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JOHN CABOT UNIVERSITY
COURSE CODE: "EN 110-6"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR:
Fall 2024
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SYLLABUS
INSTRUCTOR:
William Schutt
EMAIL: [email protected]
HOURS:
MW 4:30 PM 5:45 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:
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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:
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.
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LEARNING OUTCOMES:
Students will learn to write well-organized essays and conduct basic academic research.
EN 110 students will work on:
1. Developing critical reading skills and evaluating increasingly complex material
2. Honing information literacy skills
3. Planning, organizing, and writing effective thesis statements, engaging introductions and conclusions, coherent body paragraphs, and a logical progression of ideas
4. Cultivating style by employing a large and appropriate vocabulary, a variety of sentence structures, and a consistent tone
5. Grammar, punctuation, spelling, and application of appropriate conventions
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| They Say, I Say 6th edition | Graff and Birkenstein | Norton | 978-1-324-07011-5 | | | Hard Copy | | |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Paper 1 | | 10% |
| Paper 2 | | 10% |
| Paper 3 | | 30 |
| Midterm | | 10% |
| Final Exam | | 20% |
| Class Participation | | 10% |
| In-class writing | | 10% |
-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
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________
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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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WEEKS 1-2
Introductions
Building critical reading habits: Identifying details and developing an interpretation
WEEKS 3-4
Workshops
The writing process: Planning, organizing, drafting, revising expository paper
Paper 1 due
WEEKS 5-6
Workshops
The writing process: Planning, organizing, drafting, revising argumentative paper
Paper 2 due
WEEK 7
Midterm exam
WEEKS 8-9
Library Sessions
The writing process: Formulating a proposal, developing a research question, keeping a working bibliography for academic research paper
Proposal due
WEEKS 10-12
Workshops
The writing process: Keeping an annotated bibliography, citing, developing thesis, drafting
Annotated bibliography and first draft due
WEEKS 13
Workshops
The writing process: Revising
Final research paper due
WEEK 14
Final exam
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