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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-1"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Fall 2015
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. 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 EN 110 may be required to complete additional hours in the English Writing Center as part of their course requirements.
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 assignmentsThe 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:
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:
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

 

SCHEDULE

Session

Session Focus

Reading Assignment

Other Assignment

Meeting Place/Exam Dates

Tuesday September 1

Introduction to the course and requirements; goals and expectations

Thursday September 3

Introduction to Argument

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.

Tuesday September 8

Argument as Inquiry

Writing Arguments pages 23-56

Thursday September 10

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

Class meets in the library.

Tuesday September 15

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.

Thursday September 17

Workshop on              home essay 1

Home essay I due: submitted both via email and in hard copy

Tuesday September 22

The core of an argument preparation for in-class essay 1

Writing Arguments pages 58-71

Revised Home Essay 1 due;                              send outline for in-class essay 1 by Wednesday September 23 at noon

Thursday September 24

In-class essay 1

Friday September 25

The logical structure of arguments: focus on logos

Writing Arguments pages 72-88

Bring revision notebook

Tuesday September 29

Feedback on in-class essay 1;                            in-class revision/rewriting activities;                discussion and comparative analysis of the assigned essays

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

Bring revision notebook

Thursday October 1

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

Revised in-class essay 1 and revision notebook due

Tuesday October 6

In-class essay 2

.

Thursday October 8

Feedback on in-class essay 2;                   evidence and STAR criteria;                          focus on ethos, pathos, and kairos;

Writing Arguments pages 89-123

Tuesday October 13

“Millenials Entering Adulthood”; preparation for midterm

Writing Arguments pages 468-485  (jigsaw reading)

Rewritten in-class 2 and revision notebook due

Midterm identifying and defining test;   send outline for midterm essay by noon on Wednesday, October  14.

Thursday October 15

MIDTERM essay exam

Tuesday October 20

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

Bring your MLA Handbook

Thursday October 22

Feedback on midterm;   focus on addressing the opposition

Writing Arguments pages 124-153

Tuesday October 27

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

Writing Arguments pages 509-533

Home essay 2 due; send outline for in-class essay 3 by noon on Wednesday, October 28

Thursday October 29

In-class essay 3

Tuesday November 3

Analyzing arguments rhetorically

Writing Arguments pages 155-174

Thursday November 5

Feedback on in-class essay 3;                        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 10

Definition and resemblance arguments

Writing Arguments pages 222-253

Thursday November 12

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

Writing Arguments pages 563-580  (jigsaw reading)

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

Tuesday November 17

In-class essay 4

Thursday November 19

Feedback on in-class essay 4;                    Causal arguments

Writing Arguments pages 254-284

Tuesday November 24

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

Writing Arguments pages 285-310

Tuesday December 1

Proposal arguments;  general revision for final exam

Writing Arguments pages 311-346

Research paper due

Thursday December 3

Course evaluation;           an argument classic;  general revision for final exam

Writing Arguments pages 582-595

Week of December 5-11

FINAL EXAM