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JOHN CABOT UNIVERSITY
COURSE CODE: "EN 105-5"
COURSE NAME: "English Composition"
SEMESTER & YEAR:
Fall 2014
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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
OFFICE HOURS:
by appointment
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COURSE DESCRIPTION:
The course aims to improve the student's understanding of what constitutes good writing. A variety of strategies for producing clear and convincing prose are introduced and applied. The course will also emphasize the proper use of grammar. Grammar exercises will focus on: using passive and active voice, using commas correctly, simplifying sentence structure, writing without recourse to the first or second person, avoiding and fixing run-on sentences and sentence fragments.
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SUMMARY OF COURSE CONTENT:
This course emphasizes the planning, writing, and revising of compositions and focuses on the development of critical and logical thinking skills. 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.
You will be asked to keep a journal in which you will annotate thoughts on your experience as a writer on a weekly basis. In your personal journal you will not be asked to pay attention to either grammar or syntax.
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LEARNING OUTCOMES:
By the end of the course, you will be a more perceptive reader and writer with a clearer understanding of what actually makes good writing. In your own writing, you will find yourself thinking carefully about what and how you write, using a broader vocabulary and more varied sentence structures and taking advantage of the various rhetorical modes to improve essay organization and clarity. All this should increase your confidence and make writing more enjoyable for your audience and for yourself as well.
Other:
The use of a monolingual dictionary is encouraged. You may use it in class at all times and also during your final.
The use of computers and/or smartphones is not permitted in class.
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TEXTBOOK:
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
Assignment | Guidelines | Weight |
In-class writing assignments | | 30 |
At-home writing assignments | | 30 |
Final Exam | | 20 |
Homework, Class Participation, Attendance | | 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 cours 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 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. 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. 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. 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.
-ATTENDANCE REQUIREMENTS:
Students are required to attend all scheduled class meetings and to participate in all classroom activities. In addition to this weighting of attendance, students are allowed only two absences (no questions asked, no excuse needed). However, each additional absence beyond the two allowed will result in the reduction of the final grade for the course by 5%. Students with more than five absences beyond the two allowed will fail the course. Student arriving at class after the class attendance has been taken will be counted as absent.
There is homework in every class. It is the student's responsibility to contact classmates to find out what assignment is due. Students who were absent must hand in their missed work on the day they return to class. Late work beyond this deadline will result in a "0".
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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.
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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.
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SCHEDULE
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Session | Session Focus | Reading Assignment | Other Assignment | Meeting Place/Exam Dates |
Week 1 Sept 2/4 | Introduction.
Discussion about writing.
| Essay #1 | In-class writing.
Grammar exercises.
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Week 2 Sept 9/11 | Considering the audience.
Finding "the hook".
| Essay #2 | Grammar exercises.
At-home writing. | |
Week 3 Sept 16/18 | The thesis. Building a structure. | Essay #3 | In-class writing | |
Week 4 Sept 23/25 | Organization.
Creating strong paragraphs.
| Essay #4 | Grammar exercises.
At-home writing. | |
Week 5 Sept 30/Oct 2 | Writers on writing.
Clips on the writing process. Discussion. | Essay #5 | Grammar exercises. At-home writing. | |
Week 6 Oct 7/9 | Student Presentations.
"The essay I wish I had written". | | In-class writing.
Grammar exercises. | |
Week 7 Oct 14/16 | Drafting.
| Essay #6 | Correction of peer drafts.
In-class writing. | |
Week 8 Oct 21/23 | Expanding vocabulary. The dictionary, the OED and the thesaurus. | Essay #7 | Vocabulary homework. | |
Week 9 Oct 28/30 | Editing the paper. | Essay #8 | At-home writing. | |
Week 10 Nov 4/6 | Selecting the sources. MLA and bibliography. | Essay #9 | Editing the bibliography. | |
Week 11 Nov 11/13 | Writing in different registers. Style and rhetoric.
| Essay #10 | In-class writing | |
Week 12 Nov 18/20 | Playing teacher. Paper grading for content. Paper grading for grammar. | Essay #11 | Correction of essays. | |
Week 13 Nov 25/27 | The big picture.
Reflections on progress. | Essay #12 | In-class writing.
At-home writing. | |
Week 14 Dec 2/4 | Preparing for the final and other issues. | | | |
FINAL EXAM TBA | | | | |
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