Professor: Anthony Eid

Office Phone: (718) 260-5392

Office: Namm 519 Office


Online Location:

Office Hours: Sat 12:30pm-1:30pm

COURSE WEBSITE: Please find this on Blackboard for Major Unit Assignment Submissions.

Course Description:

Students will add onto the fundamentals they come into the class with and will combine the new and old to eventually use them together as writers working towards their future goals. This will be done by analyzing what students have achieved in the past, what they are doing within the class, and what they want to use these both towards. Students will be asked to read, listen, and write in a wide array of genres and within different rhetorical situations to this end.


CUNY proficiency in reading and writing

Course Meetings:

As this is a fully online course, this will mean that we will be for the most part asynchronous. This means that students will be given readings, assignments related to said readings, major course work, and activities to be done at their own pace throughout the semester weekly. There is no regular class meeting time. However, there will be regular points in the week where things will be assigned and for submissions. If students do need a face-to-face with me, I will have office hours on Sat from 12:30pm-1:30pm. However, all communication can be done via email, through posts, and the like. In addition, if you can or would like to, some assignments will have collaborative components where a student, if they choose to, can work with a partner, group, or with me.

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.

Self-Care Statement:

We all have to remember despite our differences, whatever they may be, we are all in this world struggling together as a nation through some once in a lifetime events. Things may shift and change, for better or for worse, for all of us during this semester. Always remember that this class, with me as your instructor and your fellow classmates, will always try to be geared towards building a community of humans treating others as such: human. There are certain things all humans need that are built into us as much as our instincts, intellects, and bodily structures. This class’ objectives will try to foster that intellect all us humans were gifted with, fulfill our need for community, and our desire to try to connect with each other upon a personal level. The class will try to stay stable and guided for the most part but will adapt and be flexible when the need arises. Most importantly, nothing will ever be too small, unimportant, big, or terrible for you to ever feel like an email or a post can’t help. I will be there, and I hope the rest of the class will be there too.

Course Website:

This course will take place online It is extremely important that you familiarize yourself with our website and find out where everything is. There you will find your assignments and where you will post your homework as well as finished major essay assignments. This is how we’ll keep in touch, so please check in on submission dates (two-three times a week), if not daily. You are responsible for being up-to-date and to know what is on our course site. Please contact me if you are having trouble ever.

Readings / Text:

All course readings can be found on the course website.

All our readings will be found at the link provided below


Your grade will be split into two parts: The Final Portfolio, which will include revisions of all your major essays, and Homework/ Participation, which will include all class discussions, homework assignments and basically everything else you post online. The Final Portfolio will comprise 60% of your final grade and Homework/ Participation will comprise 40% of your final grade.

Final Portfolio:

Your Final Portfolio will be worth 60% of your final grade, with the grade breakdown as follows:

Unit One: 10%

Unit Two: 20%

Unit Three: 20%

Reflection: 10%

Total: 60%

Please note that you will be expected to revise units one and two for the final portfolio. When you resubmit these, you will be able to improve your grade on those units.



Above, I have listed the numerical range for each letter grade received. The class will receive a letter grade for every assignment, project, the portfolio, and items dealing with class policy that will be averaged together at the end of the semester

Participation/ Homework:

If you do the homework assigned, you will get the credit. You will be asked to do it to the best of your abilities and thoughtfully, and you have to do it in a timely manner(submitted on or by the due date). (If you are 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.

For discussion board activities and other low-stakes assignments outside of the Units and Portfolio, I will not be looking so much at the grammar and other nitty gritty bits of your postings. I am mostly looking that you are trying to connect with your fellow students and trying to connect with the reading or work assigned. The postings online on the blogs and such will take the place of discussions in class. I would never correct the way a student spoke, so too would I not correct these postings in a similar way. However, I would correct you if your content was a bit off or was upsetting to another student.

There will be a participation rubric posted in the link below for more guidance for this.


Attendance will be judged mainly by activity and presence shown online. If you are emailing asking questions, okay. If you are posting regularly to discussion boards and submitting work on time, great. If you are doing both all the time, amazing! If something happens to you and you can’t submit something, please contact me to let me know you won’t be doing so. You don’t have to give an expansive reason why, but I just want to know you are aware something is due and that will also count as showing activity. If a student in a face to face class was not in class for a week or two, I would worry. This worry is amplified because of the fact that we are all online now, and that leaves many things left to the unknown (worry intensifies!).

Writing Center:
For one-on-one help with your writing assignments, send an email to CityTechWritingCenter@gmail requesting an appointment. You will receive an automatic reply with information about available tutoring sessions.


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 or visit the Center’s website at for more information.

Academic Integrity and Plagiarism Statement:

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 at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion.

Microsoft Office:

The City University of New York provides Microsoft Office 365 for Education to students at participating colleges, including City Tech via the Microsoft Office in Education program. You sign in using your Blackboard credentials (this is different than your regular CityTech email) and have online access to MS Word, Powerpoint, Excel and other programs in the MS Office Suite. You may also be eligible to download the Suite to your computer. For more information, see THIS LINK .

Some Notes About Our Syllabus

1. When there are items under the heading Class (XX), those items will either be distributed that day and/or to be done that day or the next. There is some flexibility here considering we are an online class, but please try to tend to those ASAP.

For example, please look at Class 2A. There, you will see it states- Discussion board post for “How to Tame a Wild Tongue” Jamila Lyiscott “3 Ways to Speak English.” That should be done on that day. The homework the previous class was to read/watch the items listed for the posting.

*Our class schedule will be split into A & B with a number attached. This was done to set up pacing. You can treat these as units that work together, but they may dip into another number set. Our class days are Saturday (our scheduled class day) and Wednesday. We have some holidays here or there that conflicted with a constant flow of classes, but I adjusted to make sure there were little to no conflicts. Follow the course schedule carefully, and you should be fine. A days will always be our set class day (Sat), and this is when if we need live sessions for any reason is when we will have them. B days (Wed) will only be days where I have you review materials, do discussion board posts, and the like. You do not have to worry about our sessions conflicting with your other classes.

Link to the schedule found here.

2. Homework (HW), unless otherwise specified, should be done by the next class meeting.

For example, please look at Class 1B. There, you will see it states- Please read Gloria Anzaldua, “How to Tame a Wild Tongue” and watch Jamila Lyiscott “3 Ways to Speak English.” That homework was given to prepare you for the task to be done the next class.

3. Major unit assignments (Education Narrative, Bibliography, and New Genre) will have dates listed for their submission. These dates will not fall on class days sometimes. In some cases, I must look over a draft or grade and will need time to do this prior to a class meeting day. Usually, they will be posted to Blackboard unless stated otherwise. If an assignment states (final draft), that means that assignment will be graded. If it is a first draft, then that will only receive a homework/participation grade. The first draft is given to assist all of you. If you do not hand it in, you will only receive a deduction to your homework/participation grade. However, remember, it is there to help, so don’t be shy about posting them please.

4. Please remember, you will need to briefly respond to all postings. Your homework or class activity may be to post to the discussion board, but you will have to respond to two other students by the next class. For example, on class 2A, you need to post for a video and piece given that day. By class 2B, you should briefly respond to at least 2 other students’ posts. This will help to bring about conversation that would have been done in class. Without responses, it will feel like yelling into the wind. Technically, I am the wind being you will be graded for these postings, but let’s try to maintain some human interaction as much as we can in our new online academic environment.

5.Things may shift and change as the semester goes along. I tried to pace the class as best as I could but may have to pump the breaks or hit the gas here and there. I can sense a change is necessary most times but will need feedback sometimes from all of you. Always reach out as a class if you think we need to pull back a bit or even to speed something along.

6. Please, please, please, always email me any concern or question you may have. I try my best to be as clear and precise as I can in my explanation of things, but everyone can always hit or miss with what they are trying to express to their audience. Being that we are all in a sorta/kinda lock down still, my day is filled with usually 5 activities, and 2 of those 5 are: chilling on the computer waiting for something to happen in the world and checking my emails for questions from the class. So, there is a severely high chance I will get to your email ASAP. Please note, I am not that old, but I tend to go to sleep around 11pm because I wake at 6am. It is just my new Covid sleep pattern. If you email me at around 10pm, I may not get to it till the morning.

Unit 1:


Class 1A 8/29:

Class introductions, read and review the class syllabus, exploration of class expectations, and watch the brief intro packet about OpenLab, Blackboard, and the class. Please review “Student Tips for Online Learning Success” from the course materials. Review of Education Narrative assignment.

HW: Please go to, signup for, and explore our class’ Openlab site. Please read Mike Bunn “How to Read Like a Writer” and “Online Discussions: Tips for Students.” In addition, please introduction yourself on Openlab- this will be found under (Intro) on the first page. The password should be the class number.

Class 1B 9/2:

Review of outlining, brainstorming, and drafting. Please find these materials within the Paper Resources under the Resources tab on our site.

HW: Please read Gloria Anzaldua, “How to Tame a Wild Tongue”and watch Jamila Lyiscott “3 Ways to Speak English.” In addition, please submit your Education Narrative outline to Openlab by 9/9.

Class 2A 9/12:

Discussion board post for “How to Tame a Wild Tongue” Jamila Lyiscott “3 Ways to Speak English.” Review of essay structure and thesis statements. Explanation about peer workshops and review conferences.

HW: Please read Donald Murray, “All Writing is Autobiography” and Yolonda Sealey-Ruiz, “Getting to Here from There.” In addition, please respond to at least 2 of your fellow students’ Education Narrative Outlines by 2B (9/16).

Class 2B 9/16:

Discussion board post for “All Writing is Autobiography” and” Getting to Here from There”. In addition, please email me your questions about your Education Narrative you may have.

HW: Please submit the first draft of your Education Narrative (2 pages) to Blackboard by 9/21.

Class 3A 9/26:

Discussion about reflective writing. Discussion about revision, editing, and proof reading. Review about Reflection Assignment. Conferences for Education Narrative first draft.

HW: Please read Jeff Anderson, “Sharing Our Vulnerabilities as Writers” and Nancy Sommer and Laura Saltz, “The Novice as Expert”.

Class 3B 9/30:

Discussion board post for “Sharing Our Vulnerabilities as Writers “and “The Novice as Expert”.

HW: Submit the final draft of the Education Narrative and Part One of reflection by 10/3.

Unit 2:


Class 4A 10/3:

Review of Bibliography and New Genre assignment. Please read annotated Bibliography MLA packet in the course materials.

HW: Please read Alison C. Witte, “Research Starts with Answers” and Emily A. Wierszewski, “Research Starts with a Thesis Statement.” Please find them with the same booked linked in the course materials.

Class 4B 10/7:

Discussion board post for “Research Starts with Answers” and “Research Starts with a Thesis Statement.”

HW: Try to develop a question you want your New Genre assignment to answer. Then, develop a thesis that would answer that question. Post to Openlab.

Class 5A 10/10:

Review of rhetoric and audience. Education Narrative conferences. Review of analysis and synthesis

HW: Reddit and Podcasts packet. Please review the links.

Class 5B 10/14:

After you reviewed the packet on Reddit and Podcasts, respond to either the Reddit discussion board posting or the podcasts one.

HW: Please read Bucher and Manning “Bringing Graphic Novels into a School’s Curriculum” and “Schools are Killing Curiosity.”

Class 6A 10/17:

Library research session. Students will find one source that ties into their New Genre assignment. Discussion about critical analysis.

Class 6B 10/21:

Discussion board post for “Bringing Graphic Novels into a School’s Curriculum” and “Schools are Killing Curiosity. Please post a link to the piece you will use for your New Genre assignment and write an analysis for it and how you will use it to Openlab.

HW: Continue finding pieces for your Bibliography assignment.

Class 7A 10/24:

Discussion about inquiry. Review of primary and secondary sources. Discussion about research planning.

HW: Begin writing your Bibliography assignment first draft. The first draft should be for at least 2 sources. Post to Blackboard by 10/28.

Class 7B 10/28:

First draft of Bibliography assignment due.

Class 8A 10/31:

Review feedback and conferences for your Bibliography first drafts.

HW: Please submit the final draft of the Bibliography assignment by 11/4.

Class 8B 11/4:

Explanation about research citation formats.

Class 9A 11/7:

Conferences for Bibliography assignment.

HW: Part two reflection submit by today to Blackboard by 11/11.

Class 9B 11/11:

Please read Erik Borg, “Discourse Community” and Kerry Dirk, “Navigating Genres” and watch “Understanding Genre Awareness.” Part two reflection submit by today to Blackboard.

Class 10A 11/14:

Conferences about Midterm grades. Discussion about proposals.

HW: Write a brief proposal for your New Genre assignment and submit it to Openlab. Outline for your New Genre assignment posted to Openlab. Submit both by 11/17.

Class 10B 11/18:

Blog post for “Discourse Community,” “Navigating Genres,” and “Understanding Genre Awareness.” Peer response for brief proposals to Openlab.

Unit 3:

New Genre

Class 11A 11/21:

Please read Gerald Graff and Cathy Birkenstein, “Chapter 3: As He Himself Puts It – The Art of Quoting”

HW: Discussion Board Activity- MLA. Start the first draft (2 pages) of New Genre paper and submit it by 12/2.

Class 11B 12/2:

MLA Review and continue work on New Genre Assignment

Class 12A 12/5:

Peer workshops and conferences for New Genre first draft.

HW: Submit the final draft of New Genre paper and Part three of reflection (with Part one and two) by 12/9.

Class 12B 12/9:

Submit the final draft of New Genre paper and Part three of reflection (with Part one and two) by today.

Class 13A 12/12:

New Genre and Portfolio conferences.

Class 13B 12/16:

Finish up wrapping up your portfolio and hand in by 12/19

Class 14A 12/19:

Hand in Portfolio

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