English 1101Co (add section #) 

Professor: Christopher Tarbell

Email: christopher.tarbell22@citytech.cuny.edu

Course Meeting Times: Namm 522

Weekly Office Hours: Monday 10 AM – 1 PM Namm 529

Welcome:

Welcome to City Tech and English 1101Co. In our class, we will prioritize intellectual nourishment and community. 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 includes reading and writing assignments that will help prepare you to read and write in a variety of environments: college classes, the workplace, the community.  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 value and also as models for our own writing projects. Your ideas and expertise are most welcome throughout this process.

The “Co” in English 1101Co stands for corequisite, and means that alongside English 1101 we dedicate time to building vocabulary and critical reading skills, scaffolding writing assignments, understanding clear sentence structure, and developing habits for collegiate success.

Enrollment Requirements: PI below 65

CUNY Proficiency Index and Placement Explained

Tools & Materials:

  • Course Site
  • Reader (no cost)
  • Texts also linked on the course schedule 
  • Google Drive (for assignment collection)
  • Dictionary (dictionary.com) 
  • Computer folder dedicated to this class, for assignment drafts
  • The New York Times (create a free Academic Pass account with your City Tech email)

Grading Breakdown:

Unit 1                                                                                        20%

Unit 2                                                                                        20%

Unit 3                                                                                        20%

Final Reflection & Revisions                                             10%

Participation (classwork and site posts)                       30%                           

Policies and Procedures:

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.

Though we are not in a physical classroom, we are still a community. Respect for everyone in our course (not just the professor) is crucial.

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.

New York City College of Technology Policy on 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.

Resources:

Writing Center: 

Writing Center (minimum of 3 sessions required)

Peer Mentors: 

We will have a peer mentor assigned to our class who will share City Tech wisdom as well as useful college announcements and workshop opportunities. More info will be forthcoming!

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.

 

Student Learning Outcomes: 

Pathways Required Common Core: English Composition

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.

English 1101 Course Specific 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.

 

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