Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "EN 103-3"
COURSE NAME: "Intensive English Composition (This course carries 6 semester hours of credit)"
SEMESTER & YEAR: Fall Semester 2012

SYLLABUS

INSTRUCTOR: Keenan Tara
EMAIL: [email protected]
HOURS: MTWTH 11:30-12:45
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: By appointment

COURSE DESCRIPTION:
The course aims to improve student's understanding of what constitutes good writing. A variety of strategies for producing clear and convincing prose are introduced.

SUMMARY OF COURSE CONTENT:
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.

Please note that all students will be required to submit their essays through Turnitin.

LEARNING OUTCOMES:

Grammar

Write grammatically and idiomatically correct English prose with more sophistication

Reading

Read to comprehend increasingly complex material
Read and think critically

Vocabulary

Expand vocabulary through reading and writing
Develop subject specific terminology through reading and writing

Rhetoric

Write effective paragraphs and essays
Summarize
Understand how to recognize and utilize rhetorical modes
Construct detailed outlines
Understand the introduction-body-conclusion structure
Write a strong thesis statement
Construct topic sentences and supporting arguments
Utilize transition signals to form an essay that flows
Think, read, and write critically for an academic audience

Research and sourcing

Be familiar with research skills including
Understanding databases, web-based sourcing, and source evaluation
Utilize MLA format to cite sources
Understand how to avoid plagiarism

TEXTBOOK:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments	Format	Local Bookstore	Online Purchase
Writing Academic English, 4th edition	Alice Oshima and Ann Hogue	Pearson-Longman	978-0-13-152359-3
MyCompLab	Pearson		www.mycomplab.com

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments
Models for Writers (10th edn.)	Alfred Rosa and Paul Eschholz	Bedford	978-0-312-53113-3

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
In Class Essays		25
At Home Essays		25
MyCompLab		20
Homework and Quiz grades		10
Final Exam		20

-ASSESSMENT CRITERIA:

A: Work 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. (90-92 = A-; 93-100 = A)

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 evaluate theory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture and reference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments. (80-82 = B-; 83-86 = B; 87-89 = B+)

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. (70-72 = C-; 73-76 = C; 77-79 = C+)

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. (60-62 = D-; 63-66 = D; 67-69 = D+)

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 and/or grammatically incorrect. (<60)

Zero: Portions of this work have been found to be academically dishonest.

-ATTENDANCE REQUIREMENTS:
Students are required to attend all scheduled class meetings. Students are allowed six absences during the term. Each additional absence beyond the six allowed, with the exception of absences excused by the Dean's office, will result in the reduction in the final grade for the course by 5%. Students arriving to class after attendance has been taken will be counted as late. Two late arrivals will count as an absence. Please refer to the JCU catalog for the attendance and absence policies. Please note that there is homework in nearly every class so if you are absent it is your responsibility to call a classmate for the assignment.

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

103 Course Schedule

Please note: This schedule will change in relation to the progress of the course

Date	Topic	Activity	Homework
M – 3 Sept	Introductions	Introductions Syllabus, writing program, university, academic honesty, text, MyCompLab, Turnitin, Writing Center Expectations	- Syllabus Quiz - Get text at Almost Corner Bookshop - Buy subscription to MyCompLab
T - 4		Syllabus quiz Pet Peeves MyCompLab overview Turnitin overview Cisnaros, “My Name”	Revise paragraph on your name.
W – 5	The sentence	Writing Academic English (WAE), Ch. 10 Types of Sentences Name discussion	Read Adler, “How to Mark a Book” and mark it up. This will be collected and graded.
Th – 6		WAE Ch. 10 Types of Sentences Adler, “How to Mark a Book”	Bring in a photo (digital is fine) a special object you own
M – 10		WAE Ch. 11 Parallelism Photo lightening round Annotation – E.M. Forster “My Wood”	Finish Forster with annotations.
T – 11		WAE Ch. 11 Sentence problems Read Models for Writers (MFW) Writing Process p. 7-14 Forster	Think about how your photo reveals something about you. Print it and bring it to class.
W – 12		Timed essay strategies – Writers at Work p. 140-152, Outlining p. 24-6 Read MFW Writing Process p. 14-21 Photo discussion	Write an outline using photo.
Th – 13		In Class Essay on photo with short outline to be handed in at the end of class with a photo	TBA
M – 17	The paragraph: Prejudice and oppression	WAE Ch. 1 Paragraph Structure Workshop	Read Naylor, “The Meanings of a Word” and do Qs for study and discussion
T – 18		WAE Ch. 1 Paragraph Structure Naylor, “The Meanings of a Word”	Write a paragraph in which you explore the meaning of a word that has been used as an insult in your culture
W – 19		Workshop	Read King “The Ways of Meeting Oppression” and write two paragraphs on ways people have met oppression in your culture.
Th – 20		In Class Essay with short outline to be handed in at the end of class	TBA
*F – 21 Make up day for Nov 1		Workshopping Words and culture	TBA
M – 24	Rewards and punishment	WAE Ch. 2 Unity and Coherence	Read Gladwell “No Mercy” and do Qs for study and discussion
T – 25		WAE Ch. 3 Supporting Details Discussion on Gladwell	TBA
W – 26	Summary/Paraphrase	WAE Ch. 8 Summary Summary work on Gladwell	Watch Dan Pink, “The Surprising Science of Motivation” and take notes.
Th – 27		WAE Ch. 8 Summary/Paraphrase Summary work on Pink	At Home Essay on rewards and punishment
M – 1 Oct		Conferences	TBA
T – 2		Final touches	TBA
W – 3	The Bystander problem	Gansberg, “38 Who Saw the Murder”	Do Suggested Writing Assignment Number 1 – two paragraphs
Th – 4		Workshop	Watch “Baby left in car – social experiment” on Youtube and summarize
M – 8	The Essay	Discuss Baby left in car Paragraph – What would you do? WAE Ch. 4 From Paragraph to Essay	Write paragraph on when one should mind his/her own business and when someone should get involved
T – 9		WAE Ch. 4 From Paragraph to Essay	At Home Essay Looking at three writing assignments (Gansberg, Youtube Baby experiment, and your own thoughts on when to get involved)
W – 10		Conferences	TBA
Th – 11	Definition	Models for Writers (MFW) – Definition essay	Read Bettleheim, “Holocaust” and mark it up.
*F – 12 Make up day for Nov 22		MFW – Definition essay Bettleheim “Holocaust”	Write two paragraphs defining an event in your cultural history and proposing a new meaning for it.
M – 15		MFW – Definition essay Workshop	Read Goodman, “The Company Man” and do Qs for study and discussion
T – 16		MFW – Definition essay Goodman “The Company Man”	TBA
W – 17	Cause/Effect: Horror	WAE Ch. 6 Cause/Effect essay	Read King, “Why we crave horror movies” and do Qs for study and discussion
Th – 18		WAE Ch. 6 Cause/Effect essay King, “Why we crave horror movies”	Write two paragraphs about what horrifies you using cause/effect.
		Mid-term warnings are issued
M – 22	Comparison/Contrast: A sense of place	WAE - Ch 7 MFW - Compare/Contrast	Read Whaley, “Once Unique, Soon a Place Like Any Other” and do questions for study and discussion
T – 23		Whaley Kunstler “How bad architecture wrecked cities”	Write a paragraph in which you describe a place you know well that is changing. How is it changing? What is lost and gained? Bring in a photo.
W – 24		Rushkoff, “Life, Inc.”	Write a paragraph summarizing and paraphrasing Rushkoff
Th – 25	Research	Plagiarism and conducting research What is the main issue?	Write a paragraph research proposal on your compare/contrast essay topic.
M – 29		Conference on research proposal	Find a newspaper article (Guardian, New York Times, etc.) on your topic. Mark it up. Meet at library tomorrow.
T – 30		Library Visit	Meet at library tomorrow.
W – 31		Library Visit – research using online scholarly journal articles.	Mark up and write a summary of your online scholarly journal source.
Th – 1 Nov No Class – Holiday
M - 5		Quoting and citation	Write a long outline of your essay.
T – 6		MLA Style Works Cited	Do research section of MyCompLab. Bring in your newspaper article and scholarly article.
W - 7		In Class Essay (Compare/Contrast) on the changing face of your town.	TBA
Th – 8		TBA	TBA
M – 12	Classification	MFW - Classification Gladwell on Spaghetti Sauce	TED ED Gladwell on Spaghetti Sauce - Do Quick Quiz, Think, Dig Deeper, ...And Finally
T – 13		Discuss Gladwell, questions Podcast, Radiolab “Is Free Will Really Free?” with worksheet	Read Boutin “You are what you Search” and do questions for study and discussion
W – 14		Discuss Boutin - Unifying ideas, tying sources together Division/Classification worksheet The Long Outline	Write an outline for a division/classification essay on the various types of decision makers there are paying special attention to your purpose and the “so what?” factor. Your essay will have to refer two of the three sources (Gladwell, Radiolab, Boutin) we have explored.
Th – 15		TBA	At Home Essay: (Division/Classification)
M – 19	Argument: Intelligence and Deception – (Large Scale)	WAE Ch. 9 Argument essay “Pandora’s Briefcase” What is the main argument?	Visit website of international spy museum. Click Explore, Spycast and select a spycast. Listen to it and take notes.
T – 20		Primary source analysis	TBA
W – 21		WAE - Ch 9 Argument Essays Spycast Discussion	At Home Essay (Argument). Using Gladwell, the primary sources, and your spycast write an essay advancing an argument on gathering intelligence. Due Tuesday
Th – 22 No Class – Holiday
M – 26		Argument workshop and conference	Essay Due tomorrow
T – 27	Intelligence and Deception (Small Scale)	Jacob et al. “Those Cheating Teachers”	Finish article and mark it up
W - 28		Cheating teachers discussion Watch Meyer “How to Spot a Liar” Combining points to advance your own argument	Write extended outline to advance your own argument referencing the Jacob et al. article and Meyer’s video
Th – 29		In Class Essay (Argument)	TBA
M – 3 Dec		Final Exam material preparation	TBA
T – 4		Final Exam material preparation	TBA
W - 5		Final Exam material preparation	TBA
Th - 6	Final Class	Final Wrap up

TBA	Final Exam

Please note that there is always homework in this class. In the case of absences it is the student’s responsibility to find out about the work missed and prepare the assignment to hand in upon return to class.

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