Spring 2017
University College Mission
University College offers high quality foundational education, the Colloquy,
to students and prepares them for their future majors and eventual
employment. The experience instills in the students a desire for lifelong
learning, fosters intellectual curiosity, and engenders critical thinking. The
Colloquy program initiates the baccalaureate careers of all ZU students.
Course Name
Course Code
Course Pre-requisites
Course Co-requisites
Credit hours
English Composition II
Col 145
Col 140 English Composition I
None
3
Instructor’s Name
Telephone
Class Location
Office Location
E-mail
Class Time
Office Hours
1. Course Description
COL 145 English Composition II further exposes students to academic reading and writing
practice with a focus on persuasive writing in various rhetorical contexts. It provides
instruction and practice in university-level reading skills, and requires students to implement,
in written and visual form, persuasive strategies in academic and non-academic contexts, and
participate in group discussions and projects. Students learn to identify and use persuasive
language, summarize, paraphrase, read and write critically, and design persuasive academic
and non-academic pieces of composition for specific audiences. Grammar instruction is a
component of this course, which emphasizes clear, correct writing based on the process of
composing, revising, and editing. In addition to the course material, students are encouraged
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to become self-directed learners, capable of reading university level content. The course
prepares students for COL 240 English Composition III
2. Course Learning Outcomes
Upon successful completion of this course, students will be able to:
145 Course Learning Outcomes
Demonstrate reading comprehension through summarizing
and paraphrasing a range of relevant texts as evidence to
support claims in an essay.
Employ self-directed learning and use of the writing
process, including finding and evaluating sources,
prewriting, outlining, drafting, revising and editing.
Examine evidence from visual and written sources,
identify/analyze rhetorical modes, persuasive appeals and
language, and critique the use of ethos, pathos and logos.
Recognize and analyze elements of focus, development,
coherence, cohesion, clarity, style, tone and accuracy and
produce writing which demonstrates these features at the
sentence, paragraph and essay levels.
Demonstrate academic integrity through appropriate and
increasingly accurate use of quotation, summary, paraphrase
and in-text citation.
ZULO Indicator and Criteria
LA 1, 2, 3, 4
LA 1, 2, 3, 4; IL 1, 2, 3, 4, 5
CTQR 1
IL 1, 2, 3, 4, 5; CTQR 1
LA 1, 2
LA 1, 2, 3, 4; IL 5
Please refer to Appendix A for detailed descriptions of Zayed University Learning Outcomes
(ZULO)
3. Weekly Outline
Week
Topics, Readings & Materials
Assessment
Week 1
Jan 15-19
Introduction to course and syllabus
Imprints, Chapter 1 (Effective Writing: An
Overview, Why Are Writing and Rhetoric
Important?)
Diagnostic Test written in class
Diagnostic Test
Week 2
Jan 22-26
Familiarization with course outcomes and
expectations, theme & related concepts:
Persuasion; persuasive argumentation and
using persuasive appeals in essays and
visual ads.
Imprints, Chapter 4 (Persuasion and
Argumentation: The Mode and its Contexts;
2
7.1 The Persuasive Voice)
Commodities (ethical/unethical
commodities & consumerism, fair trade,
positive/negative purchasing, etc.)
Imprints, Chapter 2: Focus on Ethics (1524)
Summary writing: identifying main ideas
and minor details, annotating, accuracy in
summarizing. Paraphrasing/summarizing
sources and organizing ideas in a paragraph
as support.
Imprints, Chapter 7 (Working with
Sources: An Overview)
The writing Process: brainstorming &
outlining
Review of summary practice materials and
sample summary assessments from previous
semesters.
Week 3
Jan 29-Feb 2
Summary writing continued (with a focus
on paragraph development): development &
support, coherence and cohesion.
Formulating a topic sentence, identifying
and incorporating relevant information in
texts, integrating and citing sources, using
supporting evidence.
(Refer to APA citation conventions and
guide).
Imprints, Chapter 7 (Using Sources in
Context, Summary, Paraphrase, Quotation)
The writing process; Start planning for the
essay: Brainstorming (choosing
commodities and searching for sources).
Imprints, Chapter 3 (Writing as a Process:
An Overview, Discovering Your Writing
Process)
Imprints, Chapter 5 (Invention/Prewriting,
Choosing a Topic, Thinking about your
Topic, Generating Ideas about Your Topic)
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Summary Assessment (5%/written
in class; Jan 31, Feb 1 & 2)
Review of lists of commodities in
Blackboard.
Annotated Summary task introduced and
sample annotated summary explained to
students.
Imprints, Chapter 6 (Annotation)
Week 4
Feb 5-9
Paragraph writing (with a focus on
summary writing-continued).
The writing process (continued):
Commodity choices finalized. Searching for
sources continued; finding and evaluating
sources, annotating sources.
Imprints, Chapter 5 (Researching about
Your Topic)
Imprints, Chapter 8 (APA and MLA
Documentation Guide, Worksheet for MLA
and APA Documentation Styles)
Week 5
Feb 12-16
Ad assignment, persuasive essay
guidelines and topics (in Blackboard) and
assessment rubrics should be introduced
and explained to students at this stage.
Annotated summary (5%/Submitted
to Safe Assignment)
Due date: Feb 16
Assign Ethos, Pathos and Logos Activity
Packet for completion.
Imprints, Chapter 6 (Rhetorical Analysis:
An Overview)
Week 6
Feb 19-23
The writing process (continued): Planning
for the essay (identifying the rhetorical
situation & outlining)
The writing process (continued):
Planning for the essay (identifying the
rhetorical situation & outlining-continued)
Review activity packet on persuasive
strategies and persuasive language.
Analysis of rhetorical modes and persuasive
4
Monday 20th
3rd SETS DAY (no classes)
strategies (ethos, pathos, logos) from
students and other written/visual samples
(see samples and resources in Blackboard
folder titled “Advertisements”). The
language and strategies of persuasion (ethos,
pathos, logos) in written and visual forms.
Imprints, Chapter 6 (Rhetorical Strategies)
Week 7
Feb 26March 2
The writing process (continued) Planning
for the essay (identifying the rhetorical
situation & outlining completed.)
Midterm Exam (10%) Online & inclass (Feb 28, March 1&2).
Students must bring their
laptops/iPads.
Analysis of rhetorical modes and review of
activity packet on persuasive strategies and
persuasive language & review of samples
and resources of advertisements in
Blackboard continued.
Imprints, Chapter 6 (Approaches to
Rhetorical Analysis)
Week 8
March 5-9
Elements of an introductory paragraph:
Hooks, background information &Thesis
Statements. Elements of coherence and
cohesion.
Thesis statements: writing a strong,
focused, clear and concise thesis statement.
(Introductory Paragraph e-reader in
Blackboard)
Imprints, Chapter 5 (Drafting: 6.1
Draffting a Thesis Statement, 6.2 Writing
Introductions)
Review of sample introductory paragraphs.
Week 9
March 12-16
Elements of body paragraphs:
Revision of topic sentences, paragraph
development and support, main ideas and
minor details, and incorporating and citing
sources. Coherence and cohesion in body
paragraphs.
Imprints, Chapter 5 (Drafting: 6.3
Paragraph Development)
5
Outline submission: (optional)**
Imprints, Chapter 4 (Practice in
Intergrating Data from Sources to Support
Opinion, Building an Argument)
Week 10
March 19-23
(The Body Paragraphs e-reader in
Blackboard)
Review of sample essays with a focus on
body paragraphs, and their relevance to
thesis statements.
Elements of a conclusion: Writing
conclusions—restating the thesis statements,
summarizing the main ideas, and strategies
for leaving an impression on one’s reader.
Imprints, Chapter 5 (Drafting; 6.4 Writing
Concluding Paragraphs)
(Writing a conclusion e-reader in
Blackboard)
March 26April 6
Spring Break for Students and Faculty
Week 11
Apr 9-13
Essay Parts Written in class. Writing
process: writing a draft, teacher feedback
(oral/written), peer/self review…
Imprints, Chapter 5 (Revising and
Editing)
Week 12
Apr 16-20
Essay Parts Written in class (continued).
Writing process: writing a draft, teacher
feedback (oral/written), peer/self review…
Imprints, Chapter 5 (Feedback, Peer
Review, and Writing Workshop)
Tue 17th
4th SETS DAY (no classes)
Week 13
Apr 23-27
Revising and editing. Grammar as needed:
 Sentence structure, cohesion and
coherence, parallelism, etc.
 Run-ons, fragments, subject/verb
agreement, etc.
Imprints, Chapter 8 (A Pedagogical
Grammar, Avoiding Logical Fallacies)
Mon, 24 Isra Wal Miraj (no classes)
6
Draft submission:optional**
Persuasive Essay (30%)
Due April 27 (Submitted to Safe
Assignment)
Week 14
Apr 30-May
4
Revision as necessary and familiarization
with Final Exam tasks.
Imprints, Chapter 5 (Writing Under
Pressure: Some Advice)
Advertisement (10%/Suggested Due
Date)***
Week 15
May 7-11
Familiarization with Final Exam tasks
continued.
Last Day of classes: Thursday 11th
May 13 to 20 inclusive; FINAL EXAMS
*Please note that all holiday dates/due date of assignments may be subject to change.
**Draft submission is optional.
***Ad assignment can be submitted before or after the submission of the persuasive essay.
4. Textbooks and Learning Materials
Please list the textbook(s) for the course, and then optionally any of the below:
Readings and some activities are provided by the course coordinator. Alternative reading
material is to be shared with the course coordinator prior to teaching. The weekly breakdown is
intended as a guideline, and there is room for flexibility in the sequencing of the tasks (except for
the common assessments, their due dates and the reading and writing skills covered). The
grammar skills are suggestions based on the needs of individual students.
5. Assessment of Student Learning
(note the detail expected by CAA in the description)
Assessment
Tools
Percen
-tage
Description
Course Learning
Outcomes
ZULO Learning
Outcomes
Instructor
Points
(Continuous)
10%
Set by instructor from list
provided, depending on
section-specific and streamspecific skills that students
need to develop.
All/Any
LA 1, 2, 3, 4; IL 1,
2, 3, 4, 5
CTQR 1
7
In-Class
Summary
5%
Students write a summary
of texts they will only
access at the time of the
assessment.
Demonstrate reading
comprehension
through
summarizing and
paraphrasing a range
of relevant texts as
evidence to support
claims in an essay.
LA 1, 2
CTQR 1
Demonstrate
academic integrity
through appropriate
and increasingly
accurate use of
quotation, summary,
paraphrase and intext citation.
Annotated
Summary
5%
Students write an annotated
summary of three of the
main sources that they will
use in their essay.
Demonstrate reading
comprehension
through
summarizing and
paraphrasing a range
of relevant texts as
evidence to support
claims in an essay.
Employ self-directed
learning and use of
the writing process,
including finding
and evaluating
sources, prewriting,
outlining, drafting,
revising and editing.
Demonstrate
academic integrity
through appropriate
and increasingly
accurate use of
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LA 1, 2
CTQR 1
IL1, 2, 3, 4, 5
quotation, summary,
paraphrase and intext citation.
Midterm
Exam
(online, inclass
assessment)
Visual
argument/Ad
vertisement
10%
10%
An online, in-class
assessment consisting of
short statements, paragraphs
and images containing
various types of appeals.
Students are required to
identify and assess these
appeals in writing.
Students create a print or
video advertisement, and/or
pamphlet, often targeting a
specific audience, to raise
awareness about the
negative effects of
buying/consuming a
specific commodity.
Students can alternatively
create an advertisement of
an
ethically/environmentally
friendly commodity to
advocate its use.
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Examine evidence
from visual and
written sources,
identify/analyze
rhetorical modes,
persuasive appeals
and language, and
critique the use of
ethos, pathos and
logos.
IL 1, 2, 3, 4, 5;
CTQR 1
TL1, TL2
Recognize and
analyze elements of
focus, development,
coherence, cohesion,
clarity, style, tone
and accuracy and
produce writing
which demonstrates
these features at the
sentence, paragraph
and essay levels.
LA 1, 2 (2.3, 2.4.
&2.5)
Examine evidence
from visual and
written sources,
identify/analyze
rhetorical modes,
persuasive appeals
and language, and
critique the use of
ethos, pathos and
logos.
IL 1, 2, 3, 4, 5;
CTQR 1
LA 4
Persuasive
Essay
Final Exam
30%
30%
Topic: students write a
persuasive essay on a
commodity of their choice
(upon instructor’s approval)
and write the essay in class.
The essay must emphasize
the effects a commodity has
on the environment,
humans, animals, societies,
etc.
All
Students write a persuasive
essay in response to a
prompt. They are required
to formulate their own
thesis statement, topic
sentences, cite and explain
evidence from relevant
texts.
All
LA 1, 2
IL 1, 2, 3, 4, 5
CTQR 1
LA 1, 2
IL 1, 2, 3, 4, 5
CTQR 1
6. Pedagogy – Learning Process
Zayed University Pedagogical Framework
Zayed University is committed to a student-centered learning environment that is characterized
by the following approach to teaching:
1. Active and Varied: The ZU faculty member adopts a variety of active teaching-learning
strategies, tailored to each learning task and to the intended learning outcomes.
2. Collaborative and Individual: Cooperative group learning tasks, as well as individual
learning tasks, are integral to each ZU course.
3. Content-rich and Language-rich: Instruction focuses on the development of in-depth
knowledge, along a continuum from richer-in-language in ABP, to richer-in-content in
the baccalaureate and graduate programs.
4. Facilitated by Technology: Appropriate educational technology is integrated into every
ZU course.
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5. Interculturally attuned: Teaching in ZU requires global awareness, sensitivity to local
culture, a commitment to developing intercultural competence, and a commitment to
learning from students.
6. Interpersonally oriented: Successful learning at ZU is facilitated by building positive
relationships with students, while maintaining professional demeanor and holding
students accountable.
7. Learner focused: The ZU faculty member evaluates and builds on learner knowledge and
strengths, while addressing learner needs.
8. Practical and Theoretical: Instruction lays solid theoretical foundations, as appropriate
to the level of study, while having a real-world orientation.
9. Reflective: Instructors strive to be reflective educators who enable reflective and critical
learning in students.
10. Supportive: The ZU faculty member fosters student dispositions of leadership, creativity,
innovation, self-responsibility, and lifelong learning in a supportive learning
environment.
7. Course Policies:






When a class is missed it is your responsibility to contact the instructor in order to gather
the information that you missed from the class session.
You are expected to be in class on time and remain for the scheduled class period.
Classes will begin promptly at the scheduled time and you will be marked absent if you
are late.
Course documents (syllabus, readings, assignments, etc.), announcements and grades will
be posted on the BlackBoard site for this class. This site can be found at
http://courses.zu.ac.ae Students are expected to make use of this technology.
You will be given assignments to complete throughout the semester. Your assignments
must be your work and submitted by the deadline set by your instructor.
Late assignments will be subject to a penalty as specified by your instructor.
Please contact the instructor if you have a family emergency or medical reason for a late
assignment.
8. Grading Key
Zayed University has adopted a plus/minus grading scale for all undergraduate and graduate
courses. Based on Zayed University policy, the grade points and percentage ranges are assigned
to each letter grade as follows:
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Percentage
Grade
90-100%
A
87-89%
84-86%
80-83%
AB+
B
77-79%
74-76%
70-73%
BC+
C
67-69%
C-
Grade
Points
4.00
The highest academic grade possible. This grade is not
automatically given to a student who ranks highest in the
course, but is reserved for accomplishment that is truly
distinctive and demonstrably outstanding. It represents a
superior mastery of course material and is a grade that
demands a very high degree of understanding as well as
originality or creativity appropriate to the nature of the
course. The grade usually indicates that the student works
independently with unusual effectiveness and often takes
the initiative in seeking new knowledge outside the
requirements of the course.
3.700
3.300
3.000 Denotes achievement considerably above acceptable
standards. Good mastery of course materials is evident,
and student performance demonstrates a degree of
originality, creativity, or both. The grade usually indicates
that the student works fairly well independently and often
demonstrates initiative.
2.700
2.300
2.000 Indicates an appropriate level of competency in the
course’s basic learning outcomes. It is the grade that may
be expected of a student with an average level of
performance who gives to the work a reasonable amount
of time and effort. This grade implies understanding of the
content of the course, acceptable mastery of course
material and learning outcomes, and completion of all
requirements. The student must have a minimum
cumulative GPA of 2.0 (C) to earn a baccalaureate degree
from Zayed University.
1.700 Denotes a limited understanding of the subject matter,
meeting only the minimum requirement for passing the
course. It signifies work that in quality or quantity falls
below the average acceptable standard for passing the
course. Performance is deficient in analysis, synthesis, and
critical expression. There is little evidence of originality or
creativity.
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0-66%
F
0
Indicates inadequate or unsatisfactory attainment, serious
deficiency in understanding of course material, or failure
to complete the requirements of the course.
9. Attendance Policy
Attendance Students shall be required to attend all classes, practical sessions, seminars and
examinations related to the courses in which they are registered.
Absence from Class
 A student who misses 5% of the class meetings allotted for a course will receive a
warning from the Chair/Assistant Dean of the College/Department.
 A student who misses 10% of the class meetings allotted for a course will receive a
second warning from the dean of the College.
 A student who misses more than 15% of the class meetings allotted for a course will fail
the course. If there is a legitimate reason for the absence, which has been accepted by the
College Attendance Appeal Committee in the semester in which the absences occurred,
the student will be allowed to withdraw from the course; be given a Withdrawal with
Failure grade for the course; or be given permission to continue and complete the course.
In cases where a satisfactory withdrawal or a Withdrawal with Failure grade is decided,
the student may have to repeat the course.
a) If the decision is that the student is allowed to withdraw from the course, a grade
of W will be assigned for that course. In case the student receives a W in a prerequisite course, he/she should pass this course before registering for the
subsequent one.
b) If the decision is that the student is given a Withdrawal with Failure grade, a
grade of WF will be assigned for that course.
c) If the decision is that the student is permitted to continue and complete the course,
the student must have earned a grade of C (or equivalent) or higher in the course
being taken at the time of the appeal.
Reference: ZU policy and procedure ACA-ADM-06 Attendance.
10. Zayed University Honor Code
“In the Name of God Most Gracious Most Merciful”
As a student of the University that carries the name of the beloved and revered father of the
nation, the late Sheikh Zayed Bin Sultan Al Nahayan (may his soul rest in eternal peace), I
pledge to:
 Demonstrate the virtues of honesty, respect and fairness
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
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
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
Adhere to the highest standards of personal moral conduct
Refrain from any and all forms of academic dishonesty
Present a positive image of myself by acting with maturity and honor
Take responsibility for my actions and do my part to maintain a community of trust
Dedicate myself to the achievement of the University’s excellence
I promise to honor Sheikh Zayed and to preserve his legacy by following the example set by the
wise and beloved father of the United Arab Emirates
11. Plagiarism Policy
Plagiarism is presenting someone else’s work or ideas as if it were one’s own.
Examples of plagiarism include the following:
 Copying another person’s work either word for word or making some changes but
keeping the structure, much of the language, and main ideas the same. Even if the work is
not published, it should be treated as someone else’s work and not one’s own work.
 Buying, borrowing, or otherwise obtaining and handing in a paper, project or course
assignment as if it were one’s own.
 Turning in someone else’s paper as if it were one’s own is strictly prohibited, even if the
paper is enclosed in quotation marks. A large part of a paper cannot simply be quotations.
 Allowing someone else to edit, rewrite or make substantial changes in one’s work and
turning it in as if one had done it all, without acknowledging the other person’s
contribution and without prior
 permission of the instructor.
 Using someone else’s words or ideas without crediting that person.
- If a student uses someone else’s words, he must identify them by
putting quotation marks around them and citing the source.
- If a student downloads a picture from the Internet, he must cite the
source of the picture.
- If a student paraphrases someone’s work, he must specify the
source of the statement.
- Every book, magazine, or internet site used in a paper must be
identified in the bibliography.
At any time, if a student thinks he may have unknowingly plagiarized someone’s work, he
should discuss it with his instructor before turning in the assignment.”
Students who engage in prohibited behavior such as plagiarism will be subject to disciplinary
procedures. These procedures range from a discussion with the instructor up to possible
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suspension or expulsion depending upon the severity of the infraction. Further details about
possible procedures to be undertaken are available in the Student Handbook.
12. Miscellaneous
Mobile phones: Mobile phones and Smart devices are not to be used for personal use during a
class or exam.
Eating/Drinking/Smoking: Students are not permitted to engage in these activities while in class.
Appendix A - ZULO Learning Outcomes
Information Literacy (IL): ZU graduates will be able to find, evaluate and use appropriate
information from multiple sources to respond to a variety of needs.

IL1: Determine the nature and extent of information needs

IL2: Access information

IL3: Evaluate information and its sources critically

IL4: Use information to communicate effectively to varied audiences in multiple contexts

IL5: Adhere to ethical practices in use of information
Technological Literacy (TL): ZU graduates will be able to effectively understand, use, and
evaluate technology both ethically and securely in an evolving global society.

TL1: Knowledge of technological system

TL2: Proficiency in using technological tools

TL3: Knowledge and practices of technology in society
Critical Thinking and Quantitative Reasoning (CTQR): ZU graduates will be able to
demonstrate competence in understanding, evaluating, and using both qualitative and quantitative
information to explore issues, solve problems, and develop informed opinions.

CTQR1: Identify essential information

CTQR2: Interpret both qualitative and quantitative information

CTQR3: Formulate reasoned conclusion

CTQR4: Transfer learned skills and knowledge to new contexts
Global Awareness (GA): ZU graduates will be able to understand and value their own and other
cultures, perceiving and reacting to differences from an informed and socially responsible point of
view.

GA1: Provide an informed response to global concept or issue


GA2: Examine global issues within the local context
GA3: Propose or plan action to address an international issue in a way that demonstrates
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social responsibility

GA4: Acknowledge the values of other cultures
Language (L): ZU graduates will be able to communicate effectively in English and Modern
Standard Arabic, using the academic and professional conventions of these languages
appropriately.

LA1: Comprehension of Written English and Arabic (Reading)

LA2: Production of Written English and Arabic (Writing)

LA3: Comprehension of Spoken English and Arabic (Listening)

LA4: Production of Spoken English and Arabic (Speaking)
Leadership (LS): ZU graduates will be able to undertake leadership roles and responsibilities,
interacting effectively with others to accomplish shared goals.

LS1: Act responsibly with self-awareness of actions and values

LS2: Work effectively in group and interpersonal (dynamic) contexts

LS3: Demonstrate capacity to attain goals
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