Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "EN 103-3"
COURSE NAME: "Intensive English Composition"
SEMESTER & YEAR: Fall 2025

SYLLABUS

INSTRUCTOR: Theresa Lindo
EMAIL: [email protected]
HOURS: TTH 10:00 AM 12:45 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:
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.

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 550-850 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

TEXTBOOK:

NONE

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
In-Class (3) Essays.		45
Research Paper		20
Homework (readings, annotations, vocabulary reviews and other assignments as appropriate. Late assignments will carry a point penalty).		10
Class Participation (including active discussions on readings)		5
Midterm		10
Final Exam		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:

Because the course is based on a series of workshops and in-class activities, attendance and class contribution are required. Students are allowed 3 absences during the term, penalty-free. Each additional absence will result in the reduction in the final grade for the course by 1%. Students arriving to class after attendance has been taken will be counted as late. Two late arrivals will count as an absence. Students are required to attend at least 70% of all class sessions for the semester in order to pass. Students who arrive at 8 absences without prior arrangement with the professor or approval from the Dean’s Office will fail the course outright without further ado. Full attendance and absence policies on course Moodle page and in the JCU student handbook.

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

	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 a select theme related to to the topic that week. *Moodle much better reflects the definitive schedule for this class each semester. 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:The Paragraph-Unity and Coherence; Simplifying writing; Transition signals; Summary and Paraphrase Week 5:The Paragraph-Characteristics of a well-designed paragraph; Vern tense shifts; Supporting Details and Quotations; Week 6:From Paragraph to Essay-Three parts of an essay-Introduction, Body and Conclusion; the Narrative Essay Week 7:The Narrative Essay cont.; the Definition Essay; Midterm exam Week 8:Essay-The Definition Essay cont.; the Cause and Effect Essay; Conferences, and Mid Term Warnings Week 9:Essay-TheCompare 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 and APA Formatting; Works Cited; Parenthetical Citation; Compare and Contrast cont; Introduction to Argument Week 12:Argument-Elements of Argument; Persuasion; The Thesis Statement Week 13: Review of 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 Essay Submission. Argument essay presentation. Final exam.