Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "EN 103-7"
COURSE NAME: "Intensive English Composition"
SEMESTER & YEAR: Fall 2015

SYLLABUS

INSTRUCTOR: Lauren Sunstein
EMAIL: [email protected]
HOURS: TTH 3:00PM-5:45PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 6
PREREQUISITES: This course carries 6 semester hours of credit. Prerequisite: Placement via JCU English Composition Placement Exam
OFFICE HOURS:

COURSE DESCRIPTION:
This intensive course has two components. One concentrates on developing the ability to write grammatically and idiomatically correct English prose, and includes an in-depth grammar review and examination of academic register. The other focuses on the elements of academic writing, from sentence structure through effective paragraph writing in essays, and introduces students to the various rhetorical modes. Elements covered include outlining, the introduction-body-conclusion structure, thesis statements, topic sentences, supporting arguments, and transition signals. Students will also become familiar with the fundamentals of MLA style, research and sourcing, as well as information literacy. To develop these skills, students will write in- and out-of-class essays. Critical reading is also integral to the course, and students will analyze peer writing as well as good expository models. Individual students in EN 103 may be required to complete additional hours in the English Writing Center as part of their course requirements. Students must receive a grade of C or above in this course to be eligible to take EN110. Students who receive a grade ranging from C- to D- can take EN105 or repeat EN103. Students who receive an F must repeat EN103.

SUMMARY OF COURSE CONTENT:
This course seeks to integrate three distinct, complementary approaches: a review of grammar and sentence-level work to improve your eloquence, work on critical reading to improve your ability to analyze, summarize and expand upon your reading, and experimentation with rhetorical modes to improve the organization and logic of your essays. The aim is to weave these three threads together into a sort of hammock that you can rely upon to support you in whatever writing you do in the future. It is up to you, however, to make it swing!
Like learning to speak a language fluently, learning to write academic English is a skill that requires practice. Therefore, the first and most important aspect of the course is regular writing assignments: over the semester, you will write 4 in-class and 3 out-of-class essays of increasing length, beginning with 500 words. Readings will be used to offer models and stimulate ideas for writing assignments. Other homework will include revisions of in-class essays, summaries of the readings, and grammar exercises. Class time will be spent going over grammar topics, discussing readings - as a class or in pairs - and practicing writing techniques, including paraphrasing to avoid plagiarism and using the rhetorical modes (process, cause/effect, compare/contrast, etc.). You may be asked to submit at-home essays through TurnitinUK. A library visit is included in the schedule.
Students must receive a grade of C or above in this course to be eligible to take EN110. Students who receive a grade ranging from C- to D- can take EN105 or repeat EN103. Students who receive an F must repeat EN103.

LEARNING OUTCOMES:

Grammar

Write grammatically correct sentences

Use a variety of sentence structures

Reading

Understand increasingly challenging material

Analyze material critically, i.e. recognize viewpoint, bias, what is NOT stated, etc.

Vocabulary

Expand vocabulary through reading and writing

Rhetoric

Write clearly and concisely

Write effective paragraphs and essays

Develop essays with the introduction-body-conclusion structure

Write a strong thesis statement and topic sentences

Develop supporting arguments

Recognize and use rhetorical modes: illustration, cause/effect, comparison/contrast, etc.

Summarize and paraphrase

Use appropriate and sufficient transition signals

MLA Standards
Correct academic layout
Use of sources
Correct citation format

In general, by the end of the course, you will be a more perceptive reader with a clearer understanding of what actually makes good writing. In your own writing, you will find yourself using a broader vocabulary, more varied and grammatically correct sentences, 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 you as well.

TEXTBOOK:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments	Format	Local Bookstore	Online Purchase
WRITING ACADEMIC ENGLISH WITH CRITERION TM	Alice Hogue and Ann Hogue	Pearson	9780138144548		Please send to Almost Corner Bookshop.

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
In-class Essays		30%
At-Home Essays		25%
Revisions and other homework		25%
Final Exam		20%

-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 co
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. At teacher discretion, your final grade may be lowered after four unexcused absences. Late arrivals are disruptive and show a lack of respect for the instructor and the other students; three late entrances will count as one absence.

Students are responsible for all material covered and all homework assigned in any lesson they miss. Homework due on the day of absence should be turned in via email or brought to the subsequent class. Papers submitted after that point will be marked down a half grade (from B to B-, for example) for every class late.

Scheduled in-class essays may not be made up unless arrangements are made with the professor before the day of absence.

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

EN 103- 2 SCHEDULE

SPRING 2016

Although passion and inspiration play their role, writing is above all a skill that can actually be learned. It also happens to be one that you will be needing in whatever field you pursue. Your efforts now can help you throughout your academic career - and may even enrich your life!

TEXT: WRITING ACADEMIC ENGLISH WITH CRITERION, by Oshima and Hogue

Week One: Writing Sample

Critical Reading

Week Two: Grammar Review/Sentence Types

Pre-Writing Techniques

Week Three: Effective Paragraphs

Unity and Coherence

Week Four: In-Class Writing 1 (Process)

Writing Summaries

Revision Techniques

Week Five: Essay organization

Thesis Statements

Discussion of Topic for At-Home Essay

Week Six: Rhetorical Mode – Logical Division

Introductions

In-Class Writing 2

Week Seven: Library Visit

Quotations - Paraphrasing

Grammar Review

Revision Techniques

Week Eight: Rhetorical Mode – Cause/Effect

Conclusions

Week Nine: Peer Review of At-Home Essay 2

Rhetorical Mode – Definition

Week Ten: Rhetorical Mode – Compare/Contrast

In-Class Writing 3

Week Eleven: Peer Review of At-Home Essay 3

Rhetorical Mode – Argument

Week Twelve: Argument

In-Class Writing 4

Week Thirteen: Final Grammar Review

Discussion of Readings

Week Fourteen: Wrap- up

Discussion of Topics for Final Exam

NOTE

In addition to the above, you will be reading short essays each week.

In class, we will discuss the content and analyze structure, language and rhetorical choices.