Course Information

SYLLABUS-SPRING-2023-ENG-1101-ML-D111Download

SPRING 2023 ENGLISH 1101 ML – D111 

Professor Joshua Belknap 

Email: jbelknap@citytech.cuny.edu

Course Site: https://openlab.citytech.cuny.edu/belknapeng1101mld111sp2023/

Course meeting times: Tuesdays and Thursdays 8:30-11:00am

Room N-517 Namm Building

Weekly student hours: Tuesdays 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-517 in Namm Hall, from 8:30-11:00am Tuesdays and Thursdays.

Your presence is necessary for everyone’s 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. This means that you should let me know if you are going to be absent.

You will have homework due each week, and daily readings. I will post all the work for each week on the class OpenLab site. Many times, I will ask you to respond to each other’s writing.  We will work on developing community both in our classroom and in our online written community– 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/belknapeng1101mld111sp2023/

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 we’ll 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 and In-class Exercises)                  30%

You’ll see that “low-stakes writing” counts for 30% of your grade in this class. What does this mean? What is “low-stakes writing?” How is this calculated? Why is this such a high percentage?

That is because in this class, you’re 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, you’re not learning how to write one particular paper, or how to do one particular thing, you are learning about the process of writing (and reading—and 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, you’ll get the credit. You have to do it thoroughly and thoughtfully, and you have to do it in a timely manner. (If you’re 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 that– 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 can—and 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 you’d like more feedback. Please come see me during student hours if you’re confused about my comments or you’d 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 Center’s 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 instructor’s 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 you’ll need to make an appointment ahead of time. It’s unlikely they’ll 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 21st– 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 argument’s 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 one’s own and others’ 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.

ENG 1101 ML-D111 Course Schedule

MeetingsClassworkHomework
COURSE INTRODUCTION
WEEK 1  Thurs. 1/26/23










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.    -Fill out student profile Questionnaire   -Activate school emails.   – Download Microsoft office   -Create free Perusall account
Perusall course code: BELKNAP-GDR8U



WEEK 2 Tues. 1/31/23                 Thurs. 2/2/23



  WEEK 3 Tues. 2/7/23



Writing Diagnostic   Discussion of relationship between reading & writing; reading/writing diagnostics.             Reading diagnostic       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.-Read and summarize the article “Bunn, Mike. “How to Read Like a Writer.” Due 2/2   -Revise summary using checklist   -Write a paragraph about a learning experience   -Reread “Read 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 “Read Like a Writer” -Read “How to Tame a Wild Tongue” and respond to the questions. Identify the language that is difficult for you to understand.
Unit 1: Educational NarrativeHomework
Thurs. 2/9/23









     		Introduction to the narrative genre. “How to Tame a Wild Tongue:” 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);  -Write a brief paragraph reflecting on how it felt to be a peer tutor or tutee. Due 2/14.   -Read “Fish Cheeks” and “First Day”   -Complete narrative essay charts. Due 2/19   -Sentence Structure Practice Due 2/22   – Outline for Unit 1- narrative paper Due 2/23.
Unit 1: Educational NarrativeHomework
WEEK 4 Tues. 2/14/23                                             Thurs. 2/16/23          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 fragmentsReview narrative elements, read “Fish Cheeks” and “First Day” 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 “First Day,” take notes and then listen to the recording and take notes. Take pictures of both sets of notes and submit them Due 2/23   -Practice vocabulary for First Day, Fish Cheeks, Wild Tongue, What you Read and Reading Like a Writer for vocabulary test 2/28     -First draft of Unit 1 narrative paper due 2/21.   -Compound sentences Practice Due 2/28
Unit 1: Educational NarrativeHomework
WEEK 5   Tues. 2/21/23             Thurs. 2/23/23

 		      NO CLASS: CUNY MONDAY SCHEDULE             Vocabulary Test -Review of Edward Jones’s interview in order to develop pre-planned questions. -Develop peer Interview questions based on the narrative assignment and based on E. Jones’s interview.   -The language and vocabulary of asking questions.   Discussion of “Shitty First Draft” steps.     -Peer interview/Pair Work: Pairs read each other’s narratives and develop interview questions specific to each other’s 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 2/21   -Read “Shitty First Drafts’ and make a list of the author’s writing/revision steps.   -Be prepared to discuss them. Due 2/23   -See and practice vocabulary from ‘Shitty First Drafts.’   -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 2/28 -Read the excerpt from “Family Life” and listen to Safwat Saleem in “Why I Keep Speaking” and “The Danger of a Single Story” by Chimamanda N. Adichie. Make connections to your personal experience         
UNIT 2:  Reflective Annotated BibliographyHomework
WEEK 6     Tues. 2/28/23               Thurs. 3/2/23  Library visit to learn about the research resources. Essay 1 workshop : revision and peer review. Group reflection on Unit 1 Introducing 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   -Developing an annotated bibliography- Practice: identifying parts of annotated bibliography samples  -Final Draft Essay 1  Due 2/28   – Read “Navigating Genres” by Kerry Dirk and respond to questions.  Due 3/7  
WEEK 7 Tues. 3/7/23












Thurs. 3/9/23


Writing workshop- Revision of draft 1 Proofreading and editing   Peer review of second draft of reflective annotated bibliography-   -AB Revision   Second Draft Unit 3 assignment Due Writing workshop (revision practices and final peer review)           Language component: Sentence stems for writing annotated bibliography evaluations.– Write a description of your annotated bibliography Due 3/9   -Find 3 more samples of the same genre with differences (for class presentation)   – Read Junot Diaz “the Terror” and complete narrative chart for class discussion on 3/14 -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 3/16
WEEK 8 Mon. 3/14/23

Thurs. 3/16/23		Midterm evaluation: Writing assessment and grammar quiz           Midterm evaluation: Reading and vocabulary (1 hour)-Prepare for Midterm Part 2 -Review all vocabulary and re-read all work we’ve 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 Tues. 3/21/23


Wed. 3/23/23		-Essay 2 drafting workshop Review: The language of comparison and contrast   Critical reading: Analyze multiple texts addressing similar themes or topics; evaluate/ compare the authors’ points of view and approaches. Compare Wild Tongues to Junot Diaz -narrative comparison.   -Peer review of Draft 1 of Essay 2Finish Draft 1 of Essay 2 (comparison/ contrast essay) Due 10/26   -Write Draft 2- Essay 2 – Due 3/23
WEEK 10 Tues. 3/28/23


          Thurs. 3/30/23		Proofreading and Editing-Writing workshop   -Proofreading checklist   Identify quotations that demonstrate similar/different viewpoints/approaches; In-class reading of “What if We’re All Coming Back” by Michelle Alexander   Discussion of Unit 3 assignment – Elements of research: source location and evaluation; documentation.   -Outline the bibliography sections in class -Writing workshop- Revision of draft 1 Proofreading and editing   Identify author’s tone, style, purpose, and point of view in texts from various content areas- Reading comprehension practice -Analyzing main idea, controlling idea and overarching theme- Writer’s voice -The vocabulary of social issues and argument-Write final draft essay 2 with my feedback- Due on 3/30   -Review Maslow’s Hierarchy of Human needs and complete questionnaire based on the chart   -Respond to questions about the class reading. Due 4/4
Unit 3: Genre Determination: Writing in a New Genre (possibly)
WEEK 11 Tues. 4/4/23



      Thurs. 4/6/23		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        


SPRING BREAK: NO CLASS		-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 4/13   -Review the 5 pieces you researched considering what you have learned about media bias and writer’s credentials, and identify which articles will be acceptable for your bibliography based on the validity that we discussed in class.
WEEK 11 Tues. 4/11/23

Thurs. 4/13/23		  SPRING BREAK: NO CLASS        




SPRING BREAK: NO CLASS		– Complete First draft of Unit 3 project leaving blank (specific areas) by 4/18



-Reading comprehension practice
WEEK 12 Tues. 4/18/23


Thurs. 4/20/23		-Introduction to Academic Genres   -How to identify academic genres Characteristics of narratives: comparing two narratives to find similarities and differences. – 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.    – Finish second draft of Unit 3 project – Due 4/20


-Study for final exams  (grammar, vocabulary and all the writing/reading strategies learned in class)
WEEK 13 Tues. 4/25/23


Thurs. 4/27/23    		Use the chart to write your final genre analysis.     -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    –Complete Final Draft Unit 3


WEEK 14 Tues. 5/2/23   Thurs. 5/4/23Final Reading Exam Final Draft Unit 3 Essay Due   –Reflections on final research project    – Final reflection paper due 5/11
WEEK 15 Tues. 5/9/23   Thurs. 5/11/23  Writing exam final   All late papers or makeup work for Unit 3 due 5/16/23   Final reflection paper due 5/11/23   
WEEK 16 5/16    Last class: Advisement        Complete and submit all unfinished or makeup projects/drafts by 5/23

Teaching/Learning Methods

  • This course will meet two times a week on Tuesdays and Thursdays for 2 hours and thirty minutes. Please attend all meetings.  You should also expect to need another two hours for homework and study. So for a six credit class, you will need to spend 8-12 hours per week in total. 

Time management: family and work responsibilities and being a student

Many of you have part-time jobs, or family responsibilities. You may care for younger siblings or for sick family members. It is important that you tell me about your other responsibilities so that I can help you manage your time better.

I want every student to be successful. Sometime, I will give you extra time, or redesign the tasks or assignments to that everyone can succeed. That is why you will often receive personal emails from me just saying hello and asking how you are doing.

Course Tools and Materials

  • Syllabus and course schedule – On Open Lab 
  • Texts and other course materials will all be posted on Open Lab
  • English-English Dictionary
  • Computer folder dedicated to this class. The folder will house your assignment drafts (collected writing)
  • The New York Times (create a free Academic Pass account with your City Tech email)
  • A gmail account and Google Drive

Class Etiquette & Netiquette

Participation and Homework

You will see that your participation and homework count for 30% of your grade in this class.  What does this mean? How is this calculated? Why is this such a high percentage?Let’s look at that last question first: in this class, you’re graded almost as much on your weekly smaller assignments as you are on your larger, more involved essay assignments. This is because in this class, you’re not learning how to write one particular paper, or how to do one particular thing, you are learning about the process of writing (and reading—and researching) and all of those things are the behind-the-scenes work, the homework

How will homework be graded

If you complete the work, you will get credit for it. If you do not, you will not.  You have to do it thoroughly and thoughtfully, and you have to do it in a timely manner. (If you’re 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 that. 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.

You will have homework due each week.  I will post all the work for each week on Open Lab. Also, during class time, some of your work will be on Open Lab. You will be asked to write original responses or responses to each other’s writing. At other times, I will ask you to send other assignments directly to me via gmail or through Google classroom.  We will work on developing community during our class time, in our online written community and outside of class in your groups. This work is also required. 

This course will take place online. Our homework will be on Open Lab, and messages to the class will appear on Open Lab as well. Twice weekly, our class will meet first on Google classroom.  It is extremely important that you familiarize yourself with the Open Lab site and find out where everything is. If I send you individual emails, they will be sent to your Citytech email.  Openlab is where you will find your assignments. Please check Open Lab 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 and checking any Google Docs I share with you. Please contact me if you are having any trouble. 

Punctuality

Class begins at 8:30am.   Please be in class by 8:25am so that you are ready to work on time. Tardiness is disruptive and unfair to your classmates. It will shorten our class time together.  If you are late, please listen carefully and catch up quickly.  

Attendance

In face-to-face classes, we take attendance for your sake as much as for our own. If someone does not come to class, we worry they won’t succeed in a writing class– and that is because writing is more about work and learning your own process than it is about talent and a finished product. Remember to attend every day so you can stay on top of the work and won’t need to catch up.

Procedure

Each night, before our class meets, a general lesson plan for the course will be sent to you. It will include the materials we will need for that class, the platforms we will use that day and the homework. Before class begins, you will need to have read the lesson plan to make sure you understand what is required and that you are prepared for class.

Note taking

Note taking is a basic and necessary skill for college students.  The quality of the notes you take will have an impact on your overall work and grades.  You are responsible for all material written on the shared screen, in the text box, on Open Lab and discussed in class. There are terms and concepts for which you will be responsible. You must understand and be able to use them in essays, on exams/quizzes and in class discussions

Essay Assignments and Writing Guidelines

Please try to keep this information straight. If your files are not sent to the right place, I might misplace them. 

  1. Please make sure that your name, the date, the course name, the title of the paper and the draft    number appear at the top of every paper you hand in.
  2. Please double-space throughout, even between paragraphs.
  3. Please indent paragraphs.
  4. Write a memorable first sentence.
  5. Try to be concise and synthesize.

Evaluation of Online Participation and Discussion Board Feedback

Online participation and posting on Discussion Board is a key ‘class’ activity for this course. You will be expected to weave into the discussion post many different elements that can clearly show that you watched every video clip and that you read every reading assignment.

Online participation includes the following: posting on Perusall, responding to peers’ posts, responding to instructor’s posts, and initiating new discussion topics.

Academic Integrity Policy

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 citation of 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 is punishable by penalties, including failing grades, suspension and expulsion. More information about the College’s policy on Academic Integrity may be found in the College Catalog. 

Course Resources

Your textbook and other reading  

We will be using materials on Open Lab or from the New York Times and other publications.  We will also be recycling your essays.  Please keep all of your essay assignments and other assignments from this class in your Google Drive on your computer so that you can find your work easily.  We will also be going back to readings depending on plans for drafting etc.  Please remember to date all of your work.

We will have a special tutoring program just for students in the ML Coreq.  

Tutoring hours will be posted soon: 

Each session is 30 minutes and I can help you sign up. If tutoring is recommended, it is important that you attend. 

Advisors: The transition to college is challenging for everyone. It is helpful to reflect on how you are doing in your classes, and how you are meeting the requirements of your anticipated area of study (major). It is important that you continue to plan your next steps in advance.  Academic advisors are able to help you navigate these paths. If you are in SEEK or ASAP or have declared your major, you have an assigned advisor with whom to schedule appointments. Others should seek out appointments with Dr. Julian Williams, Director of Liberal Arts and Sciences JWilliams@citytech.cuny.edu

Print this page