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JOHN CABOT UNIVERSITY
COURSE CODE: "EN 110"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR:
Summer Session II 2024
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SYLLABUS
INSTRUCTOR:
Andrea Rossi
EMAIL: [email protected]
HOURS:
MTWTH 11:10 AM 1:00 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:
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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:
This course aims to develop and hone advanced academic writing and
reading skills necessary for your university career and beyond. The lessons
will focus on reading and analysing source
materials, utilizing critical
thinking strategies, understanding what constitutes valid claims and arguments, recognizing appeals to the reader, and identifying and refuting common fallacies. The five-stage writing process will be
followed to produce argumentative papers
utilizing research techniques,
including library sources, Zotero, formatting and citations
standards. Students will be required to produce various in-class and out-of-class writing assignments including a topic proposal, a detailed outline, critical summaries, a literature review, an annotated bibliography, and a critically
argued and fully sourced 2000-word term
paper. Students
must receive a grade of C or above
in this course to fulfill the University’s English Composition requirement and
be eligible to take courses in English literature. Students will be required to
submit assignments through TurnitinUK.
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LEARNING OUTCOMES:
At the end of the course, the student will be able
to
Understand
rhetoric and write:
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utilizing advanced writing strategies
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coherent and cohesive argumentative papers
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and develop strong thesis statements
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clear and concise supporting arguments
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a topic proposal
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a detailed outline
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critical summaries and paraphrases
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effectively following the 5 stages of the writing
process: planning, drafting, revising, editing and proofreading
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a literature Review
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an annotated Bibliography
Read and think
critically:
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analysing claims and arguments from source
material
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understanding appeals, as well as common
fallacies
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annotating texts effectively
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using strategies to summarize and paraphrase
texts
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analysing and understanding challenging texts and
other types of source material
Develop
advanced academic vocabulary:
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using rhetorical ‘moves’ accurately and
effectively
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with appropriate transitioning words and
expressions
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using appropriate vocabulary in academic register
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with subject specific terminology
Research
sources:
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using advanced techniques
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evaluating source validity and reliability
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using library resources effectively
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identifying and exploiting web-based sources
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using MLA format for correct citation of
sources
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utilizing Zotero as an effective researcher
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avoiding plagiarism
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TEXTBOOK:
Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
They Say, I Say (Fourth Edition) | Graff, Gerald and Cathy Birkenstein | Norton | 978-0-393-63167-8 | | | Hard Copy | Almost Corner Bookshop | |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
Assignment | Guidelines | Weight |
Assessed essays | | 25% |
Final Paper – Proposal, Outline, First Draft, Final Draft | | 40% |
Annotated Bibliography & Literature Review | | 20% |
Homework & Quizzes | | 10% |
Final Oral Presentation | | 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:
Attendance is compulsory for this course. Any student who misses more than
six lessons without having medical certification which has been validated by
the relevant university authorities may risk failing the course. For obvious
reasons of academic seriousness, clasess begin punctually and a student who is
not present when the roll is called will be considered late. Two lates
constitute an absence. In the event of their absence, students are
responsible for finding out what has been covered in class and set for
homework, either by contacting the professor or other students.
Submitting Coursework
Students will submit hard copies of coursework and homework on
the due date as well as electronic copies in the case of at-home
essays. Late work will be penalized by a reduction of half a grade
for each late day. The granting of essay extensions is at the
instructor's discretion. In the event of absence, the student is responsible for
getting the hard copy to the instructor via a classmate on the day of absence.
If this is impossible, students must send an electronic version before class.
Late submission will result in grade reduction and assignments will
no longer be accepted if more than one week late.
Students who miss class when an assignment is given must contact the
instructor promptly (on the same day) to find out what the question is and what
the required readings are.
As the final coursework
grade will be an average, it is very important not to miss an essay as this
will have a very significant effect on the final average score.
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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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EN 110-1 Schedule
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Date
Starting
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Week
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No. of
Lessons
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Topics
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7/1
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1
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3
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Getting to know you / Course Rules / Topic – Education / Critical Reading & Thinking / Researching - Using Zotero / Essay Structure / Thesis Statements / Paraphrasing / Paragraph Structure / Brainstorming/Outlining
They Say, I Say (Introduction) / TSIS 1 – Starting with What Others Are Saying / TSIS 2 - The Art of Summarizing
Assignment 1 – Summary/Response (Thursday, July 4 – Holiday)
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7/8
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2
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5
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Supporting Arguments / Fact vs Opinion / Types of Evidence & Triangulating / Evaluating / Sources (Primary & Secondary) / Plagiarism / MLA – Format/Quoting/Citing / Supporting Sentences / Clarity of Expression / Writing Process – Revising/Editing/Proofreading / Effective Introductions & Conclusions
TSIS – 3 The Art of Quoting / TSIS – 4 Three Ways to Respond
IN-CLASS Writing – Assignment 1 (1.20) / Quiz 1 (25) (Friday, July 12 – Make-Up Day)
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7/15
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3
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4
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Research Paper - Narrowing down your Topic / Argumentative Approach - Elements of Persuasion / Appeals – Ethos/Logos/Pathos / Research Paper – Developing Research / Annotated Bibliography
TSIS – 5 Distinguishing What You Say From What They Say
Assignment 2 – Research Paper / Assignment 3 – Annotated Bibliography & Literature Review / Quiz 2 (25)
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7/22
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4
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4
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Annotated Bibliography / Literature Review / Research Paper – Structure & Sections / Rhetorical Modes – Aims / Structures / Key Lexis / Transitions
TSIS – 6 Planting a Naysayer / TSIS – 7 Saying Why it Matters
Quiz 3 (25)
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7/29
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5
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4
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Rhetorical Modes – Aims / Structures / Key Lexis / Transitions / Research Paper - Abstracts & Conclusions / Research Presentation – Structure & Elements / Key Lexis / Presentation Tips / Reasoning – Inductive v Deductive / Logical Fallacies
Assignment 4 - Research Presentation / Quiz 4 (25)
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8/2
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Exam Day
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Research Paper Presentation – Time to be confirmed
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