Professor Belli | Fall 2022 | City Tech

Schedule

  • Always consult this dynamic Schedule on our OpenLab course site for the most up-to-date version of the schedule, access to readings, and more detail about assignments. This is your home base for all-the-things, so check back here often for details & links.

  • The full Schedule will be rolled out in weekly segments, to help you stay on target with the work.

  • All reading and writing assignments are due on the days listed by noon.

  • This is a ZERO cost textbook class, so all texts will be provided in-class or on our OpenLab course site (including readings on writing process/strategies to accompany our in-class writing workshops and help you with your assignments). It is your responsibility to access, read, annotate, save (and print, if you choose) these texts and use them for your work in the course.

  • Some weeks are lighter in workload while others require a heavy amount of reading and/or writing, so I encourage you to plan ahead.

  • Important Dates from the City Tech Fall Academic Calendar are listed below on the Schedule, for your convenience. [you may also want to consult the City Tech Fall 2022 Class Meeting Grid]

 

Week 1: Thursday, August 25 – Sunday, August 28

Focus

Welcome to the Course! Introduction to ENG 1101, the OpenLab, and the Syllabus

Important Dates

Th 8/25: Classes Begin

DUE

[The following activities and assignments are due: Friday, 8/26 by 12pm]

READ + ANNOTATE: Welcome! (Week 1 Announcement post) + this Week’s Schedule

FREEWRITE + SUBMIT: Beginning-of-Term Reflection (values diagnostic)

*Set a timer, freewrite for 15 minutes using the prompt provided in the above document.

Please handwrite your response (no typing), write for the full 15 minutes, and don’t do any research. Just write.

When the time goes off, use a scanner / scanner app to scan your writing & convert it to a single PDF (personally I use CamScanner, a free scanning app for my iPhone). Label the PDF with your full name and the assignment (e.g., Sally Smith, Diagnostic) and then submit it via this Dropbox link.

This will not be graded, and there is no wrong way to do this (other than not doing it). Thanks, and I look forward to reading your writing!

SIGN UP / JOIN / EXPLORE: the OpenLab

  • Register for an OpenLab account (note: you will need your City Tech email to do so)
  • Then join our OpenLab Course, (note: make sure you’re logged in, go to course profile–linked just before–and look under the avatar for the button to join)
  • Familiarize yourself with the site’s content/navigation. Scroll through menus, click on links, read through everything to get a feel for what’s there and how to find it.

*If you need help, check out this OpenLab for Students resource put out by the OpenLab team.

READ + ANNOTATE: Syllabus

COMPLETE: Student Survey

POST: Introduction blog post

Introduce yourself however you see fit — be expansive & creative, use media (photos, links, etc.).

*Don’t forget to Categorize, this time as “Introductions (don’t use the “Sticky Category”! — keep scrolling down for the main category menu).

*If you need help posting or commenting, the Openlab for Students site has resources for that too! Check out their Learn the Basics help.


Week 2: Monday 8/29 – Sunday 9/4

Focus

Writing as Process, Active Reading, Annotation, Blogging

Important Dates

*W 8/31: Last day to drop for 75% refund; Last day to add a class; Last day for all semester schedule changes; Financial Aid Certification Enrollment Status Date; Last Day to drop without the grade of WD

*Th 9/1: Course Withdrawal Drop period begins; A grade of WD is assigned to
students who officially drop a course; Course Substitutions for Fall 2022 submission in DARR; VOE Rosters available to faculty

*F 9/2 – Su 9/4: No Classes Scheduled

DUE

[The following activities and assignments are due: Wednesday, 8/31 by 12pm]

READ + ANNOTATE: Week 2 Announcement post + this Week’s Schedule

REVIEW + REFLECT: Review the Syllabus (and the Schedule, and the rest of the content on our OpenLab course site) + complete the Syllabus Reflection

*Review Resource: The Syllabus: Why it Matters

READ/WATCH + ANNOTATE: Here are three short “Tips” pieces. Read them and annotate them (on your own)

PARTICIPATE IN CLASS DISCUSSION: After doing the above assignments (the syllabus review/reflection, the readings/annotations), participate in (by commenting on) this All the Feelz about College, This Course, and Online Learning

WRITE A POST: Make a message to your end-of-the-semester self. In this time capsule, I want you to send a message to your end-of-the semester self about your goals, your hopes for the year, and maybe some pitfalls you feel you might be up against.  Please also think about how writing will help you achieve your future goals– not just for the end of the semester, but beyond.  

One catch: it can’t be just writing– there have to be some images or sounds in there!  Whatever you think will help us get to know you and your experiences better. You can even make a video. Or record an audio file and link to it. Or draw something and upload the image. Whatever you want.Remember: we’re all about composing in the 21st century, so feel free to do what you think would be interesting for us to see/hear/learn about. [Categorize as “Message to Future Self”]

*Read through your classmates’ posts & engage with their writing by dropping comments


[The following activities and assignments are due: Friday, 9/2 by 12pm]

SIGN UP: We will be using Perusall to collaboratively read/annotate/discuss assigned readings. Create an account here: https://www.perusall.com/ and use BELLI-FW2GK as your access code.

For help getting started with Perusall, see the “Getting Started” page HERE.

READ + ANNOTATE: “How to Read Like a Writer” by Mike Bunn

You can access the PDF of the reading via the link above (I encourage you to save it and/or print it, for your own use), but in order to complete your required annotations and participate in our class discussion of the reading you will need to go to the “How to Read Like a Writer” Assignment in our Perusall course site. (see above step for creating a Perusall account and joining our course Perusall site)

*Annotation is all about noticing what you notice! Make sure you actively (do a close reading of) this text. Look up words you don’t know, take notes, ask questions, highlight key quotes and analyze them, etc.

In this article, Bunn says that his students suggest that the advice they would give to future students is that they “write yourself notes and summaries both during and after reading.” So I’d like you to do that. Please take out a piece of paper and a pen (or pencil) and have it beside you as you read.

WRITE A POST:  On this OpenLab course site, write a post of at least 300 words discussing the following questions. You can also post the picture of your notes from the reading in this same post. [Categorize as “How to Read Like a Writer”]

  • In his article, Mike Bunn writes “You are already an author.” He’s talking to you.  What do you think he means by this? What are some of the things you write already?  (Hint: “Nothing” is not an acceptable answer.) Think of all of the ways you already use words in your everyday life. That’s authorship! How will that existing expertise help you in your college reading and writing career?
  • Was there anything you noticed in Bunn’s article that you would like to try to do in your own writing? What, in particular? Please be specific!

*Read through your classmates’ posts & engage with their writing by dropping comments


Week 3: Monday 9/5 – Sunday 9/11

*The Week 3 Announcement will be posted Tuesday morning (9/6), as Monday is a holiday and the college is closed. This Schedule page will be also be updated then.

Focus

Education Narrative; Genre; Concrete, Specific Detail; Paragraphs

Important Dates

*M 9/5: College Closed

*W 9/7: Last day to drop for 50% tuition refund

*W 9/7: POP-UP OFFICE HOUR (2:00-3:00pm)

*Th 9/8: Professor Belli’s Office Hour (11:30am-12:30pm)

DUE

[The following activities and assignments are due: Wednesday, 9/7 by 12pm]

READ + ANNOTATE: Week 3 Announcement post + this Week’s Schedule

READ + ANNOTATE: Unit 1: Education Narrative assignment

*Annotate this assignment on your own for now. Next week, there will be a chance to review this assignment together as a class, discuss, ask questions, etc.


[The following activities and assignments are due: Friday, 9/9 by 12pm]

READ + ANNOTATE: The following readings / assignments can be found in Perusall, where you will submit your annotations

WATCH + ANNOTATE + REFLECT + FREEWRITE: Donovan Livingston’s Graduation Speech (here is the Transcript of the video)

  • While you’re reading, have a piece of paper nearby– write down whatever words stick out to you. Doodle if you want. Just take whatever notes your mind wants to take!
  • Donovan Livingston got called “Disruptive, talkative, a distraction,” and he turned those words around and made them into his power. Do some freewriting on this idea: What are some things that people think are your weaknesses that you see as strengths? How can you make these characteristics work for you in college and beyond? 

PARTICIPATE IN CLASS DISCUSSION: After doing the above assignments, participate in (by commenting on) the discussion of What is an Education Narrative Genre?

*Review Resource: Slideshow on Genre

THINK + WATCH + WRITE:

  • Recall a specific scene that had an impact on your educational experience (no matter how large or small) That said, it should be specific.

    *Review Resource: Concrete, Significant Detail 
  • Picture the scene and then freewrite in response to the following series of questions: *handwrite your freewriting, and respond to the questions in order, without skipping any
  •   Where are you in this scene?
  •       Who are you with? Can you describe them?
  •       What time of day is it? How do you know?
  •       What season is it? How do you know?
  •       What does your body feel like in this scene?
  •       What can you hear?
  •       What can you smell?
  •       Where is the light coming from and what is it like?
  •       Look to the left of you (in the scene.) What do you see?
  •       Look to the right of you. What do you see?
  •       Look at your feet– what’s there?
  •       Look above you. What do you see there?
  •       Look behind you. Describe what you see.
  •       Is there anything else about this scene you should mention?

After you’ve answered these questions, write the scene out in paragraph form (5-6 minutes). Don’t forget to write the whole time.

  • WRITE A POST: include at least two distinct paragraphs describing one specific incident that changed your views on education using Concrete, Significant detail (challenge yourselves to write PIE paragraphs!). The incident you described in the previous freewriting exercise will be a great place to start, and to use as a basis for expansion and revision. [Categorize as “Education Narrative”]

    *Review Resource: Paragraphs

Week 4: Monday 9/12 – Sunday 9/18

Focus

Unit 1: Drafting, Peer Review, Revising

Workshops: Unit 1: Education Narrative; Peer Review

Important Dates

*W 9/14: Last day to drop for 25% tuition refund; Last day to Change or Declare a Major/Minor to be effective Fall 2022; Last day to drop a course without the grade of W; VOE Rosters Due from faculty

*Th 9/15: Course Withdrawal period begins (100% tuition obligation for course drops); A grade of W is assigned to students who officially withdraw from a course.

*Th 9/15: Professor Belli’s Office Hour (11:30am-12:30pm)

DUE

[The following activities and assignments are due: Wednesday, 9/14 by 12pm]

READ + ANNOTATE: Week 4 Announcement post + this Week’s Schedule

READ + ANNOTATE + ENGAGE: Participate in the Writing Workshop of the Unit 1: Education Narrative assignment

*Review Resource: Assignments: Formatting, Guidelines, and Submission

READ AND ANNOTATE: “Shitty First Drafts” by Anne Lamott [in Perusall]

WRITE: a (“less shitty”) first draft of Unit 1: Education Narrative

*Submit as a Microsoft Word document, clearly labeled (e.g., John Smith, Education Narrative, FIRST Draft) via this Dropbox link

  • Your draft should be at least 800 words, though I encourage you to write more. Pay particular attention to your paragraph development.
  • You can use anything you have already written (freewriting, blog posts, comments, annotations) for this unit if you want, though you should revise/expand this material for this fuller essay. All low-stakes assignments are to help you write the formal assignments 🙂

*Note: If you do not submit a first draft on time, you will not receive the benefit of peer review or my feedback on your work (key aspects of the revising process, and your success on this assignment!).

PARTICIPATE IN CLASS DISCUSSION: Revisit & continue to participate in the Class Discussion  of What is an Education Narrative Genre?


[The following activities and assignments are due: Friday, 9/16 by 12pm]

PEER REVIEW: Education Narrative (Unit 1) first drafts [EXTENSION: now due 10pm on F 9/16]

Read this Writing Workshop on Peer Review to understand and complete this assignment

*Note: Regardless of whether you submitted a first draft by the deadline, you will still be responsible for providing feedback to your classmates on their work.


Week 5: Monday 9/19 – Sunday 9/25

Focus

Writing as Process + Revision; Rhetoric

Important Dates

*Th 9/22: Professor Belli’s Office Hour (11:30am-12:30pm)

*Sa 9/24: WA grades assigned for immunization non-compliance

DUE

[The following activities and assignments are due: Wednesday, 9/21 by 12pm]

READ + ANNOTATE: Week 5 Announcement post + this Week’s Schedule

READ + ANNOTATE + ENGAGE: Professor’s Belli’s Workshop on Rhetoric (student comments required)

READ + ANNOTATE + ENGAGE: Professor’s Belli’s Workshop on Writing as Process & Revision (student comments required)

REVISIT: Education Narrative readings + What is an Education Narrative Genre Class Discussion?

*Review the readings, the comments by your classmates & me, & continue the conversations in Perusall and in that Class Discussion. Paying close attention to the genre and examples of it will help you as you revise your own Education Narrative!

REVISE: Education Narrative draft (pro tip! reverse outline your own essay!)

REVIEW RESOURCE + WRITE EMAIL: Writing emails to your professors is a genre, like anything else, and it has its own conventions and expectations. It also takes time, effort, and practice to master! I’ve been getting (so!) many emails that could benefit from revision, and this week we’re going to up our email game!

*Write this email only after you’ve completed all the other work for this first half of the week, and after you’ve spent time revising your Education Narrative draft.

Watch this slide show about emailing a professor, and then write me an email letting me know how your Unit 1 is going (pro tip! you can use this as a draft of your Cover Letter!).

Do your best to follow all the guidelines given in the presentation! If you don’t get it right, that’s okay, but give it a shot.

*If you have something else you’d like to share with me, feel free to add that in too.


[The following activities and assignments are due: Friday, 9/23 by 12pm]

READ + ANNOTATE: Plagiarism Resource

(continue to) REVISE: Education Narrative Draft

DUE: Unit 1: Education Narrative (Final Draft) with Cover Letter (see below for instructions)

*EXTENSION: now due Saturday, 9/24 by 11:59pm

*Submit Cover Letter + Education Narrative together as one Word document file, clearly labeled (e.g., John Smith, Education Narrative, Final Draft) via this Dropbox link

*The Dropbox submission link will automatically close at 11:59pm. Please submit your work on time.

*Review the Assignments; Formatting, Guidelines, & Submission page before you submit.

Cover Letter

An important component of any writing is your reflection on it. This Reflection is your Cover Letter.

  • Your Cover Letter should be 2-3 paragraphs, single-spaced (note: this letter does not count toward the minimum length of your essay
  • Address it to your reader (that’s me! e.g., Dear Professor Belli …)
  • Write in first person (it can be informal/personal)
  • Include the Cover Letter as the first page of your Dropbox submission file
  • Essays without Reflective Cover letters will not be accepted & will receive no credit

This Cover Letter presents the process behind your essay, and therefore doesn’t restate what your essay claims (the product) but rather discusses your drafting/revising process for this essay.

Even though this is your Final Draft submission to me, you should have gone through a number of steps (pre-drafts such as brainstorming, freewriting, outlining, peer review, first drafts, conferences with me and Writing Center tutors–if you wish, editing, proofreading) before you hand it in. This Cover Letter shows how your essay has changed along the way.

Respond to the questions below — but holistically, in paragraph form (not in bullets, or in any particular order). But also feel free to add any other questions/concerns you have about your essay or the writing process.

  • What do you see as your main point (argument), and how has it changed from first draft to this final draft?
  • Describe your drafting and revision process. What was most challenging?  How did you approach those challenges? How did Peer Review help you with these revisions? What about any discussions with me in my Office Hours or with a tutor at the Writing Center?
  • What’s the number one question about your essay–its argument, structure, use of evidence, persuasiveness, style, and so on–that you most would like to get feedback on, and why?
  • Choose two elements of your essay–one that you think works well, and one that feels less successful–and describe why.
  • What would you continue to work on in further revision?

Week 6: Monday 9/26 – Sunday 10/2

*As there are no classes on Monday + Tuesday of this week, the Week 6 Announcement will be posted & this Schedule page will updated on Wednesday (9/28) by noon … stay tuned!

Focus

Reflective Annotated Bibliography (Unit 2); Research; Blogging; Self-Reflection & Assessment

Important Dates

*M 9/26-Tu 9/27: No classes scheduled

* Th 9/27: Classes follow a Monday schedule [NOTE: NO Office Hours Held on Th 9/27]

DUE

[The following activities and assignments are due: Friday, 9/30 by 12pm]

READ + ANNOTATE: Week 6 Announcement post + this Week’s Schedule

COMPLETE: Check-In Student Survey + Reflection

*Note: this survey requires you to comprehensively and mindfully take stock of the work you’ve done so far, so this is not something you can just jot down responses to in a few minutes off the top of your head. The survey asks you to share a reflection of your experiences and progress in the course to date, but this reflection must be grounded in evidence (what has actually happened and what you have actually done). Therefore, you’ll need to do quite a bit of work reviewing the course site / materials / expectations, and your own work in response, before you can complete the survey.

READ + ANNOTATE: Unit 2: Reflective Annotated Bibliography assignment

*Annotate this assignment on your own for now. Next week, there will be a chance to review this assignment together as a class, discuss, ask questions, etc.

READ + ANNOTATE: “A Talk to Teachers” by James Baldwin [in Perusall]

READ + ANNOTATE + ENGAGE: Professor’s Belli’s Workshop on Blogging (student participation / comments required)

WRITE A POST: compose / publish a blog post of at least 300 words in response to James Baldwin’s “A Talk to Teachers” [categorize as “A Talk to Teachers”]

In “A Talk to Teachers,” Baldwin writes:  

I would try to make [the student] know that just as American history is longer, larger, more various, more beautiful and more terrible than anything anyone has ever said about it, so is the world larger, more daring, more beautiful and more terrible, but principally larger – and that it belongs to him. I would teach him that he doesn’t have to be bound by the expediencies of any given administration, any given policy, any given morality; that he has the right and the necessity to examine everything (5). 

First of all, what do you think of what James Baldwin was saying? What do you think he means when he says “the world is larger?”

Secondly, what do you think you have the “necessity” to examine, or the obligation to learn more about? To put it another way: what do you wish had been taught to you in school that wasn’t? Why do you want to know about these topics?


Week 7: Monday 10/3 – Sunday 10/9

Focus

Research

Important Dates

*Tu 10/4-W 10/5: No classes scheduled

*W 10/5: Last day to complete Spring and Summer 2022 INC grades; Filing period for January 2023 graduation open

*Th 10/6: Professor Belli’s Office Hour (11:30am-12:30pm)

DUE

[The following activities and assignments are due: Friday, 10/7 by 12pm]

READ + ANNOTATE: Week 7 Announcement post + this Week’s Schedule

PARTICIPATE IN CLASS DISCUSSION: Share your thoughts on research! Participate in (by commenting on) What Counts as Research??

READ + ANNOTATE: “Research Starts with a Thesis Statement” (Emily A. Wierszewski) [in Perusall]

READ + ANNOTATE: “Schools are Killing Curiosity” [in Perusall]

WRITE A POST: write a blog post [categorize as “What Makes Me Curious?”] of at least 300 words addressing the following:

What is something you were interested in when you were a kid? Are you still interested in that topic? How did asking questions help you learn more about that topic?

If so, how has your curiosity changed and grown over the years? And what role did the educational system play in your curiosity (good or bad)? 

If you are not interested in this topic anymore, what do you think happened to that interest? Do you remember the specific time you LOST interest? What did you become interested in instead (and why?) 

THINK: Start thinking about a topic you are interested in, something you might want to know more about. This can be something heavy, like police brutality, or it can be something that seems on the surface more light-hearted, like ballet. The only criteria is that you are actually curious about it. 

This may seem like strange advice, but it can be helpful to go for a walk and think about topics you’d like to write about. Come home and jot down a few notes. Right now we’re in the pre-writing (brainstorming, freewriting) stage. By next week you will be expected to have some idea of a topic you’d like to research, even if it’s a bit vague.


Week 8: Monday 10/10 – Sunday 10/16

*As the college is closed on Monday (10/10) and there are no classes scheduled then, the Week 8 Announcement will be posted & this Schedule page will updated on Tuesday (10/11) morning … stay tuned!

Focus

Developing / Focusing Research Questions

Important Dates

*M 10/10: College closed

*Th 10/13: Change of curriculum period opens for Spring 2023; Advisement begins for Spring 2023.

*Th 10/13: Professor Belli’s Office Hour (11:30am-12:30pm)

DUE

[The following activities and assignments are due: Wednesday, 10/12 by 11:59pm]

READ + ANNOTATE: Week 8 Announcement post + this Week’s Schedule

PARTICIPATE IN CLASS DISCUSSION: Continue to share / expand your thoughts on research! Participate in (by commenting on) What Counts as Research??

*Note: new resources / prompts there (re-visit this Discussion & participate again)

WRITE A POST: write a blog post [categorize as “Research Question] of at least 400 words in which you introduce your research question.

What is so important here is that you research something you want to know more about, not something you think you already know the answer to. You may be curious to know why there are so few African American ballerinas in major companies, or you may want to know how much “housing projects” have changed in New York since James Baldwin wrote “A Talk to Teachers” in 1963, or you may want to know what we really learn from playing computer games. Just be curious.

Write it in question form (it can’t be a yes-or-no question, though). The post must also cover all of the questions in bold:

  • Why are you interested in this question?  (Feel free to talk about your own personal experience with the topic, or to tell an anecdote about your experience with this subject matter) 
  • What do you expect to find in your research? (Why do you expect to find this?)
  • What will you do if you find information that goes completely against what you had expected to find? (Will you throw it out? Will you write about it anyway? Will you challenge your own assumptions?) 

This post will serve as the first draft of the Introduction for your Unit 2 assignment, so spend some time on this!

*Topics must be approved by Professor Belli.


[The following activities and assignments are due: Friday, 10/14 by 11:59pm]

READ + ANNOTATE + ENGAGE: Participate in the Writing Workshop of the Unit 2: Reflective Annotated Bibliography assignment

*NOTE: this post will go live Wednesday 10/12

COMPLETE: KW/L+ (via this GoogleForm)

*You should work on this activity only after posting your Research Topic post. This work (along with my feedback on your research question post) will help you to narrow down broad topics to more focused research questions.


Week 9: Monday 10/17 – Sunday 10/23

Focus

Conducting Research; Evaluating Sources; Integrating Quotations

Important Dates

*Th 10/20: Professor Belli’s Office Hour (11:30am-12:30pm)

*Th 10/20: National Day on Writing

DUE

[The following activities and assignments are due: Wednesday, 10/19 by 12pm]

READ + ANNOTATE: Week 9 Announcement post + this Week’s Schedule

REVISE: Revise your Research Question post from last week, as necessary

*I left feedback last week for everyone who submitted their posts on time (& either approved the topic or asked for additional revisions)

READ + ANNOTATE + ENGAGE: Professor’s Berger’s Workshop on Library and Research Resources (student comments required)

RESEARCH: Begin your research in earnest: finding, reading, annotating additional sources

(continue to) READ + ANNOTATE + ENGAGE: Participate in the Writing Workshop of the Unit 2: Reflective Annotated Bibliography assignment

*Note: new resources / prompts posted there this next week related to research and source entries (re-visit this post & participate again)

(re-)READ + ANNOTATE: Review the Annotated Bibliography Road Map (scroll down to the bottom of the Unit 2 Assignment, paying particular attention to the “Source Entries” section)

READ + ANNOTATE: Quote Sandwich

WRITE A POST: Create / post your first source entry on the OpenLab [Categorize as “Annotated Sources”]

Make sure you include all four components of the source entry: 1) bibliographic entry (in MLA format); 2) summary and representative quotes; 3) reflection and rhetorical analysis; 4) quotables.

*Include at least one “quote sandwich” in your source entry (remember to introduce, explain and analyze your quote).

READ + ANNOTATE: Professor Belli’s post on the National Day on Writing

While everyone should read / annotate the post, it’s up to you whether you want to submit the OPTIONAL blog post for extra credit. If you choose to do so, please publish your post any time on Thursday, 10/20.


[The following activities and assignments are due: Friday, 10/21 by 12pm]

READ + ANNOTATE: “Navigating Genres” by Kerry Dirk [in Perusall]

WRITE A POST: write a blog post [categorize as “Navigating Genres”] of at least 300 words answering the following questions: 

  • What are some genres that you feel you know well? How did you learn them? What are their common rhetorical features?
  • What genres do you think might give you good information for Unit 2? What is it in particular about those genres that make them good potential sources for your topic?

(continue to) RESEARCH: Continue your research: finding, reading, annotating additional sources


Week 10: Monday 10/24 – Sunday 10/30

Focus

Drafting / Revising Source Entries; Additional Research; Rhetorical Analysis (review)

Important Dates

*W 10/26: Professor Belli’s Office Hour (2:00-3:00pm)

  • I’m offering an additional pop-up office hour this week. Drop by to discuss your work on Unit 2 at any stage of the process: focusing questions / proposals, conducting evaluating research, source entries, quoting, citations … I’m here to help!

*Th 10/27: Faculty to inform students of midterm grades, with guidance and suggestions for improvement

*Th 10/27: Professor Belli’s Office Hour (11:30am-12:30pm)

DUE

[The following activities and assignments are due: Wednesday, 10/26 by 12pm]

READ + ANNOTATE: Week 10 Announcement post + this Week’s Schedule

(continue to) REVISE: Revise your Research Question posts, if applicable (many are still pending approval!)

*Make sure to check your posts for my comments there, and respond / revise as necessary

(continue to) RESEARCH: Continue to find, read, annotate, evaluate, cite additional sources

READ + ANNOTATE: “The Art of Quoting” by Gerald Graff & Cathy Birkenstein [in Perusall]

PEER REVIEW (READ + ENGAGE): Read through & drop comments/feedback on your peers’ research question posts, first source entry posts, and genre response posts

*Some things to consider for the two RAB (Reflective Annotated Bibliography) posts:

  • Is your peer fulfilling the RAB “Road Map” requirements?
  • How are they doing with quoting?
  • With citation?
  • More importantly, what are you as a reader curious about?
  • Is there something more about this source (or topic) you want to know
  • Where might they look for their additional sources?

*You may also want to give feedback about organization:

  • Does this writing make sense?
  • Are paragraphs organized effectively?
  • Could the writer make it more readable in any way? (if so, how?)

[The following activities and assignments are due: Friday, 10/28 by 12pm]

(continue to) READ + ANNOTATE + ENGAGE: Participate in the Writing Workshop of the Unit 2: Reflective Annotated Bibliography assignment

*Note: new resources / prompts posted there by mid-week related to research and source entries (re-visit this post mid-week & participate again)

(continue to) RESEARCH: Continue to find, read, annotate, evaluate, cite additional sources

WRITE A POST: Create / post your second source entry on the OpenLab [Categorize as “Annotated Sources”]

Make sure you include all four components of the source entry: 1) bibliographic entry (in MLA format); 2) summary and representative quotes; 3) reflection and rhetorical analysis; 4) quotables.

*Include at least one “quote sandwich” in your source entry (remember to introduce, explain and analyze your quote/s … use what you learned from “The Art of Quoting” to integrate your quotes).

CHECK YOUR MIDTERM GRADE: Read + annotate the Midterm Grades post, view your midterm grade, and visit Professor Belli during her Office Hours to discuss your work as necessary


Week 11: Monday 10/31 – Sunday 11/6

Focus

Unit 2: Reflective Annotated Bibliography Drafting, Revision, and Peer Review

Important Dates

*M 10/31-F 11/4: PLAN Week: Students connect with advisors to plan course registration for next semester and beyond.

*Th 11/3: Professor Belli’s Office Hour (11:30am-12:30pm)

DUE

[The following activities and assignments are due: Wednesday, 11/2 by 12pm]

READ + ANNOTATE: Week 11 Announcement post + this Week’s Schedule

(continue to) READ + ANNOTATE + ENGAGE: Participate in the Writing Workshop of the Unit 2: Reflective Annotated Bibliography assignment

*Note: new material posted there (including sample Unit 2 assignments & Cover Letter Instructions) as well as previous content to review [look for section entitled “Week 11 Content”]

WRITE A POST: Create / post your final (third) source entry on the OpenLab [Categorize as “Annotated Sources”]

WRITE A POST: Draft your Unit 2 Conclusion (minimum 400 words). [Categorize as “Conclusion”]

For your conclusion: 

  • Summarize what you found in your research
  • Tell readers what surprised you, or how your understanding of your question deepened or changed. [Note: if the answer is “not at all,” you did not do enough research!]
  • Explain why what you learned is important (the “so what?” — how/why does your research project matter?)
  • Explain who you think needs to know about your research and why. Be specific! (Note: the answer can’t be “everyone.” That is too big of an audience, so narrow it down to who needs to hear about it first.)

DUE: Unit 2: Reflective Annotated Bibliography first draft

  • Compile all of your Unit 2 components into one document and make revisions for content, clarify, and cohesiveness (this includes formatting and editing/proofreading)
  • Include a brief paragraph at the beginning of the document about the state of your project and how you feel about it (e.g., what’s going well, what you’re struggling with, what do you need help with, what are you proud of, etc.).

*Submit Reflective Annotated Bibliography as a single Word document file, clearly labeled (e.g., John Smith, Reflective Annotated Bibliography, First Draft) via this Dropbox link

*Note: the Dropbox submission link will automatically close at 12:00pm (noon). If you do not have your draft uploaded by then, your work will not be included in the peer review, and you will not get the benefit of your peers’ feedback.


[The following activities and assignments are due: Friday, 11/4 by 12pm]

PEER REVIEW: Peer Review your group members’ Reflective Annotated Bibliography (Unit 2) first drafts

*Note: Regardless of whether you submitted a first draft by the deadline, you will still be responsible for providing feedback to your classmates on their work.

REVISE: Unit 2: Reflective Annotated Bibliography

DUE: Unit 2: Reflective Annotated Bibliography final draft with Cover Letter (see the Unit 2 Writing Workshop for Cover Letter instructions)

  • EXTENSION: now due Sunday, 11/6 by 11:59pm
  • Submit Cover Letter + Reflective Annotated Bibliography together as one Word document file, clearly labeled (e.g., John Smith, Reflective Annotated Bibliography, Final Draft) via this Dropbox link

*Note: The Dropbox submission link will automatically close at 11:59pm. Please submit your work on time.


Week 12: Monday 11/7 – Sunday 11/13

Focus

Introduce Unit 3: Writing in a New Genre

Important Dates

*Tu 11/8: Deadline for students to submit dismissal and WU appeals to Committee on Course and Standards. Email appeals to courseandstandards@citytech.cuny.edu

*Th 11/10-F 11/11: Early on-line registration for Winter session and Spring 2023 begins for ASAP, CSTEP, Honors, SEEK, & Veteran student populations; Registration by appointment only.

*Th 11/10: Professor Belli’s Office Hour (10:00-11:00am) — Please note the time change for this week

DUE

[The following activities and assignments are due: Wednesday, 11/9 by 12pm]

READ + ANNOTATE: Week 12 Announcement Post [student comments required] + this Week’s Schedule

READ + ANNOTATE: Unit 3: Writing in a New Genre Assignment

READ + ANNOTATE + ENGAGE: Participate in the Writing Workshop on Unit 3: Writing in a New Genre assignment [student comments required]

READ + ANNOTATE: “Annoying Ways People Use Sources” by Kyle D. Stedman [in Perusall]

WRITE A POST: Just as a little spoiler, you should know that the things that annoy Kyle Stedman are not really particular to him. In general, these are things worth avoiding in your writing, though some conventions may vary, as Stedman himself points out, from genre to genre. 

Write a two-part response after reading Stedman’s article [categorize as “Annoying Ways People Use Sources”]:

  1. What did you learn from reading this text? Anything new? What questions or comments do you have on how to use sources? [~150 words]
  2. Write a paragraph for your intended audience for Unit 3 using one of your “quotables” from Unit 2. Keep Stedman’s guidelines in mind while writing this paragraph. Be kind to your audience! Try not to lose them by the side of the road! [~150-200 words]

[The following activities and assignments are due: Friday, 11/11 by 12pm]

WRITE A POST:  Draft your Unit 3 Proposal (minimum 200 words) [categorize as “Proposal”]. This proposal should include:

  • A 1-2 sentence statement of what you want to teach your audience (the most important thing you learned in Unit 2) 
  • The audience you are trying to reach
  • The genre you are planning to write in and why you chose it
  • A plan: how do you intend to get started?
  • Anything you might be worried about.  What are your concerns about finishing this project?

Week 13: Monday 11/14 – Sunday 11/20

Focus
  • Exploring Audiences, Genres, & Publication Venues
  • Peer Review of Student Work
  • Drafting Unit 3
  • Time Management & Unit 3 Plans
Important Dates

*M 11/14-F 11/18: Online registration for Winter session and Spring 2023 begins; Registration by appointment only. Course Substitutions for Spring 2023 may now be submitted in DARR.

*Th 11/17: Professor Belli’s Office Hour (11:30am-12:30pm)

DUE

[The following activities and assignments are due: Wednesday, 11/16 by 12pm]

READ + ANNOTATE: Week 13 Announcement post [student comments required] + this Week’s Schedule

(continue to) READ + ANNOTATE + ENGAGE: Participate in the Writing Workshop on Unit 3: Writing in a New Genre assignment [student comments required]

*Note: new material posted there [look for section entitled “Week 13 Content”]

PEER REVIEW (READ + ENGAGE): Read through & drop comments/feedback on your peers’ Source Integration (Stedman response) posts & Unit 3 Proposals from last week.

Read/comment on everyone’s posts, keeping in mind the goal is to help them to integrate their quotations more effectively (for the Stedman response posts) and narrow down their audience & genre even further (in the Proposals).

You can certainly offer praise where you think something has been done well, but as always, it’s really unhelpful if you only say “I agree” or “sounds awesome.” Give advice, ask questions, share confusion! Whatever you can offer to get them to think more carefully, critically, & intentionally about their Unit 3 project is awesome!

Your comments should be substantive, not skimpy (aim for at least 150 words). Think about the kind of things that might be helpful to you as you embark on this project. Here are some ideas for Proposal feedback: 

  • A question or comment to help narrow down the audience. For example: “You say you want young people to watch this video essay, but there’s no publication that all young people watch. Are you actually trying to reach New Yorkers of [fill in the blank] age?”
  • A question or comment to help narrow down the genre. For example: “There are a lot of different kinds of articles in the world. You could be writing for a newspaper like The New York Times or a website like Buzzfeed, and the writing is totally different for both. Can you be more specific?”
  • A specific publication or website you think the author could write for
  • Ask for clarity around the rationale of the choices made
  • You can always also include things in the proposal you find especially cool or exciting 🙂

*Notes:

  1. As part of this activity, please first revisit the (Week 12) Stedman reading in Perusall & engage with one another’s annotations/discussion there. Make sure to review the Unit 3: Writing in a New Genre Assignment on your own, to refresh yourself its purpose, scope, expectations, and requirements.
  2. Revisit the purpose, goals, & expectations of Peer Review for this course (that post has the Unit 1 peer review assignment, but also includes general information about why we do peer review & how to approach providing feedback to your classmates)
  3. After you receive feedback from your peers, respond back to them in the comments. Peer review is a dialogue, not a one-way street … let’s keep the conversations going!

[The following activities and assignments are due: Friday, 11/18 by 12pm]

WORK ON UNIT 3: If you haven’t started already, begin drafting your Unit 3 new genre piece. You won’t be able to make a viable plan (or share your progress!) for finishing the project if you haven’t started the process. Drafting will also help you to realize what additional resources you’ll need to find (and what you still need to learn) to successfully compose in this new genre.

PARTICIPATE IN CLASS DISCUSSION: Time Management [student comments required] *Note: link will go live W 11/16

READ + ANNOTATE + ENGAGE: “Know Your Publication” Writing Workshop [student comments required] *Note: link will go live W 11/16

WRITE A POST: Post evidence of your progress on your project & offer a detailed plan / timeline for completing Unit 3 [categorize as “Progress + Plans”]

  • The evidence is up to you (e.g., a picture of your comic, a page of what you’ve been writing, a minute of your video), but it should show that you’ve started the drafting process.
  • As for your plan / timeline, make sure to include your goals, needs, plans (etc.) for successfully completing Unit 3. Share what you feel confident about and where you’re struggling (or anticipate needing more support). Include a detailed schedule for getting the project done on time. Remember, the final draft is due Friday, 12/2, so work backwards to make sure you can get everything done in time. Be realistic about your deadlines (and the work you have to put in to make it happen), and include some wiggle room for unexpected circumstances (also, things *always* take longer than we imagine they will!).

*Friendly remember: the assignments in the class build upon one another, so you’ll need the knowledge & skills (and feedback!) you get along the way to successfully complete the next steps. Therefore, you should only make this post after you’ve completed all the other work for this week (including participating in the “Time Management” Class Discussion & “Know Your Publication” Writing Workshop, both of which will go live on Wednesday).


Week 14: Monday 11/21 – Sunday 11/27

Focus

Unit 3 Drafting, continued

Important Dates

*Th 11/24-Su 11/27: College closed [*Note: NO Office Hours Held on Th 11/24]

DUE

[The following activities and assignments are due: Wednesday, 11/23 by 12pm]

READ + ANNOTATE: Week 14 Announcement post [student comments required] + this Week’s Schedule

(continue to) READ + ANNOTATE + ENGAGE: Participate in the Writing Workshop on Unit 3: Writing in a New Genre assignment [student comments required]

*Note: new material posted there [look for section entitled “Week 14 Content”]

READ + ANNOTATE + ENGAGE: “Know Your Mentor Text” Writing Workshop [student comments required]

(continue) WORK ON UNIT 3: Continue drafting your Unit 3 new genre piece (this work includes not only drafting the piece itself but also learning the conventions of the genre you choose as well as any skills / technologies needed to compose in that genre). Stick to the plan you developed last week (and revise that as necessary). Remember, a full draft of the project (including the Artist Statement) will be due early next week!


Week 15: Monday 11/28 – Sunday 12/4

Focus

Unit 3 Revision

Important Dates

*Th 12/1: Professor Belli’s Office Hour (11:30am-12:30pm)

*F 12/2: Deadline to submit Satisfactory Academic Progress (SAP) Appeals for Title IV for Fall 2022; Advisement recommended by this date; online registration continues.

DUE

[The following activities and assignments are due: Wednesday, 11/30 by 12pm]

READ + ANNOTATE: Week 15 Announcement post [student comments required] + this Week’s Schedule

DUE: Unit 3: Writing in a New Genre first draft

  • Submit two files: your New Genre piece (in whatever format is appropriate) and your Artist Statement (single-spaced, as a Word document file), both clearly labeled via this Dropbox link
  • If you created a project that incorporates multimedia & “lives” online somewhere (e.g., a YouTube video, a podcast, social media posts, etc.), please provide the link at the end of your Artist’s Statement document but also download / submit the actual file to Dropbox.Compile all of your Unit 2 components into one document and make revisions for content, clarify, and cohesiveness (this includes formatting and editing/proofreading)

*Note: the Dropbox submission link will automatically close at 12:00pm (noon). If you do not have your draft uploaded by then, your work will not be included in the peer review, and you will not get the benefit of your peers’ feedback.


[The following activities and assignments are due: Friday, 12/2 by 12pm]

PEER REVIEW: Peer Review your group members’ Unit 3 first drafts (both the new genre piece + the accompanying Artist’s Statement)

*Note: Regardless of whether you submitted a first draft by the deadline, you will still be responsible for providing feedback to your classmates on their work.

REVISE: Unit 3: Writing in a New Genre

DUE: Unit 3: Writing in a New Draft final draft

  • EXTENSION: now due Sunday, 12/4 by 11:59pm
  • Submit two files: your New Genre piece (in whatever format is appropriate) and your Artist Statement (single-spaced, as a Word document file), both clearly labeled via this Dropbox link [note: link will go live Friday afternoon, after peer review is complete]
  • If you created a project that incorporates multimedia & “lives” online somewhere (e.g., a YouTube video, a podcast, social media posts, etc.), please provide the link at the end of your Artist’s Statement document but also download / submit the actual file to Dropbox.

*Note: There is no separate Cover Letter for Unit 3, since you are submitting an Artist’s Statement that offers reflection on your project and the process behind it.

*Note: The Dropbox submission link will automatically close at 11:59pm. Please submit your work on time.


Week 16: Monday 12/5 – Sunday 12/11

Focus

Revision; Unit 4

Important Dates

*W 12/7: POP-UP OFFICE HOUR (3:00-4:00pm)

*Th 12/8: Professor Belli’s Office Hour (11:30am-12:30pm)

*F 12/9: Graduation Filing period for January 2023 closes; Final Grade Submission opens in CUNYfirst

DUE

[The following activities and assignments are due: Wednesday, 12/7 by 12pm]

READ + ANNOTATE: Week 16 Announcement post [student comments required] + this Week’s Schedule

READ + ANNOTATE: “The Maker’s Eye: Revising Your Own Manuscripts” by Donald M. Murray [in Perusall]

READ + ANNOTATE: Re-vision: Seeing things in a New Way presentation (from Professor Carrie Hall)

REVIEW: Writing as Process & Revision writing workshop (including all resources) from earlier this semester


[The following activities and assignments are due: Friday, 12/9 by 12pm]

READ + ANNOTATE: Unit 4: Final Portfolio & Reflection assignment *Note: link will go live W 12/7

READ + ANNOTATE + ENGAGE: Participate in the Writing Workshop on Unit 4: Final Portfolio & Reflection assignment [student comments required] *Note: link will go live W 12/7

WRITE A POST: Write a S*&^ty First Draft of your Final Reflection [categorize as “Unit 4” + “Reflection”] *Note: more details will be posted in the Unit 4 Writing Workshop, so stay tuned!


Week 17: Monday 12/12 – Sunday 12/18

Focus
Important Dates

*W 12/14: Last day to drop a class with a grade of W; Reading Day

*Th 12/15-W 12/21: Final Examinations

*Th 12/15: Professor Belli’s Office Hour (11:30am-12:30pm)

DUE

[The following activities and assignments are due: Wednesday, 12/14 by 12pm]


[The following activities and assignments are due: Friday, 12/16 by 12pm]


Week 18: Monday 12/19 – Wednesday 12/21

Focus
Important Dates

*Th 12/15-W 12/21: Final Examinations

*W 12/21: End of Fall term

*Sa 12/24-Su 12/25: College is closed

* M 12/26: College is closed

*Tu 12/27: Final Grade Submission

*Sa 12/31-Su 1/1: College is closed

DUE

[The following activities and assignments are due: Wednesday, 12/21 by 12pm]