INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY

SYLLABUS

Course American Essay Writing

Program English Philology
Faculty Faculty of Education and Humanities
Course code AMS 427
Lecturer Abby Reid, M.A. (Intercultural Studies)
Invited Lecturer
+995 591 012 925
[email protected]
**Consultation: two hours per week online. Appropriate times will be arranged with the class.

Study cycle Bachelor

Study semester I
Course status Compulsory
Credits and 5 ECTS: 125 hours, 46 contact hours / 79 independent (15 study weeks)
distribution of Contact time 3 hours in a week = 45 hours
hours Lecture - 17 hrs, Practice – 24 hrs
Midterm exam - 2 hrs, Final exam – 2 hours
Prerequisites No prerequisites.
Purpose of course The purpose of this class is to introduce students to the genre of essays while exploring current
issues in the United States. This class will focus on narrative, comparison, cause-effect,
argumentative, and reaction essay writing. Attention will also be paid to academic vocabulary,
collocations, and correct grammar. Students will plan, draft, and revise their work to improve
their written fluency. To better understand the essay form, students will read, analyze, discuss,
and respond to essays written by their peers and by published writers on topics including
American education, social class, politics, racial justice, gun control, and sports.

Learning outcomes

Knowing and The student will understand: basic academic vocabulary; structure of a variety of essay genres
understanding (narrative, comparison, cause-effect, argumentative, and reaction); correct grammatical forms;
what constitutes plagiarism and that plagiarism is not acceptable.
Applying The student will be able to: identify the appropriate form of essay to use in diverse situations;
knowledge apply sound logic in in written form; improve sentence structure; edit writing to correct
grammatical structures; draft compelling hook and thesis statements.
Making The student will be able to: make judgments about what structure an essay uses and if it is correct
judgements or not; test the soundness of logic used in arguments.
Communicating The student will be able to: express personal stories through narrative writing; contrast historical
figures in comparison writing; explore causes and effects in writing; present a point of view in
persuasive writing; summarize and then respond through reaction writing.
Learning The student will be able to: manage their time and energy during the learning process; develop
writing skills; master academic vocabulary and terminology.
Valuing The student will be able to: appreciate the beauty and exactness of language; uphold ethics in
original writing; express an interest towards writing.

IBSU. R3.F1E; Revision No.:0 Page No: 1/6

 INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY

SYLLABUS

Content
Week Hours Topic
1 lecture 3hrs Writing the Introduction
1. Syllabus overview;
2. Building better sentences (GW4, 192, Practice 2)
3. Introductions: Hook, connecting information, thesis
(GW4, 22–30, 35–36)
4. Discussion/Essay: “Contraband.”
Homework: GW4, 9–12 (Activity 2), 171 (Practice 1)
2 lecture 1 hr Writing the Body
practice 2 hrs 1. Building better sentences (GW4, 192, Practice 1);
2. Body paragraphs: Connection to thesis, transitions,
outlines (GW4, 30–33)
3. Discussion/Essay: “Sorry, Wrong Number.”
Homework: GW4, 171 (Activities 3–4), 12–14 (Activity 3).
3 lecture 1 hr Writing the Conclusion
practice 2 hrs 1. Building better sentences (GW4, 192, Practice 4–5);
2. Collocations (GW, 35);
3. Structure of conclusions: ending with suggestion,
prediction, or opinion (GW, 34–37);
4. Discussion/Essay: “Nothing Extraordinary.”
Homework: GW4, 14–17 (Activity 4), 17–21 (Activity 5), 172
(Activities 5–6).
4 lecture 1 hr Narrative Essay, Part 1
practice 2 hrs 1. Building better sentences (GW4, 196, Practice 8, 198,
Practice 10);
2. Narrative essays: structure (GW4, 40–47, 50–52);
3. Using dialogue in narrative writing;
4. Discussion/Essay: “Peach Pie.”
Homework: Essay vocabulary quiz, 174 (Activities 7–8)
5 lecture 1 hr Narrative Essay, Part 2
practice 2 hrs 1. Vocabulary, collocations (GW4, 54–55);
2. Narrative essays: adjective clauses, narrowing topics
(GW4 52–61);
3. Review narrative essay assignment;
4. Discussion/Essay: “Speechless.”
Homework: Write a narrative essay.
6 lecture 1 hr Comparison Essay, Part 1 (Narrative essay due)
practice 2 hrs 1. Building better sentences (GW4, 200, Practice 12–13);
2. Review best student narrative essay;
3. Comparison essays: structure (GW4 66–74);
4. Discussion/Essay: “Twenty years apart: Signature
Moments for LeBron James and Michael Jordan.”
Homework: GW4, 175 (Activities 9–10)
7 lecture 1 hr Comparison Essay, Part 2
practice 2 hrs 1. Vocabulary and collocations (GW4, 77–78);
2. Comparison essays: connectors, grammar, ideas,
outlining (GW4 75–77, 201, Practice 14, 79–86);
3. Essay/Discussion: “Donald Trump, Meet Your
Precursor;”
4. Review midterm format (including essay task).
Homework: Study for midterm.

8 practice 1 hr Review
exam 2hrs Midterm exam

IBSU. R3.F1E; Revision No.:0 Page No: 2/6

 INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY

SYLLABUS

9 lecture 1 hr Cause-Effect Essay, Part 1

practice 2 hrs 1. Building better sentences (GW4, 202, Practice 15–17);
2. Review best student comparison essay;
3. Cause-effect Essay: structure (GW4 90–99);
4. Editing, GW4, 176 (Activities 11–12)
5. Discussion/Essay: “It Took a Global Pandemic to Stop
School Shooting.”
Homework: Connecting words, GW4 100–101
10 lecture 1hr Cause-effect Essay, Part 2
practice 2hrs 1. Vocabulary and collocations (GW4, 106);
2. Cause-effect Essay: outlining focus on causes, focus on
effects (GW4 102–105, 107–110); 102 7-10 final exam
3. Cause-effect essay assignment;
4. Discussion/Essay: “The American Teacher’s Plight:
Underappreciated, Underpaid, and Overworked.”
Homework: Write a cause-effect essay.
11 lecture 1 hr Argument Essay, Part 1 (Cause-effect essay due)
practice 2 hrs 1. Building better sentences (GW4, 205, Practice 19–20);
2. Review best student cause-effect essay;
3. Argument essay: structure, logic (GW4, 114–123);
4. Discussion/Essay: “For Most Latinos, Latinx Does Not
Mark the Spot.”
Homework: GW4, 177 (Activities 13–14)
12 lecture 1 hr Argument Essay, Part 2
practice 2 hrs 1. Building better sentences (GW, 207, Practice 22);
2. Argument essay: modals, counterargument, plagiarism
(GW4 124–129, 206, Practice 21);
3. Argument essay assignment;
4. Discussion/Essay: “Save the Snow Day: Save Teenage
Education.”
Homework: Write an argument essay.
13 lecture 1 hr Reaction Essay (Argument essay due)
practice 2 hrs 1. Building better vocabulary/collocations (GW4, 130–131);
2. Grammar (GW4 151–153);
3. Reaction essays: structure (GW4 138–142);
4. Review American essayist presentation assignment.
Homework: Presentations.
14 lecture 1 hr American essayist presentations
practice 2 hrs
15 1ecture 1 hr American essayist presentations
practice 2 hrs
16 Final exam preparation
17–19 2 hrs Final exam

Teaching and This course uses multiple methods to enhance students’ interaction and motivation.
learning methods Lecture: presentation, demonstration, analysis;
Practice: demonstration, problem-solving, group work, individual work;
Group work: discussion, peer editing, essay review, grammar exercises;
Independent work: planning, outlining, drafting essays; preparing presentation

IBSU. R3.F1E; Revision No.:0 Page No: 3/6

 INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY

SYLLABUS

Evaluation criteria A student’s knowledge and skills are assessed through 100 points grading system. The grade
consists of midterm and final evaluations – there is a maximum of 70 points for the midterm
evaluation and a maximum of 30 points for the final evaluation.
The grading system allows for five kinds of positive grades:
(A) Excellent – 91 and over of maximum points;
(B) Very good – 81–90 of maximum points;
(C) Good – 71–80 of maximum points;
(D) Satisfactory – 61–70 of maximum points;
(E) Acceptable – 51–60 of maximum points.
There are two types of negative grades:
1) (FX) Fail – 41–50 of maximum points. This means a student needs to study more before
being given a chance to take the final examination again;
2) (F) Fail – 40 and less of maximum points. The student will need to repeat the course.
For the final exam, a student is admitted to the exam if he or she has earned at least 35 points
during the midterm evaluation. A student can take a make-up final exam if he or she scored at
least 41–50 points in the class, or had a minimum of 51 points, but did not score at least 15 out of
30 points on the final exam. Students earn credit for the class if they score at least 15 out of 30
points on the final exam, and 51 out of 100 points for the final grade.
The grade is calculated as followed:
Final assessment = midterm evaluation (70 points) + final exam (30 points)
Midterm evaluation 70 points
Midterm Exam 20 points
Narrative Essay 10 points
Cause-effect Essay 10 points
Argument Essay 10 points
Homework/Classwork 10 points
American Essayist Presentation 10 points
Final exam 30 points
Total 100
The Midterm Exam. The midterm exam is worth 20 points. Students must: (1) write a five-
paragraph comparison essay using the prompt provided; (2) Complete a vocabulary, grammar,
and essay structure test. For the first task, the same rubric will be applied as for the narrative,
cause-effect, and argument essay assignments. For the second task, the only criterion is accuracy.
Narrative Essay, Cause-effect Essay, Argument Essay. These essays (200–400 words each) are
worth 10 points each. Plagiarized work will receive 0 points. Grading criteria:

0–1 2 3–4

Task Completion irrelevant or no thesis; weak thesis; Strong thesis; 4 max

does not follow proper paragraphs and five complete
format; paragraphs, details incomplete or paragraphs; details
details not connected lack strong support thesis; turned
to thesis; turned in late connection to thesis; in on time
turned in late
Cohesion and unclear logic; few or somewhat clear logic clear logic and 3 max
Coherence no connection words; and organization; organization; uses
minimal use of linking words and
linking words phrases well

Grammar and errors seriously some errors but ideas uses a variety of 3 max
Accuracy impede understanding; are understandable sentence structures,
academic vocabulary;
some errors but ideas
are understandable

Total: 10 max

IBSU. R3.F1E; Revision No.:0 Page No: 4/6

 INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY

SYLLABUS

Homework and Classwork. This work, which includes assignments given during class and as
homework, is worth 10 points total.

0-4 5-8 9-10

Task Completion Little or no work is Work is incomplete Work is complete, 10 max

completed and/or student and/or student accurate, and the
frequently does not rarely participates. student actively
participate. Late work is participates.
not awarded points except
for serious illness (in
which case, the student
needs to contact the
instructor before the
assignment is due).

American Essayist Presentation. The project, worth 10 points, will explore an American
Essayist of the student’s choosing (instructor will provide a list). The student will read an article
about the essayist and respond with a four-paragraph reaction essay that is shared with the class.
The student will create an introduction slide that includes a photo of the essayist, a slide for each
paragraph (four slides) with quoted material using APA style, as well as a citation slide using
correct APA citation style (a total of six slide). Plagiarized work will receive 0 points with no
possibility of resubmission.

0 1 2–3
Task Completion No photo of the essayist; Photo of the Photo of the essayist; 3 max
slides do not follow essayist; some all slides follow
assigned format; slides follow directed format;
submitted late. directed format. submitted on time.

Summary No summary given or Summary Summary complete 2 max

summary is plagiarized. incomplete; and thoughtful;

Response No personal response or Personal response is Personal response is 3 max

work is plagiarized. incomplete or complete and
shallow. thoughtful.
References No citations. Some citations, but Properly-formatted 2 max
incorrectly citations.
formatted.

Total: 10 max

Final Exam. The final exam is 30 points. Students will need to: (1) write a four-paragraph
reaction essay using the prompt provided (20 points); (2) complete a vocabulary, grammar, and
essay structure test (10 points). For the first task, the same rubric will be applied as for narrative,
cause-effect, and argument essays (except that only four paragraphs are required). For the second
task, the only criterion is accuracy.

IBSU. R3.F1E; Revision No.:0 Page No: 5/6

 INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY-INTERNATIONALBLACKSEAUNIVERSITY

SYLLABUS

Literature Course text: Folse, K.S., Muchmore-Vokoun, A., Solomon, E.V. (2014). Great Writing 4: Great
Essays. 4th Edition. Cengage.
Essay examples: Ahn, Michelle. (2020, October 6). “Sorry, Wrong Number.” New York Times;
Araton, Harvey. (2016, June 21). “Twenty Years Apart: Signature Moments for LeBron
James and Michael Jordan.” New York Times; Johnson, Yana. (2021, January 26).
“Contraband.” New York Times; Kim, Jeniffer. (2020, October 6). “Nothing Extraordinary.”
New York Times; Koong, Lauren. (2021, June 15). “It Took a Global Pandemic to Stop
School Shooting.” New York Times; Mao, A. & Lee, A. (2021, June 15). “The American
Teacher’s Plight: Underappreciated, Underpaid, and Overworked,” New York Times; Pereira,
Evan Odegard. (2021, June 15). “For Most Latinos, Latinx Does Not Mark the Spot,” New
York Times; Steward, Elisabeth. (2020, October 6). “Peach Pie.” New York Times; Sinha,
Manisha. (2019, November 29). “Donald Trump, Meet Your Precursor.”
New York Times; Yu, Sheerea. (2021, June 15). “Save the Snow Day: Save Teenage
Education,” New York Times.
Auxiliary Various famous American essays.
literature
*Course text and articles are available on Google Classroom course page.

IBSU. R3.F1E; Revision No.:0 Page No: 6/6