Online English 1101Co: Composition I + Corequisite ENG 1101CO LC44

New York City College of Technology, CUNY

Fall 2021

Instructor: Lisa Wu


Class Times:  Monday and Wedesday 2:30 to 5:00 pm

Zoom Link:

Weekly Office Hours:  Monday and Wednesday after class



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 of for our own writing projects. Your ideas and expertise are most welcome throughout this process.

The “Co” in English 1101Co stands for “corequisite.”  This 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 of 50-64; or 46-55 on the CUNY Assessment Test in Writing, and/or 46-54 on the ACCUPLACER Reading Test; or grade of ‘S’ in 090W without writing proficiency and/or grade of ‘S’ in 090R without reading proficiency.

Tools & Materials

  • Course Site
  • Zoom
  • Email (check your City Tech email daily)
  • Google Drive (for assignment collection)
  • Texts linked on the course schedule  (no cost)
  • Dictionary
  • Physical Real Notebook for pen to paper writing
  • 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 (Contributions to discussion, reading aloud activities, OLab HW Posts, peer commentary, Rough Drafts, Final Drafts, attendance for the FULL-ENTIRE CLASS period, ON-TIME submission of Open Lab HWs and RDraft and Final Draft, being prepared with readings, tutoring attendance, Final Day Reading Celebration)         30%

Participation/ Homework:

You’ll see that your participation and homework count for 30% of your grade in this class.  What does this mean? How is this calculated? Why is this such a high percentage?

Let’s look at that last question first: in this class, you’re graded almost as much on your weekly low-stakes assignments as you are on your high-stakes essay assignments. This is because in this class, you’re not learning how to write one particular paper, or how to do one particular thing, you are learning about the process of writing (and reading—and researching) and all of those things are the behind-the-scenes work, the homework.


How will participation/ homework be graded?

More or less, if you do it, you’ll get the credit.  You have to do it thoroughly and thoughtfully, and you have to do it in a timely manner.  Writing is largely about discipline and routine, so this is a good way to learn that– and to earn 30% of the credit for this course.

Major essays are due on the due date before class begins.  If you are having difficulty completing a major assignment, please talk to me before it is due.

A lot of informal writing is required of you, mostly through the Open Lab HW Postings.  These postings are low stakes assignments.  You will have roughly 15 posts due over the course of the semester, and doing all of the HW posts is essential.  This counts toward your Participation Grade.  Another reason to keep up with the HW posts is that these writings will get you started on the Major Unit Assignments. NOTE: If you do not do all the homework posts, or if you hand them in LATE, this is a problem.  Your participation grade will suffer.  

Homework must be posted by the next class date.  If you post your HW after one week, it will be considered late and will not receive feedback.  HW that is later than one week WILL NOT BE ACCEPTED.


Regular and prompt attendance is crucial to do well in the class and helps us build community.  Being present means being present for yourself and each other in mind, body, and spirit for the ENTIRE class period. Perfect attendance is the easiest way to boost your Participation Grade.  Poor attendance will significantly hurt this grade. I start taking attendance 15 minutes before class and finalize attendance at the start of each class. ALSO I expect you to participate when called upon – in the middle of class and/or towards the end of class — as you will be in attendance for the entire class session.  If you are unresponsive when called upon, I will call 911 out of concern for your safety. 

Please know in advance that you cannot make up missed work in the final weeks of the semester.  And you cannot expect to pass the class with excessive absences.


Ground Rules and Best Practices

  1. Courtesy 3L’s: language, listening, letting others know you care.
  2. Email Etiquette. Please compose your school emails as if you were writing a professional letter: include formal salutation, body, sign off.  Please address me as “Professor Wu.”  In the first sentence introduce yourself by your full name and give the course number.  Then in the following sentences make your request.  Always sign off with “Best wishes,” Sincerely,” etc.  In the subject line, write your full name and the course number.  See First-Year Companion, page 100.
  3. City Tech email. Check it regularly, at least once a day.  You’ll be surprised what resources you’ll find there!
  4. Open Lab HW Posts. Posts are required.  They count toward your participation grade are graded.  HW points will be deducted for each class day HW is late.
  5. Attendance: Every night before class I’ll send out zoom invitation and lesson plan.  Arrive to class early (15 minutes before the start of class) with all relevant documents open, ready to go at 2:30.  Attendance and promptness are major components of participation grade.
  6. Supplies. You’ll need a physical real notebook (for pen to paper writing) and folder dedicated to this class.  Sometimes I’ll ask you to write by hand in your physical notebook and it’s always a good idea to compose your posts off-line before writing them on the Open Lab HW Postings.


Policies and Procedures

Community Contract:  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, or visit the Center’s website at  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.


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. Academic advisors are able to help you navigate these paths. If you are in SEEK or ASAP or have declared your major, you have an assigned advisor with whom to schedule appointments. Others should seek out appointments with Dr. Julian Williams, Director of Liberal Arts & Sciences,

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.