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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-8"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Fall 2014
SYLLABUS

INSTRUCTOR: Conor Deane
EMAIL: [email protected]
 HOURS: TTH 10:00 AM 11:15 AM
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: by appointment
COURSE DESCRIPTION:
This course will teach you how to write a clear, well-organized, grammatically correct, logical, well-researched, properly cited, persuasive essay on a serious topic of debate.
SUMMARY OF COURSE CONTENT:
We will read essays on subjects that may deal with health, politics, morality, business, religion, the arts, or psychology. We will start by reading and responding to one essay at a time, and then we will write about subjects upon which we have read three or more essays. Eventually each studen will write a research paper on a topic we have chosen and discussed together. Past topics have been the Islamic Cultural Center in Lower Manhattan, fast food and obesity in American children, how your language may shape the way you think and the neurology of bilingualism,  the morality of sweatshops in poor countries, and sexism in advertising.
LEARNING OUTCOMES:
Students will be able to write a clear and persuasive agmenentative essay that is well-researched with sources èroperly documented.
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
paper 1  10
paper 2  15
paper 3 15
midterm  10
paper 4 15
paper 5 15
final  10
class participation  10

-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 course
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:
This course will teach you how to write a clear, well-organized, grammatically correct, logical, well-researched, properly cited, persuasive essay on a serious topic of debate.
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

Week 1 Course Introduction

 

Week 1 Classwork newspaper article (Isis)

 

Week 2 Correcting sentences

 

Week 2 Summarizing articles. Summary homework (5 points)

Week 3 Brainstorming. . 

 

Week 3   Essay 1/3 (500-700 words) "How to Make Someone Love You"

Week 4 First steps in MLA. 

 

Week 4 Tools: Word Processors; Reading 2: (35-end) (Submit annotated printout and worksheet)

 

Week 5 Library and research

 

Week 5 Looking things up on the Internet. Metasearch engines etc. 

 

Week 6 Structure of an essay; In-Class Essay  (550 words)

 

Week 6 Field Research

 

Week 7 Effective note taking pp.137-57 WRP

 

Week 7 In-Class Essay 3/3 (550 words)

 

Week 8 WRP Ch. 10; Reading and combining multiple 

 

Week 8  MLA in detail. In-class test

 

 

Week 9 WRP Ch. 12; Informal topic selection (identify two secondary sources)

 

Week 9 In-class writing test. Writing exercises -  homework (5 points)

 

               

 

Week 10 Topic Proposal Due 

 

Week 10 Identify  sources for topic. Opening 3 paragraphs (5 points)

 

Week 11 Identify two additional secondary sources

 

Week 11 Annotated bibliography due 

 

Week 12 Outlining (WRP Ch. 9h-i)

 

Week 12 Preliminary outline due 

 

               

 

Week 13 Workshop: develop one block from outline (500 words)

 

Week 13 Rough Draft Due (1500 words) (5 points)

 

Week 14 WRP Ch. 13

 

Week 14 Workshop: Finalizing the paper, asking questions

 

               

 

Final Exam           Final Paper Due (c. 2000 words) (20 points)