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JOHN CABOT UNIVERSITY

COURSE CODE: "EN 110-9"
COURSE NAME: "Advanced Composition"
SEMESTER & YEAR: Fall 2016
SYLLABUS

INSTRUCTOR: Elisa Fernandez-Arias
EMAIL: [email protected]
HOURS: TTH 10:00 AM 11:15 AM
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 from finding a viable topic to selecting primary and secondary sources, paraphrasing and summarizing, critical reading, thesis development, citing and documenting sources. Paper formatting according to the MLA standard, research and use of library resources will also be covered. We will also be learning to write by emulation, that is, by reading certain texts and learning from those writers. By the end of the course students will have acquired a variety of tools that will enable them to produce academic-level research papers autonomously.
LEARNING OUTCOMES:
By the end of this course, you will know how 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 will also be learned. For the end of the course, you will write a research paper. This research paper will be a model you can use later for research in other academic disciplines.

To do well in this course, you must understand how the grading policy works, as well as the plagiarism and absence policies.

TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
In-class writingIn-class writing.30
HomeworkFor the most part, annotation of texts and written assignments.20
Final PaperFinal paper for course, including cited sources page.30
Attendance and Class Participation 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 cour
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:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. 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 should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until December 9, 2016.
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

Week One:

 

Lesson 1 - Introduction to Course

 

Syllabus and Requirements.

Plagiarism Policy.

How to address Professors and Etiquette. (With text examples.)

How to annotate (mark up) a text. (With text examples.)

Homework: 1. Read and annotate text. 2. Write a letter to your professor describing a problem you having doing/handing in an assignment.

 

Lesson 2 - Formal and Informal Register and Blog Writing; Grammar, Spelling, and Snobbery

 

Homework Review.

Formal and Informal Register. (With text examples.)

How to Write a Blog Post.

Grammar, spelling, and snobbery.

Edit a blogpost (handout).

Discussion: How do we make this informal article into a more formal one?

Homework: 1. Get ready for a quiz on course policy. 2. Write three paragraphs on a chosen topic.

 

Week Two:

 

Lesson 1 - Page Layout, Outlining, and Paragraphing, MLA, Formatting

 

Homework Review, including quiz on course policy.

Moving on from informal writing to formal.

Page Layout.

MLA

OWL

Brainstorming

Outlining and Paragraphing

In class exercise: Re-write your paragraphs based on what we’ve just learned.

Rules of an effective writers’ workshop.

Workshop paragraphs (all together).

Workshop paragraphs (with partners).

Homework: 1. Revise your paragraphs based on what we learned in class. 2. Read and annotate article.

 

Lesson 2 - Critical Reading, Source Criticism, Summary

 

Homework review.

Email List.

Finding good texts and sources (with examples).

How to mark up a text if you’re using it to prove a point.

How to summarize a text (with text examples).

In-class summary exercise.

In-class workshop exercise.

Homework: Read and annotate article. Then, write up a summary of the article.

 

Week Three:

Lesson 1 - Writing as Response: Entering the Conversation and Argument: Paraphrasing, Quotation, and Plagiarism

 

Reacting to a text (with text examples).

Agreeing.

Disagreeing.

Other ways of responding.

Plagiarism.

Quotation and Paraphrasing.

How to summarize, this time with quotations!

Homework: 1. Study for quiz on plagiarism, quotations, and paraphrasing. 1. Read and annotate article. Then, summarize with quotations and paraphrasing.

 

Lesson 2 - Quiz on Plagiarism, Quotations, and Plagiarism, and Library Session

 

Quiz on plagiarism, quotations, and plagiarism

First library session: Finding and narrowing a topic, guide to finding sources, gathering sources in the library, bibliography and annotated bibliography.

Homework: Read and annotate article. Then, summarize with quotations and paraphrasing.

 

After Week Three, we will change to the more writing-intensive section of the course, and will also be doing a bit of work in the library.

Week Four:

Lesson 1 - Using a Text as Evidence

Read and annotate text in class.

Write up summary of text.

Write up a paragraph stating a view, using the text to prove your point.

Workshop of paragraphs.

Homework: Extend your paragraph to three paragraphs, using your own research. Make sure you use MLA.

 

Lesson 2 - Library Session

Homework Review.

Second Library Session: Finding and narrowing a topic, guide to finding sources, gathering sources in the library, bibliography and annotated bibliography.

Homework: Come up with a topic you are interested in for our in-class essay #1 next week. The more research you do the better off you’ll be.

 

Week Five:

Lesson 1 - In-Class Essay #1

Write in-class essay.

Homework: Insert supportive 

 

Lesson 2 - Workshop In-Class Essay #1

Workshop in-class essay.

Homework: Come up with a topic you are interested in for our in-class essay #2 next week. The more research you do the better off you’ll be.

 

Week Six:

Lesson 1 - In-Class Essay #2

Write in-class essay.

Homework: None.

 

Lesson 2 - Workshop In-Class Essay #2

Workshop in-class essay.

Homework: 1. Pick a topic for your final paper. 2. Bring in an article or paper you admire.

 

Week Seven:

Lesson 1 - Topics and Papers we Admire

FINAL PAPER TOPIC DUE. Bring it to me and discuss it with me.

Present papers we admire to partners, and why.

In-class writing exercise.

Homework: Change your topic, or refine it, if I have asked you to.

 

Lesson 2 - Brainstorming

FINAL PAPER TOPIC DUE IF IT WAS NOT APPROVED BEFORE.

How to brainstorm.

Brainstorm individually.

Brainstorm together.

Start to fashion an organized plan from brainstorm. How do the different ideas all connect?

Homework: Brainstorm for your topic.

 

Week Eight:

Lesson 1 - Brainstorm review and outlining.

BRAINSTORM DUE.

Organize brainstorm into outline form.

Workshop with partners.

In-class exercise: What sources do you need?

Homework: Full outline and sources list.

 

Lesson 2 - The Bones of the Outline, and Fleshing them Out

OUTLINE DUE. SOURCES, TOO.

In-class writing: Write one paragraph of your essay.

In-class workshop of paragraphs.

Rewrite paragraph.

Meet with me to talk about your paragraph.

Homework: First draft of essay.

 

Week Nine:

Lesson 1 - First Draft!

FIRST DRAFT DUE.

In-class workshop of first draft.

 

Lesson 2 - First Draft, Continued!

In-class conferences with me, of first draft of essay.

Homework: Second draft of essay.

 

Week Ten:

Lesson 1 - Second Draft!

SECOND DRAFT DUE.

In-class workshop of second draft.

 

Lesson 2 - Second Draft, Continued!

In-class conferences with me, of second draft of essay.

In-class workshop of cited sources pages and quotations.

Homework: Third draft of essay.

 

Week Eleven:

Lesson 1 - Third Draft!

THIRD DRAFT DUE.

In-class workshop of third drafts.

Homework: Keep working!

 

Lesson 2 - Third Draft, Continued!

In-class workshop of third drafts.

Conferences with me of third drafts.

Homework keep working!

 

Week Twelve:

Lesson 1 - The Beginning of the End

In-class workshop and conferences of final papers—and anything else that’s left!

Homework: The final paper!

 

Lesson 2 - FINAL PAPERS DUE.

FINAL PAPERS DUE

Exploration of other kinds of writing.

Individual conferences with me about presentations.

 

Week Thirteen:

Lesson 1 - Presentations (Exams)

 

Lesson 2 - Presentations (Exams)