JCU Logo
JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-3"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Fall 2024
SYLLABUS

INSTRUCTOR: Conor Deane
EMAIL: arutt@john cabot.edu
 HOURS: TTH 8:30 AM 9:45 AM
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: By appointment
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 TurnitinUK.
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
                         - Use 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:
AssignmentGuidelinesWeight
Annotated Bibliography 15%
In-class writings/homework 30%
Literature Review 15%
Research Paper 30%
Final and Final Presentations 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 is crucial to student success and you are expected to attend every class meeting.

●      You will be allowed three, no-questions-asked absences. After the third absence, 5% will be deducted from the overall grade for each additional absence. After the sixth absence, you will be failed automatically from the course.

●      The only absences that will be excused are those that are approved by the Dean’s office.

●      You are responsible for the material covered and completing in-class assignments if you are absent. Ask a classmate, check the Moodle course page or email me.

●      Missed in-class writings must be submitted at the next class meeting.

●      If you must miss a lesson for religious reasons, please inform me in advance.

●      Absence does not excuse work from being graded as late.

●      Students who arrive to class after attendance has been taken will be counted as late. Two late arrivals will count as one absence.

Disruptive behavior will result in dismissal from the class and will be counted as one absence. This includes not adhering to COVID measures, sleeping in class or unauthorized use of cell phones, disruptive behavior towards other students or the flow of the class.
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: The Roots and principles of English

 

·         Introduction to course

·         The roots of English, Anglo-Saxon v. Latin, French. How vocabulary affects tone and style

·         Summarizing and tone analysis

·         The "non-drop" subject in English

·         The supreme importance of knowing your grammatical subject.

 

Week 2: Comprehension and synthesis

·         Dealing with quotations in your text: stock phrases

·         Summary writing and AI

·         Choosing your verbs of reporting

·         Placeholder  and existential expletive (It is/There are)

·         Pronouns, their use and abuse

 

Week 3: Patterns of Development - Compare-Contrast

 

·         Academic vocabulary

·         Sentence flow and consistency

·         The pointless passive

·         Thesis development

·         Logos, ethos, pathos and narrowing the argument

·         First short essay

 

Week 4: Grammar, style  and syntax issues

 

·         Fixing your syntax.  Parallelism

·         Understanding style -  The conflicting demands of parallelism and parsimony; repetition and elegant variation

·         Testing your grammar

·         Testing your academic vocabulary

 

Week 5: Patterns of Development  - Process analysis

·         The concept of research

·         Zotero

·         Identifying legitimate sources

·         Annotation

·         Choosing your verbs of change of state

 

Week 6: Patterns of Development - Division-Classification

 

Engagement with Models & Templates

Revisiting the Thesis

Brainstorming & Outlining

Film/Essay to be used as catalysts or basis for second essay.

Week 7: Patterns of Development - Cause - Effect

 

The first paragraph - How  to get into an essay

Progression of paragraphs  and topic sentences

The conclusion - Five ways to get out of an essay

Week 8:Patterns of Development - The  Definition essay

 

 

Enlarging the scope of your essay

How to be interesting

Ken Wilber's Four Quadrants

Picturing your audience and writing like a grown-up

 Logical fallacies, faulty reasoning

Second short essay

Week 9: Patterns of Development - The  Persuasive essay

 

Checklist of  typical errors

Indirect questions

Deciding on voice

Week 10:  Literature Reviews and annotated bibliographies

 

 

The purpose of a literature  review

The annotated bibliography - AI and essay organization

Review of principles of summarizing

Capacities and failings of AI

More logical fallacies, incomplete thoughts and thesis  statements

Third short essay

Week 11: Handling quotations  and grammar/syntax review

·         Check your prepositions

·         Paraphrasing

·         Quotation rules

·         How to include or lead into a direct quotation

·         How to lead out from a direct quotation

Week 12: The Rewriting Process

·         Reworking a Piece

·         Revising

·         Sounding authoritative

·         Toulmin claims and  unwarranted assumptions

·         Rogerian politeness

 

Week 13: Preparing for the final essay

·         Zotero bibliography building

·         The impossibility of AI

·         Submission of first 2 pages, outline and conclusion

 

Week 14:  Sentences and paragraphs

·         Writing a great sentence

·         Embracing metaphor, shunning cliché

·         The ideal paragraph

 

Week 15:  Working together on final essay- Final Exam

 

·         Final Paper Due

·         Preparing  for Final Exam

 

Assignment

Weight

Essay 1

10%

Essay 2

10%

Essay 3 (Midterm)

15%

Essay 4 (Final)

25%

Blue book (in-class) test

5%

Take-home test 1

5%

Take-home test 2

5%

Final exam (Blue book)

10%

Attendance, participation, effort

15%