Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "EN 103-8"
COURSE NAME: "Intensive English Composition"
SEMESTER & YEAR: Fall 2015

SYLLABUS

INSTRUCTOR: Jonathan Jones
EMAIL: [email protected]
HOURS: T TH 10:00 AM 12:45 PM
TOTAL NO. OF CONTACT HOURS: 90
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:
The course begins by introducing the students to both the fundamental components of building and developing sentences and paragraphs, while at the same time emphasizing the importance of the writing process and engaging the reader through an awareness of the elements of style which contribute to their writing achieving a high level of readability. This will be reinforced by regular writing activities, which will allow the students to become aware of their own individual voice and ability to apply critical thinking in their academic work. The students will produce three timed in-class essays and three out of class essays in addition to two critical summaries and a final exam. There will be regular, required in-class and at-home assignments such as: Readings Exercises in grammar, revision, and editing.

LEARNING OUTCOMES:

Midterm Outcomes

By mid-term of EN103 successful (grade of C) students should be able to:

Grammar

· Write grammatically and idiomatically correct English prose

Punctuation

· Punctuate sentences correctly

Reading

· Read to comprehend complex material

· Read and think critically

Vocabulary

· Expand vocabulary through reading and writing

· Develop subject specific terminology through reading and writing

Rhetoric

· Write academically by constructing effective sentences and paragraphs

· Summarize

· Write an outline

· Understand the introduction-body-conclusion structure

· Write a strong thesis statement

· Understand topic sentences and how they shape the paragraph

· Construct supporting arguments

· Utilize transition signals to form a paragraph that flows

· Understand academic register and write for an academic audience

Research and sourcing

Be familiar with research skills including

· Basic library tools - catalog keyword searches, call numbers, Boolean searches, and reference sources

· Utilize basic MLA format to submit their work

· Understand how to avoid plagiarism

End of Course Learning Outcomes

Students who successfully complete EN103 (with a grade of C or higher) should be able to

Grammar

· Write grammatically and idiomatically correct English prose with more sophistication

Reading

· Read to comprehend increasingly complex material

· Read and think critically

Vocabulary

· Expand vocabulary through reading and writing

· Develop subject specific terminology through reading and writing

Rhetoric

· Write effective paragraphs and essays

· Summarize

· Understand how to recognize and utilize rhetorical modes

· Construct detailed outlines

· Understand the introduction-body-conclusion structure

· Write a strong thesis statement

· Construct topic sentences and supporting arguments

· Utilize transition signals to form an essay that flows

· Think, read, and write critically for an academic audience

Research and sourcing (can be covered by a librarian in one or more workshops in the library)

· Be familiar with research skills including

· Understanding databases, web-based sourcing, and source evaluation

· Utilize MLA format to cite sources

· Understand how to avoid plagiarism

To teach students to:

Understand and correctly apply the rules of standard English grammar.
Develop a clear and effective prose style consistent with contemporary academic writing practices.
Write and edit persuasively. To use the rules of grammar and expository style to communicate meaning effectively
Read ,think, and write analytically, critically, and creatively

TEXTBOOK:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments	Format	Local Bookstore	Online Purchase
Writing Academic English, 4th Edition	Oshima, A and Ann Hogue	Pearson	978-0131523593

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
At Home Essays		25%
In Class Essays		25%
Critical Summaries		15%
Homework /Quizzes/Class Particpation		15%
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 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:

If you are unable to attend a class session, you should make arrangements with one or more of your classmates to catch up on anything you missed. While illness and emergencies are often unavoidable and understandable,this does not affect how the absence policy will be applied.

· You are allowed 3 absences during the semester. Any absences after this will have a detrimental effect on your final grade. Any student with more than 3 absences at mid-term will receive a mid-term warning. After 5 absences you will receive another warning informing you that your chances of passing the course are now at risk. Seven absences and you fail the course.

Keep in mind that it will be difficult for you to make up missed peer reviews, small group discussions, and spoken lectures and instructions. Even if you are not able to attend, you are still responsible for making sure any assignments due that day are in my hands by the start of class.

Laptops and Cellphones are not permitted in class unless specifically required for the purposes of an in-class writing assignments.

Disruptive behavior that results in dismissal from the class at any time during class will be counted as one absence. This includes entering and leaving the class once the lesson has begun, doing work for this class during discussions or doing work for other classes during this class, inappropriate use of the computers (checking on your e-mail while in class, surfing the ‘net, etc), talking to others while someone else is talking, etc.

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

Course Outline (NB: This outline is subject to change)

Week 1

Date

Topic

Activity

Homework

01/09/15 Session1	Aims and Objectives of ENG 103 Assignments Expectations Student Protocol and Behavior in Class	Distribute Syllabus Topic Sentences –Position – Dependent and Independent Clauses Transition Signals
Session 2	Sentence Structure	Active v Passive Readers - Annotations	Read and Annotate Garrison Keillor’s ‘How to write a letter’
03/09/15 Session 1	Sentence Structure	Pop Quiz 1 – G Keillor Grammar Review 1 Types of Sentence In Class Writing Activity Write a short piece on “How to..” write a literary form of your choosing. Set and Discuss First Assignment – At Home Essay (500-700 words)
Session 2		In Class Writing – Critical Summary (Non-Assessed) Pop Quiz 2 – Rules of the course	Read and Annotate Orwell’s ‘Why I write’

Week 2

Date

Topic

Activity

Homework

08/09/15 Session 1	Unity and Coherence	Pop Quiz 3 - Orwell Grammar Review – Run- On Sentences, Fragments Subject/Verb Agreement In-Class Writing Thinking about the Orwell essay write a paragraph on what compels you to write.
Session 2	Unity and Coherence	Grammar Review 2 Parts of Speech Critical Summary Orwell Essay – In Class Writing (Non-Assessed)	TBA
10/09/15 Session 1	Unity and Coherence	Grammar Review - Unity and Coherence Repetition of Key Nouns Consistent Pronouns In Class Exercise (Annotating)
Session 2	Unity and Coherence	Grammar Review -2 Logical Order PP – Style and Simplicity – Do’s and Don’ts	Read and Annotate ‘Democracy’ and “Some Remarks on Humor’ E.B.White

Week 3

Date	Topic	Activity	Homework
15/09/15 Session 1	Developing Ideas and building sentences	Pop Quiz 4 – Grammar Supporting Details Facts versus Opinions PP – Writing Clear Sentences Class Discussion of E.B.White Submit At Home Essay -1
Session 2	Developing Ideas and building sentences	Supporting Details Using Outside Sources - Plagiarism In Class Reading TBA	TBA
17/09/14 Session 1	Developing Ideas and building sentences	Pop Quiz 5 – Vocabulary PP – From Paragraph to Essay In Class Writing Choosing one line from White’s ‘Democracy’ use it as a prompt to write a paragraph building up to your own thesis statement on what you would argue democracy means yourself.
Session 2	Developing Ideas and building sentences	In-Class Writing Assignment – Critical Summary	Read ‘If Only Literature could be a cellphone free zone

Week 4

Date	Topic	Activity	Homework
22/09/14 Session 1	Writing Academic English	Library Session - TBA
Session 2	Writing Academic English	PP – Introduction to the Essay In-Class Writing – ‘If Only Literature could be a cellphone free zone	Read and Annotate - How to be an Optimist
24/09/14 Session 1	Writing Academic English	PP – Writing an Effective Thesis -1 In – Class Writing Activity –‘How to be an Optimist’
Session 2	Writing Academic English	What is MLA? Why is it important?	Read and Annotate – ‘Beauty of Soul’ – Stephen Fry and excerpt from ‘De Profundis’

Week 5

Date	Topic	Activity	Homework
29/09/15 Session 1	Identifying the Thesis	Body Paragraphs of Essay ‘Beauty of Soul’ – Stephen Fry
Session 2	Identifying the Thesis	In Class Writing Assignment – Critical Summary	Read and Annotate “My Father – Leslie Stephens” V Woolf
01/10/15 Session 1	Identifying the Thesis	PP – Writing an Effective Thesis – 2
Session 2	Identifying the Thesis	In Class Writing	Read and Annotate My Old Flame – Rachel Kushner

Week 6

Date	Topic	Activity	Homework
06/10/15 Session 1	Who is the reader?	PP – Writing the Conclusion Set At Home Essay 2 (500-700 words)
Session 2	Who is the reader?	PP – Good Writing Class Discussion – Looking at the essays we have read so far this semester who have each writer been thinking of as their ideal reader? Why?	Read and Annotate – My Old Flame – Joshua Ferris (New Yorker Article)
08/10/15 Session 1	Who is the reader?	TBA
Session 2	Who is the reader?	In-Class Writing Assignment Timed Essay 1 (500- 700 words)	Read and Annotate My Old Flame – Colm Toibin (New Yorker Article)

Week 7

Date	Topic	Activity	Homework
13/10/15 Session 1	Editing and Proofreading	Class Discussion Stephen King – Why do we crave horror movies?
Session 2	Editing and Proofreading	TBA	Read and Annotate My Old Flame – Miranda July (New Yorker Article)
15/10/15 Session 1	Editing and Proofreading	In-Class writing	TBA
Session 2	Editing and Proofreading	Submit At Home Essay -2	Read and Annotate My Old Flame – Tobias Wolff (New Yorker Article)

Week 8

Date	Topic	Activity	Homework
22/10/15 Session 1	Writing Workshop	Peer Review Set At Home Essay 3 (700 -1000)
Session 2	TBA	TBA	Read and Annotate ‘Zero Tolerance’ M Gladwell
22/10/15 Session 1	TBA	TBA
Session 2	TBA	TBA	Read and Annotate Thirty-Eight Who Saw Murder Didn’t Call the Police – M Gansburg

Week 9

Date	Topic	Activity	Homework
27/10/15 Session 1	Writing Workshop	Peer Review
Session 2	TBA	TBA	TBA
29/10/15 Session 1	TBA	TBA
Session 2	TBA	Submit At Home Essay 3	Read ‘Mommy, what does ‘Nigger’ mean? – Gloria Naylor

Week 10

Date	Topic	Activity	Homework
03/11/15 Session 1	Types of Essay	Mommy, what does ‘Nigger’ mean? – Gloria Naylor (Essays that Define)
Session 2	Types of Essay	TBA	TBA
05/11/15 Session 1	Types of Essay	LIBRARY SESSION – TBA
Session 2	Types of Essay	In-Class Writing Assignment – Timed Essay 2 (500-700 words)	TBA

Week 11

Date	Topic	Activity	Homework
10/11/15 Session 1	Writing Workshop	Peer Review
Session 2	TBA	TBA	Read – Excerpt from “Night” E Wiesel
12/11/15 Session 1	TBA	TBA
Session 2	TBA		Read and Annotate ‘A Victim’ – B Bettelheim

Week 12

Date	Topic	Activity	Homework
17/11/15 Session 1	Different Types of Essay	A Victim – Bruno Bettelheim (Cause and Effect Essay
Session 2	Different Types of Essay	TBA	TBA
19/11/15 Session 1	Different Types of Essay	In Class Writing Assignment – Timed Essay 3 (500 -700 words)
Session 2	Different Types of Essay	TBA	TBA

Week 13

Date	Topic	Activity	Homework
24/11/15 Session 1	Types of Essay	My Lost City – F.Scott Fitzgerald	TBA
Session 2	Types of Essay	TBA	TBA
26/11/15	Types of Essay	TBA	TBA
Session 2	Review of ENG 103	Review of Semester

Week 14

Date	Topic	Activity		Homework
01/12/15 Session 1	TBA	TBA		TBA
Session 2	TBA	TBA		TBA
03/12/15 Session 1	TBA	TBA		TBA
Session 2	TBA		TBA	TBA

Policies on late work :

· Assignments are due at the time and day they are due, this means the beginning of class. Papers are considered late as soon as I begin lecturing. Please take care to note the deadlines announced in class and in this syllabus.

· One late assignment per student will be accepted without penalty. This does not apply to major paper assignments. Major papers will be penalized 10 points (a full letter grade) for every day they are late up to 30 points. Major papers turned in more than three days late will receive a grade of zero.