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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-2"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Fall 2014
SYLLABUS

INSTRUCTOR: Shannon Cox
EMAIL: [email protected]
 HOURS: TTH 3:00 PM 4:15 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:
COURSE DESCRIPTION:
This course reinforces the skills needed to write well-organized essays, focusing specifically on argumentative essays, and takes the students through the process of writing a research paper.
SUMMARY OF COURSE CONTENT:
Elements covered include thesis development, critical reading, organizing and outlining, paraphrasing and summarizing, and citation and documentation standards. Techniques of academic research and the use of the library and other research facilities are discussed. In addition to regular in- and out-of-class reading and writing assignments, students are required to write a fully documented research paper. Students must receive a grade of C or above in this course to fulfill the University’s English Composition requirement and to be eligible to take courses in English literature. Prerequisite: Placement via JCU English Composition Placement Exam OR completion of either EN 103 or EN 105 with a grade of C or above.
LEARNING OUTCOMES:
Students will be able to write well-organized argumentative essays and to do basic academic research. Although it is difficult to provide a checklist for ‘good writing’, EN 110 students will work on four main aspects of their writing:

1. The evaluation of content includes the clarity and interest of the central idea (thesis), the strength and appropriateness of the support, and the depth of the student’s insight into the topic. The quality of the work decreases if the support is not convincing or relevant.

2. The focus on organization includes paragraph unity and development, logical progression of ideas, and the effectiveness of the introduction and conclusion.

3. The style is communicated through tone and word choice, as well as varied sentence structures and vocabulary to maintain interest. The tone should be consistent and appropriate, and clarity of diction and syntax is essential.

4. Grammar, punctuation, spelling, and correct application of appropriate conventions are all fundamental. Sloppy mechanics discredit a writer and distract readers from the ideas presented in the writing.
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Writing Arguments: A Rhetoric with Readings 9th editionJohn D. Ramage, John C. Bean, and June JohnsonPearson978-0-205-17163-7     
MLA Handbook for Writers of Research Papers 7th editionJoseph GibaldiMLA978-1-60329-024-1     
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
In-class essays (4)Students practice writing fully developed six-paragraph essays in class based on outlines prepared carefully ahead of time. They also participate in revision exercises and activities, particularly in the first half of the semester. The topics for the essays are directly connected to the assigned readings and to class discussions, and they must be explicit arguments. Since it is assumed that students' writing ability will improve as the semester progresses, the essay grades earned at the end of the semester carry more weight than those at the beginning of the semester. 35%
At-home essays (2) and assignments 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. 15%
Mid-term The midterm exam consists of an in-class essay, plus a brief defining and identifying test based on the terminology and theory of argument writing and on MLA format. 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 Paper All students are required to write a fully documented short research paper (1500-1700 words). It must be an explicit argument and must follow MLA format.15%
Class contribution 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.5%

-ASSESSMENT CRITERIA:
AOutstanding Grade A(4)/A-(3.67): 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.
BVery Good Grade B+ 3.33/B 3/B- 2.67: 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.
CSatisfactory Grade C+ 2.33/C 2/C- 1.67: 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.
DBelow Average Grade D+ 1.33/D 1/D- 0.67: 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.
FUnsatisfactory Grade 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 and in-class activities, attendance and class contribution are essential. Four or more absences will affect the final grade for the class, and when a student exceeds 5 absences, for whatever reason, he or she may fail the course. Late arrivals are disruptive and show a lack of respect for the instructor and for other students; therefore, two late entrances count as one absence. 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. 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.Computers, cell phones, and beepers must be turned off and put away during class. Eating and drinking during class are strongly discouraged. If you must do so, please be discrete in order to avoid distracting others from the lesson (or bring enough for everyone!).
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

Tuesday

September 2

Introduction to the course and requirements; goals and expectations; introduction to argument

Thursday

September 4

Reading and inquiry; preparation for in-class essay 1

Writing Arguments pages 2-22

Bring an article found on internet containing an argument to present to the class; be prepared to justify your choice.

Send outline for in-class essay 1 by Saturday September 6 at noon

Tuesday

September 9

In-class essay 1

Writing Arguments pages 23-56

Thursday

September 11

Feedback on in-class essay 1

In-class revision/rewriting activities

Bring revision notebook

Tuesday

September 16

The core of an argument

Writing Arguments pages 58-71

Revised in-class essay 1 and revision notebook due

Thursday 

September 18

Introduction to research and documentation;

library seminar on research tools and resources available and how to determine reliability of resources

MLA Handbook pages 3-40, 51-61

Home Essay 1 assigned

Class meets in the library.

Tuesday September 23

 Using the MLA Handbook: an open-book quiz

MLA Handbook pages 115-134 and 181-190; Writing Arguments pages 383-387 (carefully), then skim pages 388-396

Bring your MLA Handbook.

In-class essay 1 returned.

Thursday September 25

The logical structure of arguments: focus on logos

Writing Arguments pages 72-88

Friday September 26

Workshop on home essay 1

First draft of home essay I due

Tuesday September 30

Class discussion and comparative analysis of the assigned essays; brainstorming and outlining: preparation for in-class 2

Essays on “Immigration in the Twenty-first Century” Writing Arguments pages 486-508 (jigsaw reading)

Home Essay 1 due

Send outline for in-class essay 2 by Wednesday October 1 at noon.

Thursday October 2

In-class essay 2

Tuesday October 7

Feedback on in-class essay 2 and workshop on rewriting/revising

Home essay 1 returned.

Thursday October 9

Evidence and STAR criteria

Writing Arguments pages 89-108

Rewritten in-class 2 and revision notebook due

Tuesday October 14

“Millenials Entering Adulthood”; preparation for midterm

Writing Arguments pages 468-485 (jigsaw reading)

In-class 2 returned.

Midterm identifying and defining test

Send outline for midterm essay by noon on Wednesday, October 15.

Thursday October 16

MIDTERM essay exam

Tuesday October 21

Direct quotations, paraphrasing, and summarizing: using the MLA Handbook for citation exercises

Home essay 2 assigned.

Bring your MLA Handbook

Thursday October 23

Feedback on midterm;

focus on ethos, pathos, and kairos;

“The Value(s) of Higher Education in a Changing Economy”; preparation for in-class essay 3

Writing Arguments pages 109-123 and 509-533

Send outline for in-class essay 3 by noon on Saturday, October 25.

Tuesday October 28

In-class essay 3

Home essay 2 due; research paper assigned.

Thursday October 30

Feedback on in-class 3;

focus on addressing the opposition

Writing Arguments pages 124-153

Tuesday November 4

Analyzing arguments rhetorically

Writing Arguments pages 155-174

Thursday November 6

Mini-workshop on MLA format of preliminary list of resources

overview of types of claims;

Writing Arguments pages 211-221

Research paper outline and preliminary list of resources (minimum 6: in MLA format) due

Bring your MLA Handbook

Tuesday November 11

Definition and resemblance arguments

Writing Arguments pages 222-253

Thursday November 13

“Choices for a Sustainable World”; preparation for in-class 4

Writing Arguments pages 563-580 (jigsaw reading)

Tuesday November 18

In-class essay 4

First draft of research paper due (including works cited page)

Thursday November 20

Causal arguments

Writing Arguments pages 254-284

Tuesday November 25

Feedback on in-class essay 4;

last minute questions/difficulties with research paper/ revision in class; student errors of citation format and corrections together;

evaluation and ethical arguments

Writing Arguments pages 285-310

First draft of research paper returned.

Tuesday December 2

Proposal arguments;

general revision for final exam

Writing Arguments pages 311-346

Research paper due

Thursday December 4

Course evaluation;

an argument classic;

 general revision for final exam

Writing Arguments pages 582-595

Week of December 9-12

FINAL EXAM