Syllabus

Spring 2024 – O470

Professor: (Donna) Jacquelyn Blain

Email: DBlain@citytech.cuny.edu or Donna.Blain18@cuny.login.com

Course Site: https://openlab.citytech.cuny.edu/blaineng1121sp2024/

Course meeting times: asynchronous – no meetings

Weekly conference hours: Wednesday 1-2 pm and 5-6 pm

Zoom link for conferences: https://us02web.zoom.us/j/6132626816

Course Description:

An advanced course in expository essay writing that requires a library paper. Further development of research and documentation skills. Assigned literary and expository readings.

So what does that even mean? In a word or two, it means you’ll be building on what you already learned in ENG 1101 – meaning how to read, annotate, analyze, research, cite, and of course write. But where 1101 was more focused on you learning about your own process and skills, 1121 will take you out into the larger world we live in… even if it’s a world still dealing with a pandemic. Because frankly, we all write. All the time. On our phones. At work. For school. Things for community groups.

In other words, we look inward and outward to figure out and understand. And we write the same way. For me, writing is a way to discover what I don’t know. And to communicate with other people. I write, therefore I am.

So in this class we’ll write. And read. And watch. And discuss. And create. Individually. As a group… even if it’s an online one.

And since we’re asynchronous and never get together as a group, you’ll be responsible for doing a lot of the learning and reading and watching on your own. I’ll be posting video lectures, giving information on the Announcements page of our OpenLab site, posting readings on Perusall (and showing you how to use it to talk to the text and to each other), and setting up Padlets, and I’m very active on our Slack workspace. It’s also easy to set up a time to meet using Zoom, which I do all the time. So it’s not like I’ll disappear. Not at all. But coordinating your own calendars with the course schedule, and getting things done on time, is on you.

Prerequisite:

English 1101 or equivalent

Course Meetings:

Well, there aren’t any! I’ll be posting a Weekly Schedule on the Announcements page with video lectures and links to find things, so you’ll know what’s due and how to find it.

Course Website:

We’re using OpenLab rather than Blackboard, which you already know. I’ll post a video walk-through of our site on the Home/Announcements but please contact me if you are having trouble!

Course Tools and Required Materials:

Perusall: Almost all of the class readings are on Perusall.com. Go there to sign up. It’s free. Use any email account you want, you don’t have to use your CityTech account the way you do OpenLab. When you do all the sign-up, you’ll be asked to join as a student – here’s the course code: BLAIN-3VV3F
Slack: I’ve set up a Workspace (if you know the Discord app, it’s pretty much like that). The #general channel is for pretty much anything that the whole class can/should see (announcements, assignments, questions you have about assignments). The DM function works like any DM – you can even attach files to it by clicking on the + sign beneath the message window (next to the emoji sign). My students love this thing because I monitor it 9:00 am until 9:00 pm, and I respond almost immediately. I’ll email everyone the invitation link.
Padlet: I love this thing! I’ve just learned my granddaughter has been using it in her middle school, and she loves it, too. It’s like a big bulletin board where you can post short things (including blog posts) that you can add images and gifs and links to, and easily see what everybody else is saying. Not so much scrolling. Lots easier for the visual learners among us. You’ll need to join (use this link for information https://www.iorad.com/player/1937046/Padlet—How-to-Sign-in-and-Join-and-Padlet#trysteps-1) but you can use any email, no one else will see it. I’m only asking you to join because then you won’t forge to put your name on your posts.
Google Drive: We’ll be using this to upload assignments and do short activities. There’s a link on our OpenLab site, so you don’t have to worry about it. I’m assuming most of you are familiar with how to use Google folders and docs, but we’ll go over it in class.

Grading Breakdown:

Introductory week’s work 5%

Unit 1 – Words Matter in My World

Report Draft 5%
Participation 10%

Unit 2 – Feature Story

Article Draft 5%
Participation 10%

Unit 3 –Project: New Audience, New Genre

Project 5%
Participation 10%

Final Portfolio

Final Revisions of Units 1 and 2 20%
Final Reflection 30%

You’ll see that Participation counts for 30% of your grade in this class. What does this mean in an asynchronous class? How is this calculated? Why is this such a high percentage?

Mostly it means doing what we call “low stakes” assigned work (Perusall annotations, OpenLab posts, Padlets, Google Drive activities). That lets me know you’re actually participating in the class even if we’re not meeting in person.

Because here’s the thing — 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 workshopping), and all of those things are the behind-the-scenes work.

How will all of that 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. By the way, the “participation” grade for each unit can’t be “made up” – if you don’t do the low-stakes work during the time we’re on that unit, you can’t go back and do it later.

Late Paper Policy:

The three major assignments are due at the end of the day on the due date. If you are having difficulty completing any of them, please talk to me before it is due. As I said, life happens, and we can find ways to work around it if you jump in before it becomes a real problem. The Final Portfolio has its own firm deadline – no late submissions at all (I have to get things graded and turned in on a very short schedule!).

Revision Policy:

In this course, you can—and will! – revise two major units for your final portfolio. 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 make a Zoom appointment with me if you want to go over my comments.

University Policies:

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 21^st– 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.

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