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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-13"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Spring 2015
SYLLABUS

INSTRUCTOR: Stephanie Stella
EMAIL: [email protected]
 HOURS: TTH 6:00 PM 7:15 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: By Appointment
COURSE DESCRIPTION:
The primary course aim of English 110 is to develop your academic literacy skills in terms of reading, researching, researching, discoursing, and writing. The goal is to have you functioning as a young academic upon your completion of the course. 
SUMMARY OF COURSE CONTENT:

English 110 Advanced Composition reinforces the skills needed to write well-organized essays, focusing specifically on argumentative essays. 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. Individual students in English 110 may be required to complete additional hours in the English Writing Center as part of their course requirements. 
LEARNING OUTCOMES:

Course Learning Objectives
Students who successfully complete English 110 (with a grade of C or higher) should be able to:

GRAMMAR
1.      Write sophisticated as well as grammatically and idiomatically correct English prose.

READING
2.      Read to comprehend increasingly complex material.
3.      Read and think critically.

VOCABULARY
4.      Expand their vocabulary through reading and writing.
5.      Develop subject-specific terminology through reading and writing.

RHETORIC
6.      Write well-organized essays, focusing specifically on argumentative essays.
7.      Write a strong and developed thesis statement with supporting arguments.
8.      Think, read, and write critically for an academic audience.
9.      Write a developed outline.
10.   Paraphrase and summarize.
11.   Cite and write using documentation.
12.   Write a fully documented research paper.

RESEARCH & SOURCING  
13.   Be familiar with research skills including:
·       A reinforcement of searching skills: catalog, database, and web sourcing
·       Source evaluation
·       Subject searching
14.   Utilize MLA style for all aspects of a research paper.
15.   Understand how to avoid plagiarism. 
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Writing Research Papers: A Complete Guide 14th editionJim D. Lester and James D. LesterPearson978-1-29202-749-4     
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Various Composition & Reading AssignmentsGrading criteria for each essay are listed on each assignment sheet. Unit grades are awarded for the essay; credit is awarded for the short writings and the rough draft. The idea behind the short writes is twofold: (1) they will provide draft material for your essay; and (2) the more practice you get writing, the more you'll improve. The total points possible for this class are 100: • Unit One Essay 10% • Unit Two Essay 10% • Unit Three Essay 10% • Midterm In-Class Essay 10% • Final In-Class Essay 20% • Final Research Paper 25% • Annotated Bibliography 5% • Class Participation 5% Peer Review Workshops • Short Writing Assignments 5% (Including research proposals, essay outlines, etc.) 100

-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 cours
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:

Daily attendance is required. In a course such as English 110, your success and the success of the course depend upon your participation. For example, the short writings are designed to enhance your thinking about your essay assignment; thus, being in class for discussions of these writings may improve your final paper. In addition, students will not be penalized for three absences from classes meeting twice per week. For each absence beyond three, your final grade will drop half a letter grade (i.e., from an A to an A-, from and A- to a B+, and so on).

 

Finally, absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday must notify their instructors by the end of the Add/Drop period (during the first week of classes). Students missing a class for this reason also must make prior arrangements with their instructor to make up any work missed.
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

Jan.      20         Introduction to course; Review of course syllabus & policies

            22         Introductions to Essay 1: Definitional Argument on Higher Education;

                        Critical Reading of Vedika Khemani, “Why a Liberal Education Matters”

            27         Introduction to Library Research: Hosted in the Library

            29         Analyzing & Incorporating Sources in Your Research – Paraphrasing & Summarizing;

                        Critical Reading of Tom Hanks, “I Owe It All to Community College” & 
                        Critical Reading of Scott Gerber, “How Liberal Arts Colleges Are Failing America”

Feb.     3          Developing Your Thesis Statements; Organizing & Outlining Your Argument

            5          Peer Review Workshop: Rough Draft of Essay 1 Due for Peer Review Workshop

           10         Style & Grammar Workshop; Documentation & MLA Discussion

           12         Final Draft of Essay 1 Due; Introduction to Essay 2: Causal Argument on Literacy

            17         Critical Reading of Amy Tan, “Mother Tongue”

            19         Critical Reading of Chang-Rae Lee, “Mute in an English-Only World”

            24         Critical Reading of Manual Munoz, “Leave Your Name at the Boarder”

            26         Introduction to Final Research paper; Composing the Annotated Bibliography

Mar.      3          Midterm In-Class Essay

            5          Peer Review Workshop: Rough Draft of Essay 2 Due for Peer Review Workshop          

            10         Style & Grammar Workshop; Review of Documentation & MLA Discussion

            12         Final Draft of Essay 2 Due; Introduction to Essay 3: Proposal Argument on Global Action

                        Critical Reading of Andy Rooney, “Talking Trash”

            17         Second Library Research Workshop: Hosted in the Library

            19         Critical Reading of Bill McKibben, “A Place that Makes Sense”

            24         Critical Reading of Jared Diamond, “Lessons From Lost Worlds”

            26         Peer Review Workshop: Rough Draft of Essay 3 Due for Peer Review Workshop

            31         Style & Grammar Workshop; Review of Documentation & MLA Discussion

Apr.      2          Final Draft of Essay 3 Due; Student-Instructor Conferences on Final Research Paper

            14         Analyzing the Soundness of Your Extended Argument/Final Research Paper

            16         Peer Review Workshop: Rough Draft of Final Research Paper Due

            21         Style & Grammar Workshop; Review of Documentation & MLA Discussion

            23         Student Oral Presentations on Final Research Paper

            28         Student Oral Presentations on Final Research Paper

            30         Final In-Class Essay

May      TBA     Final Research Paper Due During Scheduled Final Exam Time