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JOHN CABOT UNIVERSITY
COURSE CODE: "EN 103-1"
COURSE NAME: "Intensive English Composition"
SEMESTER & YEAR:
Fall 2024
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SYLLABUS
INSTRUCTOR:
Fenella Joan Collins Smith
EMAIL: [email protected]
HOURS:
MW 11:30 AM 12:45 PM and MW 1:30 PM 2:45 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
6
PREREQUISITES:
This course carries 6 semester hours of credit. Prerequisite: Placement via JCU English Composition Placement Exam
OFFICE HOURS:
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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.
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SUMMARY OF COURSE CONTENT:
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.
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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.
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TEXTBOOK:
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| At-Home Essays | | 25 |
| In-Class Essays | | 25 |
| Final Essay | | 25 |
| Final Exam | | 20 |
| Attendance | As 103 is an intensive grammar and critical reading and writing class. Consistent absences will impede your progress. This 5% deduction policy is in place as it is essential to learn all the components of academic writing and each class covers critical material. | 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:
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.
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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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Date
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Topic
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Activity
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Homework
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Session 1
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Aims and Objectives of ENG 103
Assignments
Expectations
Student Protocol and Behavior in Class
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Distribute Syllabus
Readings, “Why Write?”
Topic Sentences
Sincerely Scott Fitzgerald - DOCUMENTARY
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Fight Club (1999)
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Session 2
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‘Simplicity’ - William Zinsser
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Topic Sentences and Thesis Statements
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The American Dream Unhinged: Romance and Reality in The Great Gatsby and Fight Club’
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Session 1
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Topic Sentences and Thesis Statements
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Fight Club (1999)
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Session 2
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Radio 4 podcast discussion
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In Class Reading and Annotations -What is Toxic Masculinity?
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BBC Radio 4 Podcast –Rylan: How to be a Man
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Week 2
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Topic
Unity and Coherence: Effective Sentences
Transitions
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Activity
Classification essays
How manly do you feel? Mindmap.
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Homework
'BBC Radio 4 Podcast –Rylan: How to be a Man
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Week 3
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Topic
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Activity
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Homework
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Session 1
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Technologies of Gender
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‘The Instagram Effect’ Documentary.
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Session 2
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Session 1
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WORKSHOP/PEER REVIEW- At Home Essay 1
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Style and Simplicity PPT
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Session 2
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Classification Essays
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Read and Annotate
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Week 4
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Topic
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Activity
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Homework
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Session 1
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Cause and Effect Essays
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SUBMIT - At Home Essay 1
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Session 2
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Cause and Effect Essays
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In Class Reading andAnnotations'Why and When We Speak Spanish in Public' - Cause and Effect Essay
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Session 1
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Workshop In Class Essay 1
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PP – Writing an Effective Thesis -1
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Session 2
FRIDAY MAKE UP DAY
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In Class Reading and Annotations
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Read and Annotate Essay
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Week 5
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Topic
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Activity
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Homework
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Session 1
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Workshop (DISCUSS) - In Class Essay 1
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LIBRARY SESSION |
‘The Instagram Effect’ Documentary.
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Session 2
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Set At Home Essay 2
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The Great Gatsby-Chapter 3
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Read and Annotate
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Session 1
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Identifying the Thesis
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TBA
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Session 2
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Identifying the Thesis
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TBA
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Week 6
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Topic
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Activity
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Homework
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Session 1
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Is Gatsby 'great'?
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GATSBY - PPT
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TBA
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Session 2
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The Great Gatsby -(Film 2013)
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PPT – Good Writing
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TBA
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Session 1
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Passive vs Active
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Summary Exercise
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TBA
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Session 2
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Parallelism
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PPT Critical Reading
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TBA
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Week 7 -
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Session 1 - MIDTERM EXAM
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Session 2 - Thesis? No Thesis?
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Session 1 Critical Thinking
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Session 2 TBA
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Work on Cause and Effect Essay
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Week 8
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Topic
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Activity
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Homework
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Session 1
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Editing and Proofreading
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Session 2
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Editing and Proofreading
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Errors in Writing powerpoint
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correct sentences
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Session 1
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Editing and Proofreading
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Editing and Proofreading
Proofreading Exercise
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Session 2
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Editing and Proofreading
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Editing and Proofreading Exercise
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TBA
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Week 9
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Topic
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Activity
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Homework
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Session 1
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SUBMIT - AT HOME Essay 2
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Session 2
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Logos, Ethos, Pathos
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speech editing
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MINDMAPPING
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Session 1
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IN-CLASS ESSAY 1 |
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Session 2
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Logos, Ethos, Pathos
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Quoting and Paraphrasing
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TBA
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Week 10
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Topic
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Activity
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Homework
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Session 1
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Submit - At home essay 2
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How does it feel to be a woman? Mindmap.
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Read Mary Wollstoncraft and research for debate.
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Session 2
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TBA
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Session 1
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TBA
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Session 2
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dangling modifiers
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TBA
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Week 11
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Topic
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Activity
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Homework
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Session 1
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Session 2
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Read and Annotate -
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Session 1
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TBA
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Session 2
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Week 12
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Topic
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Activity
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Homework
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Session 1
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SET IN CLASS ESSAY 2
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Session 2
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Editing and Proofreading
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TBA
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TBA
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Session 1
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WORKSHOP In Class Essay 2
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Session 2
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MLA format
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TBA
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Week 13 (Apr 17th – 21st)
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Topic
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Activity
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Homework
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Session 1
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Review Different Rhetorical Modes
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Session 2
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Review Different Rhetorical Modes
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TBA
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Session 1
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Review Different Rhetorical Modes
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TBA
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Session 2
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TBA
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LIBRARY SESSION
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TBA
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Week 14
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Session 1
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SUBMIT - IN CLASS ESSAY 2
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Session 2
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Outline for Mock Exam
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Session 1
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Peer Review Mock Exam
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Session 2
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TBA |
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