|
|
JOHN CABOT UNIVERSITY
COURSE CODE: "EN 103-1"
COURSE NAME: "Intensive English Composition"
SEMESTER & YEAR:
Spring 2014
|
SYLLABUS
INSTRUCTOR:
Anthony Casling
EMAIL: [email protected]
HOURS:
MW 10:00 AM 12:45 PM
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:
The intensive course has two components. One concentrates on developing the ability to write grammatically correct English prose, and includes an in-depth review and examination of academic register. The other focuses on elements of academic writing, from sentence structure to writing effective paragraphs. The various rhetorical modes are also introduced.
|
LEARNING OUTCOMES:
Grammar: write grammatically correct English prose.
Reading: Increase vocabulary by 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.
Understand and use the essential features of academic writing
Research: Develop research skills.
Use databases and web-based research.
Use MLA format for citations.
Understand the essential techniques for avoiding plagiarism.
|
TEXTBOOK:
|
REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
|
GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| At-home essays | | 25% |
| Mycomplab | | 20% |
| Homework &Quizes | | 10% |
| Final Exam | | 20% |
| In-class essays | | 25% |
-ASSESSMENT CRITERIA:
AWork 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 co
BThis 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.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis 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.
FThis 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:
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.
|
|
|
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 |
| Lesson 1 | Introduction to course & Mycomplab | | | |
| Lesson 2 | Overview of essay structure | | | |
| Lesson 3 | Topic sentences | | Out of class essay I | |
| Lesson 4 | Paragraph structure | | | |
| Lesson 5 | Cohesion | | | |
| Lesson 6 | In-class essay I | | | |
| Lesson 7 | Process and Chronological order essays | | | |
| Lesson 8 | Introductions | | | |
| Lesson 9 | Sentence structure | | Out of class essay II | |
| Lesson 10 | Sentence struucture | | | |
| Lesson 11 | Conclusions | | | |
| Lesson 12 | In Class essay II | | | |
| Lesson 13 | Comparison and Contrasting Essays | | | |
| Lesson 14 | Aspects of Academic Style | | | |
| Lesson 15 | Aspects of Academic Style | | Out of class essay III | |
| Lesson 16 | Cause and Effect Essays | | | |
| Lesson 17 | Avoiding plaigarism | | | |
| Lesson 18 | In-class essay III | | | |
| Lesson 19 | Argumentative essays | | | |
| Lesson 20 | Word Choice and Formality | | | |
| Lesson 21 | Proofreading | | | |
| Lesson 22 | Academic caution | | Out of class essay IV | |
| Lesson 23 | Summarizing | | | |
| Lesson 24 | In-class essay IV | | | |
| Lesson 25 | The language of graphs and charts | | | |
| Lesson 26 | Revision | | | |
| Lesson 27 | Revision | | | |
| Lesson 28 | Wrap up | | | |
|