Course Syllabus

JOHN CABOT UNIVERSITY

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

SYLLABUS

INSTRUCTOR: Keenan Tara
EMAIL: [email protected]
HOURS: MW 13:30-14:45
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: 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 course emphasizes the planning, research, writing, and revising of compositions and focuses on the development of critical and logical thinking skills as well as information literacy. Class time will be devoted to writing that stresses analytical, evaluative, persuasive, and argumentative writing. We will embark on writing by reading a variety of essays and articles meant to spur class discussion and provide fertile material for different types of composition. We will also do a great deal of “writing practice” or in-class writing and revision. Grammar and structural issues will be reviewed as needed. Learning is hands-on in this class: You will participate in discussion and exercises in a practical, workshop-oriented atmosphere. Emphasis will be on honing critical thinking, and on the generation and revision of papers aided by regular peer reviews as the foundation for excellent writing.

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	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 edition)	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. An assignment found to be academically dishonest will receive a zero and the student will be summoned to the Associate Dean's office.

-ATTENDANCE REQUIREMENTS:
Students are required to attend all scheduled class meetings. Students are allowed four absences during the term. Each additional absence beyond the four 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

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

Date	Subject and Theme	In Class Activity	Homework
10 Sept		Introduction WAE - Paragraph, Introduction, Thesis Name paragraph	- Quiz tomorrow -Go to Almost Corner -Bookshop for WAE -Join Course on MyCompLab
12 Sept		Quiz WAE - Ch 4 (Body and Conc) Eliminating personal pronouns	At home essay (Description) – Describe a special photograph paying attention to the “So what are we supposed to learn from this?” factor.
17 Sept	Definition: Gender and identity	Hand in essay MFW – Definition essay “Still Killing us Softly” How do gender roles function in your culture? Is it changing?	Read “Sweden’s new gender neutral pronoun” and write paragraph summarizing article and another paragraph discussing the relationship between language and gender roles in your own language
19 Sept		WAE - Ch 2 (Unity and Coherence) MFW - Definition Outlining	Utilizing both the article and the video, write an outline for a definition essay on what it means to become a man/woman in your country.
24 Sept		In Class Writing (Definition)	Revision
26 Sept	Classification: Choices	Hand in both drafts MFW - Classification Gladwell on Spaghetti Sauce	TED ED Gladwell on Spaghetti Sauce - Do Quick Quiz, Think, Dig Deeper, ...And Finally
1 Oct		Discuss Gladwell, questions Podcast, Radiolab “Is Free Will Really Free?”	Read Boutin “You are what you Search” and do questions for study and discussion
3 Oct		Discuss Boutin - Unifying ideas, tying sources together Division/Classification worksheet	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.
8 Oct		In Class Writing (Division and Classification). To be handed in at the end of class.	Read Whaley, “Once Unique, Soon a Place Like Any Other” and do questions for study and discussion
10 Oct	Compare/ Contrast: A sense of place	WAE - Ch 7 MFW - Compare/Contrast	Write a paragraph in which you describe a place you know well that is changing. How is it changing? What is lost and gained?
15 Oct		Kunstler “How bad architecture wrecked cities”	Read Rushkoff, “Life, Inc.” and write a paragraph reaction
17 Oct		Primary Sources	Find two primary sources about your own town’s changing face. One can be a picture. These must be printed.
22 Oct		Long Form Outlining	At home essay (Compare/Contrast) - Using Whaley, Kunstler, Rushkoff, and your own primary sources discuss the changing face of your town, village or city. Compare how it was to where it is going.
24 Oct	Cause/effect	WAE Cause/Effect Conferences	Hand in your papers through through turnitinuk by 11 p.m. 25 October.
29 Oct		Library Visit	Email me a paragraph on a cause/effect phenomenon you are considering researching. Think about a cause/effect phenomenon that teaches us something about our fundamental nature.
31 Oct		Library Visit - Do research on your topic.	At home essay (Cause/Effect) – Describe a cause/effect phenomenon utilizing cause/effect to teach us something about our fundamental nature
5 Nov		Workshop	Outline for a cause/effect paper on topic of your choice or - Why people keep pets - The effects of poverty on an individual - Why adults enjoy animated movies
7 Nov		Conferences	Revise outline to include your research
12 Nov		In Class writing (Cause Effect) to be handed in at end of class	Read Gladwell, “Pandora’s Briefcase” and write a paragraph summarizing
14 Nov	Argument: Intelligence and Deception	WAE – Ch 8 paraphrase and summary “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.
19 Nov		WAE - Ch 9 Argument Essays Discussion Argument workshop and conference	At Home Essay (Argument). Using Gladwell, the primary sources, and your spycast write an essay advancing an argument on gathering intelligence.
21 Nov		Jacob et al. “Those Cheating Teachers”	Watch Meyer “How to Spot a Liar” on TED and summarize
26 Nov		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
28 Nov		In class essay (Argument) on deception to be handed in at end of class
3 Dec		Wrap up class
5 Dec		Wrap up class
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.