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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 103-1"
COURSE NAME: "Intensive English Composition"
SEMESTER & YEAR: Spring 2025
SYLLABUS

INSTRUCTOR: Anthony Jennings
EMAIL: [email protected]
 HOURS: MTWTH 10:00 AM 11:15 AM
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:

Students will develop their ability to read critically, and to present a sophisticated argument in writing, using the register, voice and level of formality appropriate to the context and purpose. The drafting, revising, and editing processes will occur both individually (through a series of conferences with the instructor), and as a group (in workshop format). The course centres on the writing of a research paper, and covers the development of a topic proposal, selection and citation of sources, literature review and thesis development as well as revision and editing. The use of library resources and other research facilities will also be covered.

Students will be required to produce various in-class and out-of-class writing assignments including a topic proposal, a detailed outline, critical summaries, a literature review, an annotated bibliography, and a critically argued, fully sourced and edited 2000-word research paper.

LEARNING OUTCOMES:

Students who successfully complete this course (with a grade of C or higher) should be able to:

Grammar

  • Write grammatically and idiomatically correct English prose with more sophistication

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 effective paragraphs and essays
  • Summarize
  • Understand how to recognize and utilize rhetorical modes
  • Construct detailed outlines
  • Understand the introduction-body-conclusion structure
  • Write a strong thesis statement
  • Construct topic sentences and supporting arguments
  • Utilize transition signals to form an essay that flows
  • Think, read, and write critically for an academic audience

Research and sourcing (can be covered by a librarian in one or more workshops in the library)

  • Be familiar with research skills including
    • Understanding databases, web-based sourcing, and source evaluation
  • Utilize MLA format to cite sources
  • Understand how to avoid plagiarism
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
N° 5 writing assignments (at home and/or in class)Paper of c. 1000 words60%
In-class presentationOral presentation (15-20 minutes)5%
Research ProposalOutline of final paper5%
Annotated bibliography and literature reviewEvidence of research for final paper5%
Final paperPaper of c. 2000 words 20%
ParticipationAttendance, punctuality, contributions to class activities5%

-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 compulsory for this course. In cases of unavoidable absence, it is the student’s responsibility to find out what was missed and to come to the next class fully prepared. The final exam period runs until the end of the week after the last day of class.

Late submission will result in grade reduction and assignments will no longer be accepted if more than one week late.

Repeated absences will lead to a lower grade. Three late arrivals will be counted as one absence. At five absences, the student will be asked to drop the course. 

In the case of illness, a doctor’s note is required or the absence is unexcused. If you are seriously ill and will be out for more than one class, please contact the professor via email.
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

Please note that the schedule is tentative and subject to change. There will be numerous readings assigned throughout the semester both in and out of class, each connected to the topic for that week. Moodle much better reflects the definitive schedule for this class each semester.

The academic writing activities will be accompanied with weekly readings and homework assignments to be emailed within the set deadline. During the course there will be in-class and homework assignments which will contribute towards your final course result.

Week 1. Introductions and the syllabus; mutual expectations; assessment criteria; academic honesty, turnitin.uk, Writing Center
Week 2. Developing and exploring your own ideas; originality, plagiarism and cliché; what it means to “write well”
Weeks 3-9. A total of five topics will be chosen with the class for discussion, debate and ultimately as the subject of a writing assignment. Students will also make an oral presentation on one of these topics. Essay types may include fictional or factual narrative, summary, analysis, opinion and argument. Students will learn how to use the library resources for research purposes
Weeks 10-13. Selection of topics for final paper; development of research proposal; bibliography and literature review; drafting of final paper
Week 14. Course evaluation; final exam discussion and preparation