Faculty: Below is a 15-week outline for instructors of English 1121. It includes suggested materials, ideas, and prompts that can be cut and pasted into weekly agendas. There are many options, and you are not expected to use all of them. Choose which ones make most sense for your teaching style and modality. Think of this document as a menu to facilitate the planning of class sessions and writing assignments. To view the older version of the Instructor Schedule for this course, which was developed specifically for online courses, you can click here.

Note: If you want to use Passing by Nella Larsen instead of Antigone by Sophocles, use the alternative agendas for weeks 6 and 7, which are included at the end of this instructor schedule. If you choose to use Passing, please remember to also update the Student Schedule with the Passing materials as well.

Week 1: Course Overview & Discourse Communities

Notes to Instructor:

  • Review the mechanics for your Learning Management System (LMS), such as Blackboard or OpenLab.
  • Assign a diagnostic (see sample below).
  • Work on introductory exercises to create community among students.
  • Review syllabus and course policies.
  • Make students aware of City Tech resources: the library, computer labs, the Writing Center, The New York Times subscription, OpenLab resources (Tips for Success on The OpenLab for Students).
  • Use “Mother Tongue” as a jumping off point to discuss the meaning of  “discourse community” (DC).

Texts:

Suggested Diagnostic:

  • Think about what is meant by the term “core values”? 
  • Look at the following list of example core values: being creative / artistic, family, friendships, political engagement, independence, learning and gaining knowledge, athletic ability, community, culture, music, spiritual or religious values, sense of humor
  •  Create your own list of core values.
  •  Respond to the following questions:
    • Write for at least one paragraph about one of your core values (some examples are given in the box above.) What does the importance of this value in your life say about you? 
    • Write for at least one paragraph about how this value relates to your goals for the future.
    •  Write for at least one more paragraph about how improving your writing and communication skills will help you achieve these goals.

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • Discuss three pieces of information that caught your attention on the syllabus; for example, questions you have about grading or deadlines, comments about the readings… anything that catches your eye is fine. 
  • Write a paragraph discussing your academic and personal interests. If you have a major, what is it and why did you choose it? If you don’t yet have a major, what areas of study are you considering? What types of genres do you enjoy reading, listening to, or watching? Share any other information you’d like, including your pronouns.
  • Amy Tan writes, “Recently, I was made keenly aware of the different Englishes I do use.” What are these different Englishes Tan refers to? When, where and how does she use them? What are Tan’s different communities, and what does the essay illustrate about Tan’s feelings about her different communities and the way she moves between these groups?
  • Who do you think would benefit from or be interested in reading this piece? Why?
  • Think about language and the different ways you communicate or speak. Choose a word or phrase that you use with one group of people (family, friends, co-workers, etc.) that would not be understood by a different group of people in your life. What is the meaning of this word or phrase? How would you explain it to someone who is an outsider?

Week 2: Understanding the term “Discourse Community” (DC)

Notes to Instructor:

  • Further discuss the definition of a discourse community. 
  • Review assignment guidelines for “Unit 1: Investigating a Discourse Community.”
  • Begin brainstorming and developing ideas  for Unit 1.

Texts:

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • Read and annotate Perri Klass’s article. 
  • After reading the Perri Klass article, and seeing her experience with being inside of a DC, how would you define the concept of a DC? Write a three to four sentence definition.
  • After reading Wollstonecraft’s letter, how would you identify her discourse community? Does the recipient seem to be a part of this group or outside of it? Explain your responses.
  • Why is Wollstonecraft writing this letter? What is the issue she identifies? Explain why she sees the issue as a problem.
  • Describe one of Wollstonecraft’s writing strategies that gets your attention. Quote from the letter and explain what she is doing and why it caught your attention.

Suggested prompts for scaffolding the major assignment in Unit 1:

  • Make a list of three discourse communities you participate in. Describe each discourse community you listed, and discuss the ways members behave, dress, how often you meet formally, and how do you communicate logistical information (by text? in person? Email? etc.). Note any special language, abbreviations, or slang that is specific to this group (and define the terms). 
  • Go back to your list of discourse communities, name two or three problems, issues, rituals, or practices that are unique to each DC.
  • Find a mentor text (a letter of your choice from internet research or from your own personal collection!) and notice and list the components of this genre.

Week 3: Choosing a Topic & Genre for Unit 1

Notes to Instructor:

  • Guide students as they make decisions regarding…
    • the DC they will write about.
    • the problem/issue/ritual/practice they will make visible.
    • the genre they will write in (speech or letter) and why this genre is best for their writing situation.
  • Help students note the differences and similarities between speeches and letters.
  • Review the idea of reliable sources and lateral reading.

Texts:

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • Pick two quotations from the text where either Douglass or AOC helps the listeners understand the problem being made visible. Use the “Quotation Handout” by Carrie Hall and create a quotation sandwich to explain the speaker’s point.
  • Describe one of AOC’s speaking strategies that gets your attention. Explain what she is doing and why it caught your attention.
  • Describe one of Douglass’s writing strategies that gets your attention. Explain what he is doing and why it caught your attention.
  • What makes a good letter – why write a letter? What makes an effective speech?  Why write a speech? What are the components of each genre: how are they the same? How are they different? 
  • How do they differ and how are they the same?
  • What makes you trust a source? Would your  source hold up in court as an expert witness, why or why not? Do you trust this source enough to make a bet based on the information it is providing? What gives you confidence in this source?

Suggested prompts for scaffolding the major assignment in Unit 1:

  • Pick the problem, issue, ritual or practice associated with/or unique to your discourse community that will be the topic of your Unit 1 assignment. Freewrite everything you know about your topic.
  • Think, pair & share: Share your freewrite with a partner and have your partner ask you three questions about this topic. Write their questions down. You can use these to add to the information you provide about your topic.
  • Do some googling to deepen your own knowledge so you can better explain to someone outside this community the problem, issue, ritual, or practice that you have chosen to write about for this assignment.
  • Decide on whether you are going to write a letter or a speech for your chosen audience, and review the relevant models (the pieces we read in class and the individual mentor texts you found) to help with organizing your material for your chosen genre. 

Week 4: Completing the First Draft

Notes to Instructor:

Suggested prompts for scaffolding the major assignment in Unit 1:

  • Imagine you have met someone who is outside your discourse community. You want to  explain the problem, issue, ritual, or practice and you want to do this in a way that helps them truly  “put themselves in your shoes” and even feel comfortable enough to participate in the experience you are describing. And start drafting your letter or speech! As you write…
    • Remember to include details and be specific: include sounds, smells, visuals– bring your audience into your experience as much as possible.
    • Peer Share: Read a classmate’s piece and note the following information:  what seems useful; what is confusing; what is interesting that you want to hear more about. Write down three questions you have about your partner’s topic.
    • Go through your draft and create an outline or a summary organizing your thoughts. 
    • Work on integrating information from your peer’s comments (for example, what is confusing about the information you have presented? What is missing from your piece?), and research on your problem, issue, ritual, or practice into your letter or speech. Remember to use the quote sandwich when integrating your resources.

Week 5: Ending Unit 1 & Starting Unit 2

Notes to Instructor:

  • Unit 1 (Speech or Letter) are due.
  • Instead of grading this draft, you may choose to provide extensive comments and have the students revise immediately, at some other point in the semester, or for the final portfolio.
  • Assign a Unit 1 reflection piece such as this: Write a short letter to me explaining your thoughts on writing in the genre you chose for Unit 1. Did you find it easier to express your thoughts through a letter or speech writing a traditional academic essay? Why or why not? Also, reflect on how A.O.C and Douglass or Wollstonecraft helped you create your piece.
  • Review assignment guidelines for Unit 2.
  • Review definition for op-ed/opinion pieces.

Texts:

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

Activity for Thunberg video. (Adapt this activity for use with any op-ed/opinion essay)
  • Examine the LEDE (pronounced “lead”): aside from the visual aspect of this piece, what information draws you in at the beginning? Where is the line between the introduction and the rest of the piece; in other words, where does the lede end (pause the video and explain what happens at that moment).
  • What is the THESIS of this piece? Is it explicit or implied? If explicit, write down the exact sentence or sentences that make up the thesis. If implied, what is the message and why do you think this is what the creator of the video means for you to take away?
  • What kind of evidence is given to help prove the point? Evidence can be in the form of…
    • Statistics
    • News
    • Reports from credible organizations
    • Expert quotes
    • Scholarship
    • History
    • First-hand experience
    • Anecdotes (informal stories you’ve witnessed or heard)
  • Acknowledgement of counter-arguments: Does the piece acknowledge any flaws in the video’s argument or address the other side?
  • Are you interested in the conclusion? What does the piece do in an attempt to keep the reader engaged at the end of the piece?
Activity for “What We Are Not Teaching Boys About Being Human.” (Adapt this activity for use with any op-ed/opinion essay.)
  • What are your reactions to this op-ed/opinion essay? What did you like, dislike, notice?
  • What can you say about the issue? How would you define the conflict or debate, and what is at stake? 
  • What stance is the Whippman taking in this piece?
  • Identify one place where Whippman uses the appeals of logos, pathos, or ethos.
    • Copy this quote from the article and turn it into a quote sandwich. You can review the “Quotation Handout” by Carrie Hall for help with the quote sandwich technique.
    • Your sentence should explain why the moment is an example of logos, pathos, or ethos (or a combination). 

Suggested prompts for reflecting on Unit 1 & scaffolding the Unit 2 assignment:

  • Select powerful quotes from the op-ed/opinion essays we’ve read so far, and discuss why those quotes help the author to convince the reader of their argument. 
  • With the op-ed/opinion essays we’ve looked at so far,what  generalizations can you make about this genre? What is the point of the op-ed/opinion essay?
  • Work with a partner and annotate the different parts of the op-ed/opinion essay: track the flow of the argument, and notice where the author is using the various appeals.

Week 6: Reading Antigone & Developing Research Questions

Notes to Instructor:

  • Choose scenes from Antigone to read aloud.
  • For the version of Antigone we’ve included here, assign approx.18 pages a day for homework in order to finish the text over the course of three classes.
  • Begin brainstorming and developing topics for Unit 2.

Texts:

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • From what you have read so far, what do you think the main conflict of the play is?
  • Look at a speech (at least 10 lines long) by Creon, Antigone, Haemon or any other character. Pick a speech (or part of a speech) that is especially convincing. What is the speaker’s argument and what evidence or other details do use to support their point?
  • Break into groups and attempt to read sections of the Greek Chorus in sync. What is the purpose of the “Greek Chorus” both in terms of delivering content and as a theatrical strategy?
  • Working in small groups, annotate selected scenes: What is happening plot-wise? What is happening theme-wise and how does what happens in the scene you are annotating relate to the larger theme of the play?

Possible prompts for scaffolding the major assignment in Unit 2:

  • Antigone’s feelings about the injustice done to her brother moved her to action. What are some social issues that might inspire you to act? Think about events, laws, policies, rules, regulations, and social and political movements that have caught your attention (and that have more than one side). Avoid typical topics (like the death penalty, abortion, and violent video games). Use research to help you decide where you stand on an issue. Brainstorm a list of two or three topics that really matter to you.
  • Look at your list of issues and write one or two questions that come to mind. Consult City Tech Library’s Guide to Developing a Research Question to help you with this assignment.
  • Submit your list of issues and questions about those issues for feedback and guidance with choosing a topic for your op-ed/opinion essay.

Week 7:  Reading Antigone & Unit 2 Work Continued

Texts:

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • Find and give a definition for the term “civil disobedience,” and explain whether or not you think Antigone is engaged in an act of civil disobedience.
  • Based on her statements and actions, do you consider Antigone to be a criminal or a hero?  Write two paragraphs: one that creates a case for her being a criminal and one supporting her actions as heroic. In each paragraph, quote Antigone directly. And use examples from the play to support your ideas.
  • How does the character of Creon help you to think about justice, power, and authority? Has the play helped you to think about the world we live in today? Explain your answers and give examples from the text to support your responses.
  • The Theater of War organization consistently chooses Antigone as a text through which to understand social justice issues and crises in our communities. Antigone is one of only a few texts that have survived from ancient Greek times; there must be something that keeps it relevant to all sorts of people throughout time. Share two or three things about the conflict, themes, and characters that seem relevant to you or to our city, nation, or world despite it being an ancient text?

Possible prompts for scaffolding the major assignment in Unit 2:

  • Based on the feedback you received, choose the issue you want to use for your op-ed/opinion essay; identify the various sides of this issue.
  • Do internet research on the issue; read/view/listen to at least five sources that offer various views and ideas related to your issue. 
  • Write a sentence for each source explaining why you feel this is a “reliable source.” 
  • Decide what side you want to argue regarding this issue and write a short paragraph explaining why this is your choice.

Week 8: Looking at Op-Ed/Opinion Essays

Notes to Instructor:

  • Schedule a library session (optional) or continue reinforcing how to identify reliable sources.
  • Start Drafting op-eds/opinion essays.

Texts:

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • What is one moment in Roxane Gay’s piece that you feel is particularly convincing? Quote the moment and explain what makes it effective.
  • Scan the titles of the op-eds/opinion essays we have covered and a few more in the NYTimes Opinion Section. What do you notice?
  • Scan the paragraphing of a few op-eds/opinion essays, what do you notice about how the genre is organized?
  • Read the conclusion of a few op-eds/opinion essays, what do you notice?

Possible prompts for scaffolding the major assignment in Unit 2:

  • Use the three questions you have developed to further research your topic during the library session, in class, or on your own.
  • Use the City Tech library’s online databases or the internet to locate reputable sources that help you understand the issue you are researching. Some useful databases are NexisUni, Academic Search Complete, and Opposing Viewpoints. Please note: The first source you come across will not necessarily be the best one! You will have to look at multiple sources to find sources that are truly useful for your specific question.  Try to explore a variety of genres for this assignment: consider journal articles, TED Talks, podcasts, Op-Eds,opinion essays, letters, or news reports.
  • Begin to read your sources carefully a couple of times and take notes. (Either take notes directly on the article or write down ideas and quotes from the text that you find compelling.)
  • Plan your essay by doing the following:
    • Draft the thesis statement you have developed after researching.
    • List several  points that support your thesis.
    • List several pieces of evidence (data, statistics, quotes from experts, examples, anecdotal evidence, etc.) that back up your individual points and overall thesis.

Week 9: Ethos, Pathos & Logos

Notes to Instructor:

  • Guide students as they work on completing a draft of their op-eds/opinion essays.

Texts:

Possible prompts for scaffolding the major assignment in Unit 2:

  • Look through the NYTimes Opinion section and find an op-ed/opinion essay that interests you and which will be your mentor text.
  • Look at Section #3 (Structure) of the “Op-ed Writing: Tips and Tricks” and compare this section to the op-ed/opinion essay you have chosen as a model. See if the writer organizes their piece in this way. Keep in mind the article may not match up exactly with the structure provided in the guide, but list as many of the following: 
    • the title and author of the piece you chose.
    • the author’s main point, thesis or argument.
    • two or three examples that back up the argument.
    • an example of evidence (data, statistics, expert quotes, etc.) that backs up the argument.
    • a reference to a counter-argument (what the piece “Op-ed Writing: Tips and Tricks” calls a “to be sure” paragraph).
    • the “lede” or hook that begins the article in order to get your attention
    • a concluding thought or message.
  • Work on drafting the op-ed/opinion essay.
  • After you have a draft pay special attention to the following:
    • your opening paragraph/lede. Make sure it includes some kind of hook to get your audience’s attention.
    • your title. Make sure it follows the format of the op-ed/opinion essay titles you noted.
    • your paragraphs (length and focus).
    • your conclusion. Make sure it follows one of the strategies you see in other op-eds/opinion essays you have read.

Week 10: Ending Unit 2 & Starting Unit 3

Notes to Instructor:

  • Unit 2 assignments (The Op-Ed/Opinion Essay) are due.
  • Assign a reflection piece such as this: Write a short reflection on the research process and what you learned. Consider the following questions: What did you find difficult about doing this type of research? What did you learn about doing this type of research that you can take to future classes?
  • Review Unit 3 Guidelines.
  • Discuss the term “multi-modal.” Here is a basic definition to consider: “Multimodal writing assignments…combine traditional textual elements with pictures, data visualizations, video, sound, animation, etc.” (Purdue OWL). You might also look at “What is Multimodality?” by Melanie Gagich
  • Discuss taking material from the op-eds/opinion essays and repurposing for the multi-modal projects.
  • Discuss pairing audiences and genres.
  • Discuss how choosing a genre requires a writer to think about the audience, and how the conventions of a genre affect writing and the presentation of information.

Texts:

 Possible prompts for scaffolding the major assignment in Unit 3:

  • What are multimodal genres in which you generally compose or engage with? Make a list (individually, with a partner/group, or as a class).
  • What are the modes that make up this type of composition (images, sound, written text, etc.). In other words, in what ways does it communicate? What are some ways you use this type of text? With whom do you use this type of mode?
  • Look at a wide-range of multi-modal genres (see Unit 3 assignment guidelines for a list of possibilities) and select a “mentor” text that speaks to you.
  • Browse through the assigned texts to get a sense of various kinds of multimodal texts.
  • After reviewing examples of various genres, decide on which genre/multimodal format you are going to compose in and find a “mentor text” to use as a model for your Unit 3 assignment.  Remember your mentor text does not have to match your topic in terms of content. You are looking at the genre. 
  • Look at your mentor text and take notes on the following: What are the elements and features of the multimodal genre in which you will be composing? Some things to consider are the typical length, tone, and format. Also, think about how this genre is organized and how an audience typically responds.
  • Multimodal Brainstorming and Reflection Worksheet
    • Write down your op-ed/opinion essay research topic and your overall argument/stance/point on this topic.
    • Who do you think needs to hear about this information and argument? Write down a specific group, discourse community, or person. It should not be everyone. Your audience will affect the multimodal genre you choose to compose in for your Unit 3 assignment.
    • Explain in detail why you chose this audience—to do so, think about the following:  How does this topic and argument relate to your chosen audience? Why do you think this information is useful for this particular audience?
    • What is your specific purpose for sharing your research and argument with your chosen audience?  In other words, what do you want your audience to walk away knowing and believing? 
    • What multimodal genre are you using to communicate with your audience?
    • Why is this your choice of genre for this group and for your purpose? Explain your choice in as much detail as possible. 

Week 11: Drafting & Building Unit 3: The Multimodal project

Notes to Instructor:

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • Look at student examples of Unit 3. Note one thing that is appealing or compelling about each example. Note one thing you would add or change in each example.
  • How do you want your audience to feel after coming into contact with your unit 3 piece? What do you want them to believe? What elements will you use in your multimodal piece to help you accomplish these goals? Why?

Week 12: Drafting Continued & Multimodal Presentations

Notes to Instructor:

  • Student presentations of Unit 3 drafts 

Texts:

Suggested activities for scaffolding the major assignment in Unit 3:

  • Imagine you are part of a focus group. As your peers present their multi-modal projects, follow the Liz Lerman Critical Response Process (CRP): focus on the “Core Steps” of the CRP as you give your peers feedback.  

Week 13: Multimodal presentations (cont’d.)

Notes to Instructor:

  • Unit 3 presentations continued (if needed).
  • Unit 3 assignments (The Multimodal project) are due.
  • Review Assignment Guidelines for the Final Reflection and Portfolio.
  • Begin drafting the Final Reflection.

Suggested activities for scaffolding the Final Reflection:

  • Look at the reflection questions below and freewrite for 20 minutes. This freewrite will help you generate material for your Final Reflection: 
    • How have you developed as a writer? As a reader? As a researcher?
    • Choose three quotes from your writing that represent three moments you are proud of because either you figured out how to express a difficult thought or concept or because you made an important connection or compelling point. Explain why you choose these quotes.
    • What were your early assumptions/beliefs about yourself and writing? Have they since changed? 
    • What was your experience when revising assignments? Give an example from your work of a sentence, paragraph, or idea that you changed. Quote both the original and the new versions and explain what you changed and why.
    • What did you expect to learn in this class? What did you actually learn? How do you feel about the class and what you have learned now that the semester is over?
    • What advice would you give to students taking this course next semester?
  • Begin drafting Final Reflection. 

Suggested prompt for the revision:

  • Reflective Writing for the revision. Look over the feedback on the assignment you will revise and write a paragraph answering the following questions: What will you revise? Why? How/what steps will you take to complete your revision?

Week 14: Reflections, Revisions & Portfolios

Notes to Instructor:

  • Continue drafting the Final Reflection.
  • Work on revisions.
  • Conference with students about revising one piece.
  • Guide students to write a paragraph on what they will change about the piece they are choosing to revise.

Week 15: Conclusion

  • Final Reflection and Portfolio due (including their revised work).
  • Consider doing the reflection during the final week in-class either as a handwritten document or in a computer lab. 

Alternative Unit 2: Weeks 6-7

Week 6: Reading Passing & Developing Research Questions

Notes to Instructor:

  • Choose scenes from Passing to read aloud.
  • Passing is composed of three short volumes. Assign one volume of the novel per class for homework in order to finish the text over the course of three classes.
  • Begin brainstorming and developing topics for Unit 2.

Texts:

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • From what you have read so far, how would you describe the theme or themes that are emerging in the novel?
  • Annotate selected scenes: What is happening plot-wise? What is happening theme-wise and how does the scene you are annotating relate to the larger theme of the novel?
  • If Clare and Irene had social media accounts, which would be their platform of choice? What kinds of things would they choose to post about their lives? Create three posts for each character reflecting their state of mind at the beginning, middle and end of the novel.
  • What spaces do each of the characters feel comfortable in? In which do they feel uncomfortable? 
  • Think about your daily routines, weekdays, weekends, spaces you must go vs. spaces you want to go to–where do you feel “at home”? Where do you feel like an outsider? Talk about the spaces in-between as well. As you write about these spaces, reflect on spaces where you may have once felt uncomfortable, but now feel at ease (what happened to cause this transition?) Alternatively, are there some spaces where you once were at ease and now feel like you don’t belong…
  • Choose one word, name or phrase from the novel’s “Explanatory Notes” and conduct research about it, for example, “the Negro Welfare League” or “sons and daughters of Ham.” Explain the meaning of the word, name, or phrase.

Possible prompts for scaffolding the major assignment in Unit 2:

  • Nella Larsen explores the concept of “passing” and the way it impacts the individuals and communities around her. Think about events, laws, policies, rules, regulations, and social and political movements that  impact you, your community, or the world beyond and that you would like to bring to light or amplify. In order to prepare for writing in the op-ed/opinion genre, your topic should be complex and multi-faceted (in other words, you should be able to debate someone on this topic). Avoid typical topics (like the death penalty, abortion, and violent video games). Use research to help you decide where you stand on an issue. Brainstorm a list of two or three topics.
  • Look at your list of issues and write one or two questions that come to mind. Consult City Tech Library’s Guide to Developing a Research Question to help you with this assignment.
  • Submit your list of issues and questions about those issues for feedback and guidance with choosing a topic for your op-ed.

Week 7:  Reading Passing & Making a Choice

Texts:

  • Continue reading Passing.
  • Watch excerpts of the film Passing.

Suggested prompts to pair with readings for class discussion, group work, posts, and/or writing reflections:

  • Having read the novel, how would you define the idea of passing?
  • How would each of these women define the word passing?
  • What are some situations in your life or in the world around you where you see the idea of passing (broadly defined) in action? 
  • Explore the ambiguity of the ending in both the text and the new film adaptation. How does the language and style of the text shape that ambiguity? Is it intentional? Is it a success or failure as a narrative concept? How does the film adapt the ending? What film/camera/editing techniques are used to create that ending? (researching literary style, literary analysis, film techniques and style, film theory)

Possible prompts for scaffolding the major assignment in Unit 2:

  • Based on the feedback you received, choose the issue you want to use for your op-ed; identify the various sides of this issue.
  • Do internet research on the issue; read/view/listen to at least five sources that offer various views and ideas related to your issue. 
  • Write a sentence for each source explaining why you feel this is a “reliable source.” 
  • Decide what side you want to argue regarding this issue and write a short paragraph explaining why this is your choice.