay and argumentative research paper. The course is organized as a writing laboratory where students can workshop their writing in a structured environment. It begins with response writing; the critical reading of sources, summarizing, paraphrasing, accurate quoting, outlining, paragraphing; it continues with the writing of a topic proposal, the selection of primary and secondary sources, and thesis development. Paper formatting according to the MLA standard, research and the use of library resources will also be covered. In addition to regular in and out-of-class reading and writing assignments, students are required to write a fully-documented research paper.

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:

            Write sophisticated as well as grammatically and idiomatically correct English prose

             Read to comprehend increasingly complex material
             Read and think critically

              Expand vocabulary through reading and writing
              Develop subject specific terminology through reading and writing

             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
                         - Utilize MLA style for all aspects of a research paper
                         - Understand how to avoid plagiarism


In class writingsThere are two in-class writings, worth 15% each.30%
HomeworkThis includes everything I may assign outside of what is listed on the syllabus; i.e. short writings, worksheets, readings and annotations, notes on any podcasts or talks and quizzes. 5 points off for each day an assignment is late.20%
Annotated bibliography and Literature Review7.5% each15%
Outline"Required" means that this assignment is due and is an essential aspect of your research paper. It is, however, not graded. Those who do not come prepared with this assignment will be marked down 5% of their overall grade.REQUIRED
Rough Draft1000 words. ibid.REQUIRED
Final Research Paper2000 words25%
Final PresentationInformal, five-minute pitch where you establish your thesis, your counter arguments and your conclusion. This will count as your final exam.5%
ParticipationCf. carefully my note on what participation consists of below.5%

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 assignment (90-92 = A-; 93-100 = A).
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 and reference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments (80-82 = B-; 83-86 = B; 87-89 = B+).
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 (70-72 = C-; 73-76 = C; 77-79 = C+).
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 (60-62 = D-; 63-66 = D; 67-69 = D+).
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.



Exam policy: You cannot make-up the midterm exam or final exam without the permission of the Dean’s Office.

Daily class attendance: You are essential to the success of this course. Since the course is based on a series of in-class writing workshops and activities, regular attendance and class contribution are fundamental. Research shows that students' grades go down with frequent absences. If you need to be absent, I trust you have good reason to be. Simply do not come to class that day and contact a colleague regarding what you missed in class. Do not contact the Dean's office creating more work for them by requesting an excused absence due to a routine appointment, funeral, or were locked out of your house. 

Homework: There is homework in nearly every class so if you are absent, you are still responsible for whatever material was covered in class. Do not email the instructor asking what the homework is or what we covered in class: contact a classmate instead and of course, check Moodle. Homework due on the day of the absence is to be turned in via Moodle the day it is due. 

Late work: Late work will not be accepted.

Exams: Scheduled in-class exams may not be made up unless arrangements are made with the professor before the day of the absence.  If a major scheduled grading event (major assignment due, in-class composition exam, presentation) is scheduled for any class period, and you don’t show up and don’t have a university-sanctioned excuse, then you will receive a zero for that activity.  Midterms and finals may not be made up without the intervention of the Dean's office. The final exam period runs until the end of the week after the last day of class. Plan to be here during all of finals week.

Participation: Please also note that the Participation 5% of your final grade will reflect your timeliness, your work ethic, your attentiveness, your grit and perseverance, your inquisitiveness and creativity, and your respect for your colleagues. If you are dwindling in these areas, you will be given an opportunity at the mid-term conference to improve your conduct after which point, should you not improve, you grade will be thusly affected.


Writing Center: I encourage you all to visit the Writing Center as good practice for excellent composition. As such, I may take into consideration your Writing Center attendance in calculating your final grade if: 1) at the end of the semester your grade is on the cusp i.e., a 79.9% and 2) your writing has demonstrably improved as a result of your having put into practice what you have learned at the Writing Center.

Laptops and cell phones: Experience has shown that these are distracting in class. No laptops or phones allowed in class. Take notes with a pen and paper. However, if I decide you need to have a laptop in class, I will let you know when. If you need, the Library can loan you one.
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.
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.



Tentative Schedule

Please note that this schedule will change depending on course progress. There will be in and out of class readings assigned throughout the semester related to the topic that week. Homework will be assigned daily.

Week 1:            

Introduction to Course
Syllabus and Requirements-Goals, Expectations and Text

Grading policy

Response writing

Grammar review, fragments and run ons

Week 2:           

Quiz on course policy/syllabus
Critical Reading, Source Criticism, Evaluating Sources

The Characteristics of Summary
Paraphrasing and Plagiarism

Week 3:           

In class essay #1
Workshop In class essay #1

Week 4

Entering the Conversation and the Argument
Ways of Responding: Agreeing and Disagreeing Simultaneously
The Art of Quoting

In class essay # 2

Week 5: 

Library session #1 on sourcing and doing research
Introduce final research paper topics
Workshop in class essays #2

Week 6: 

Brainstorm disciplines for papers
Discuss assigned reading
Library session #2 on sourcing and doing research  

Week 7

Finish discussion of reading and literary themes.
Parts of the paper: How to write an annotated bibliography.

Week 8: 

In class essay #3
Workshop in class essay #3

Conferences and Mid-term Evaluations

Week 9: 

Primary vs. Secondary Sources; Bias and Objective Sources
MLA 8th edition discussion-Formatting Basics, Page Layout and Paragraphing, and
Parenthetical Citation-Works Cited
Quiz on MLA
Parts of the paper: How to Write a Thesis discussion
How to draft a research proposal

Annotated bibliography due next week.

Week 10: 

Parts of the Paper-How to write an outline
How to write a review of the literature discussion

Annotated bibliography due

Research proposals due next week. Literature review due next week.

Week 11: 

Research Proposals due
Academic Writing and Your Own Voice
Review of Literature due
Planting a Naysayer: Addressing your critics

Week 12: 

Outline due
Ain’t So, Is Not: Mixing the Academic and the Colloquial
Parts of the Paper: How to write the Introduction, Body and Conclusion
So What, Who Cares: Saying Why it Matters
As a Result: Connecting the Parts
Argument and Logical Fallacies

Rough draft due end of next week.

Week 13:

 Rough draft due (Workshop)

Final course evaluations 

Week 14: 

Final papers due-in class presentations