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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 105-1"
COURSE NAME: "English Composition"
SEMESTER & YEAR: Fall 2024
SYLLABUS

INSTRUCTOR: Cristina Iacobone
EMAIL: [email protected]
HOURS: MW 1:30 PM 2:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: Placement via JCU English Composition Placement Exam
OFFICE HOURS:

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.
SUMMARY OF COURSE CONTENT:

The emphasis of this course is more on critical thinking and logical analysis employed in reading texts, and planning and writing your own. It will involve reading a variety of essays and articles in order to deconstruct the elements and stimulateyourown writing skills. There will be a prevalence of writing activities, peer reviews and workshops aimed at skills development. Structural and grammatical issues will be dealt with on an ad hoc basis.Individual students in EN 105 may be required to complete additional hours in the English Writing Center as part of their course requirements.

 

The course will cover*:

· analysing essay titles

· generating and updating essay outlines

· introduction-body-conclusion essay structure

· thesis statements

· paragraph unity, cohesion, and coherence

· topic sentences, supporting arguments, and transition signals

· MLA referencing style

· research and sourcing

· critical reading and evaluating sources

· identifying and avoiding logically flawed arguments

· note-taking strategies for knowledge synthesis

· developing your own academic voice

· developing self-evaluation and self-reflection skills for continuous development

· learning to apply academic writing theories into practice

· appropriate academic style

 

Student participation and preparation will be key to the successful completion of the course. The course will involve:

· analytical exercises, carried out through pair-work,small groups, and plenary feedback

· interactive workshop activities

· practical writing sessions

· peer-review sessions

 

*This list can be subject to updates.


LEARNING OUTCOMES:

This course will focus on: 

·        Planning and writing essays 

·        Understanding of and developing the Introduction/Main body/Conclusion structured essays

·         Critical thinking employing sound deductive and inductive logic

·        Understanding logical fallacies

·        Critical reading and analytical skills

·        Self-reflecting on own strengths and weaknesses and developing action points for continuous improvement

·        Implementing a variety of writing strategies into practice

 

At the end of the course, the student will be able to:

Understand rhetoric and write 

·        grammatically & idiomatically correct sentences 

·        a strong Thesis Statement 

·        a Topic Sentence & supporting arguments 

·        a detailed outline 

·        cohesive paragraphs using a variety of rhetorical modes 

·        developed argumentative, persuasive and analytical essays 

·        critical summaries 

·        plan and write an essay following all the 5 stages: planning, drafting, revising, editing and proofreading 

 

Read critically 

·        critically analyse viewpoints in a text 

·        understand challenging materials 

·        take notes to synthesis sources and develop your own answer to essay questions 

  

Develop advanced academic grammar and vocabulary 

·        use correct and appropriate vocabulary in academic register

·        subject specific terminology

·        transitioning words and expressions using techniques to expand your vocabulary 

Grammar issues will be dealt with on an ad hoc basis. Individual students in EN 105 may be required to complete additional hours in the English Writing Center as part of their course requirements.

 

Research sources

·        evaluating sources 

·        using databases 

·        web-based sources 

·        basic library tools 

·        MLA format for correct citing of sources 

·        avoiding plagiarism 

 

Perform self-reflection on their writing abilities

·        introduction to basic self-reflection

·        experimenting with different writing strategies

·        reflecting on those experiments and self-evaluating by applying self-reflection theories

 

TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Mid-term exam: In-class essayHaving read a selection of extracts of books and articles on a set topic, you will be given an essay question to answer in class. You should bring only your hand-written notes and an annotated copy of the set texts to the exam.30
Out-of-class essay and Research LogThe essay question will be relevant to your discipline or will follow from the topic of your in-class essay.40
Q&A on the content of the final essayThis assessment has 2 main aims: a. confirming the authorship of your essay. b. showing your knowledge of the essay writing process.30

-ASSESSMENT CRITERIA:
AArgument/Task achievement: work 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. Organisation: Coherent and cohesive text making full and appropriate use of a variety of organisational patterns and a wide range of connectors and other cohesive devices. Paragraphs consistently show unity and development. Grammar and Lexis: the text uses a wide range of complex structures and sentences with full flexibility. It consistently maintains grammatical control of complex language. Errors are rare and difficult to spot. Uses a wide range of vocabulary with very natural and sophisticated control of lexical features. Produces only rare, minor errors in word choice, spelling and / or word formation. Academic Style: appropriate academic register and tone consistently realised. Skilfully quotes/ paraphrases/ summarises/ key content points from the texts. References and citations are clear and accurate throughout.
BArgument/Task achievement: this is a highly competent level of performance and directly addresses the question or problem raised. There is a demonstration of some ability to critically evaluate theory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture and reference material. Demonstrates excellent understanding of key concepts that are relevant to the title. Use of relevant sources, well understood and applied appropriately, evaluating and synthesising information and arguments effectively. Expands and supports main points at some length with subsidiary points, reasons and relevant examples. Organisation: Information and ideas arranged coherently with clear overall progression, using a variety of cohesive devices and linking words effectively. Paragraphing, introduction, conclusion and topic sentences are present, but may in ineffective in places. Grammar and Lexis: Uses a range of grammatical structures appropriate to the task so as to avoid repetition. Maintains good grammatical control. Produces frequent error-free sentences. Errors do not impede understanding. Uses a range of vocabulary appropriate to the task; sufficient to allow some flexibility and precision. Produces some errors in spelling and / or word formation, but these do not impede understanding. Style: Appropriate academic register and tone generally realised. Uses paraphrase / summary and /or direct quotation with only minor errors / inconsistencies. Citations included but may at times lack accuracy / clarity. References provided but there may be minor omissions / inappropriate inclusions.
CArgument/Task achievement: this is an acceptable level of performance and provides answers that are clear but limited. Demonstrates good understanding of the key concepts that are relevant to the title. A fair range of source material consulted, attempts to evaluate information and arguments. Develops a clear argument, expanding and supporting his/her argument at some length with subsidiary points and relevant evidence. Organisation: text is generally well-organised and coherent, using a number linking words and cohesive devices, although there may be some ‘jumps’. Paragraphing is present, but may not be logical/ effective. Grammar and Lexis: Uses a range of grammatical structures appropriate to the task, though may be some repetition. Shows a relatively high degree of grammatical control; errors rarely impede understanding. Uses an adequate range of vocabulary for the task, though there may some conspicuous repetition; attempts to use less common and topic-specific lexis, but with some inaccuracy. Makes some errors in spelling and /or word formation, but rarely impede understanding. Style: Appropriate academic register and tone sometimes realised. Paraphrases /summarises relevant content points, though with errors or minor instances of lifting. Referencing and citation attempted, but with some omissions/ inaccuracy / inappropriate inclusions.
DArgument/Task achievement: this 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. Demonstrates little or confused understanding of the concepts relevant to the title. Sources included may be limited or of limited reliability. Very little analysis of information and arguments attempted. Develops an argument well enough to be followed without difficulty most of the time. Organisation: Presents information with some organisation but there may be a lack of overall progression. (I) Cohesive devices may be inadequate, inaccurate or over-used. May not write in paragraphs, or paragraphing may be inadequate. Grammar and Lexis: uses a sufficient, but limited range of structures for the task. Errors in grammar / punctuation may cause some difficulty, but overall meaning can still be determined. Has a sufficient, but limited range of vocabulary; minimally appropriate for the task. Makes noticeable errors in spelling and /or word formation, but overall meaning can be determined. Style: Limited awareness of appropriate academic register and tone. Paraphrases /summarises relevant content points, though with errors or minor instances of lifting.
FArgument/Task achievement: this work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant. Demonstrates very little or no understanding of the main concepts that are relevant to the title. No or very limited sources used. Little or no analysis of information and arguments. Presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported. Organisation: information and ideas presented are not arranged coherently and there is no clear progression in the response. Uses some basic cohesive devices but they may be inaccurate or repetitive. No evidence of paragraphing, topic/introductory and concluding sentences, or attempts are unclear throughout. Grammar and Lexis: uses only a very limited range of structures. Some structures are accurate, but errors in grammar / punctuation predominate and sometimes impede understanding. Uses basic vocabulary appropriate for the task, which may be used repetitively or inappropriately. Limited control of word choice, spelling and/or formation, causing strain for the reader. Style: Lacks in all aspects of academic style and conventions- unacceptable as a piece of academic writing. Some attempt to include paraphrase/ summary but largely unsuccessful with weak paraphrasing and significant lifts occurring. References may be missing or with significant errors either / both in-text and end of text.

-ATTENDANCE REQUIREMENTS:

BASIC INFO ABOUT ATTENDANCE: 3 no-questions-asked and no-consequence absences; for every extra absence, 5% will be deducted from all your marks. At the 7th absence you will automatically fail the course.
BASIC INFO ABOUT REQUIRED PREPARATION: 1 no-questions-asked lack of preparation. Any more will count as an absence on the registers.
BASIC INFO ABOUT LATENESS: classes start on the dot. 1 no-questions-asked late arrival (up to 15 minutes). Do not enter the room if you are late again.

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. 

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.

·      Most of the coursework relies on positive interdependence in in-class group work, which means that not completing the required preparatory work for a lesson will have a negative impact on the quality of the class and on the experience of the classmates that depend on you. Therefore, you are allowed to come unprepared no more than once, and this instance will be no-questions-asked. From the second time, lack of preparation will count as an absence. You can still be present and listen in to others' discussions, but you will be marked absent on the registers. 

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

·       Individual students who will have to miss class to observe a religious holiday should notify the instructor at least three weeks in advance to make prior arrangements for making up any work that will be missed.

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

 

 

If you are unable to attend a class session, you should make arrangements with one or more of your classmates to catch up on anything you missed. While illness and emergencies are often unavoidable and understandable, this does not affect how the absence policy will be applied.

 

 

Keep in mind that it will be difficult for you to make up missed peer reviews, small group discussions, and spoken lectures and instructions. Even if you are not able to attend, you are still responsible for making sure any assignments due that day are in the Professor's hands by the start of class.

 

You are expected to do your own work. Cheating, plagiarism and any other form of academic dishonesty (such as submitting AI-generated content) will not be tolerated.

All students are expected to come to class prepared and on time, and remain for the full class period.

Laptops and Cellphones are not permitted in class if not required for specific class meetings, as stated by the Professor.

Disruptive behavior will result in dismissal from the class and will be counted as one absence. This includes repeatedly entering and leaving the class once the lesson has begun, doing work for other classes during this class, inappropriate use of the computers (checking on your e-mail while in class, surfing the ‘net, etc), talking to others while someone else is talking, repeatedly arriving late to class, sleeping, using profanity, personal or physical threats or insults, damaging property.

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

Apart from exam weeks, this schedule can be subject to change:

Week

Week 1

Sept 2 – classes begin; Sept 6 – last day to drop/add classes

Course Introduction & Laying the foundations for the following weeks

Practicing multicultural seminar skills - the role of disagreement in academia

Week 2

Practice note-taking to synthesize sources - Step 2 of essay writing

The main elements of academic arguments: claim, development, evidence + perspectives and stakeholders.

Rebuttal strategies

Sources 1 and 2 for the Mid-Term exam - discussion for source synthesis

Week 3

Practice rebuttal strategies

Different kinds of evidence to support claims of different nature

Sources 3 and 4 for the Mid-Term exam- discussion for source synthesis

Week 4

Paragraphing: unity, cohesion, coherence.

Sources 5 and 6 for the Mid-Term exam- discussion for source synthesis

 

Week 5

Analyzing essay titles

Creating initial outlines

Updating outlines as you read sources - note-taking for synthesis practice

 

Week 6

Midterm Exam (in-class essay)

 

Week 7

TBC

 

Week 8

Mid-term warnings (by Oct 22)

TBC

Week 9

Oct 29 – Last day to withdraw from course

TBC

Week 10

TBC

Week 11

TBC

Week 12

Final essay submission deadline

TBC

Week 13

TBC

Week 14

Dec 4 – Last classFinal Exam prep

Week 15

Final exams (Q&A Exam)