Welcome to the Fall 2017 Semester at City Tech! On the First Year Writing @ City Tech Web site, you will find resources for planning your course and developing your syllabus, including sample syllabi and assignments for Introduction to Composition (ENG1101) and Advanced Composition (ENG1121),a “living handbook” for writing faculty at City Tech, as well as a range of resources related to best practices in teaching writing in general, in the disciplines, and across the curriculum. Some general information about college policies and resources is available here; new faculty will find answers to many FAQs in this document. Below are some documents to review–and possibly use–as you put together your syallbus for the Fall, 2017 semester. You will also find the recently revised “Description of Learning Outcomes for ENG1101 and ENG1121 Instructors,” which are to assist instructors in the planning of their courses. The official course descriptions for both ENG1101 and ENG1121 remain the same. You can access those here (ENG1101 / ENG1121).
CITY TECH COLLEGE CALENDAR FALL 2017
ENG1101 SYLLABUS TEMPLATE FALL 2017
ENG1121 SYLLABUS TEMPLATE FALL 2017
SAMPLE SYLLABI
Professor Porter’s ENG1101 The Place Where We Dwell Syllabus With Assignments
Professor Devers’ ENG1101 “Open Access” Syllabus and Scaffolded First Essay Assignment
Professor Kwong’s ENG1101 River Reader Syllabus
Professor Rodgers’ Hybrid ENG1101 Course Site With Assignments and Readings
Professor Scanlan’s ENG1121 Course Syllabus
DESCRIPTION OF LEARNING OUTCOMES FOR INSTRUCTORS OF ENG1101 (City Tech, 2017)
As an introduction to college writing for incoming first-year students, ENG1101 serves multiple purposes. The course is not only an introduction to the processes, rhetorical situations, structures and dialects of college writing, but also serves to introduce students to the discourse communities and practices of college courses in general. As a course that includes several different types of writing assignments–informal, scaffolded, formal, discipline-specific–across several different writing platforms–web, paper, notebook, mobile–and genres–personal essay, argumentative essay, research essay, blog post, letter, Tweet, proposal, bibliography, editorial, report–the course serves as a practicum for understanding college writing assignments and genres, critical reading practices, textual analysis, critical thinking, and composing and revision processes. While instructors are encouraged to develop their own sequences of assignments for the course, these all must relate to the three key learning outcomes for the course:
1/ understanding reading and writing as a processes and the discrete roles and functions of each step and stage in those processes;
2/ forming, stating, and supporting an argument with attention to the ethical use of sources;
3/ developing an awareness of the audience and purpose of each writing situation and its attendant stylistic, structural, and communicational/dialect features
