English for

Science
Programs
Course Code: 603-BMA-LA
Sections: 00006
Weighting: 2-2-2*
Credits: 2
Total Hours: 60
Pre-Requisites: 603-101-MQ; 603-102
and 603-103 recommended
Semester: Winter 2025
Modality: In Person
Time & Location: Mon (A125) & Thurs
(A113) 10:00-12:00
Ali Barillaro * The weighting (pondération) numbers refer to hours of theory, hours of
practical work, and average anticipated hours of homework per week.
abarillaro@[Link]
Office: H-114
Office Hours
Tuesday: 12:30-2:30
Friday: 12:30-2:30

*Other meeting times can be

arranged if necessary
Course Context
The Block B courses (603-BMx) are fourth-semester courses (assuming students are on
profile). As such, they build upon the skills students have learned in Introduction to
College English (603-101) and in their two literature courses (603-102 and 603-103). The
objective of the Block B course is to teach students to communicate in the forms of
discourse appropriate to one or more fields of study. Since this is a General Education
course, it responds to multiple exit profiles.

Course Catalogue Description

In the B-Block courses, students will develop their skills in reading and analyzing texts
related to one or more fields of study. Students will draw on their program-specific
knowledge to develop and organize their ideas, with attention to relevant rhetorical
strategies, forms, and conventions. By the end of the course, students will produce a
1000-word written assignment.

Course Objectives
Ministerial & Departmental Objectives and Standards

The objective of this course is to enable students to analyze and to produce various forms
of discourse (code 4EA0). Students will learn to read literature critically, examining
content and structure. Students will also learn to write an analytical essay containing a
thesis statement that is clearly supported and developed.

On successful completion of this course, students will be able to produce a 750-word essay
analyzing a literary text. This essay will demonstrate the following: correct grammar,
syntax and spelling; appropriate tone and diction; and effective sentences and
paragraphs. This essay will also demonstrate thorough revision of form and content.

The English Department recognizes that students will achieve those objectives and
standards by demonstrating competence in the following skills:
1. Reading Abilities: Read closely, actively, analytically, and critically
1.1read closely and actively
1.2comprehend the story at a literal level
1.3draw inferences based on facts from the story
1.4recognize the elements and patterns used by the author to construct a work of
literature
1.5recognize that context is an important tool in literary analysis
1.6recognize a central idea or thesis
1.7distinguish between a main idea and supporting details
2. Analysis Abilities
2.1 distinguish between a personal reaction to a story and a critical analysis of a story
2.2 arrive at a general statement about the possible meanings of a poem, a short story,
a play, or a novel
2.3 formulate a general statement about the possible meanings of the reading based
on inference
2.4 distinguish between fiction and non-fiction
2.5 be able to take a distance from the text
 2.6 recognize rhetorical patterns of argument
2.7 understand basic literary terms
2.8 use reference material effectively
3. Writing Abilities
3.1 generate a main idea or thesis statement
3.2 state a viewpoint on the story
3.3 recognize the differences between a summary, a personal reaction, and a critical
analysis
3.4 construct unified paragraphs that argue the sub-topics of a main idea
3.5 write generally correct grammatical sentences
3.6 write using generally correct idioms
3.7 integrate quoted and paraphrased material
3.8 present a quotation in context
3.9 use transitional words and sentences
3.10 apply prewriting, drafting, and editing techniques
3.11 revise form and content of discourse thoroughly
4. Oral Communication Abilities
4.1 participate actively in group discussions and make relevant contributions
4.2articulate ideas clearly and logically
4.3present ideas to the class in a semi-formal or formal manner
5. General Learning Outcomes
5.1 demonstrate college-level academic behaviour
5.2 monitor and self-assess their mastery of these learning objectives

Methodology: Instructional Approaches & Learning Activities

Students will practice their writing, speaking, and critical thinking skills with both graded
and ungraded formative assessments throughout the semester in a mix of formal and
informal contexts. Formative learning activities, such as class discussions, debates, peer-
review sessions, and reflections seek to address students’ diverse strengths and keep
them engaged both in and out of the classroom. Formative activities may include:

 responding to discourse relevant to the study of literature

 summarizing main ideas
 making connections between texts
 paraphrasing and integrating quotations
 practicing documentation techniques
 organizing bibliographies, works cited and reference pages
 developing outlines
 editing and proofreading
 analyzing form and content of relevant discourses

Mediagraphy

o To successfully and fully engage with our course, you need to access our
Moodle page weekly. I will post important documents, digital copies of
 assignment instructions, links to video and audio assets, etc. regularly. Many
assignemnts will also be submitted there.
o If I need to contact you individually, or the class as a whole, I will send out
messages via MIO. To be sure not to miss any such messages, I’d encourage
you to download the Omnivox App to your phone (if you’re able to do so).
o Your grades for assignments will be posted on LEA for you to review and
keep track of your progress in the course.

Required Course
Evaluation Texts & Weighting of Assignments
Activities
All texts, videos, links, and other materials will be provided to students for free via Moodle and/or
ASSIGNMENT % NOTES/DATES
will be shown or distributed in class.
Small Graded In-Class Activities 8 Throughout the Semester
Science Lit: First Impressions (500 words) 6 Start of Week 2
Essay 1 (800-1000 words) 20 Start of Week 5
AI Explorations 10 Week 4, In Class
Annotated Bibliography 4 End of Week 6
Podcast Presentations 5 Week 9 – Split Over 2 Days
Group Project 15 Weeks 11-15
Personal Reflection 5 Week 15, In Class
Essay 2 Outline 2 Week 16
Essay 2 (1000-1250 words) 25 Final Week of the Semester

Mid-Course Assessment Final Summative Assessment

Essay 1 Group Project
Essay

------------------------------------------------------------------------------------------------------------------------
Essays
An essay is a written answer to a prompt. An essay is 500 words or more in length,
requiring standard academic essay structure. An essay can be in-class or out-of-
class. Two to three essays are assigned. Essays comprise 40-65% of the final
grade. The preparatory work for essays may be included as part of the required
percentage value for this category.
At least one of the required essays must be a written assignment appropriate to
the field of study, such as an analytical essay, research paper, or report, of 1000
words or more worth between 25-35%. This essay must use secondary sources and
be based on non-fiction texts.
Oral Presentations
An oral presentation is an oral assignment prepared and delivered by students.
The main oral presentation in this course will be a solo assessment about a
podcast episode of the student’s choice and will be worth 5% of the final grade.
The other graded oral component will be covered by the Group Project.

Group Project
Students will work in teams (of 4-6) to develop a research project on a topic of
their choice within the realm of science. Teams will research their topics and find
three non-fiction texts (you may use one piece of fiction if appropriate) that tackle
the same subject from various perspectives. Over the course of three weeks, you
will present thorough analyses of each text in meetings with the teacher, receive
feedback from the teacher, and evaluate both your own and your team’s success.
Two of the three chosen texts will then be used as the basis for your final essay of
the semester.

Course Schedule
Note: Any updates to the course schedule will be announced in class, via MIO, and/or posted on
Moodle.

Week 1 – Introductions
o Review Course Outline and Schedule
o “Getting to Know You” Activities
o Introduction to Moodle
o “The Two Cultures” Argument
o Rhetorical Devices

o Scientific Literature: First Impressions Assignment

Week 2 – Science Fiction

o “The Winter Market” by William Gibson (discussions)
o Black Mirror – “Be Right Back” (in-class screening)

Week 3 – Science Fiction

o Black Mirror Discussions
o Essay 1 Preparation, Brainstorming & Drafting
o MLA Style Refresher

Week 4 – Generative AI Explorations

o Discussions and Graded Activities
Week 5 – Scientific Studies & Academic Journal Articles
o Annotated Bibliography Tips & Tricks
o “Envisioning the scientific paper of the future” by Natalie M.
Sopinkaa et al
o “Enhancing Empathy: A Role for Virtual Reality?” by Carrie James
et al
o “Empathy, Kindness, and Dignity in a Connected World” by Alan
K. Louie et al
o Graded Activities

Week 6 – Popular Science Communication: Essays & Editorials

o Analyzing Perspective & Persuasion
o “Why We Care About Whales” by Marina Keegan
o “Dude, Where’s My Frontal Cortex?” by Robert Sapolsky
o Graded Activities

Week 7 – READING WEEK

[NO CLASS: Prepare for your Podcast Presentations]

Week 8 - Podcasts
o Ologies – “Pedagogology (SCIENCE COMMUNICATION) with Bill
Nye”
o Stuff to Blow Your Mind – “The Facial Feedback Hypothesis”
o Exploring Other Science Podcasts
o Graded Activities

Week 9 – Podcast Presentations

o Split Over Two Classes (schedule will be randomly selected – stay
tuned!)

Week 10 - Documentaries
o Bias & Scope
o Seeing the Invisible
o Seaspiracy
o “The Science of Seaspiracy”
 o Graded Activities

Week 11 – Group Project Preparation

o Confirm Groups & Research Topics
o Work & Planning Sessions

Week 12 – Group Project: Meeting #1

o Split Over Two Days

Week 13 – Group Project: Meeting #2

o Split Over Two Days

Week 14 – Group Project Meeting #3**

o Because there is no class on Friday this week, the students who
normally meet with me on that day will have their final meeting
on the Tuesday of Week 15

Week 15 – Personal Reflection & Essay 2 (Friday)

o Adapting the Group Projects into Essays
o Writing your Personal Reflection on the Group Project (in class)

Week 16 & 17 – Essay # 2

o Essay # 2: Thesis and Outline
o Essay #2: Writing and Editing

Course Policies
ATTENDANCE
Students are expected to attend all classes, to arrive to class on time, and not to
leave class early. As stated in IPESL, student responsibilities include “[a]ttending all
classes … By being present for all classes, students benefit from the learning process
designed by the teacher, the acquisition of a deep understanding of the course content,
involvement with peers, the subject matter, the successful completion of assessments
that measure the achievement of learning outcomes. Attendance is recorded by teachers
for clientele confirmation and matters of safety and health. … The Registrar’s Office
contacts students whose teachers are concerned about their absences” (sections 3.3,
3.41, 3.6; p. 10-11).

Moreover, “[i]n a case where a student misses a class, it is the responsibility of the
student to compensate for what was missed. If a graded class activity or assessment is
missed on the day of the absence, the teacher is not obliged to provide a make-up
assessment unless the absence is college-approved” (section 3.6, p.11). Excessive
absenteeism can jeopardize a student's ability to complete the course requirements
successfully. Traditionally, the college and the department have defined excessive
absenteeism as a student missing more than 10% of class time. Students should inform
their teachers and contact an academic advisor at the Registrar’s Office if extenuating
circumstances will result in their missing several classes.

STUDENT BEHAVIOUR
Respect for one another forms the basis of our interaction at the college. Students
must interact with each other and with their teachers in a civil manner, free of insults and
intimidation, both in person and online. A teacher will verbally and/or electronically warn
a student when his or her behaviour is disruptive or disrespectful such that it impedes
positive learning in the classroom, office, or online. If the identified behaviour persists,
then the student will be given a second warning by the teacher. The teacher will write an
account of the second warning and submit it to the Department Coordinator and to the
Dean. The Dean will convene a meeting with the student to discuss the issue and will
decide under what conditions the student may continue the course. Furthermore, a
teacher may ask a student to leave the classroom or office at any time if the teacher feels
that he or she can not continue with the student present. Students are obliged to leave
the class if requested to do so by a teacher. For further information, please review the
Institutional Code of Student Conduct.

INCLUSIVITY
This course may address sensitive issues such as race, culture, religion, social class,
identity, gender, sexuality and ability. As a class, we will work together to create an
inclusive learning environment that welcomes and respects all students as individuals with
complex and diverse identities, perceptions and needs. As a group, we must work together
to dialogue about our differences and to be accepting of others’ positions, sensitivities and
views. Should anything that occurs in class make you feel uncomfortable, please do not
hesitate to discuss it with me. You can also reach out to Student Services, where a range
of support services are offered.

If there is something that you feel that I should know regarding how I will interact
with you in our shared classroom environment, please inform me privately in person or by
electronic message (MIO). For example, you may want to inform me of your preferred
name and its pronunciation. Another example may be a physical limitation that requires
attention on my part (e.g. hearing loss on one side, poor vision that would impact your
seat in the classroom, etc..).

ELECTRONIC DEVICES
You can use a laptop or tablet to take notes during class or to complete certain
activities when the teacher permits. Unauthorized use of devices during quizzes or tests
will result in a non-negotiable grade of 0. Cellphones should not be used during class
unless permission is given by the teacher for specific course-related purposes. (This policy
of course excludes students with specific accomodations through the SAC granting them
use of specific types of technology and devices).

SUBMISSION OF ASSIGNMENTS
Assignments completed at home/outside of class time can be submitted either
electronically through Moodle or printed and submitted in person (handed in when you
enter the classroom). In-class assignments will be handwritten unless otherwise indicated
(or for those who have relevant accomodations through the SAC). Essays completed on
the computer should be written in a plain font (ex: Arial, Times New Roman), size 12 font,
double spaced, and should follow MLA citation style. If an extension was not granted
by the teacher, late assignments will receive a 4% penalty for every day
missing. Without an extension, assignments may not be submitted if they are
more than 2 weeks late and will receive a 0. If you realize you will be unable to
complete an assignment by the due date, please talk to me in advance to request an
extension to avoid losing marks for late submission. You cannot request an extension once
the deadline has already passed.

As stated in IPESL, students must contact teachers promptly “if an accommodation

for a college-approved absence is required. … College-approved absences include
documented: authorized college activities, religious observances, personal or family
emergencies, legal obligations, [or] significant physical and mental health conditions. …
[T]he teacher is not obliged to provide a make-up assessment unless the absence is
college-approved” (sections 3.3, 3.5, 3.6; p. 10-11). Thus, if extenuating
circumstances result in missing an in-class evaluation or in not submitting an
assignment on time, students must contact the Registrar’s Office to have their
absence validated. Only if the Registrar’s Office confirms that the student has a
valid reason for the absence will accommodations be arranged: “When a teacher
… is informed by the Registrar’s Office and/or the Student Access Centre (SAC) about a
student’s college-approved absence, the teacher is required to make reasonable
assessment accommodations that align with the course learning outcomes (section 4.12,
p. 15). Furthermore, “[t]he form of the make-up assessment will be determined by the
course teacher and may include, but is not limited to deadline extension, deferred test,
alternate assessment, and re-weighting of grades” (section 4.12, p. 16).

When students are aware that they will be absent because of foreseeable
circumstances—such as college trips, doctor's appointments, athletic competitions, or
religious holidays—they must inform the teacher and provide supporting documentation to
the Registrar's Office as soon as they are aware of the dates—ideally, at least one week
before the absence. If the student will be absent for an in-class evaluation or assignment
deadline, the teacher may set an alternative evaluation procedure or deadline for the
missed work.
ACADEMIC INTEGRITY
Cheating and plagiarism are unacceptable. In academia, one's professional merit relies
upon the generation of original ideas; as a result, it is vital that people receive credit for
their own work. As stated in IPESL, “[p]lagiarism and cheating are serious forms of
academic dishonesty which undermine learning and erode trust within the academic
community” (section 6.1, p. 19). Thus, student responsibilities include “[e]nsuring the
authenticity of academic work [and] [u]nderstanding the consequences of plagiarism and
cheating” (section 3.3, p. 10). With group assignments, each member is accountable for
the entire submission, not just for their individual contribution, unless assignment
instructions indicate otherwise.
(i) Definitions

Cheating occurs when students use fraud, deceit, or lying to gain an academic
advantage: “Academic cheating, in the broadest sense, is any deceptive or
dishonest practice relative to academic coursework and assessments intended to
provide oneself or another with a dishonest academic advantage” (section 6.1, p.
19). Using unauthorized resources to complete in-class assignments, inventing
sources (including using non-existent quotations or false references), forging
medical or other notes supporting absences, and having someone else translate or
revise one's work to correct errors are some examples of cheating. Using AI tools
(such as ChatGPT, Gemini, Microsoft Copilot, or QuillBot) unless expressly permitted
by the teacher for the assignment is also considered cheating.
Plagiarism occurs when students use the words, ideas, or thought patterns
(organization) of another as though they were their own: “a form of cheating, [it] is
the use of another person’s ideas, words, or material without acknowledging its
source. Common forms of plagiarism found in assessments include copying or
paraphrasing texts and media published in print or online without citing its source,
or the unauthorized or unethical use of Artificial Intelligence” (section 6.1, p. 19).
The extensive use of poor paraphrasing, the incomplete documentation of sources,
using another student’s work as the basis for one’s own assignment, and using the
same assignment for different evaluations are some examples of plagiarism.
As stated in IPESL, “A student will be accused of cheating and plagiarism if they
copy or include another person’s work as their own, receive unauthorized assistance
on any type of assessment, take credit for work they did not create, or share work
with other students who may use it as their own” (section 6.1, p. 19). Any
assignment submitted by students not written entirely by the students themselves
using authorized resources is considered academically dishonest and will be
charged with cheating or plagiarism.
(ii) Consequences of Academic Dishonesty
Cheating and plagiarism will result in an unconditional and permanent grade of
zero on the assignment. The grade of zero could be awarded regardless of the
amount of the assignment that was produced as a result of cheating or plagiarism .
The college requires teachers to report cases: When a student is accused of
cheating, plagiarism, or the unauthorized or unethical use of Artificial Intelligence,
the teacher is responsible for informing the student of the accusation and
immediately assigning a grade of zero for the assessment in question. … [F]aculty
complete and submit all reports detailing incidents of cheating and plagiarism to
the Registrar’s Office”(sections 6.2, 6.3, p. 19. Moreover, “a record of the infraction,
including any incidents related to the unauthorized or unethical use of Artificial
Intelligence, is maintained in the student's file for the duration of their college
education at Champlain St-Lambert. If a student has already been accused of
cheating or plagiarism, any further instances of academic dishonesty could lead to
more severe academic consequences, potentially culminating in expulsion from the
college” (section 6.3, p. 20).
 Students who wish to contest a charge of cheating or plagiarism should follow the
procedure presented in IPESL: “Should a student decide to contest an accusation,
the initial step is to discuss the matter directly with the teacher. If the student is
dissatisfied with the outcome of this discussion, they can appeal the decision by
contacting the Registrar's Office to formally contest the allegation” (section 6.2.1, p.
19). Note that “[s]tudents have the right to appeal reported accusations of
plagiarism and/or cheating within one week after being accused of this academic
wrongdoing. If a student wishes to appeal the accusation, they must contact the
Registrar’s Office to complete an appeal form and submit it along with supporting
documentation. The DAA [designated academic administrator], in consultation with
the teacher and the student, determines its validity. The teacher can invite the
department to participate in the appeals process” (section 7.7, p. 22).

ACADEMIC APPEALS AND MARK REVIEWS

Students who wish to appeal a grade must follow the procedures outlined in IPESL:
(i) During the Semester
As stated in IPESL, “If a student wants to have a grade explained and/or
reconsidered during the semester, prior to the exam period, they should speak with their
teacher or communicate through MIO about their concerns within one week after receiving
the grade. If, after communicating with the teacher, the issue is not resolved, the student
can contact the department coordinator to which the course belongs and the
departmental internal process for reviewing assessment grades will be applied. If the
concern is not resolved, the student can contact the Registrar’s Office to complete and
submit an appeal form. The form will be forwarded to the DAA who will ensure that the
IPESL has been applied” (section 7.2, p. 21).
The English Department appeals process applies to assignments worth more than 10% of
the final course grade. Students must submit the review request within two weeks of
having received the graded assignment. The Mark Review Committee assesses academic
appeals in terms of the assignment guidelines and criteria. The student's teacher will be
consulted during the process.

(ii) After the End of Classes

As stated in IPESL, “Appealing a final grade is a serious process which involves the
student, the teacher of the course for which the grade is being appealed, the Registrar’s
Office, the Department Coordinator, and the respective mark review committee. In the
case of reporting a calculation error, the student is encouraged to speak with the teacher
or communicate through MIO to resolve the situation. To appeal a final grade, the student
completes an appeal form, provides a valid reason for the appeal, and submits it with
supporting documentation to the Registrar’s Office. The deadline to submit an appeal of a
final grade is indicated in the academic calendar. The Registrar’s Office forwards the
appeal to the department coordinator or who then relays the information to the
department’s Mark Review Committee. The contested grade can remain the same or be
raised unless academic dishonesty is discovered during the appeal process” (section 7.3,
p. 21). The Mark Review Committee is made up of at least three teachers from the
department, one of whom is the student's teacher. Mark reviews should be submitted in
only two cases: if a mathematical error has occurred in the calculation of the grade, or if
the final assignment was not graded according to criteria. Mark reviews will be assessed
in terms of the assignment guidelines and criteria, and in terms of relevant course
policies. It is the student's responsibility to show that an error has occurred.
 INTELLECTUAL PROPERTY AND PRIVACY
Course material created by the teacher—whether distributed in hardcopy,
electronically, or verbally—is considered the intellectual property (copyright) of the
teacher. Thus, students may use the material for private study only. Whether teachers
wish to record their lectures or have their lectures recorded is entirely at the discretion of
the individual teacher, including in cases where a student has the recording of class
lectures and discussions listed as a potential accommodation; however, the privacy of
individuals must be respected. A student who would like to record classroom activities
must obtain permission from the teacher. Any recording or transcription of a recording
(whether in the original language or translated) may not be posted, transmitted, or sold, in
whole or in part, by any means. Students who do not respect the above requirements will
be considered in violation of the English Department Code of Student Conduct in College
Courses.

Academic Support Services

The college offers several services for students who would like additional support. They
include the following:
o The Writing Center offers free peer tutoring services to students who would like to
improve their English written and comprehension skills. Tutors can help you work
through difficult texts. They can be particularly helpful for those struggling with their
essay writing skills. Make sure to be proactive about booking an appointment with
them (don’t wait to the last minute !)
o The Learning Center offers free peer tutoring services to students in a variety of
subjects, such as math, physics, and economics. You can book appointments in
advance, or you can attend drop-in appointments on an as-needed basis.
o Academic Advising can answer questions about your course load and program.
Academic advisors can also help you plan for your university and career goals.
o Student Services oversees a range of services, from providing extracurricular activities
to offering psychological counselling. Students with special needs may contact the
Student Access Center (SAC) specifically to receive support. Students with
documented special needs who would like to discuss potential reasonable
accommodations must meet with the designated professional at the SAC.
o Reference librarians can help you with research and documentation for your courses.
The librarians offer support at the library and online.

If you need to talk…

For quick questions and discussions, I encourage you to speak to me before or after
class. For longer chats, please come see me during my office hours (listed on the front
page). You can let me know you’ll be stopping by beforehand or simply drop in, but
keep in mind I may be meeting with another student if your visit isn’t pre-planned. If
my hours conflict with your schedule, let me know and we can work out a different
time to speak. If we’re both unable to meet in person, Zoom meetings can also be
arranged.

Other than in person, MIO is the easiest way to contact me. I tend to respond fairly
quickly. If you message me quite late at night, I will likely only respond the following