Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-9"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Spring 2024

SYLLABUS

INSTRUCTOR: Fenella Joan Collins Smith
EMAIL: [email protected]
HOURS: MW 11:30 AM 12:45 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:

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:
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 Turnitin UK.

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

TEXTBOOK:

NONE

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
In Class Essays		20%
At Home Essays		20%
Annotated Bibliography and Lit Review		20%
Final Paper		35%
Final Presentation of Research Essay		5%

-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:
Students are required to attend all scheduled class meetings. Students are allowed 3 absences during the term (excused or unexcused). Each additional absence beyond the three allowed will result in the reduction in the final grade for the course by 5%. Students arriving to class after attendance has been taken will be counted as late. Two late arrivals will count as an absence. Please refer to the JCU catalog for the attendance and absence policies. Please note that there is homework in nearly every class, so if you are absent it is your responsibility to call a classmate for the assignment.

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:

Class 1 - Welcome, Syllabus, class topic, Writing Center, Readings
Class 2 – TSIS Intro and Ch 1.

Week 2 -

Class 1 - TSIS Intro+1, Source 1
Class 2 - TSIS Ch 2, Parallelism

Week 3

Class 1 – Source 1, effective sentences
Class 2 - TSIS 3, 4 and Source 2 discussion

Week 4

Class 1 - Reflective workshop, read and annotate essay, In Class Essay 1
Class 2 – Zotero,

Week 5 –

· Class 1 - Source 3, TSIS 5,

Class 2 -Source 4, paraphrasing

Week 6

Class 1 - Essay return reflection, prepare for At-Home Essay
Class 2 – TSIS 6, Rhetoric

Week 7 -

Class 1 - TSIS 7, source 5, Mindmapping for research topics, The research question
Class 2 – Essay 2, Source 7, annotated bibliography

Week 8

Class 1 -In-Class Essay 2
Class 2 -Reflection, Zotero session

Week 9

Class 1 - At-Home Essay, source synthesis
Class 2 - Middle of term self/course assessment, How easy it is to plagiarize

Week 10

Class 1 - Literature Review
Class 2 – How to make a thesis statement, research discussions

Week 11

Class 1 - Literature Review clarifications
Class 2 – Drafting, annotated bibliography deadline

Week 12

Class 1 – Lit review deadline on Moodle and in class
Class 2 - Draft workshops

Week 13

Class 1 - Transitions, Conclusions
Class 2 - Librarian half-class Zotero integration and Zotero Clean up

Week 14

Class 1 - Librarian one-on-one consultations, Works Cited, final questions
Class 2 - Paper due and Final presentation instructions

Finals week
Final presentations.
Our final exam could be any day during finals week. Make your plans accordingly.