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JOHN CABOT UNIVERSITY
COURSE CODE: "EN 110-4"
COURSE NAME: "English Composition III"
SEMESTER & YEAR:
Spring Semester 2012
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SYLLABUS
INSTRUCTOR:
Fadden Aidan
EMAIL: [email protected]
HOURS:
TTH 17:30-18:45
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: Placement via JCU English Composition Placement Exam or completion of either EN 103 or EN 105 with a grade of C or above
OFFICE HOURS:
by appointment
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COURSE DESCRIPTION:
This course reinforces the skills needed to write well-organized essays, focusing specifically on argumentative essays, and takes the students through the process of writing a research paper.
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SUMMARY OF COURSE CONTENT:
Elements covered include thesis development, critical reading, organizing and outlining, paraphrasing and summarizing, and citation and documentation standards. Techniques of academic research and the use of the library and other research facilities are discussed. In addition to regular in- and out-of-class reading and writing assignments, students are required to write a fully documented research paper.
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.
Prerequisite: Placement or EN 105 with a grade of C- or above.
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LEARNING OUTCOMES:
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.
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| Writing Arguments: A Rhetoric With Readings, 8th edition | John D. Ramage, John C. Bean, June Johnson | Longman | 978-0-205-64836-8 | | | | | |
| MLA Handbook for Writers of Research Papers, 7th edition | Joseph Gibaldi | MLA 2009 | 978-1-60329-024-1 | | | | | |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| In-class essays | | 30% |
| Out-of-class essays | | 15% |
| Mid-term | | 10% |
| Final exam | | 20% |
| Research paper | | 15% |
| Class participation | | 10% |
-ASSESSMENT CRITERIA:
Outstanding Grade A/A-: This is outstanding writing which reflects a perceptive and thoughtful response to the assignment. It is well organized with excellent development of ideas and reflects the writer's command of appropriate rhetorical strategies. The prose is vigorous and fresh, and the writer is clearly in control of the standard conventions of English prose. There are no errors in the mechanics of writing.
Very Good Grade B/B-: This is very good writing that fulfills the assignment and shows evidence of clear thought and good planning. It is well organized with good supporting details. The writing is fluent, and there are only minor errors in the mechanics of writing which do not detract from the overall essay.
Satisfactory Grade C/C-: This is satisfactory writing that fulfills the assignment and is adequately developed. The writing is clear and coherent with relatively few errors in usage and mechanics, but the writer fails to demonstrate any particular strength that would mark this writing above average.
Below Average Grade D/D-: This is below-average writing which fulfills the assignment but exhibits major problems in writing. It may have difficulty with the presentation of ideas (e.g., lack of clear thesis, weak organization, poor development of ideas, or incoherence), or it may reflect poor control of the conventions of standard English prose (e.g., poor use of idiom, inappropriate diction, poor spelling) or be marred by enough errors in the mechanics of writing to seriously distract the reader.
Unsatisfactory Grade F: This is writing that relates to the topic but fails to fulfill the assignment either because of poor organization and lack of clarity or because the writing reflects a lack of control over the basic conventions of standard English usage. There may be sentence boundary problems, poor use of idiom, inappropriate diction (words used incorrectly), agreement errors, or verb tense problems.
The grades in letters are equivalent to the following numbers:
A 4
A- 3.67
A-/B+ or B+/A- 3.5
B+ 3.33
B 3
B- 2.67
B-/C+ or C+/B- 2.5
C+ 2.33
C 2
C- 1.67
C-/D+ or D+/C- 1.5
D+ 1.33
D 1
D- 0.67
F 0
Citation of secondary sources in essays must conform to the standards of the MLA Handbook.
-ATTENDANCE REQUIREMENTS:
Because the course is based on a series of workshops and in-class activities, attendance and class contribution are essential. Four or more absences will affect the final grade for the class, and when a student exceeds 5 absences, for whatever reason, he or she may fail the course. Late arrivals are disruptive and show a lack of respect for the instructor and for other students; therefore, two late entrances count as one absence.
When a student is absent, he or she is held responsible for all of the work covered during the lesson, and papers or homework due on the day of absence should be turned in via email or another student. Late papers will be marked a half grade off (from A to A-, for example) for every day late. 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.
Computers, cell phones, and all electronic devices must be turned off and put away during class. Eating during class is strongly discouraged, unless for medical reasons. |
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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.
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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.
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SCHEDULE
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| SCHEDULE |
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Session
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Session Focus
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Reading Assignment
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Other Assignment
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Meeting Place/Exam Dates
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Tuesday January 17
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Introduction to the course and requirements; goals and expectations; sample writing
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n.b the schedule is subject to change
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Thursday January 19
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Introduction to argument; feedback on sample writing with focus on grammar/revision element of the course
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Writing Arguments pages 2-23
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Tuesday January 24
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Reading and inquiry; preparation for in-class essay 1
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Writing Arguments pages 24-57
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Thursday January 26
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In-class essay 1
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Tuesday January 31
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Introduction to research and documentation; how to determine reliability of resources.
Immigration topic
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MLA Handbook pages 3-40, 51-61; Writing Arguments pages 344-351
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Thursday February 2
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Feedback on in-class essay 1 and in-class revision/rewriting activities
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Tuesday February 7
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Dialectical thinking
summarizing
Exploratory thinking
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Essays on “Immigration in the Twenty-first Century: Accomodation and Change” Writing Arguments pages 60-88 and 486-504
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Thursday February 9
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Preparation for home essay 1
Evaluating sources
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Tuesday February 14
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The core of an argument; focus on logos; class discussion and comparative analysis of the assigned essays; preparation for in-class 2
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“Video Games and their Influence” Writing Arguments pages 448-466
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Home essay 1 assigned
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Thursday February 16
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How to cite and why it is important, using the MLA Handbook; citation exercises
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MLA Handbook pages 115-134 and 181-190; Writing Arguments pages 377-378 (carefully), then skim pages 379-386
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Bring your
MLA Handbook
Home essay 1 due
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Tuesday February 21
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Wal-mart and the public good; preparation for in-class 3
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Writing Arguments
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Thursday February 23
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In-class essay 2
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Tuesday February 28
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Feedback on in-class essay 2; focus on ethos, pathos, and kairos; preparation for midterm: the army debate
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Thursday March 1
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MIDTERM essay exam
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Tuesday March 6
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Feedback on home essay 1 and midterm; focus on addressing the opposition; Rogerian argument; dialogic approach
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Home essay 2 assigned
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MIDTERM identifying and defining test
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Thursday March 8
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MLA citation exercises part two: paraphrasing, summarizing, and integrating direct quotes
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Bring your MLA Handbook
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Tuesday March 13
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Rhetorical analysis: assessing effectiveness; preparation for in-class 4
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Thursday March 15
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In-class essay 3
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Home essay 2 due; research paper assigned
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Tuesday March 27
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Feedback on in-class 3; overview of types of claims; workshop on works cited page MLA format
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Research paper outline and preliminary list of resources (minimum 6) due; bring your MLA Handbook
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Thursday March 29
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Definitional arguments; class discussion on web identities
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Writing Arguments
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Tuesday
April 3
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Causal arguments; preparation for in-class 4
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Writing Arguments
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Thursday April 5
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In-class essay 4
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Tuesday
April 10
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Resemblance arguments; preparation for in-class 6
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Writing Arguments pages
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Thursday April 12
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In-class essay 5
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First Draft of Research paper due (including works cited)
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Tuesday
April 17
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Evaluation and ethical arguments; last minute questions/difficulties with research paper/ revision in class; student errors of citation format and corrections together
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Writing Arguments pages
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Thursday April 19
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Proposal arguments
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Writing Arguments pages
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Tuesday
April 24
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A classical argument
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Writing Arguments pages
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Research paper due
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Thursday April 26
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Course evaluation; another argument classic; general revision for final exam
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Writing Arguments pages
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(April 28 -May 4)
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Day & time to be established
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FINAL EXAM
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| Session | Session Focus | Reading Assignment | Other Assignment | Meeting Place/Exam Dates |
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