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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 103-11"
COURSE NAME: "Intensive English Composition"
SEMESTER & YEAR: Fall 2024
SYLLABUS

INSTRUCTOR: Rina Sondhi
EMAIL: [email protected]
 HOURS: MW 3:00 PM 5:45 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:
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.
SUMMARY OF COURSE CONTENT:

SUMMARY OF COURSE CONTENT:

Students will  focus on the critical features of Paragraph writing: 
- developing effective strategies for information retrieval 
- reading using inference and deduction 
- using full stops, capital letters and commas accurately in longer sentences 
- varying sentence structure 
- organising texts in ways other than chronological 
- structuring paragraphs effectively 
- applying knowledge of spelling rules and conventions. 

By building on prior knowledge they will have a :
-  a highly interactive approach 
-  build confidence through supported application 
- consolidation of individual learning through revision and reflection 
- a deliberately fast pace 
-  a sense of enjoyment through working together. 


Week 1:   Introductions and the Sentence-Introductions, Syllabus, Writing Program, Texts, Academic Honesty, Turnitin.uk, Writing Center, Expectations, The Sentence-Types of Sentences

Week 2:  The Sentence-Parallelism, Sentence Problems; Noun Clauses and Adverb Clauses; Critical Reading and Annotation; the Writing Process, Timed Essay Strategies, 

Week 3:The Paragraph-Paragraph Structure; Topic sentences, supporting sentences, concluding sentences; Outlining

Week 4: P.E.E

The Paragraph-Unity and Coherence; Simplifying writing; Transition signals; Summary and Paraphrase

Week 5:  The Paragraph-Characteristics of a well-designed paragraph; Verb tense shifts; Supporting Details and Quotations;

Week 6:  From Paragraph to Essay-Three parts of an essay-Introduction, Body and Conclusion; the Narrative Essay

Midterm

Class participation rubric 

Week 7:The Narrative Essay cont.; the Definition Essay

Week 8:  Essay-The Definition Essay cont.; the Cause and Effect Essay; Conferences, and Mid Term Warnings

Week 9: Essay-The Compare and Contrast Essay; Primary Sources and Secondary Sources

Week 10:   Research-Conducting Research and Plagiarism; Conference on research proposal and Library Visits

Week 11: Research-MLA Formatting; Works Cited; Parenthetical Citation; Compare and Contrast cont; Introduction to Argument

Week 12: Argument-Elements of Argument; Persuasion; The Thesis Statement

Week 13:  Classical Rhetorical Strategies; Defining Rhetoric; Ethos, Pathos and Logos; Cicero's Model of Argument Arrangement, Inductive and Deductive Reasoning; Logical Fallacies

Week 14: Argument and Final Exam Preparation

Class participation rubric

 

 

 
LEARNING OUTCOMES:

LEARNING OUTCOMES:
Students should be able to do most of the following: 
- categorise information in different ways 
- relate general to specific information 
- sort information using different strategies 
- plan writing around key ideas 
- recognise and use topic sentences 
-  employ different strategies for giving paragraphs greater cohesion 
-  decide which planning tools are needed for which writing tasks 
- take account of audience, purpose and context.
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Exercises and Quizzes 20
Literacy Narrative 15
Essay 1 15
Essay 2 15
Presentation 15
Reflection  10
Peer Assessment 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 ____________
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

SUMMARY OF COURSE CONTENT:

Students will  focus on the critical features of Paragraph writing: 
- developing effective strategies for information retrieval 
- reading using inference and deduction 
- using full stops, capital letters and commas accurately in longer sentences 
- varying sentence structure 
- organising texts in ways other than chronological 
- structuring paragraphs effectively 
- applying knowledge of spelling rules and conventions. 
By building on prior knowledge they will have a :
-  a highly interactive approach 
-  build confidence through supported application 
- consolidation of individual learning through revision and reflection 
- a deliberately fast pace 
-  a sense of enjoyment through working together. 
 
Week 1:   Introductions and the Sentence-Introductions, Syllabus, Writing Program, Texts, Academic Honesty, Turnitin.uk, Writing Center, Expectations, The Sentence-Types of Sentences

Week 2:  The Sentence-Parallelism, Sentence Problems; Noun Clauses and Adverb Clauses; Critical Reading and Annotation; the Writing Process, Timed Essay Strategies, 

Week 3:The Paragraph-Paragraph Structure; Topic sentences, supporting sentences, concluding sentences; Outlining

Week 4: P.E.E

The Paragraph-Unity and Coherence; Simplifying writing; Transition signals; Summary and Paraphrase

Week 5:  The Paragraph-Characteristics of a well-designed paragraph; Verb tense shifts; Supporting Details and Quotations;

Week 6:  From Paragraph to Essay-Three parts of an essay-Introduction, Body and Conclusion; the Narrative Essay

Midterm

Class participation rubric 

Week 7:The Narrative Essay cont.; the Definition Essay

Week 8:  Essay-The Definition Essay cont.; the Cause and Effect Essay; Conferences, and Mid Term Warnings

Week 9: Essay-The Compare and Contrast Essay; Primary Sources and Secondary Sources

Week 10:   Research-Conducting Research and Plagiarism; Conference on research proposal and Library Visits

Week 11: Research-MLA Formatting; Works Cited; Parenthetical Citation; Compare and Contrast cont; Introduction to Argument

Week 12: Argument-Elements of Argument; Persuasion; The Thesis Statement

Week 13:  Classical Rhetorical Strategies; Defining Rhetoric; Ethos, Pathos and Logos; Cicero's Model of Argument Arrangement, Inductive and Deductive Reasoning; Logical Fallacies

Week 14: Argument and Final Exam Preparation

The course will cover the following tasks :
Class participation rubric

1) Nouns, verbs adjectives, simile, metaphors repetitions

2) Diary writing and presentation

3) Grammar and Vocabulary tests

4) Literacy narratives

5) Biographies

6) Mind Maps

7) Persuasive Speeches

8) Articles and Summaries 

9) PEE

10) Social Experiment

11) Bystander Intervention

12) Lessons from All the Light we cannot see - PEE

13) Film Analysis

14) Final Reflection Essay

15) Final Presentation