Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "EN 105-7"
COURSE NAME: "English Composition II"
SEMESTER & YEAR: Spring Semester 2012

SYLLABUS

INSTRUCTOR: Rutt Andrew
EMAIL: [email protected]
HOURS: MW 10:00-11:15
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: Placement via JCU English Composition Placement Exam
OFFICE HOURS: By appointment

COURSE DESCRIPTION:

I am read, therefore I am.

The aim of the course is to focus on the further development of the skills needed to write coherent, well-structured sentences and well-organised paragraphs leading to five-seven paragraph argumentative essays. This is achieved through writing practice and analysis of essay construction. Grammar will be reviewed as needed.

SUMMARY OF COURSE CONTENT:

SUMMARY OF COURSE CONTENT

The course commences with an introduction/review of the five steps of the writing process (pre-writing, planning, writing, editing and proofreading). Each step will be accompanied with practice activities. As the semester progresses, students will produce a number of writing assignments. Although emphasis will be placed on proper sentence structures, students will be expected to produce well written paragraphs (topic sentence, supporting point, supporting details and concluding sentence) which contribute to essay development. During the course we will discuss and practice various rhetorical modes (illustration, cause and effect, compare and contrast, etc.) and practice the writing of between five-seven paragraph essays (introduction, body, conclusion). By the end of the course, you will be expected to be able to write a well structured, coherent argumentative essay. Essays written in class and for homework will be reviewed by your peers and by your Professor. You are expected to produce a second ‘reviewed’ draft and which, along with your first draft, must be kept by you and presented for final review at the conclusion of the course.

Readings will be used to offer models and stimulate ideas for writing assignments. Class time will be spent reviewing grammar, discussing assignments and readings, and practicing writing techniques. During the course, you may be asked to write a summary, identify and use new vocabulary and/or to complete a worksheet or answer questions in a textbook.

Writing: All written assignments must be typed and handed in on time. Late delivery of written work will be penalized.

Format for assignments written at home:
-       Typewritten on standard (A4) paper
-       Double-spaced to leave room for corrections
-       Paragraphs indented but no extra spaces between them
-       Name and date in the top left corner of the first page
-       Title centered over the essay, appropriately capitalized

- Title centered over the essay, appropriately capitalized

LEARNING OUTCOMES:
In general, by the end of the course, you will be a more perceptive reader with a clearer understanding of what actually makes good writing. In your own writing, you will find yourself using a broader vocabulary and more varied sentence structures and taking advantage of the various rhetorical modes to improve essay organization and clarity. All this should increase your confidence and make writing more enjoyable for you as well.

TEXTBOOK:

Book Title	Author	Publisher	ISBN number
Writing Academic English, 4th edition	Alice Oshima and Ann Hogue	Pearson-Longman	978-0131523593
The Oxford Dictionary of Synonyms and Antonyms	Alan Spooner	Oxford	978-0199210657
Rhetorical Choices: A Reader for Writers	Gilyard, Holdstein, Schuster	Longman	Pearson Longman 0-321-44492-2

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
In-Class Writing Assignments		25
At-Home Writing Assignments		25
Final Exam		25
Homework Activities, Quizzes/Worksheets, Class Participation		25

-ASSESSMENT CRITERIA:

Outstanding: GradeA/A- This is fluent writing which reflects a thoughtful response to the assignment. It is well organized with excellent development of its ideas. The writer is in control of the standard conventions of English prose and has few errors in the mechanics of writing.

Very good: Grade B/B- This is good writing that fulfils the assignment and shows evidence of thought and planning. It is well organized with good supporting details. Errors in the mechanics of writing do not detract from a reading of it.

Satisfactory: Grade C/C- This is satisfactory writing that fulfils the assignment. The writing is coherent but errors interfere with overall quality and/or 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 exhibits major problems in writing. Itmay involve a difficulty with the presentation of ideas, or it may reflect poor control of the conventions of standard English prose or be marred by enough errors in the mechanics of writing to seriously distract the reader.

Unsatisfactory: Grade F - This is writing that fails to fulfill the assignment. It does not succeed in presenting its basic ideas, either because of poor organization and lack of clarity or because of a lack of control over the basic conventions of standard English usage.

-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS:
Attendance and class participation are critical to your progress and to your grade. In accordance with English Department policy, your grade may suffer if you miss more than five classes. If you miss more than six classes, including for illness or other legitimate reasons, you may be asked to leave the course, regardless of your grades.

Late arrivals are disruptive. Three late arrivals will be counted as an absence. Furthermore, you are responsible for all work done or assigned in your absence. Assignments should either be emailed to me personally or brought to the next class.

Attendance is mandatory for all announced in-class writings. No make-ups will be given unless specific arrangements are made with the instructor before the day of the test or essay.

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

Spring 2012 Schedule

The following 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. A mid-term exam will also be included, the date of which will be established and communicated to you. Grammar activities will also be introduced where and when necessary. This schedule may vary depending on progress.

Introduction to the process of academic writing

Monday, 16 January: Introduction to the course and process of academic writing overview

Wednesday 18 January: The writing process step 1: Creating (pre-writing) with practice activities.

Monday, 23 January: The Writing process step 2: Planning (outlining) with practice activities

Wednesday, 25 January: The Writing process step 3: Writing with practice activities

Monday, 30 January: The Writing process step 4: Editing (polishing) with practice activities

Wednesday, 1 February: The Writing process step 5: Proofreading with practice activities

Friday, February 3 (Make-up day for Monday, April 9): Editing practice activities

From Paragraph to Essay

Monday, 6 February: Three parts of an essay with practice activities

Wednesday, 8 February: The Introductory paragraph with practice activities

Monday, 13 February Thesis statements

Wednesday, 15 February: Body paragraph with practice activities (logical division of ideas)

Monday, 20 February: The concluding paragraph

Wednesday, 22 February: Essay Outlining practice activities

Monday 27 February: Writing Practice

Causes and Effect Essays

Wednesday, 29 February: Organization for a Cause/Effect essay

Monday, 5 March: Block organization v Chain Organisation

Wednesday, 7 March: Cause/Effect signal words and phrases

Friday, 9 March (Make-up day for Wednesday, April 25: Review and Writing practice

Argumentative Essays

Monday, 12 March: Organisation of Comparison/Contrast essays

Wednesday, 14 March: Comparison and contrast signal words

Monday, 19 March: No class, Spring Break.

Wednesday, 21 March: No class, Spring Break.

Monday, 26 March: Comparison and contrast signal words (practice activities)

Argumentative Essays

Wednesday, 28 March: Organisation of argumentative essays

Monday, 2 April: The introductory paragraph

Wednesday, 4 April: Thesis Statement

Monday, 9 April (Holiday - no class):

Wednesday, 13 April: Plagiarism v paraphrasing: What is the difference?

Monday, 16 April: Citing sources

Wednesday, 18 April: Course Review

Monday, 23 April: Course Review (exam preparation)

Saturday-Friday, 28 April – 4 May: Final Exams