This course prepares students to read, think, and write critically. Students will develop their ability to analyze a range of primary and secondary sources, hone their composition skills through in and out of class reading and writing, and will complete the course by writing and revising a fully-documented and well-reasoned research paper, complemented by an annotated bibliography and literature review. EN110 focuses on the argumentative form, encouraging students to position their work within current critical discourses. The course develops the following skills: source selection and interrogation, identification and contextualization of themes, thesis development and defense, digital and Artificial Intelligence (AI) literacies, use of library resources, and careful citation in MLA style focusing on transparency and ethical approaches to the use source material including digital and AI tools. Students must receive a grade of C or above in this course to fulfill the University’s English Composition requirement and to be eligible to take courses in English literature.

Learning Outcomes:

Grammar: the ability to identify and correctly use complex grammatical structures in the logical development of an essay. 

Reading: critical reading skills based on extended vocabulary, annotating skills, lateral reading strategies.

Research and referencing competent use and evaluation of library and digital resources, ethical citation, transparent use of AI tools, and prompt engineering.

Writing: the ability to produce well-argued research papers. Formulating a research question, producing a literature review, an annotated bibliography, an outline and consistently employing a citation style.

Elements covered include thesis development, reading critically to comprehend increasingly complex material, organizing and outlining, paraphrasing and summarizing, citing and documenting sources in MLA style. Techniques of academic research and the use of the library and other research facilities are discussed and students must demonstrate these abilities when writing essays and the research paper. Students must be able to think, read, and write critically for an academic audience.

Students will be able to write well-organized essays, focusing specifically on argumentative essays using strong and developed thesis statements with supporting arguments.
            

In addition to regular in- and out-of-class reading and writing assignments, students are required to write a fully-documented research paper of at least 2000 words.

Students must receive a grade of C or above in this course to fulfill the University’s English Composition requirement and be eligible to take courses in English literature.

Students will be able to write well-organized argumentative essays and to do basic academic research.

 Although it is difficult to provide a checklist for ‘good writing’, EN 110 students will work on four main aspects of their writing:

 1. The evaluation of content includes the clarity and interest of the central idea (thesis), the strength and appropriateness of the support, and the depth of the student’s insight into the topic. Students should seek to back-up their arguments with appropriate, interesting and thought-provoking material.

 2. The focus on organization is the construction of the paper in terms of paragraphs. This includes paragraph unity and development, logical progression of ideas, and the effectiveness of the introduction and conclusion. Students should seek to achieve fluidity and readability in their writing.

 3. The style is communicted through tone and word choice, as well as varied sentence structures and vocabulary to maintain interest. Clarity of diction and syntax is essential. The tone should be consistent and appropriate.

 4. Grammar, punctuation, spelling, and correct application of appropriate conventions are all fundamental in order to guarantee readability.

As the course is based on a series of workshops and in-class activities, attendance and class contribution are essential. More than three unjustified absences may result in a student failing the course. As late arrivals are disruptive and show a lack of respect for the instructor and for other students, two late entrances count as one absence. Students who are more than 20 minutes late will be considered absent. Students that do not complete 75% of lessons (21 lessons), regardless of the reasons for their absences, will fail the course. As such, 8 absences will result in the student failing the course, regardless of the reasons for the absences.

All students must turn in assignments and homework punctually. When a student is absent, he or she is responsible for finding out what was covered during the lesson and what homework was given. Papers or homework due on the day of absence should be turned in both electronically and (if possibile) in hard copy via another student. Late papers may be marked down by half a grade  (from A to A-, for example) for every day late. After one week, an assignment will no longer be accepted. Assignments are considered on time only if submitted at (or before) the beginning of class on the due date. Scheduled in-class essays may not be made up unless arrangements are made with the professor before the day of absence in the event of a student having a valid reason.

Students may make up a missed major assignment (in-class essay) only if they have a justified absence. The online form must be completed (see moodle for link) Approval from the Dean may take some time in busy periods. The student is responsible for sending the form as soon as possible. If approval is granted, they must do the missing assignment within 4 weeks of the initial absence. They are responsible for liaising via e-mail with the professor and the faculty support staff, who will arrange for a proctored session. Students may only make up one major assignment.

Students will also be required to submit coursework via ‘Turnitin’.

Computers, cellphones, and all electronic communication devices, inlcuding smart-watches must be turned off and put away during class unless required for an activity. Eating during class is not permitted.

PCs will be used regularly for in-class activities. Students without a PC can borrow one from the library. They are responsible for ensuring it is charged and working before class.

n.b the schedule is subject to change

library visits may also be scheduled during the course

In addition to scheduled in-class essays and assignments, in-class writing tasks may be scheduled as and when deemed necessary and 2-4 appointments with The Writing Center are recommended. 

Week 1

Introduction to the course and requirements; goals and expectations

Prepare for quiz on syllabus. Read the online syllabus carefully include attendance policy.

Reading task for homework

Introduction to argument; focus on grammar/revision element of the course. 

An introduction to arguments and argumentative writing.

Writing and research task – a basic argumentative topic to get started

Reading assignment

Week 2

Does truth exist? Sophism and winning arguments.

Truth-seeking and persuasion; argument as a form of inquiry

Topic: Contemporary Controversial Issues - generating opinions and looking for facts

Looking at sources and debating to find different views

An introduction to definitional approaches to argument ( a first sub-type of classical argument)

Week 3

Reading and inquiry. Looking at a model essay.

How to explore issues and generate ideas

Some key concepts in classical argument and rhetoric: Ethos, pathos, logos, Kairos

 A continuing discussion of a contemporary discussion: e.g. immigration, racism, extremism, prejudice and discrimination

Using sources and looking more closely at bias in sources, especially news media and popular sources.

Reading and/or Video assignment

Week 4

Moving your audience; Dialectic thinking and 'doubting and believing' strategies for opening up an issue

Gathering sources for the first essay: making a list of these sources (the working bibliography)

Issue questions and classic argument structure

Genuine and pseudo arguments

Week 5

Considering your audience

Moving your audience

How to look at both sides of the issue as strategies for rebutting and conceding

Preaching to the converted v. Persuading a neutral audience 

Human rights issue such as the treatment of travellers and outsiders

Challenging your own ingrained opinions and 'the comfort zone'

Week 6

Introduction to the research paper (RP). What is it? 

Finding something to write about

Generating ideas and maintaining interest in order to present a first research idea and a subsequent proposal

Thinking about formulating a research question for a RP

Finding sources that will help you understand the issue and back up your ideas

Why academic sources are important as well as popular sources.

A closer look at the working bibliography - a curated list of source material

The Modern Languages Association (MLA) - the importance of using standard layout and presentation for papers with citations

How to cite and why it is important; using the MLA website; some citation exercises; the high importance of avoiding plagiarism

Week 7

Structure of a research paper.

Model papers and examples - 'dos and don'ts'

Starting to work on a first draft.

Research topic. Presenting ideas and discussion of viability.

Narrowing the focus on the topic.

Finding sources and presenting them. The Annotated Working Bibliography as an important step in the production of your RP

Video and explanation

Model examples

Practice of writing annotations with summary, evaluation, and reflection.

Week 8

How to act on feedback on working bibliographies.

MLA citation exercises part two: paraphrasing, summarizing, and integrating direct quotes (revision and further work)

Research for paper

Introduction to the Literature Review (LR) as a kind of essay that is another step on the way to producing the RP

Finding common ground and compromise - Rogerian approaches

Rhetorical analysis: assessing effectiveness of an essay that attempts to do this

Continuing work on the LR. Models, videos, and discussion.

Week 9

Overview of different types of claims used in arguments: definitional, causal, evaluation, ethical etc.

Applying different types of claims to your RP topic

Stop and check on progress of the RP

Workshop on in text citation conventions and  works cited page in MLA format

Stop and check on LR

Week 10

Definitional arguments; class discussion on another contemporary concern that affects us directly

The environment - consumer choices and 'wicked' problems

Resemblance Arguments - using history and precedent to persuade

Causal arguments - why things happen and hypothesising about possible outcomes of proposals

Writing Arguments/Other materials

Deciding on a timetable for the various stages in the RP

Week 11

Stop and check on RP - in class workshop

Working on the RP - Work in Progress 

Workshopping research paper

 Checking layout, MLA style, use of citations

Week 12

Evaluation and ethical arguments; last minute questions/difficulties with research paper/ revision in class; student errors of citation format and corrections together

Proposal arguments 

Does my paper have to propose a solution?

Discussion of feedback on RP first draft 

Revision objectives

Troubleshooting of errors 

Week 13

In class workshop on RP

Preparation for final exam

Week 14