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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-11"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Spring 2014
SYLLABUS

INSTRUCTOR: Carolina De Luca
EMAIL: [email protected]
HOURS: TTH 1:30 PM 2:45 PM
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: T TH by appointment

COURSE DESCRIPTION:
The course reinforces the skills needed to write well-organized argumentative essays through the analysis and close reading of a chosen set of complex and elegant prose pieces.  The course also takes students through the process of writing a research paper.
SUMMARY OF COURSE CONTENT:
The course examines a range of fundamental writing strategies, starting with grammar, organization and logic, critical reading of sources, summarizing, paraphrasing and proper quoting; it continues with the writing of a topic proposal, selection and citation of sources, literature review, and thesis development. Research and use of library resources will also be covered.


LEARNING OUTCOMES:
Students will learn to write a well-organized and error-free argumentative essays and a longer MLA-style research paper.  By the end of the course, students will have a bigger appreciation for writing, and will learn to perceive themselves as writers. Students will also learn to read literature in a way that will develop the critical skills necessary for academic writing/thinking across the disciplines and will understand that -more often than not- to read and think well is to write well.
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Rules for Writers, Seventh EditionDiana Hacker, Nancy Sommers Bedford/St. Martin's978-0-312-64736-0     
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
One Hundred Great Essays, second edition Robert Di Yanni, EditorPearson Longman0-321-27666-3PE1417.O56 
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
6 in class essays Students practice writing fully developed five-paragraph essays in class based on readings analyzed ahead of time. 30%
2 at home essays The purpose of the at-home essays is to gradually work up to writing the final research paper. The average length of these papers is four to six double-spaced typed pages.10%
MidtermThe midterm exam consists of an in-class presentation: an analysis and discussion of a essay by an author of your choosing. 10%
Final The final exam is a fully developed six-paragraph (or longer) explicit argument based on selected topics from the assigned readings and from current events. All students are required to take the final exam.20%
Research PaperAll students are required to write a fully documented short research paper (6-8 pages). It must be an explicit argument and must follow MLA format.20%
Class Participation Most of the lessons are workshops, direct opportunities for students to focus on and improve their writing ability, to use MLA format, and to put argument theory into practice. Furthermore, in order to write an effective argument, one must think through the issues thoroughly. In-class discussions begin with the assigned readings and develop according to the interests and perspectives of class members. Therefore, class participation and student interaction are essential pre-writing activities.10%

-ASSESSMENT CRITERIA:
A Outstanding. A/A-: This is outstanding writing which reflects a perceptive and thoughtful response to the assignment. It is well organized with excellent development of ideas and reflects the writer's command of appropriate rhetorical strategies. The prose is vigorous and fresh, and the writer is clearly in control of the standard conventions of English prose. There are no errors in the mechanics of writing.
B Very Good. B/B+/B-: This is very good writing that fulfills the assignment and shows evidence of clear thought and good planning. It is well organized with good supporting details. The writing is fluent, and there are only minor errors in the mechanics of writing which do not detract from the overall essay.
C Average. C/C+/C-: This is satisfactory writing that fulfills the assignment and is adequately developed. The writing is clear and coherent with relatively few errors in usage and mechanics, but the writer fails to demonstrate any particular strength that would mark this writing above average.
D Below Average. D/D+/D-: This is below-average writing which fulfills the assignment but exhibits major problems in writing. It may have difficulty with the presentation of ideas (e.g., lack of clear thesis, weak organization, poor development of ideas, or incoherence), or it may reflect poor control of the conventions of standard English prose (e.g., poor use of idiom, inappropriate diction, poor spelling) or be marred by enough errors in the mechanics of writing to seriously distract the reader
F Unsatisfactory. F: This is writing that relates to the topic but fails to fulfill the assignment either because of poor organization and lack of clarity or because the writing reflects a lack of control over the basic conventions of standard English usage. There may be sentence boundary problems, poor use of idiom, inappropriate diction (words used incorrectly), agreement errors, or verb tense problems.

-ATTENDANCE REQUIREMENTS:

-Because the course is based on a series of workshops, discussion and in-class writing activities, attendance and class contribution are essential. Three absences are allowed, no questions asked. Any absence above the 3 allowed will lower and affect the final grade for the class; when a student exceeds 5 absences, he or she may fail the course.

-Medical absences are excused only upon presentation of a note from the doctor presented to the Dean's office. Medical absences do not count as absences. Late arrivals are disruptive and show a lack of respect for the instructor and for other students; if you arrive late, enter quietly and do not disrupt the class.

-When a student is absent, he or she is held responsible for all of the work covered during the lesson, and papers or homework due on the day of absence should be turned in via email or another student; do not email the instructor aksing what the homework is: contact a classmate. 


-Late papers will be marked a half grade off (from A to A-, for example) for every day late. Assignments are considered on time only if submitted at (or before) the beginning of class on the due date.

-Scheduled in-class essays may not be made up unless arrangements are made with the professor before the day of absence.

-The use of computers, cell phones, is not permitted during class. Eating is discouraged while drinking (coffee/tea etc.) is fine.
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

SYLLABUS ENGLISH 110

 

Week One

January 14-January 16

Course Introduction

Discussion and informal writing on English 110

Week Two

January 21-January 23

Tuesday: Quiz on syllabus

Reading: Plutarch

 

Week Three

January 28-January 30

Tuesday: Plutarch Summary Due

The Essay Tradition

Readings: Montaigne and Bacon


Week Four

February 4-February 6

Tuesday: In-class Exam1 on Montaigne and Bacon

MLA quotation and citation

Readings: Swift and Lamb

 

Week Five

February 11-February 13

Thursday: In-class Exam2 on Swift and Lamb

Reading: Vonnegut

 

Week Six

February 18-February 20

Tuesday: Vonnegut assignment due

Introduction to the Research Paper

MLA The Bibliography

Discussion on Midterm Format: Topic and guidelines

Reading: Orwell and Woolf

 

Week Seven

February 25-February 27

Tuesday: Graded Essay Questions on Orwell and Woolf due (this will count as grade for in-class Exam3)

Tuesday: Library Seminar on conducting research (attendance is required of all students)

Thursday: Graded library assignment to be conducted in the library

 

Week Eight

March 4-March 6

MIDTERMS

Readings:  King and Baldwin


Week Nine

March 11-March 13

Thursday: In-class Exam4 on King and Baldwin

Research Paper Topics assigned

Reading: Kingsolver

 

Week Ten

SPRING BREAK (Monday March 17-Friday March 27)

Week Eleven

March 25-March 27

Tuesday: Graded Research Paper Topic Proposal Due and Questions on Kingsolver Due

Reading: White and Dillard


Week Twelve

April 1-April 2

Thursday: In-class Exam5 on White and Dillard

Reading: Didion

 

Week Thirteen

April 8-April 10

Discussion on Didion

Thursday: Graded Questions on Didion’s essay due

 

Week Fourteen

April 15-17

Tuesday: Research Paper Rough Draft Due

Tuesday: Peer revision of rough draft

Thursday: Editing the research paper rough draft

Reading: Gladwell

 

Week Fifteen

April 22-April 24

Tuesday: In-class Exam6 on Gladwell

Thursday: Research Paper Due

 

Week Sixteen

April 26-May 2

FINALS WEEK

 

In addition to the work indicated on the class syllabus, you will also be required to complete exercises from the book, Manual for Writers. Page numbers will be assigned on a weekly basis.

 

 

READING LIST (this list may vary)

 

Bacon, Francis.  “Of Studies” (hand-out)

Baldwin, James.  “Notes on a Native Son” (hand-out)

Didion, Joan.  “On Self-Respect”  (hand-out)

Dillard, Annie.  “Total Eclipse” (on-line)

Gladwell, Malcolm.  “The Art of Failure” (online)

King, Martin Luther, Jr.  “Letter from a Birmingham Jail” (hand out)

Kingsolver, Barbara.  “Stone Soup”  (hand-out)

Lamb, Charles.  “A Bachelor’s Complaint” (hand-out)

Montaigne, Michel.  “Of Smells” (hand-out)

Orwell, George.  “Why I Write” (online)

Plutarch.  “On Listening to Lectures” (online)

Swift, Jonathan.  “A Modest Proposal” (hand-out)

Vonnegut, Kurt.  “Blues for America” (online)

White, E.B.  “Once More to the Lake” (hand-out)

Woolf, Virginia.  "A Room of One's Own" (online)

All handouts are taken from One Hundred Great Essays, ed. Robert Di Yanni.  New York:  Penguin Academics/Pearson Longman, 2005. This book is also available on reserve in the library.

 

Suggested Websites:

 

Top Ten Essays Since 1950:

http://www.publishersweekly.com/pw/by-topic/industry-news/tip-sheet/article/54337-the-top-10-essays-since-1950.html

 

The Electric Typewriter

http://tetw.org/Greats

 

A collection of classical essays:

http://essays.quotidiana.org/