Learning Outcomes
ENG 1101 – English Composition I
4 hours, 3 credits
Prerequisites: CUNY certification in reading and writing.
Preamble: The audiences for the learning outcomes below are instructors, students, and the larger college and university communities. These outcomes include instances of specialized language that may be unfamiliar to new students but that can be easily understood with the guidance of their instructor.
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.
This is my Lesson Plan to share with the group
Agenda
How do you integrate all the languages you speak?
Respond in writing to the following:
ā¢ How many languages do you speak? Here I mean, not necessarily foreign languages but languages you speak with friends, languages you speak with family, languages you may speak with people with whom you share a hobby like a sport.
ā¢ To whom do you speak those different languages?
ā¢ How do you feel about speaking different languages to different people in different contexts?
ā¢ How does your intended audience impact how you speak to someone and the word choice you use?
ā¢ How does the purpose for your communication impact what you say and how you say it?
ā¢ How can you have a similar message or purpose for different audiences but use different word choice based on your audience?
Discuss with a partner, and then we will discuss this as a class.
Letās watch Amy Tanās speech at the White House and do
Say Mean Matter about it.
http://www.suttonclassroom.com/uploads/9/0/6/0/9060273/new_say_mean_matter3.pdf
Letās do a little role play of how you would ask your mom for a raise on your allowance.
Now, letās do another role play on how you would ask your boss for a raise.
What did you notice about the language?
Take out the SOAPSTONE chart that we used with āSuperman and Me,ā and do the same thing for āMother Tongueā and go over it.
Letās look at how Amy Tan brings her mother and her language to life. Letās reread as a class paragraph five. In paragraph five what techniques does Amy Tan use to bring her motherās language to life?
How does she contrast the way her mother sounds to what her mother knows and can understand?
When you write narratives, use dialogue, frame dialogue, develop concrete, specific details, use verbs precisely and use your senses. Show, donāt tell.
Definition of anecdote- a usually short narrative of an interesting, amusing or biographical incident.
In this essay, Tan uses anecdotes about herself and her mother with the stockbroker and the hospital. Reread 0page2, paragraphs 2-7, and discuss with a partner what makes these anecdotes effective? Make a list and we will share the list.
Use verbs precisely
Add dialogue
Use your senses
Add concrete detail to create a scene.
Build a scene
You are going to write anecdotes about your own reading and writing life. Think about your own reading, writing or speaking life. Think of an anecdote from your own life? Write it down. Use what we found effective about the Tan essay in your own writing.
Share what you have written with your partner.
Homework:
ā¢ Do Homework for Open Lab. Itās easy.
ā¢ Do the Brainstorming Worksheet and questions about Baldwin and the Tyson video. The Tyson video is on Blackboard.