Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "EN 103-6"
COURSE NAME: "Intensive English Composition"
SEMESTER & YEAR: Spring 2025

SYLLABUS

INSTRUCTOR: Aidan Fadden
EMAIL: [email protected]
HOURS: TTH 1:30 PM 4:15 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: by appointment

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:

The course aims to improve student's understanding of what constitutes good academic writing. A variety of strategies for producing clear and convincing prose are introduced. This will be achieved through in-class discussion, practical writing exercises, peer work and drafting and editing. Academic and contemporary issues will be addressed. Particular areas of interest will be the influence of technology on our lives and contemporary socio-economic issues. The course will also involve analysis of ethical questions in which strong argumentative skills are required.

LEARNING OUTCOMES:

Grammar

Write grammatically and idiomatically correct sentences and develop structural sophistication to an appropriate level to deal with the growing complexity of subject matter.

Read to understand increasingly more advanced, challenging material

Read and think critically to assess viewpoint, bias, authority.

Vocabulary

Expand vocabulary through reading and writing:

Develop subject specific terminology through reading and writing

Rhetoric

Audience, Tone and Purpose: Who am I writing for, how am I writing, why am I writing?

Write effective paragraphs and essays

Understand the introduction-body-conclusion structure

Write a strong thesis statement

Develop topic sentences and supporting arguments

Understand how to recognize and utilize rhetorical modes: chronological development; cause/effect; comparison/contrast;

Summarize and Paraphrase

Utilize transition signals and other cohesive strategies to improve flow and conciseness

Write a fully developed argumentative essay

Think, read, and write critically for an academic audience

Research and sourcing

Be familiar with research skills including:

Understanding databases, web-based sourcing, and source evaluation

Utilizing MLA format to cite sources

Understanding plagiarism and other forms of academic dishonesty and avoiding them

TEXTBOOK:

NONE

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
Portfolios of paragraphs and full-length essays	In the first weeks, students will draft shorter paragraphs to be revised and submitted for grading as a portfolio; students will draft and revise essays (five fully developed paragraphs) to be submitted for grading. Most work will be hand-written in class. Students must retain and submit drafted material (failure to do so will result in grade reduction or a failing grade).	50%
Final Exam	Either a full length handwritten essay or a combination of shorter writing tasks involving reading and response	30

Homework and Class Participation	Shorter writing tasks, readings, class discussion. Class participation includes being present, punctual, and observant of classroom etiquette. It also includes participation in discussion, in-class activities, and adequate preparation for classes (including bringing materials required for writing). Homework refers to the successful and timely completion of homework assignments such as reading, research, and writing tasks.	20

-ASSESSMENT CRITERIA:
A: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 genuine novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course. There are no grammatical or structural errors of any significance for this level. (90-92 = A-; 93-100 = A)
BThis is 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 supported to some extent by other sources when required. The student has read quite widely and errors are few and not impeding. (80-82 = B-; 83-86 = B; 87-89 = B+)
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. There may still be some impeding grammatical errors or errors which persist, including inappropriate word choice. At C- level, mechanics are frequently not under control and/or the student has not fully engaged with the topic. (70-72 = C-; 73-76 = C; 77-79 = C+)
DAt the higher end of this category there may be work which, were it not for the frequency of errors, could have obtained a C grade for content. At the lower end, the 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. Frequent grammatical errors, often basic, will impede readability. Sentence structure not always under control. (60-62 = D-; 63-66 = D; 67-69 = D+)
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 compulsory for this course. Any student who misses more than four lessons without having medical certification which has been validated by the relevant university authorities risks failing the course. If for any reason a student fails to complete 70% of the course attendance, they will fail the course. For obvious reasons of academic seriousness, classes begin punctually and a student who is not present when the roll is called will be considered late. Two lates constitute an absence. In the event of their absence, students are responsible for finding out what has been covered in class and set for homework, first by checking moodle or by contacting the professor or other students on the day of absence.

Etiquette: the use of mobile phones and any other portable communication devices is not permitted in class at any time; devices must be on silent mode in bags. Students should bring PCs or tablets as they will be necessary for in-class activities. Students can borrow PCs from the library. They must check that they are charged and working before class begins.

Students may take notes by hand in a notebook unless otherwise indicated. No eating is allowed in class.

Submitting Coursework

Students will submit typed or handwritten coursework and homework on the due date. Electronic copies will be submitted via Turnitin UK as and when required. Late work will be penalized by a reduction of half a grade for each late day. The granting of essay extensions is at the instructor's discretion. In the event of absence when an assignment is due, the student must have a valid certified absence in order to be able to submit late. Otherwise, late submission will result in grade reduction and assignments will no longer be accepted if more than one week late.

Students who miss class when an assignment is given must check moodle (on the same day) to find out what the question is and what the required readings are.

As the final coursework grade will be an average, it is very important not to miss an essay as this will have a very significant effect on the final average score.

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

Date	Possible Themes and Key Concepts (schedule is subject to change)	The Focus of in- Class Activities	Homework
Week 1	Orientation and Intro. What is writing? A process or a product? What makes a good writer?	Discuss syllabus, writing program, academic honesty and plagiarism and the learning environment. In-class writing Pre-writing strategies	Study for quiz on syllabus
	Describing and explaining concrete things and abstract concepts Write about a concept or a trend without research.	Intro to process writing approach and the paragraph as a 'building block'. Quiz and correction Organising Ideas for a descriptive paragraph Topic Sentence and Supporting Sentences Basic MLA layout - page set up	Exercises or writing Task
Week 2	Technology and You - trends in the use of technology Discussion Reading and video Describing a process - chronological linking and processes	Unity and Coherence Staying on the topic Key nouns – achieving clarity, conciseness, and cohesion Introduction to key Transition signals – addition, contrast, cause and effect etc.	Exercises or writing task
	Outsiders and eccentrics - social phenomena	Developing an idea into something more detailed by doing basic research Review typical problems: e.g. plurals, subject verb agreement, articles Writing practice	Drafting and Redrafting
Week 3	Contemporary International issues: Human Trafficking, smuggling, immigration Essay structures - Logical Order Model essays	Linking within and between paragraphs Prewriting and outlining Thesis statements and structure	Exercises or writing task
	Finding examples and case studies from source material Using sources and statistics	Supporting Details: How to quote and summarise effectively How to use statistical information	Exercises or writing task
Week 4	Cause and Effect. Why do things happen?	Reporting verbs and structures Conferencing and discussion Review	Exercises or writing task
	How rhetorical approaches can be applied to real world issues. *Writing as clarification* and 'journey' towards understanding. Discussion and debate. Finding solutions through analysing causes. Readings and video.**	Types of introductions Grabbing attention, making it interesting	Exercises or writing task
Week 5	Using the library resources effectively A meeting with a research librarian (date tba)	A closer look at MLA in-text and end of text citation basics. Avoiding plagiarism, again... Summary and paraphrase, again....	Reaction piece

Week 6	Comparing and contrasting Are things done differently or the same in other countries? Crime and punishment Gun laws, The Prison System - videos and readings	In class discussion Exercises on transition words and phrases Free-writing on the theme	Exercises, reading or writing task
	Discussion and debate. Summary as a rhetorical form	Forming an opinion without using 'I'. The impersonal form Passive voice versus active voice	Exercises or writing task
Week 7	Review and conferencing.	In-class workshopping on error correction	Exercises or writing task
		Workshopping ideas and peer editing	Exercises or writing task
Week 8	An Introduction to Argument Why do we argue? What do we argue about? e.g. Vegetarianism and Veganism.	Debate. Opening up an issue to see both sides.	Exercises or writing task
	Winning and losing arguments Losing can mean winning... How?	Class discussions and debate	Exercises or writing task

Week 9	Introduction to the Classical Model for argumentative Essays. More thorny issues and contemporary controversies. 'Frankenstein' Science / Gender / Identity	Anticipating and rebutting opposing views	Exercises or writing task
	Model Essays	Argumentative Paragraph Structure an	Exercises or writing task
Week 10	An issue that affects students - local issues	Drafting strong thesis statements using subordinating clauses	Exercises or writing task
	Arguing one of the topics differently. Compromise.	Using other people’s arguments to strengthen yours - the importance of backing for your opinions Avoiding plagiarism	Exercises or writing task
Week 12		Review of reporting verbs, attributive tags - MLA in text citation conventions
Week 13		Preparing a works cited list
Week 14		Review and conferencing. Prepare for end of course Exam.