FALL 2022 – ENGLISH 1101 – SECTION D156



Professor: Rebekah Coleman

Email: rcoleman@citytech.cuny.edu

Course Site: https://openlab.citytech.cuny.edu/colemaneng1101d156fall2022/

Course Meeting Times: Mondays and Wednesdays from 10 to 11:40am in Namm 601A

Weekly Office Hours: Mondays from 9am to 10am in Namm 601A



Welcome to City Tech and English 1101. We are living through a very difficult time in our city, country, and world, and trying to adapt. 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

A course in effective essay writing and basic research techniques including 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.


CUNY proficiency in reading and writing.

Course Meetings

This course will meet twice a week in person on Mondays and Wednesdays from 10 to 11:40am. This meeting is required. Students must commit to scheduled class times. If you are unable to attend class, please email me ahead of time and be prepared to  make up the work.

You will have homework due by the start of class each Monday and Wednesday. 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! For each class, your assignments will be posted on the OpenLab site.

**This is a discussion-based class and assignments are cumulative. It is crucial that you keep up with the work and participate on a regular basis. Students who regularly fail to keep up with the readings, writing, and discussions will fall behind on the daily reading and writing assignments. The daily assignments build upon previous work and lead towards success in the major projects. In order to succeed in the class, students will need to stay on task and keep up with the work. Students who fall behind will likely have a difficult time catching up. **

Course Website

Our homework and messages from me will be posted on OpenLab. Here is the link. 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 unit assignments.  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!

We will use several different online platforms in this course. Please make sure you are familiar with each of them and if you do not know how to use one of them, reach out to me immediately!

  • OpenLab
  • Google Docs, Google Slides and Google Drive

Course Tools and Required Materials:

These are materials you will need both for our synchronous class meetings and for your homework. Please try to bring/ have access to these materials during each class session. 

  • You are not required to buy any texts for this class. The texts used will be easily accessible online and will be posted on OpenLab. 
  • Join The New York Times (create a free Academic Pass account with your City Tech email).  Access to The New York Times will be very helpful over the course of the semester, especially for Units 2 and 3. 
  • A writing implement (pen/ pencil) and a notebook for the class (yes! even in an online class!). We will be engaging in lots of short writing assignments during class and jotting notes on key ideas/ topics. Even when we meet online! It will be helpful for our low-stakes, short writing assignments! 
  • Dictionary and online MLA formatting guide such as Perdue Owl (https://owl.purdue.edu/owl/purdue_owl.html), Excelsior Owl’s Writing Lab found at https://owl.excelsior.edu and the MLA site at https://style.mla.org.
  • A computer folder dedicated to this class. The folder will house your assignment drafts and portfolio (collected writing).

Office Hours:

You are always welcome to meet with me! In fact, I highly recommend it, (or rather REQUIRE it!) Yes, you must visit me during virtual office hours at least once over the course of the semester. Our office visits will be much more effective if we can look at past assignments together to find patterns in your writing, so please be prepared to discuss one of your writing assignments during our meeting. We will use the time to discuss your progress in the course and address any particular writing challenges or goals you may have. Of course, please feel free to talk with me as many times during the semester as you like!

Office Hours: Mondays and Wednesdays from 9am to 10am in Namm 601A

Grading Breakdown

Project 1: Literacy Narrative 15%

Project 2: Reflective Annotated Bibliography 15%

Project 3: Writing in a New Genre 15%

Reflections (1, 2, and final) 15%

Low-Stakes Writing and Homework: 40%

You’ll see that “low-stakes writing” and homework counts for 40% 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?

In this class, you’re graded almost as much on your weekly low-stakes assignments and your homework 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 40%. 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 40% of the credit for this course.

Final Portfolio

This course is a portfolio-based writing course, meaning that where you end up is more important than where you start. At the end of the semester students will turn in a final portfolio. Your final portfolio will be a showcase of the work you have completed in class so far. You will be encouraged  to revise Projects 1,  2 and 3 and resubmit them for a higher grade. The portfolio in total must have at least 6,000 words. The portfolio also consists of a final reflection that asks you to reflect on your learning and consider how you will use your learning in future classes and the world outside of CityTech


I expect the words and ideas that you hand in to be your own or else properly cited. Plagiarism is when you copy specific information from a source or take someone else’s original ideas and do not give credit to the source. Even when you paraphrase someone’s original ideas, it is still considered plagiarism if you do not credit the author for their word. In class we will discuss exactly what constitutes plagiarism.  Please come and speak to me if you have any questions about how to incorporate ideas from a source or how to credit a source. Plagiarism will result in an automatic F grade for the assignment. (See additional information under University Policies section). 

Late Paper Policy:

Your 3 major projects 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. Work is counted as late if it is not provided to me before or during the class time on the due date. If outside circumstances make a deadline impossible to meet, it is your responsibility to contact me ahead of time to discuss a possible extension.

Assignments turned in one class period late will receive a reduction of one full-letter grade (B → C).  Assignments turned in more than one class period late may not be accepted. 

Revision Policy:

In this course , you can—and will!– revise all major units for your final portfolio (see Unit 4: 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 come see me during office hours if you’re confused about my comments or you’d like additional feedback.



Overview of the Units and the 3 Projects

We have 4 Units. In the first 3 Units, you will complete one major writing project that will build toward your final portfolio. In Unit1, you will explore the concept of a Literacy Narrative and write one! In Unit 2, you will begin a research and inquiry process that will span Units 2 and 3 and forUnit 2 you will write a reflective annotated bibliography on 3 sources. In Unit 3, you will write a text in a new genre using the research from project 2. In Unit 4, you will finalize your portfolio using the texts you created during the semester. 

Unit 1: Literacy Narrative

In Unit One, the focus will be on developing a strong writing (and reading!) identity. You will reflect on the types of writing you have engaged in previously, your strengths, and goals for future writing. 

*Project 1: Literacy Narrative

You will craft a literacy narrative of at least 1000 words. The narrative should depict a moment that captures an important element of your life with a focus on the development of your reading or writing identity—a turning point, something that influenced your identity, an important lesson that was learned, a time you learned something about yourself as a reader or a writer. 

Unit 2: Reflective Annotated Bibliography

You will begin a research and inquiry process that will span Modules 2 and 3. 

*Project 2: Reflective Annotated Bibliography

You will prepare a short oral presentation on your research and then write a reflective annotated bibliography on your 4 sources that is at least 1900 words.

Module 3: Writing in a New Genre

The focus of Unit 3 will be writing about your topic from Unit 2, using the research from your reflective annotated bibliography. 

*Project 3: Writing in a New Genre

Now it is time to hear YOUR opinion on the topic you choose in Unit 2! At the end of Unit 2, we asked the question: What is the most important thing you learned and what audience do you think needs to know about it? For Unit 3, we ask ourselves: what is the best genre to tell that audience the information you learned in Module 2? 

In this Unit, you will write about the subject you researched in Unit 2 in the genre of your choice (within reason!) Whatever you choose, the most important factor is that it is the genre that best reaches the audience you think needs to hear about your topic. It also needs to showcase your research!

You will also write an artist’s statement that explains the choices you made and your process.

Unit 4: Final Portfolio and Reflection

For your final portfolio you will compile a revised and edited version of all of Projects 1, 2 and 3 and your Module 1 and 2 Reflections. You will also write a 1000 word Final Reflection that looks back on your writing experience over the course. 


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.


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!


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. 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 & Sciences, jwilliams@citytech.cuny.edu


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.