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JOHN CABOT UNIVERSITY
COURSE CODE: "EN 105"
COURSE NAME: "English Composition"
SEMESTER & YEAR:
Summer Session I 2024
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SYLLABUS
INSTRUCTOR:
Theresa Lindo
EMAIL: [email protected]
HOURS:
MTWTH 9:00 AM 10:50 AM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: Placement via JCU English Composition Placement Exam
OFFICE HOURS:
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COURSE DESCRIPTION:
This course concentrates on the development of effective paragraph writing in essays while introducing 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. Students must receive a grade of C or above in this course to be eligible to take EN 110. Individual students in EN 105 may be required to complete additional hours in the English Writing Center as part of their course requirements.
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SUMMARY OF COURSE CONTENT:
During the semester, students will learn how to read critically, research efficiently and write persuasively using correct grammar and English prose. We will focus on academic texts and popular culture source material ranging from opinion pieces and long-form journalism articles to tv series and possibly films, which will read on our own, dissect and learn from in class. Students will build skills in writing strong thesis statements, compelling introductions, coherent body paragraphs and logical conclusions with sound grammar, sentence structure, tone and style. Assignments will include in-class essays, short at home-writing, a short research paper, writing exercises and peer-review activities. Progress will be assessed through the in-class essays, at-home assignments, a final paper, an oral presentation and class participation.
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LEARNING OUTCOMES:
At the end of the course, students will be able to:
1. write grammatically correct and logical claims, arranged in coherent paragraphs.
2. employ a variety of rhetorical modes
3. become familiar with each stage of the writing process
4. find, annotate, incorporate and cite research
5. write a 550 word in-class essay from an outline and an annotated source
6. write a research paper on a topic of their choosing, and present it orally to the class
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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 |
| 2 In-Class Essays, 20% each. | | 40 |
| 1 Research Paper (final paper, including topic proposal and outline, in-class drafts – 15%, MLA Works Cited page – 10%, oral presentation – 5% | | 30 |
| Homework (readings, annotations**, vocabulary reviews and other assignments as appropriate. | | 20 |
| Class Participation (discussions on readings, group activities and workshops) | | 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 June 21, 2024.
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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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Week
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Topic/Activity
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1
May 20-23
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-Course Introduction, syllabus review, professor/student expectations
-Grammar review, paragraphing, rhetorical modes (description, narration, compare/contrast)
-Simple outline and in-class draft of essay 1
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2
May 27-30
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-Essay 1 – 450-words, In class (description, narration, compare/contrast) – 1.5 hours
-Rhetorical modes: exposition and extended definition. Ethos, Pathos, Logos, Kairos
-Summarizing, synthesizing, analyzing, evaluating
-Paraphrasing and quoting
-Extended outline: Traditional vs Mind Mapping. Key sections/elements in 5-paragraph essay
-Simple thesis development and topic sentences
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3
June 3-6
NB: June 5 is last day to withdraw
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-Essay 2 – 550 words, In class (exposition and extended definition) – 1.5 hours
-Rhetorical modes: argumentative/persuasive
-Counterarguments and extended thesis development
-Quotation sandwiches and using multiple sources as evidence
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4
June 10-13
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-Preparation of final paper (argumentative/persuasive essay).
-Read, annotate and complete the exercises in Weaver et al., pp 20-23
-Begin researching topic, write research proposal, draft tentative thesis
-Research paper topic, proposal and outline due (3 separate sections)
-Selecting and working with primary and secondary sources to support thesis
-The MLA paper and Works Cited page
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5
June 17-21
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-In-class writing lab: One-on-one consultations. Final draft of research paper
-Preparing the oral presentation – Dos and Don’ts
-Drafting: Introduction, main body points, conclusion of oral presentation
-Final Research paper due
-Final paper oral presentations in-class
-Final Exam in class
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