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JOHN CABOT UNIVERSITY
COURSE CODE: "EN 110-2"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR:
Fall Semester 2012
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SYLLABUS
INSTRUCTOR:
Pacor Andrea
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 or completion of either EN 103 or EN 105 with a grade of C or above
OFFICE HOURS:
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COURSE DESCRIPTION:
The course reinforces the skills needed
to write well-organized argumentative essays and takes students through the
process of writing a research paper.
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SUMMARY OF COURSE CONTENT:
The course examines a range of
fundamental writing strategies from finding a viable topic to selecting primary
and secondary sources, paraphrasing and summarizing, critical reading, thesis
development, citing and documenting sources. Paper formatting according to the
MLA standard, research and use of library resources will also be covered. By
the end of the course students will have acquired a variety of tools that will
enable them to produce academic-level research papers autonomously.
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LEARNING OUTCOMES:
Students will learn to write a
well-organized, evidence-supported research paper.
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| Writing Research Papers, 14th Ed. | Lester, Jim D, Jr. and James D. Lester | Longman | 9780205651924 | | | | | |
| MLA Handbook for Writers of Research Papers, 7th Ed | MLA | MLA | 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 |
| 5 In-Class Summaries and Worksheets | This assignment follows in-class discussion of each academic article and is due the class immediately after discussion takes place. It is divided into a take-home component (Worksheets) and an in-class component (Summaries). Worksheets are designed to train students in basic MLA formal requirements (top matter, works cited, in-text citation), and to encourage organizing knowledge extracted from the article. The knowledge component includes a terminology section (three terms and definitions) and a quotes section (three quotes with lead-in and follow up sentences, complete with in-text citation in MLA format). The purpose of in-class summaries is for students to demonstrate comprehension of the material. In this regard, class discussion of the readings is preparatory. Summary writing will take 20 minutes of class time, at the beginning of class. Students are allowed use of their annotated copy of the article, an outline, and a dictionary. The required length is 250 words. One word below 250 caps the grade for the assignment at C (75%); summaries under 200 words receive an F (55%). The at-home component is weighed at 25% of the grade, while the in-class component is weighted at 75%. Late or unprinted worksheets will NOT be accepted. | 20 |
| 3 In-Class Essays | In-Class essays represent an opportunity for application and analysis of knowledge gained from two source articles. Required length is 550 words. Ten words below 550 caps the grade for the assignment at C (75%); essays under 450 words receive an F (55%). NOTE: There will be no make-ups for this assignment. In the final average, I will drop the lowest grade for students who have taken all three tests. Missing grades will be counted as F and will weigh 55% (instead of zero). | 20 |
| Topic Proposal | The topic proposal is the first step towards the final paper. It consists of five sections: 1) specific topic/purpose/claim; 2) general topic/larger categories/ big themes; 3) conflict; 4) method; 5) tentative title. All sections, except for the tentative title, should be one paragraph in length. | 10 |
| Annotated bibliography | Students identify five sources for use in their final project. The format of this assignment is based on the summary + worksheet assignment, with minor additions. | 20 |
| Preliminary outline | This is a preliminary outline for the final paper. It does not receive a grade, but is mandatory. Students will take this opportunity to begin organizing their paper in writing blocks. A late outline will set the grade for the grade for the final paper back by 3 percentage point; a missing outline will set it back by 5 percentage points. | Mandatory (not graded) |
| Rough Draft | <span style="font-family: 'courier new'; font-size: 12pt;">This is a rough draft of the final paper. Required length is 1000 words. It does not receive a grade, but is mandatory. Students will take this opportunity to begin writing the actual paper. The draft should develop at least three major writing blocks, although students are not required to join the blocks with transitions. A late draft will set the grade for the grade for the final paper back by 3 percentage point; a missing draft will set it back by 5 percentage points.</span> | Mandatory (not graded) |
| Final paper | This is the final paper for the class. Final papers must be turned in in hard copy on the day of the final exam. Students are also required to send an electronic version to be used with plagiarism detection software. Required length is 2500 words. 100 words below 2500 caps the grade for the assignment at C (75%); essays under 2000 words receive an F (55%). Failure to turn in the final paper will result in an F for the course.<br /> | 30 |
-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:
Students are required to attend all scheduled class meetings and to participate in all classroom activities. In addition to this weighting of attendance, students are allowed only three absences (no questions asked, no excuse needed). However, each additional absence beyond the two allowed will result in the reduction of the final grade for the course by 5%. Students with more than seven absences will fail the course. Students arriving at class more than 15 minutes late will be counted as half absent; after a first warning, students chatting audibly and persistently during class may be marked absent. Please refer to the JCU catalog for the attendance and absence policies.
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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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A detailed schedule will be distributed on the first day of class and will be made available on MyJCU
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