Course Schedule (Original)

Faculty: Below is a streamlined schedule to share with students; it allows students to see the full semester without becoming overwhelmed. It does not include the detailed prompts students will need to complete weekly assignments. You can find details regarding all assignments and readings in the Instructor Schedule once you have cloned this course–otherwise, you can review it on the FYW Model Course Hub. You can then share these details with students in the Weekly Class Agendas. The Week 1 agenda is already published here as a model; all other weekly agendas have been labeled in drafts and are ready to be filled with the weekly assignments.  If you prefer, you can change or tailor the schedule for your course. Please delete this informational block when you are ready to share your site with your students. You can find the Instructor Schedule listed in Dashboard > Pages > All Pages. You can find agenda drafts in Dashboard > Posts > All Posts > Drafts. For help working with OpenLab Course sites, visit OpenLab Help.

 

ENG 1101: Model syllabus for online instruction

–incorporating Core Books at CUNY and the First Year Writing curriculum–

Introduction: Course Overview & Tips for Being an Online Student

 Day 1

READING:

• Sign up for our OpenLab site/Go to our Blackboard class site: if you encounter problems, please email me at ___________________.
• Review the course site: be sure to read the introduction to the course, look over the syllabus, and open and review all course tabs/sections.
• If using OpenLab, review: “Tips for Success” on “The OpenLab for Students.”
• If using BlackBoard, review: “Student Guide to Blackboard.”

 WRITING: Introductions

• Specific instructions will be announced in class and/or our class site.

Day 2

READING & WATCHING:

• Mike Bunn, “How to Read like a Writer”
• Jacqueline Woodson, “What Reading Slowly Taught Me About Writing”
• José Olivarez, “Maybe I Could Save Myself By Writing”

WRITING: Habits and Techniques

• Specific instructions will be announced in class and/or our class site.

Unit 1 — Education Narrative

Day 3

READING:

• Frederick Douglass, “Chapter 7” from the Narrative of the Life of Frederick Douglass
• Malcolm X, “Learning to Read”
• Anita Jiang, “The Memory of My Grandmother” (City Tech student essay)

 RESOURCES:

• Washoe School District, “The Quote Sandwich”
• Butte College, “Double-Entry Reading Journals”

WRITING: Frederick Douglass, Malcolm X, and Anita Jiang

• Specific instructions will be announced in class and/or our class site.

Day 4

READING & WATCHING:

• Read the assignment guidelines for “Unit 1: Education Narrative” (email/ask me if you have any questions about these guidelines).
• Watch “Understanding Genre Awareness”
• Look over the texts from last class and think about them in relation to your own educational journey.

WRITING: Genre Analysis

• Specific instructions will be announced in class and/or our class site.

Day 5

READING:

• Plato, The Republic, Book VII, “Allegory of the Cave”

WRITING: Plato’s Allegory of the Cave, Day 1

• Specific instructions will be announced in class and/or our class site.

Day 6

READING & WATCHING:

• Read Plato’s “Allegory of the Cave” again. Be on the lookout for moments where Plato emphasizes the physical and concrete details that the prisoners experience; for example, pay attention to anything they see, hear, and physically feel (along with what causes it). Find three of these details, and think about what they might symbolize.
• Watch the two short videos for Plato’s “Allegory of the Cave”: here and here

WRITING: Plato’s Allegory of the Cave, Day 2

• Specific instructions will be announced in class and/or our class site.

Day 7

READING: 

• Anne Lamott, “Shitty First Drafts”

WRITING: Drafting

• Specific instructions will be announced in class and/or our class site.

Day 8

READING:

• Read your peer review partner’s draft and with it in mind do the activities below. 

RESOURCES:

• City Tech Library’s “Citation and Formatting Guide”
• Purdue OWL “MLA Style Introduction”

 WRITING: Peer Review

• Specific instructions will be announced in class and/or our class site.

Day 9

RESOURCES:

• City Tech Library’s “Citation and Formatting Guide”
• Purdue OWL “MLA Style Introduction”
• Purdue OWL, “Transitions”
• Purdue OWL, “Writing Transitions”

 WRITING: Creating a Title & Looking at Transitions

• Specific instructions will be announced in class and/or our class site.

Day 10

READING:

• Read through the feedback on your draft.

RESOURCES:

• Lindsey Wilson College Writing Center, “Commas Handout.”
• University Writing Center of Texas A&M, “Comma Splice.”
• Purdue OWL, “Transitions”
• Purdue OWL, “Writing Transitions”
• Carrie Hall, “What’s a Paragraph?”

WRITING: Workshop Day-Revising

• Specific instructions will be announced in class and/or our class site.

Unit 2 — Reflective Annotated Bibliography Project

Day 11

• SUBMIT Unit 1 (Education Narrative)
• Write a short reflection on the process of writing Unit 1. Specific instructions will be announced in class and/or our class site.

 READING:

• Assignment guidelines for Unit 2: Annotated Bibliography Project
• Annotated Bibliography Project Student Samples
• James Baldwin, “A Talk to Teachers”

 RESOURCES:

• Watch the City Tech Library’s Video, “Writing an Annotated Bibliography.”
• Read Purdue OWL’s “Annotated Bibliography Breakdown.”

 WRITING: Introducing the Reflective Annotated Bibliography Project:

• Specific instructions will be announced in class and/or our class site.

Day 12

READING & LISTENING:

• Read the Declaration of Independence
• Listen to the Declaration of Independence
• Randy Barnett, article in The Declaration of Independence Annotated
• Melissa De Witte, “When Thomas Jefferson penned ‘all men are created equal,’  he did not mean individual equality, says Stanford scholar”

WRITING: Analyzing the Declaration of Independence & Brainstorming Research Topics

• Specific instructions will be announced in class and/or our class site.

Day 13

RESOURCE:

• The City Tech Library’s Guide to Developing a Research Question

 WRITING: Developing Research Questions

• Specific instructions will be announced in class and/or our class site.

Day 14

Library Day: Make sure to build in a day for the Library Session here or wherever it works for you during the semester.

 WRITING: Research Prep Day (Writing Workshop)

• Specific instructions will be announced in class and/or our class site.

Day 15

RESOURCES:

• The City Tech Library’s “Citation and Formatting Guide.”
• Purdue OWL, “Handout: Quoting Others”
• Carrie Hall, “Quotation Handout”
• Carrie Hall, “What Is Research?”

WRITING: Drafting the Annotations

• Specific instructions will be announced in class and/or our class site.

Day 16

WRITING: Drafting & Conferencing

• Specific instructions will be announced in class and/or our class site.

Day 17

RESOURCES:

• The City Tech Library’s “Citation and Formatting Guide.”
• Purdue OWL, “Handout: Quoting Others”
• Carrie Hall, “Quotation Handout”
• Annotated Bibliography Project Student Samples

WRITING: Drafting– Finalizing the Reflective Annotated Bibliography Project

• Specific instructions will be announced in class and/or our class site.

Unit 3 — Writing in a New Genre

Day 18 

• SUBMIT Unit 2: Reflective Annotated Bibliography Project
• Write a short reflection on the process of writing Unit 2. Specific instructions will be announced in class and/or our class site.

READING:

• Read the assignment guidelines for Unit 3: Writing in a New Genre.
• Maria Elena Garcia, Twitter Thread on Selena Netflix Movie
• Katie Porter, Twitter Thread on Women and the Pandemic

WRITING: Introducing the Writing in a New Genre Project

• Specific instructions will be announced in class and/or our class site.

Day 19

READING, LISTENING & WATCHING:

• “Louise Erdrich On Her Personal Connection To Native Peoples’ ‘Fight For Survival‘” (NPR interview, read and listen)
• Sara Sidner, “Native American elder Nathan Phillips, in his own words” (CNN interview, read and watch clip)

WRITING: Interviews as a Genre & Thinking about Audience

• Specific instructions will be announced in class and/or our class site.

Day 20

WRITING: Genre Scavenger Hunt

• Specific instructions will be announced in class and/or our class site.

Day 21

READING:

• We have been thinking about genre, now choose the genre you will use for Unit 3 and find an example.

WRITING: Analyzing Samples

• Specific instructions will be announced in class and/or our class site.

Day 22

WRITING: Drafting Your Genre Piece

• Specific instructions will be announced in class and/or our class site.

Day 23

WRITING: Drafting — Finalizing the Writing in a New Genre Project

• Specific instructions will be announced in class and/or our class site.

Day 24

• SUBMIT UNIT 3: Writing in a New Genre Assignment

 READING:

• Read through all your work so far this semester and the comments you received. 
• Read through the assignment guidelines for the “Final Reflection and Portfolio.”
• Donald M. Murray, “The Maker’s Eye: Revising Your Own Manuscripts”

WRITING: Thinking about Revisions, Reflecting, and Building the Portfolio

• Specific instructions will be announced in class and/or our class site.

Final Reflection and Portfolio

Day 25

WRITING: Reflecting and Building the Portfolio

• Specific instructions will be announced in class and/or our class site.

Day 26

WRITING: Drafting

• Specific instructions will be announced in class and/or our class site.

Day 27

WRITING: Drafting

• Specific instructions will be announced in class and/or our class site.

Conclusions

Day 28

• SUBMIT Final Reflection and Portfolio Assignment
• Specific instructions will be announced in class and/or our class site.

Day 29

• TBA

Faculty: Below is a streamlined schedule to share with students; it allows students to see the full semester without becoming overwhelmed. It does not include the detailed prompts students will need to complete weekly assignments. You can find details regarding all assignments and readings in the Instructor Schedule once you have cloned this course–otherwise, you can review it on the FYW Model Course Hub. You can then share these details with students in the Weekly Class Agendas. The Week 1 agenda is already published here as a model; all other weekly agendas have been labeled in drafts and are ready to be filled with the weekly assignments.  If you prefer, you can change or tailor the schedule for your course. Please delete this informational block when you are ready to share your site with your students. You can find the Instructor Schedule listed in Dashboard > Pages > All Pages. You can find agenda drafts in Dashboard > Posts > All Posts > Drafts. For help working with OpenLab Course sites, visit OpenLab Help.

 

ENG 1101: Model syllabus for online instruction

–incorporating Core Books at CUNY and the First Year Writing curriculum–

Introduction: Course Overview & Tips for Being an Online Student

 Day 1

READING:

• Sign up for our OpenLab site/Go to our Blackboard class site: if you encounter problems, please email me at ___________________.
• Review the course site: be sure to read the introduction to the course, look over the syllabus, and open and review all course tabs/sections.
• If using OpenLab, review: “Tips for Success” on “The OpenLab for Students.”
• If using BlackBoard, review: “Student Guide to Blackboard.”

 WRITING: Introductions

• Specific instructions will be announced in class and/or our class site.

Day 2

READING & WATCHING:

• Mike Bunn, “How to Read like a Writer”
• Jacqueline Woodson, “What Reading Slowly Taught Me About Writing”
• José Olivarez, “Maybe I Could Save Myself By Writing”

WRITING: Habits and Techniques

• Specific instructions will be announced in class and/or our class site.

Unit 1 — Education Narrative

Day 3

READING:

• Frederick Douglass, “Chapter 7” from the Narrative of the Life of Frederick Douglass
• Malcolm X, “Learning to Read”
• Anita Jiang, “The Memory of My Grandmother” (City Tech student essay)

 RESOURCES:

• Washoe School District, “The Quote Sandwich”
• Butte College, “Double-Entry Reading Journals”

WRITING: Frederick Douglass, Malcolm X, and Anita Jiang

• Specific instructions will be announced in class and/or our class site.

Day 4

READING & WATCHING:

• Read the assignment guidelines for “Unit 1: Education Narrative” (email/ask me if you have any questions about these guidelines).
• Watch “Understanding Genre Awareness”
• Look over the texts from last class and think about them in relation to your own educational journey.

WRITING: Genre Analysis

• Specific instructions will be announced in class and/or our class site.

Day 5

READING:

• Plato, The Republic, Book VII, “Allegory of the Cave”

WRITING: Plato’s Allegory of the Cave, Day 1

• Specific instructions will be announced in class and/or our class site.

Day 6

READING & WATCHING:

• Read Plato’s “Allegory of the Cave” again. Be on the lookout for moments where Plato emphasizes the physical and concrete details that the prisoners experience; for example, pay attention to anything they see, hear, and physically feel (along with what causes it). Find three of these details, and think about what they might symbolize.
• Watch the two short videos for Plato’s “Allegory of the Cave”: here and here

WRITING: Plato’s Allegory of the Cave, Day 2

• Specific instructions will be announced in class and/or our class site.

Day 7

READING: 

• Anne Lamott, “Shitty First Drafts”

WRITING: Drafting

• Specific instructions will be announced in class and/or our class site.

Day 8

READING:

• Read your peer review partner’s draft and with it in mind do the activities below. 

RESOURCES:

• City Tech Library’s “Citation and Formatting Guide”
• Purdue OWL “MLA Style Introduction”

 WRITING: Peer Review

• Specific instructions will be announced in class and/or our class site.

Day 9

RESOURCES:

• City Tech Library’s “Citation and Formatting Guide”
• Purdue OWL “MLA Style Introduction”
• Purdue OWL, “Transitions”
• Purdue OWL, “Writing Transitions”

 WRITING: Creating a Title & Looking at Transitions

• Specific instructions will be announced in class and/or our class site.

Day 10

READING:

• Read through the feedback on your draft.

RESOURCES:

• Lindsey Wilson College Writing Center, “Commas Handout.”
• University Writing Center of Texas A&M, “Comma Splice.”
• Purdue OWL, “Transitions”
• Purdue OWL, “Writing Transitions”
• Carrie Hall, “What’s a Paragraph?”

WRITING: Workshop Day-Revising

• Specific instructions will be announced in class and/or our class site.

Unit 2 — Reflective Annotated Bibliography Project

Day 11

• SUBMIT Unit 1 (Education Narrative)
• Write a short reflection on the process of writing Unit 1. Specific instructions will be announced in class and/or our class site.

 READING:

• Assignment guidelines for Unit 2: Annotated Bibliography Project
• Annotated Bibliography Project Student Samples
• James Baldwin, “A Talk to Teachers”

 RESOURCES:

• Watch the City Tech Library’s Video, “Writing an Annotated Bibliography.”
• Read Purdue OWL’s “Annotated Bibliography Breakdown.”

 WRITING: Introducing the Reflective Annotated Bibliography Project:

• Specific instructions will be announced in class and/or our class site.

Day 12

READING & LISTENING:

• Read the Declaration of Independence
• Listen to the Declaration of Independence
• Randy Barnett, article in The Declaration of Independence Annotated
• Melissa De Witte, “When Thomas Jefferson penned ‘all men are created equal,’  he did not mean individual equality, says Stanford scholar”

WRITING: Analyzing the Declaration of Independence & Brainstorming Research Topics

• Specific instructions will be announced in class and/or our class site.

Day 13

RESOURCE:

• The City Tech Library’s Guide to Developing a Research Question

 WRITING: Developing Research Questions

• Specific instructions will be announced in class and/or our class site.

Day 14

Library Day: Make sure to build in a day for the Library Session here or wherever it works for you during the semester.

 WRITING: Research Prep Day (Writing Workshop)

• Specific instructions will be announced in class and/or our class site.

Day 15

RESOURCES:

• The City Tech Library’s “Citation and Formatting Guide.”
• Purdue OWL, “Handout: Quoting Others”
• Carrie Hall, “Quotation Handout”
• Carrie Hall, “What Is Research?”

WRITING: Drafting the Annotations

• Specific instructions will be announced in class and/or our class site.

Day 16

WRITING: Drafting & Conferencing

• Specific instructions will be announced in class and/or our class site.

Day 17

RESOURCES:

• The City Tech Library’s “Citation and Formatting Guide.”
• Purdue OWL, “Handout: Quoting Others”
• Carrie Hall, “Quotation Handout”
• Annotated Bibliography Project Student Samples

WRITING: Drafting– Finalizing the Reflective Annotated Bibliography Project

• Specific instructions will be announced in class and/or our class site.

Unit 3 — Writing in a New Genre

Day 18 

• SUBMIT Unit 2: Reflective Annotated Bibliography Project
• Write a short reflection on the process of writing Unit 2. Specific instructions will be announced in class and/or our class site.

READING:

• Read the assignment guidelines for Unit 3: Writing in a New Genre.
• Maria Elena Garcia, Twitter Thread on Selena Netflix Movie
• Katie Porter, Twitter Thread on Women and the Pandemic

WRITING: Introducing the Writing in a New Genre Project

• Specific instructions will be announced in class and/or our class site.

Day 19

READING, LISTENING & WATCHING:

• “Louise Erdrich On Her Personal Connection To Native Peoples’ ‘Fight For Survival‘” (NPR interview, read and listen)
• Sara Sidner, “Native American elder Nathan Phillips, in his own words” (CNN interview, read and watch clip)

WRITING: Interviews as a Genre & Thinking about Audience

• Specific instructions will be announced in class and/or our class site.

Day 20

WRITING: Genre Scavenger Hunt

• Specific instructions will be announced in class and/or our class site.

Day 21

READING:

• We have been thinking about genre, now choose the genre you will use for Unit 3 and find an example.

WRITING: Analyzing Samples

• Specific instructions will be announced in class and/or our class site.

Day 22

WRITING: Drafting Your Genre Piece

• Specific instructions will be announced in class and/or our class site.

Day 23

WRITING: Drafting — Finalizing the Writing in a New Genre Project

• Specific instructions will be announced in class and/or our class site.

Day 24

• SUBMIT UNIT 3: Writing in a New Genre Assignment

 READING:

• Read through all your work so far this semester and the comments you received. 
• Read through the assignment guidelines for the “Final Reflection and Portfolio.”
• Donald M. Murray, “The Maker’s Eye: Revising Your Own Manuscripts”

WRITING: Thinking about Revisions, Reflecting, and Building the Portfolio

• Specific instructions will be announced in class and/or our class site.

Final Reflection and Portfolio

Day 25

WRITING: Reflecting and Building the Portfolio

• Specific instructions will be announced in class and/or our class site.

Day 26

WRITING: Drafting

• Specific instructions will be announced in class and/or our class site.

Day 27

WRITING: Drafting

• Specific instructions will be announced in class and/or our class site.

Conclusions

Day 28

• SUBMIT Final Reflection and Portfolio Assignment
• Specific instructions will be announced in class and/or our class site.

Day 29

• TBA