FALL 2022 ENGLISH 1101 ML- D105
Professor Joshua Belknap
Email: jbelknap@citytech.cuny.edu
Course Site: https://openlab.citytech.cuny.edu/belknap-eng-1101-ml-fall-2022/
Course meeting times: Mondays and Wednesdays 8:30-11:00am
Room N-618 Namm Building
Weekly student hours: Mondays 11-1pm
Zoom link for student hours: https://bmcc-cuny.zoom.us/j/86564737199
Welcome:
Welcome to City Tech and English 1101. In our class, we will prioritize intellectual nourishment, community, and humanity. If you have any concerns about the course or college, or if there is any situation preventing you from participating, please do not hesitate to reach out to me. Know that I am here to work with you.
Course Description:
This course focuses on effective essay writing and basic research techniques, including effective use of the library. Demanding readings assigned for classroom discussion and as a basis for essay writing.
Every City Tech (and CUNY) student takes Composition I, which features reading and writing assignments that will help prepare you for college and beyond. Together we will work on communicating effectively, building an argument, adapting your writing for different needs and situations, interpreting and responding to a text, incorporating and citing secondary source material. We will be reading pieces both for their inherent literary and informational value and also as models for our own writing projects. Sharing your own ideas and experiences and adding your voice to our discussions will enrich our class community.
Prerequisite:
CUNY proficiency in reading and writing
Course Meetings:
This course will meet twice a week in Room N-618 in Namm Hall, from 8:30-11:00am Mondays and Wednesdays.
Your presence is necessary for everyoneâs success in this course. You are allowed to miss three class meetings. Any absence after the third may impact your engagement with content and ideas shared in class, so I encourage you to remember this. Please be proactive in situations where you will be absent, if you experience an emergency, or anticipate a prolonged absence for any reason.
You will have homework due each week, usually on Tuesday and Friday, and daily readings. I will post all the work for each week by noon each Monday. Many times, I will ask you to respond to each otherâs writing. We will work on developing community both in our classroom and in our online written communityâ by writing. This work is also required!
Course Website:
Our homework and messages from me will be on this website: https://openlab.citytech.cuny.edu/belknap-eng-1101-ml-fall-2022/
It is extremely important that you familiarize yourself with our website and find out where everything is. This is where you will find your assignments and post your homework as well as finished units. This is how weâll keep in touch, so please check in on the website daily! You are responsible for being up-to-date and knowing what is on our course site. You are also responsible for checking your CityTech email daily. Please contact me if you are having trouble!
Course Tools and Required Materials :
- This is a ZERO cost textbook course. All texts can be found on our OpenLab course site.
- The New York Times (create a free Academic Pass account with your City Tech email)
Grading Breakdown :
| Unit 1 | 20% |
| Unit 2 | 20% |
| Unit 3 | 20% |
| Final Reflection | 10% |
| Low-Stakes Writing (Homework, In-class Exercises) | 30% |
Youâll see that âlow-stakes writingâ counts for 30% of your grade in this class. What does this mean? What is âlow-stakes writing?â How is this calculated? Why is this such a high percentage?
That is because in this class, youâre graded almost as much on your weekly low-stakes assignments as you are on your high-stakes essay assignments. A lot of this is the stuff we do in class as well as the less formal stuff you do at home. This means you have to be in class to get credit for it, and you have to keep up with the day-to-day to get that 30%
This is because in this class, youâre not learning how to write one particular paper, or how to do one particular thing, you are learning about the process of writing (and readingâand researching) and all of those things are the behind-the-scenes work.
How will low-stakes writing be graded?
More or less, if you do it, youâll get the credit. You have to do it thoroughly and thoughtfully, and you have to do it in a timely manner. (If youâre having trouble with getting things done on time, please let me know.) Writing is largely about discipline and routine, so this is a good way to learn thatâ and to earn 30% of the credit for this course.
Late Paper Policy:
Major essays are due before class begins on the due date. If you are having difficulty completing a major assignment please talk to me before it is due.
Revision Policy:
In this course , you canâand will!– revise all major unit projects and written work. Your new grade entirely replaces your old grade. You can also revise your units sooner than that if you feel youâd like more feedback. Please come see me during student hours if youâre confused about my comments or youâd like additional feedback.
University Policies:
Statement for Syllabi of Online Synchronous Classes
Synchronous classes resemble traditional on-campus in-person classes in that students must all be (virtually) present at the same time. Though they are conducted virtually, synchronous classes meet in real-time. Students must, therefore, commit to scheduled class times and sign onto their virtual learning platforms on schedule. During these classes, students will engage with the instructor and each other with online lessons, presentations, breakout rooms, and/or discussions. Active participation is an essential part of the learning process and is required of all enrolled students. A student who, for any reason, engages in non-class related activities during scheduled class times forfeits and loses the benefit of the education being provided.
Accessibility Statement:
City Tech is committed to supporting the educational goals of enrolled students with disabilities in the areas of enrollment, academic advisement, tutoring, assistive technologies, and testing accommodations. If you have or think you may have a disability, you may be eligible for reasonable accommodations or academic adjustments as provided under applicable federal, state and city laws. You may also request services for temporary conditions or medical issues under certain circumstances. If you have questions about your eligibility or would like to seek accommodation services or academic adjustments, you can leave a voicemail at 718-260-5143, send an email to: Accessibility@citytech.cuny.edu, or visit the Centerâs website at http://www.citytech.cuny.edu/accessibility/ for more information.
Academic Integrity:
Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. The complete text of the College policy on Academic Integrity may be found in the catalog.
Diversity Policies:
City Tech Diversity and Inclusive Education Syllabus Statement:
This course welcomes students from all backgrounds, experiences and perspectives. In accordance with the City Tech and CUNY missions, this course intends to provide an atmosphere of inclusion, respect, and the mutual appreciation of differences so that together we can create an environment in which all students can flourish. It is the instructorâs goal to provide materials and activities that are welcoming and accommodating of diversity in all of its forms, including race, gender identity and presentation, ethnicity, national origin, religion, cultural identity, socioeconomic background, sexuality and sexual orientation, ability, neurodivergence, age, and etc. Your instructor is committed to equity and actively seeks ways to challenge institutional racism, sexism, ableism and other forms of prejudice. Your input is encouraged and appreciated. If a dynamic that you observe or experience in the course concerns you, you may respectfully inform your instructor without fear of how your concerns will affect your grade. Let your instructor know how to improve the effectiveness of the course for you personally, or for other students or student groups. We acknowledge that NYCCT is located on the traditional homelands of the Canarsie and Lenape peoples.
Support Resources:
College Writing Center:
Online writing tutoring is available through the Writing Center at City Tech! I encourage you to utilize their services. Keep in mind youâll need to make an appointment ahead of time. Itâs unlikely theyâll be able to squeeze you in at the last minute, especially during busy times, so plan ahead!
Advisors:
The transition to college is challenging for everyone. It is helpful to periodically reflect on how you are doing in your classes, and how your anticipated area of study (major) is progressing, as well as to plan next steps. Once advisement begins, you will be assigned a faculty advisor. During this period, if you have not been emailed and/or you do not see your advisor/appointment on CUNYFirst, go to your major’s homepage; there, you will find advisement details that will include contact information, as well as dates and times.
English 1101 Learning Outcomes
Departmental Learning Outcomes:
It is expected that at a minimum, students in ENG 1101 will:
Read and listen critically and analytically in a variety of genres and rhetorical situations: Identify and evaluate exigencies, purposes, claims, supporting evidence, and underlying assumptions in a variety of texts, genres, and media.
Adapt to and compose in a variety of genres: Adapt writing conventions in ways that are suitable to different exigencies and purposes in a variety of contexts, including academic, workplace, and civic audiences. When appropriate, repurpose prior work to new genres, audiences, and media by adjusting delivery, design, tone, organization, and language.
Use research as a process of inquiry and engagement with multiple perspectives: Learn to focus on a topic and develop research questions that lead to propositions and claims that can be supported with well-reasoned arguments. Persuasively communicate and repurpose research projects across a variety of contexts, purposes, audiences, and media. Demonstrate research skills through attribution and citation gathering, evaluating, and synthesizing both primary and secondary sources. Learn how to use appropriate citation styles depending on disciplinary and situational requirements (MLA, APA, Chicago, etc.).
Use reflection and other metacognitive processes to revise prior assumptions about reading and writing and transfer acquired knowledge into new writing situations. Students write reflections of their own reading and writing process from the beginning and throughout the semester with the intention to transfer their acquired knowledge about genre and composing practices into new writing situations.
Demonstrate the social and ethical responsibilities and consequences of writing: Recognize that first-year writing includes academic, workplace, and civic contexts, all of which require careful deliberation concerning the ethical and social ramifications concerning fairness, inclusivity, and respect for diversity. Write and revise for academic and broader, public audiences accordingly.
Compose in 21stâ Century Environments: Learn to choose among the most current and effective delivery methods for different composing situations. Students learn to compose in new media environments, including alphabetic texts, still and moving images, sonic, and mixed media compositions. Use digital media platforms appropriate to audience and purpose.
CUNY Pathways Learning Outcomes:
A course in this area must meet all of the following learning outcomes. A student will:
- Read and listen critically and analytically, including identifying an argumentâs major assumptions and assertions and evaluating its supporting evidence.
- Write clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using standard English and appropriate technology to critique and improve oneâs own and othersâ texts.
- Demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources.
- Support a thesis with well-reasoned arguments, and communicate persuasively across a variety of contexts, purposes, audiences, and media.
- Formulate original ideas and relate them to the ideas of others by employing the conventions of ethical attribution and citation.
Schedule
ENG 1101 ML-D105 Course Schedule
| Meetings | Classwork | Homework |
| COURSE INTRODUCTION |
| WEEK 1 Mon. 8/29/22 Wed. 8/31/22 | Introduction to the course, syllabus review, student introduction, detailed review of grading policies, introduction to all platforms. -Brief paragraph introducing yourself, and about what you expect to learn from this course. Reading diagnostic Writing Diagnostic Discussion of relationship between reading & writing; reading/writing diagnostics. | -Fill out student profile Questionnaire -Activate school emails. – Download Microsoft office -Create free Perusall account Perusall course code: BELKNAP-KQZHL -Read and summarize the article âBunn, Mike. âHow to Read Like a Writer.â Due 9/7 |
| WEEK 2 Mon. 9/5/22 Wed. 9/7/22 | COLLEGE CLOSED: LABOR DAY Summary writing/revision, the language of summarizing, using rhetorical verbs Unit 1: How to read like a writer. -10 steps for reading and annotating a text -Discussion of critical reading -Introduction to writing strategies and writing patterns in reading. -Parts of speech, syntax, Vocabulary Development: Context clues, morphological clues, use of dictionary. | -Revise summary using checklist -Write a paragraph about a learning experience -Reread âRead like a Writer using the strategies we used to read like a writer. -Annotate the text using all the annotation strategies we discussed. Consider the elements we will use to outline the text. -Practice the vocabulary for âRead Like a Writerâ -Read âHow to Tame a Wild Tongueâ and respond to the questions. Identify the language that is difficult for you to understand. |
| Unit 1: Educational Narrative | Homework | |
| WEEK 3 Mon. 9/12/22 Wed. 9/14/22 | Introduction to the narrative genre. âHow to Tame a Wild Tongue:â Identifying main ideas; supporting details; writing patterns: compare/contrast, narrative, descriptive, simple division -Group work: Spanish language speakers peer- tutor non-Spanish speakers to understand the dialog. -Review of vocabulary logs and development -Discussion of rhetorical modes, paraphrasing, (narration, comparison/contrast, persuasion); Introduction of Unit 1 assignment and due dates for first, second and final drafts. Brief introduction to writing a narrative. (narrative elements, return to the senses and the role of dialog.) – PowerPoint presentation on peer review – Guided peer review. Why? and How? – Write a peer review of homework paragraph responding to questions – Sentence structure: simple and compound sentences; transitions; punctuation; run-ons and fragments | -Write a brief paragraph reflecting on how it felt to be a peer tutor or tutee. Due 9/14. -Read âFish Cheeksâ and âFirst Dayâ -Complete narrative essay charts. Due 9/19 -Sentence Structure Practice Due 9/22 – Outline for Unit 1- narrative paper Due 9/23. |
| WEEK 4 Mon. 9/19/22 Wed. 9/21/22 | Review narrative elements, read âFish Cheeksâ and âFirst Dayâ together, discuss the role of dialog, find themes, plots, character development and fill in the forms together. Work on logical inferences. (Dialog) -Vocabulary Development Log; how vocabulary in the two narratives provides context. Write a paragraph comparing the experience of reading and listening to an identical piece. Explain how you understood and responded. – Components of an essay (introduction, thesis statement, body, conclusion) – Organizing ideas in a narrative essay – Use of evidence to support ideas, citations and quotations -Compound sentences: clauses of comparison and contrast. | -Read âFirst Day,â take notes and then listen to the recording and take notes. Take pictures of both sets of notes and submit them Due 9/23 -Practice vocabulary for First Day, Fish Cheeks, Wild Tongue, What you Read and Reading Like a Writer for vocabulary test 9/28 -First draft of Unit 1 narrative paper due 10/1. -Compound sentences Practice Due 9/28 |
| WEEK 5 Mon. 9/26/22 Wed. 9/28/22 Thurs. 9/29/22 | NO CLASSES- ROSH HASHANAH Vocabulary Test -Review of Edward Jonesâs interview in order to develop pre-planned questions. -Develop peer Interview questions based on the narrative assignment and based on E. Jonesâs interview. -The language and vocabulary of asking questions. Discussion of âShitty First Draftâ steps. CLASSES FOLLOW MONDAY SCHEDULE -Peer interview/Pair Work: Pairs read each otherâs narratives and develop interview questions specific to each otherâs narratives. Using both the preplanned questions and the specific questions, students interview one another about their writing choices and other aspects of their narrative writing process. Students will record their interviews to submit. – Drafting Workshop: revising first draft: making connections, editing with the aid of peer review in the form of an interview. | -Reminder: narrative first draft Due 10/5 -Read âShitty First Draftsâ and make a list of the authorâs writing/revision steps. -Be prepared to discuss them. Due 10/3 -See and practice vocabulary from âShitty First Drafts.â -Write up your interview with your partner using the same format as the interview with Edward Jones. -Write Unit 1 Essay Draft 2. Be sure to include peer feedback based on your interview Due 10/3 -Read the excerpt from âFamily Lifeâ and listen to Safwat Saleem in âWhy I Keep Speakingâ and âThe Danger of a Single Storyâ by Chimamanda N. Adichie. Make connections to your personal experience Due 10/10 |
| UNIT 2: Reflective Annotated Bibliography | Homework | |
| WEEK 6 Mon. 10/3/22 Wed. 10/5/22 | Library visit to learn about the research resources. Essay 1 workshop : revision and peer review. Grammar instruction as needed. Introduction to Genre and Genre Analysis. -Review of Navigating Genres: Slides 1-5 – PowerPoint Presentation on Genre Analysis part 1 and 2. Collecting samples of genres. -Vocabulary related to Genre Analysis NO CLASSES- YOM KIPPUR | -Final Draft Essay 1 Due 10/17 – Read âNavigating Genresâ by Kerry Dirk and respond to questions. Due 10/12 -Find three samples of different types of genres and prepare to discuss. Submit pictures of samples by 10/12 at 6:00 PM |
| WEEK 7 Mon. 10/10/22 Wed. 10/12 | COLLEGE CLOSED- INDIGENOUS PEOPLESâ DAY Group reflection on Unit 1 – Returning papers- group language issues covered in handouts or small tasks to revise sentences taken from student writing. -PowerPoint Presentation on Genre Analysis part 3 and 4 – Introduction to the language to describe a found genre. Structure of a descriptive writing presentation. Characteristics. -Introductions to making presentations of found genres. -Fill in genre analysis chart -Language instruction: Descriptive language and transitions Library Instruction- -Analytical Strategies for evaluating patterns or organization in academic genre -Recognizing rhetorical modes/patterns of organization. -10 pair presentations of found genres -Review of Vocabulary of Narrative Characteristics | – Write a complete description of your found genre and what makes it that genre based on the chart. Due 3/23 -Find 3 more samples of the same genre with differences (for class presentation) – Read Junot Diaz âthe Terrorâ and complete narrative chart for class discussion on 10/19 -Prepare for Midterm Part 1 Writing assessment and Grammar Quiz. -Review reading, writing instruction and grammar since the beginning of the semester. -Social issue selection for Unit 3 Annotated Bibliography. Due 10/26 |
| WEEK 8 Mon. 10/17/22 Wed. 10/19/22 | Midterm evaluation: Writing assessment and grammar quiz Midterm evaluation: Reading and vocabulary (1 hour) -Introduction to Academic Genres -How to identify academic genres Characteristics of narratives: comparing two narratives to find similarities and differences. | -Prepare for Midterm Part 2 -Review all vocabulary and re-read all work weâve read since the beginning of class -Fill in the genre chart completely -Start to prepare the elements of your genre analysis PowerPoint presentation |
| WEEK 9 Mon. 10/24/22 Wed. 10/26/22 | Essay 2 drafting workshop Review: The language of comparison and contrast Critical reading: Analyze multiple texts addressing similar themes or topics; evaluate/ compare the authorsâ points of view and approaches. Compare Wild Tongues to Junot Diaz -narrative comparison. -Peer review of Draft 1 of Essay 2 | Finish Draft 1 of Essay 2 (comparison/ contrast essay) Due 10/26 -Write Draft 2- Essay 2 â Due 11/2 |
| WEEK 10 Mon. 10/31/22 Wed. 11/2/22 | Proofreading and Editing-Writing workshop -Proofreading checklist Identify quotations that demonstrate similar/different viewpoints/approaches; In-class reading of âWhat if Weâre All Coming Backâ by Michelle Alexander -Analyzing main idea, controlling idea and overarching theme- Writerâs voice -The vocabulary of social issues and argument | -Write final draft Essay 2 with my feedback- Due on 11/9 -Review Maslowâs Hierarchy of Human needs and complete questionnaire based on the chart -Respond to questions about the class reading. Due 11/7 |
| UNIT 3: Writing in a New Genre | ||
| WEEK 11 Mon. 11/7/22 Wed. 11/9/22 | Review the reflective annotated bibliography and its parts -Developing a research question -The grammar of argumentation/persuasion Evaluating Media Bias -Review of 11 forms of media bias -In class evaluation of writing pieces. -Researching authors and their credentials -Source evaluation -Language element: Vocabulary of academic integrity and verifying professional credentials | -Research your topic and find at least 5 sources from 5 different media that relate to your topic and respond to your research Questions. -Complete media bias charts by identifying the role of each segment of the writing piece. Be prepared to share your findings by 11/9 -Review the 5 pieces you researched in light of what you have learned about media bias and writerâs credentials, and identify which articles will be acceptable for your bibliography based on the validity that we discussed in class. |
| WEEK 12 Mon. 11/14/22 Wed. 11/16/22 | Discussion of Unit 3 assignment – Elements of research: source location and evaluation; documentation. -Outline the bibliography sections in class -Developing an annotated bibliography- Practice: identifying parts of annotated bibliography samples Language component: Sentence stems for writing annotated bibliography evaluations. -Writing workshop- Revision of draft 1 Proofreading and editing Identify authorâs tone, style, purpose, and point of view in texts from various content areas- Reading comprehension practice | – Complete First draft of Unit 3 Annotated Bibliography leaving blank (specific areas) by 11/14 -Reading comprehension practice |
| WEEK 13 Mon. 11/21/22 Wed. 11/23/22 | Writing workshop- Revision of draft 1 Proofreading and editing Peer review of second draft of reflective annotated bibliography- -AB Revision | – Finish second draft of AB – Due 11/23 -Study for final exams (grammar, vocabulary and all the writing/reading strategies learned in class) |
| WEEK 14 Mon. 11/28/22 Wed. 11/30/22 | Second Draft Unit 3 assignment Due Writing workshop (revision practices and final peer review) Final Reading Exam Final Draft Unit 3 Essay Due –Reflections on final research project | –Complete Final Draft Unit 3 -Annotated Bibliography Due 12/7 |
| WEEK 15 Mon. 12/5/22 Wed. 12/7/22 | Writing exam final All late papers or makeup work for Unit 3 due 12/21 | – Final reflection paper due 12/14 |
| WEEK 16 Mon. 12/12 Wed. 12/14 | Last class: Advisement Final reflection paper due 12/14 | Complete and submit all unfinished or makeup projects/drafts by 12/21 |
