INSTRUCTOR COPY: This document includes detailed prompts and student directions that you can cut and paste into your weekly assignment posts as you progress through the semester.

ENG 1121: Instructor Schedule for online instruction

–incorporating Core Books at CUNY and the First Year Writing curriculum–

Introduction: Course Overview & Tips for Being an Online Student

Day 1
READING:
  • Sign up for our OpenLab site/Go to our Blackboard class site: if you encounter problems, please email me at ___________________.
  • Review the class site: be sure to read the introduction to the course, look over the syllabus, and open and review all course tabs/sections.
  • If using OpenLab, review: “Tips for Success” on “The OpenLab for Students.”
  • If using BlackBoard, review: “Student Guide to Blackboard.”
 WRITING: Introductions
  • Respond to the Discussion Question “Introducing Yourself”: Write a paragraph (approx. 100 words) discussing your academic interests, why you chose your major, what you enjoy reading, listening to, watching, and doing in your spare time, or anything else you want to share (include your pronouns if you wish).
  • Respond to the Discussion Question “Online Learning”: Write a paragraph (approx. 100 words). Discuss any questions or concerns you have about taking an online writing class. Mention anything that confuses or worries you. You may also discuss positive aspects (either that you’ve experienced or that you foresee) about online learning. At the end of your response, share one or two tips from your own online experience (either in school, at work, or in other day-to-day use of technology) that you think other students might find useful.
  • Respond to the Discussion Question “Our Syllabus”: Discuss three pieces of information that caught your attention on the syllabus. These could be questions you have about grading or deadlines, comments on the online component, or observations about the chosen readings… really anything that catches your eye is fine.
  • Take the online technology survey.
  • Sign up for your free subscription to The New York Times: https://library.citytech.cuny.edu/help/how/nytimes.php
  • Check out the City Tech Writing Center on OpenLab: https://openlab.citytech.cuny.edu/writingcenter/

Unit 1: Investigating a Discourse Community 

Day 2
READING & WATCHING: WRITING: Thinking About Community
  • Respond to the Discussion Question “Amy Tan’s ‘Mother Tongue’”: Amy Tan writes, “Recently, I was made keenly aware of the different Englishes I do use.” What are these different Englishes; when, where and how does she use them? What does this piece illustrate about Tan’s responsibility to and feelings about her different communities and the way she moves between these groups?
  • Respond to the Discussion Question “Audience in Tan’s ‘Mother Tongue’”: Who do you think would benefit or be interested in reading this piece? Why?
  • Respond to the Discussion Question “Language and Community”: 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 and how would you explain it to someone who is an outsider to the group who uses it?
 Day 3
 READING: RESOURCES: WRITING: Introduction to Discourse Communities 
  • Respond to the Discussion Question “Swales”: Create a “double-entry journal” exploring two observations that Swales makes about discourse communities. To do this, find two quotes you find compelling. Write down each quotation and then explain what you found interesting (or even confusing).
Template for the double-entry journal (use the template below or set up your double-entry journal using two columns if you prefer). Quote 1: Explain why you feel connected to this quote: Quote 2: Explain why you feel connected to this quote:
  • Respond to the Discussion Question “Our Discourse Communities”: Think about the basic definition Swales gives (page two/paragraph three), and make a list of three discourse communities you participate in. Use a couple of sentences to describe each discourse community you listed, and discuss the basic “values, assumptions, and ways of communicating” found in each one.
Day 4
READING:
  • Mary Wollstonecraft “Dedicatory Letter” to A Vindication of the Rights of Woman
WRITING: Responding to Wollstonecraft
  • Respond to the Discussion Question “Analyzing Wollstonecraft”: Why is Wollstonecraft writing this letter? What is the issue she identifies? Explain why she sees the issue as a problem.
  • Respond to the Discussion Question “Wollstonecraft’s Discourse Community”: After reading this letter, how would you identify Wollstonecraft’s discourse community? Does the recipient seem to be a part of this group or outside of it? Explain your responses.
  • Respond to the Discussion Question “Wollstonecraft’s Writing Strategies”: Describe one of Wollstonecraft’s writing strategies that gets your attention. Explain what she is doing and why it caught your attention. (Remember: for the Unit 1 Assignment, you will be writing your own speech or letter.)
  • Respond to the Discussion Question “Problems and Issues”: Go back to your list of Discourse Communities, list them again here and name two or three problems or issues that are central to each one.
Day 5
RESOURCES:  WRITING: Brainstorming Discourse Communities and Research
  • Write a Post/Submit an Assignment in which you do the following (approximately 200-250 words):
    • By now you’ve identified discourse communities to which you belong as well as certain issues and/or problems specific to those groups. Pick one problem that you have identified as specific to a certain discourse community and spend 30 minutes doing research about this problem. Set a timer to keep you on task! As you do research, here are some things to look for and note:
      • Who is already involved in attempting to make the problem visible to outsiders? What are their positions, views, and strategies as they bring this problem to light?
      • Who needs to know about this problem? Why would you want to tell this audience about the problem? List ideas and information that would be persuasive in helping your audience understand that this particular issue is a problem. (Use the “Effective Persuasion” presentation as you make this list.)
      • Aside from doing internet or library research, you may interview (over the phone or via email is fine) anyone involved with or affected by this problem. Find three or four relevant and reliable sources: keep track of your sources and take detailed notes on what you find.
Day 6
READING & LISTENING:  RESOURCE: WRITING: Responding to Douglass
  • Write a Post/Submit an Assignment in which you do the following (approximately 200-250 words):
    • Having read and listened to Douglass’s speech, what do you believe he is arguing? Write a short summary of what he is saying.
    • Now, pick two quotations from the text where Douglass helps his listeners understand the problem he is making visible. Use the “The Quote Sandwich” technique.
      • Quote the passage/lines using proper MLA citation formatting (be sure to quote accurately).
      • Paraphrase the quote (put it in your own words).
      • Explain how this quote helps Douglass to illustrate his argument.
In your response, use the following format: Quote 1: Paraphrase: Response: Quote 2: Paraphrase: Response:
  • Respond to the Discussion Question “Douglass’s Writing Strategies”: Describe one of Douglass’s writing strategies that gets your attention. Explain what he is doing and why it caught your attention. (Remember: for the Unit 1 Assignment, you will be writing your own speech or letter.)
 Day 7
READING & WATCHING:  WRITING: Pick a Model & Organize Your Ideas
  • Decide on whether you are going to write a letter or a speech for your chosen audience.
  • Now, review the relevant models. If you are writing a speech, review A.O.C and Douglass. If you are writing a letter look at Wollstonecraft’s text.
  • Imagine you have met someone who is outside your discourse community. You want to convince them of the importance of the issue you’ve identified.
    • Set a timer and spend 20 uninterrupted minutes writing what you would say about your issue or problem. (This is a freewrite, so you don’t have to worry about perfect grammar or complete sentences– just get your ideas down!)
    • Include all the details you can think of related to this issue or problem:
      • Who is affected and how?
      • What are some of the effects of this problem? Give examples.
      • Also include other important and relevant information to help someone on the outside of your discourse community see and understand the problem.
      • Who are the people with power who could help to create change?
    • After twenty minutes, read through and decide what information seems useful and worth using in the letter or speech you will be writing. Also, think about how you will lay out your argument; for example, in what order will you deliver the information?
  • The above activities are for you to keep and reflect on as you work towards the Unit Assignment (in other words, do not submit the above). For today’s submission, write a Post/Submit an Assignment (approx. 300 words)with the following:
    • Write a few sentences explaining which model you are choosing (the letter or speech) and why. How do you think this specific genre will help you to make your argument?
    • Create either an outline or a summary organizing your thoughts. This outline or summary should state your main point and how you will make your
Day 8
RESOURCE: WRITING: Drafting
  • Look at the research you did on the problem in your discourse community, and find a quote you might use to support the argument you are making in your letter or speech. Be sure to use the “quote sandwich” technique and cite using MLA style. If you need help with either quoting or citing, refer to Purdue OWL’s “MLA Style Introduction.” You may also make an appointment with the City Tech Writing Center for help at any stage of the drafting process: https://openlab.citytech.cuny.edu/writingcenter/.
  • Work on your draft.
  • You are not posting your draft, but you may use virtual office hours to check in and ask questions.
Day 9
WRITING: Drafting
  • Work on your draft.
  • You are not posting your draft, but you may use virtual office hours to check in and ask questions.

Unit 2 —Researching and Argument: Writing an Op-Ed/Opinion Essay

Day 10
  • SUBMIT Unit 1 (Discourse Community Assignment)
  • Write a Post/Submit an Assignment that includes the following:
    • A short letter (approx. 150-200 words) to me explaining your thoughts on writing in the genre you chose. 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.
READING: RESOURCE:  WRITING: Introducing the Argument & Persuasion Project: Writing an Op-Ed/Opinion Essay
  • Respond to the Discussion Question “Integrating Research”: Notice one place in the essay where McWhorter uses research. Quote this section and discuss how the author uses research to support the point of the piece.
  • Respond to the Discussion Question “McWhorter Argument”: After reading “Yes, the Great Books Make Us Better People,” what is one point that McWhorter makes that you feel strongly about? Either quote directly or put the claim into your own words. What are your thoughts and feelings on what he is arguing? Why?
  • Respond to the Discussion Question “Practicing an Argument”: Think of a time when you had to make a point and persuade someone to agree with your point, and explain what the situation was and the strategies you used to strengthen your point of view. If you cannot think of an example, then imagine yourself trying to convince someone either in a low or high stakes situation (e.g. what kind of take-out food to order or whom to vote for in a political race)– Name your imagined situation and explain what kind of information you would include to make your voice heard and to persuade your listener.
 Day 11
READING:
  • Read Sophocles, Antigone (lines 1-625, pp.1-21)
(Note: if your class meets synchronously, consider devoting class time to reading sections of the script out loud.) WRITING: Antigone Day 1
  • Write a Post/Submit an Assignment that includes the following:
    • Re-read the first 100 lines (pages 1-5) of the play, and write down some adjectives describing the two sisters (Antigone and Ismene). With these characteristics in mind, what actors you would cast in the role of Antigone and Ismene if this were a movie? Why?
    • Re-read Creon’s monologue (pp. 6-8), Creon’s interactions with the guard (pp. 8-13), and the section between Antigone and Creon after she is brought before him (pp.13-21) in order to gain a sense of Creon’s character. If Creon lived in today’s world, on which social media platform would his monologue appear? Why would he use this platform? What traits does he have that would make him choose this platform? Using the conventions of the platform, rewrite a section of the monologue in modern language.
  • Respond to the Discussion Question “Central Conflict”: From what you have read so far, what do you think the main conflict of the play is?
Day 12
READING:
  • Sophocles, Antigone (lines 626, pp. 22-45)                   
RESOURCES: WRITING: Antigone Day 2
  • Respond to the Discussion Question “Antigone and Civil Disobedience”: 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.
  • Respond to the Discussion Question “Brainstorming Topics for the Unit 2 Assignment”: Antigone’s feelings about what happened to her brother Polyneices and the injustice done to him move her to action. What are some social issues that you feel strongly about and might inspire you to act? You might 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). Really search for an issue — local, national, global– that you feel is important and want to know more about; the goal here is not to know your position beforehand but to use research to help you decide where you stand on an issue. Brainstorm a list of two or three topics: for each issue 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.
Day 13
WRITING: Preliminary Research and Picking a Topic for your Op-Ed/Opinion Essay
  • Look at the Unit 2 Assignment topics and questions you and your peers have generated through brainstorming. Then, choose the one you think is the most interesting (from either your list or your classmates’ lists). Set a timer and spend 30 minutes googling the topic you’ve selected, and bookmark articles or copy links that look interesting. Take notes on key ideas and questions related to your topic. And identify the various sides of this issue.
  • Write a Post/Submit an Assignment that includes the following:
    • List the topic you have decided to use for your Op-Ed piece/Opinion Essay.
    • Reflect on your notes, and write a short paragraph summarizing what you learned.
    • Decide what side you want to argue with regard to the issue and write a short paragraph explaining why this is your choice.
    • Write up three questions you still have about your topic: these should not be “yes or no” questions, but questions you have about your issue and the side you are arguing. Keep in mind you will use research to help you answer these questions as well as to find evidence to back up the argument you are making.
Day 14
WATCHING: WRITING: Antigone Day 3
  • Write a Post/Submit an Assignment that responds to one of the following questions:
    • Based on her statements and actions, do you consider Antigone to be a criminal or a hero? Using the text, write two paragraphs: one that creates a case for her being a criminal and one supporting her actions as heroic. Use at least two examples from the play to support your ideas.
OR o   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.
  • Respond to the Discussion Question “Antigone in Ferguson Research”: What kind of research do you think the theater artists had to do to connect this ancient Greek tragedy to a real-life, modern-day one.
  • Respond to the Discussion Question “Antigone in Ferguson Argument”: What argument or point are the directors of Antigone in Ferguson making? Why do you think they chose to adapt Sophocles’ play to make their point?
Day 15
Optional Library Day: If you wish, contact the library to schedule a Library Session here or wherever it works for you during the semester. RESOURCES:  WRITING: Research Prep (this is for you, no posting necessary)
  • 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, 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.)
  • Use the City Tech Library’s “Citation and Formatting Guide” and create citations of your sources.
  • Write a Post/Submit an Assignment the includes the following:
    • Citations (using MLA formatting) for each source you have found. You should have at least three credible sources.
Day 16
READING: RESOURCE: WRITING: Looking at the Op-Ed Genre and Thinking about Argument
  • Respond to the Discussion Question “Looking at the Op-Ed as a Genre”: With Bruni’s Op-Ed/Opinion Essay in mind, make a list of the main elements and defining qualities of this genre. Notice the following:
    • The writing style: is it formal? informal? how long are the paragraphs? does it use first person? second person? third person? is there something else that stands out about the style?
    • Structure: is there a pattern to the way the pieces begin and end? are there direct quotes? vivid examples?
    • Purpose: are these pieces meant to inform? persuade? entertain? a combination? something different?
  • Write a Post/Submit an Assignment (approx. 200-250 words) where you identify places where Bruni uses the appeals of logos, pathos, and ethos. Look at the articles, and find one example of each type of appeal and quote directly (you should have three quotations in all). Explain why each quotation is an example of logos, pathos, or ethos (or a combination) and how each one helps Bruni to argue his point. Also, practice using the techniques from the Purdue OWL’s “Handout: Quoting Others” to set up and explain the quotes. You can also refer back to the “quote sandwich” method.
Day 17
RESOURCES: WRITING: Thinking about Thesis and Structure
  • Look through the NYTimes Opinion section and find an op-ed/opinion essay that interests you. If you have decided on your Unit 2 topic, try and find an op-ed/opinion essay about that topic or something similar. If you haven’t chosen your topic, try to find an op-ed/opinion essay about one of the topics you are considering. This op-ed/opinion essay will be your model 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 try to list as many of the following as possible:
    • 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
  • Discussion question: Respond to the Discussion Question “Model Op-Ed/Opinion Essay Thesis”: After reading your model op-ed/opinion essay, what do you think the overall point, thesis, or argument is? Either quote directly or put the thesis into your own words.
  • Write a Post/Submit an Assignment the includes the following:
    • A draft of the thesis statement you have developed after researching.
    • List three to four points that support your thesis.
    • List two or three pieces of evidence (data, statistics, quotes from experts, examples, anecdotal evidence, etc.) that back up your individual points and overall thesis.
    • A draft of your opening paragraph/lede that includes some kind of hook to get your audience’s attention.
Day 18
READING:  WRITING: Drafting & Conferencing
  • Work on drafting your Op-Ed/Opinion Essay. You can use “How to Write an OP-ED or Column” to help you.
  • You are not posting your draft, but you may use virtual office hours to check in and ask questions.
Day 19
WRITING: Drafting — Finalizing the Op-Ed/Opinion Essay
  • Continue working on your Op-Ed/Opinion Essay
  • You are not posting your draft, but you may use virtual office hours to check in and ask questions.

Unit 3: Multimodal Project

Day 20
  • SUBMIT Unit 2: Op-Ed/Opinion Essay
  • Write a Post/Submit an Assignment the includes the following:
    • A short reflection (approx. 150-200 words) on the research process and what you learned. In your reflection, 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?
 READING:
  • Read the assignment guidelines for Unit 3: Multimodal Project.
  • Read and review student samples of the Multimodal Project
 RESOURCES:  WRITING: Introducing the Multimodal Project
  • Respond to the Discussion Question “Multimodal Project”: Write down any questions you have about these guidelines.
  • Respond to the Discussion Question “Student Samples– Multimodal Project”: What do you notice and what appeals to you about these projects? There are no right answers! Just write a few sentences expressing what caught your eye about these pieces.
  • Write a Post/Submit an Assignment the includes the following:
    • Write a paragraph in which you discuss the discourse community with which you will share your research. For what purpose? Are you trying to inform, persuade, or motivate them to act in some way? Or is there another purpose you have in mind? What would be the best multimodal genre for reaching your community and why?
  • Look for two examples of the multimodal genre that you are going to compose in for Unit 3. Include links to your examples in your post. Remember your examples do not have to match your topic in terms of content. You are looking at the genre.
Day 21
READING:  WRITING: Looking at Multimodal Texts and Analyzing Samples
  • Respond to the Discussion Question “College Students and Social Media”: What do you find compelling about this multimodal piece? Why?
  • Respond to the Discussion Question “Love in Black Lives”: How does Correal’s use of photographs help her to tell the story and what effect do the images have on you? Explain any reactions you have to the “multi-modal” aspect of this piece.
  • Look at the sample multimodal genres that you have found, and take notes on the following (these notes are for you, not for posting):
    • 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.
Day 22
WRITING: Drafting
  • Work on composing your multimodal piece.
  • You are not posting your draft, but you may use virtual office hours to check in and ask questions.
Day 23
 WRITING: Drafting
  • Work on composing your multimodal piece.
  • You are not posting your draft, but you may use virtual office hours to check in and ask questions.

Final Reflection and Portfolio

Day 24
  • SUBMIT UNIT 3: Multimodal Project  
 READING:
  • Read through all your work so far this semester and the comments you received.
  • Read through the assignment guidelines for the “Final Reflection and Portfolio.”
  • Look over your work from this semester (all small and large assignments).
WRITING: Thinking about Revisions
  • Respond to the Discussion Question “Revisions”: What unit assignment do you plan to revise? In four or five sentences explain what you will adjust and improve about your work.
  • Work on your revision.
Day 25
WRITING: Reflecting and Building the Portfolio
  • Begin drafting your answers to the reflection questions:
    • Look at the reflection questions in the portfolio assignment and freewrite for 20 minutes. As we have been doing all semester, set a timer to keep you on track! Use this to start writing your reflection (do not post yet).
Day 26
WRITING: Drafting
  • Continue working on your reflection and portfolio, which includes revising an assignment of your choice.
  • You are not posting your drafts, but you may use virtual office hours to check in and ask questions.
Day 27
WRITING: Drafting
  • Continue working on your reflection and portfolio, which includes revising an assignment of your choice.
  • You are not posting your drafts, but you may use virtual office hours to check in and ask questions.

 Conclusions

Day 28
  • SUBMIT Final Reflection and Portfolio Assignment
  • Write a Post/Submit an Assignment in which you insert links for the following:
    • Final Reflection
    • Portfolio with Revision
Day 29
  • TBA