JCU Logo
JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-4"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Fall 2016
SYLLABUS

INSTRUCTOR: Carolina De Luca
EMAIL: [email protected]
 HOURS: MW 11:30 AM 12:45 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:
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:

The course examines a range of fundamental writing strategies, starting with grammar, organization and logic, critical reading of sources, summarizing, paraphrasing, and proper quoting. It continues with the writing of a topic proposal, selection and citation of sources, literature review, and thesis development. Research and library resources will also be covered. Rhetorical conventions will be studied and students will learn to write in different registers, voices and levels of formality appropriate to situation and purpose. The drafting, revising, and editing processes will occur both individually (through a series of conferences with the instructor), and as a group (in workshop format).

 
LEARNING OUTCOMES:

Students will learn to write well-organized and error-free essays and longer MLA research papers.  By the end of the course students will have a greater appreciation for writing, and will learn to perceive themselves as writers. Students will also learn to read literature in a way that will develop the critical skills necessary for academic writing across the disciplines and will understand that to read and think well is to write well. 
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Rules for Writers Diana Hacker and Nancy SommersBedford St Martin's978-0312647360 Books available at ALMOST CORNER BOOKSHOP: Via del Moro, 45 Tel 06 583 6942 We are using the 7th edition.    
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
4 At-home AssignmentsThe purpose of the at-home writing assignments is to gradually work up to writing the final research paper. Two of these assignments will be informal analyses of texts (one of which will NOT be graded), while the other two assignments will be formal essays of about four pages in length. These two essays will be extensively revised and edited.30%
3 brief In-class Essays.Students practice writing fully developed yet brief five-paragraph essays in class based on readings analyzed ahead of time. The purpose of the in-class essay is to allow students to think on their feet and to manage writing effectively within a particular time frame. These two essays will be revised and edited. 30%
Midterm (Oral Presentation)Summary and rhetorical analysis of an essay of choice selected from The Electric Typewriter http://tetw.org10%
Research PaperAll students are required to write a fully documented short research paper (6-8 pages). It must be an explicit argument and must follow MLA format. The research approach will focus on process; students will draft, edit and revise thoroughly.20%
Class Participation Most of the lessons are workshops, direct opportunities for students to improve their writing ability and 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. The participation grade also includes the performance of the student through the revision and drafting processes, which are both essential and components of the class. Finally, the participation grade includes 2 mandatory visits to the JCU Writing Center.10%

-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, discussion and in-class writing activities, attendance and class contribution are essential. Three absences are allowed, no questions asked. Any absence above the 3 allowed will lower and affect the final grade for the class; when a student exceeds 6 absences, he or she will fail the course.

When a student is absent, he or she is held responsible for all of the work covered during the lesson.  Papers or homework due on the day of the absence are to be turned in via email or via another student. Do not email the instructor asking what the homework is: contact a classmate instead. 

 

Late papers will be marked a half grade off (from A to A-, for example) for every day they are 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 the absence.

 

The use of computers and phones is not permitted during class unless indicated by the instructor.  

 
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

CLASS BLOG:
https://unasdailyblog.wordpress.com
Blog will be updated weekly.

Week One  

Course introduction

Discussion


Week Two 

Opinion Piece Due Monday 9/5

Thesis, Persuasion and Argument
                                                                                   

Week Three  

Debate: Trigger Warnings                                                                

MLA Rules

Week Four  

Library Seminar Tuesday

MLA Handout

At Home Essay Due Tuesday

Week Five  

Reading and Discussion

In class writing and exercises

Week Six  

Workshop: Revision of in-class Essay 1

Midterm: Topic and guidelines

Paraphrase and Summary

Week Seven  

Library Session: Research

Individual conferences with instructor

Week Eight  

ORAL MIDTERMS

Week Nine  

The Research Paper Session I

Discussion of readings

Week Ten  

Research topics due

At Home Essay  Due

Library Session: Research Session II

Individual conferences with instructor

Week Eleven  

Research Thesis and Proposal due

Week Twelve 

The Personal Essay

Week Thirteen  

Creative Non Fiction Essay due

Movie Screening

Week Fourteen  

In-class Essay 2

Graded research paper topic proposal and outline due

 

Finals Week (Dec 3-9)

Research Paper due

In-class Essay




Suggested Websites

The Electric Typewriter

http://tetw.org/Greats

Classic Essays:

http://essays.quotidiana.org/

“If you have the words, there is always a chance you will find the way” -Seamus Heaney