Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-6"
COURSE NAME: "English Composition III"
SEMESTER & YEAR: Spring Semester 2012

SYLLABUS

INSTRUCTOR: Klausner Lewis Samuel
HOURS: TTH 14:30-15:45
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

COURSE DESCRIPTION:
This course is designed to enable you to do two things: participate constructively in written conversation in a public format such as an op-ed page, and to develop the research and writing skills that would eventually enable you to participate in more complex written conversation such as in scholarly journals.

SUMMARY OF COURSE CONTENT:
We will study the format of the short essay, especially the opinion piece, in terms of organization and rhetorical strategy. Using Graff and Birkenstein's They Say, I Say we will look at how one makes the intellectual moves that enable one to respond effectively to a written argument or study. We will use opinion pieces, mostly from the New York Times, to practice our skills at responding to texts. Students will respond in greater depth to at least one of the topics we respond to, by doing their own research and citing other texts that bear on the subject.

LEARNING OUTCOMES:
Students will be ready to write effective responses to written arguments and to write effective research papers in any academic field.

TEXTBOOK:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments	Format	Local Bookstore	Online Purchase
They Say I Say	Gerald Graff and Cathy Birkenstein	Norton	978 0 393 93363 1

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
Response to op-ed piece	One and a half to two pages, based on They Say/I Say and class discussion.	15
Second response to an article.	Two and a half to three pages, based on They Say/I Say and class discussion.	15
In-class writing	Identification and analysis based on articles we read.	15
Argument Essay	Argument based on thesis and draft submitted earlier.	20
Research Paper	Essay using outside sources, thesis and draft submitted earlier.	20
Final Exam	Analysis and prepared response to articles we read.	15

-ASSESSMENT CRITERIA:

Assessment Guidelines for assigning main letter grades: A, B, C,D, and F.

A: Work of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensiveknowledge 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.

B: This 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.

C: This is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.

D: This 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.

F: This 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:
Three absences, excused or unexcused, will not in itself affect grades. Four or more will. One cannot pass the course with more than five absences excused or unexcused.

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

Session	Session Focus	Reading Assignment	Other Assignment	Meeting Place/Exam Dates
Tuesday January 17	Introduction to the course and requirements; goals and expectations; sample writing Reading images and writing descriptions (photos and political cartoons).		In-class writing sample (collected but not returned or graded)
Thursday January 19	Entering the Conversation	They Say/I Say 1-15; 195-197 (“Don’t Blame the Eater)	Do either exercise 1 or 2 on pages 14-15. .
Tuesday January 24	The Art of Summary	TS/IS 19-41;	Summary of Don’t Blame the Eater
Thursday January 26	The Art of Quoting	TS/IS 42-51; Handout: “Falser Words Were Never Spoken”	Summary of “Falser Words”
Tuesday January 31	Three Ways to Respond: Yes/No/Ok, but…	TS/IS 55-67; Handout: “Saudis in Bikinis”	Summary of Saudis in Bikinis
Thursday February 2	Connecting the Parts	TS/IS 105-120	Response to Saudis in Bikinis
Tuesday February 7	In-class Essay 1: Graded Response to Saudis in Bikinis	TS/IS 68-77
Thursday February 9	Planting a Naysayer in Your Text	TS/IS 78-91 ; Handout: “Amnesty: Let Us Be Vigilant and Charitable”
Tuesday February 14	Saying Why It Matters	TS/IS 92-101. Handout: Why Blame Mexico?	Response to Kavanaugh and Reed
Thursday February 16	Connecting The Parts	TS/IS 105-120; Handout: Should The United States Grant Legal Status to Undocumented Immigrant Workers?
Tuesday February 21	In-Class Essay 2: Graded Response to Kavanaugh and Reed	IS/TS 121-138
Thursday February 23	Mixing High and Low Diction	Handout: Pope on a Rope Tow
Tuesday February 28	Definitional Arguments Feedback on in-class essay 2;	Handout: pages 210-236
Thursday March 1	Causal Arguments	Handout pages 237-263
Tuesday March 6	Entering a Debate: Park 51	Handout: Muslims in the Middle	Short definition Essay (2 to 3 pages)
Thursday March 8	Furthering the debate	Handout: Newt Direct; Sam Harris
Tuesday March 13	Preparing to write a research paper	Handout	Response to Dalrymple, Gingrich, and Harris
Thursday March 15	In class essay 3: Park 51	Moscow’s Stray Dogs
Tuesday March 27	Writing in the Sciences Review of thesis statements	TS/IS 156-174 Moscow’s Stray Dogs	Thesis Statement
Thursday March 29	Writing in the Social Sciences	TS/IS 175-192
Tuesday April 3	In-Class Essay: Moscow’s Stray Dogs	Writing Arguments pages 237-265 also page 274	Research paper outline and preliminary list of resources (minimum 6) due; bring your MLA Handbook
Thursday April 5	In-class essay 4
Tuesday April 10	Resemblance arguments; preparation for in-class 6	Writing Arguments pages 264-283	First draft of research paper due (including works cited page)
Thursday April 12		Your So-Called Education
Tuesday April 17	Evaluation and ethical arguments; last minute questions/difficulties with research paper/ revision in class; student errors of citation format and corrections together	What Should Colleges Teach?	Summary/Response to Your So-Called Education
Thursday April 19	Research paper	Handout	Summary/Response to What Should Colleges Teach?
Tuesday April 24	Classical Argument	Handout	Research paper due
Thursday April 26	Course evaluation; another argument classic; general revision for final exam	Handout
(April 28 -May 4)	Day & time to be established			FINAL EXAM

Session	Session Focus	Reading Assignment	Other Assignment	Meeting Place/Exam Dates