Chowdhury Hashmee’s Profile Student Toggle navigation

Stu­dents com­mu­ni­cate tech­ni­cal and sci­en­tific in­for­ma­tion to a va­ri­ety of au­di­ences through writ­ten and oral pre­sen­ta­tions, using elec­tronic media such as the In­ter­net, Power Point and graph­ics pro­grams. Stu­dents also an­a­lyze read­ings in sci­ence and tech­nol­ogy, study tech­ni­cal writ­ing mod­els and prac­tice col­lab­o­ra­tive re­search and pre­sen­ta­tion. Pre­req­ui­site: ENG 1121 Equiv­a­lent to old course ENG 3773. This class meets on­line asyn­chro­nously. Please make sure that you join the cor­rect sec­tion.

Students communicate technical and scientific information to a variety of audiences through written and oral presentations, using electronic media such as the Internet, Power Point and graphics programs. Students also analyze readings in science and technology, study technical writing models and practice collaborative research and presentation. Prerequisite: ENG 1121 Equivalent to old course ENG 3773. This class meets online asynchronously. Please make sure that you join the correct section.

Through an ex­plo­ration of var­i­ous gen­res of lit­er­a­ture, this course aims to strengthen and sharpen stu­dents’ crit­i­cal read­ing and writ­ing skills be­yond the level achieved in Eng­lish 1101.

Through an exploration of various genres of literature, this course aims to strengthen and sharpen students’ critical reading and writing skills beyond the level achieved in English 1101.

African Cul­tural re­ten­tions in the Amer­i­cas is pre­sented this se­mes­ter as a read­ing and writ­ing-in­ten­sive course fo­cused on the con­ti­nu­ities, trans­for­ma­tions, adap­ta­tions and re¬in­ven­tions of African cul­ture found within the African di­as­pora in the Amer­i­cas since the era of the trans-At­lantic slave trade. Some of the re­search and writ­ing con­ducted by his­to­ri­ans, an­thro­pol­o­gists, ar­chae­ol­o­gists, art his­to­ri­ans, and mu­si­col­o­gists per­ti­nent to our sub­ject mat­ter will be stud­ied. Lec­tures, read­ings, class­room dis­cus­sions and writ­ings will ex­plore cul­tural de­vel­op­ments in the Caribbean, Cen­tral and South Amer­ica, and the United States. In ad­di­tion to our read­ings, a num­ber of doc­u­men­tary films will be shown and re­viewed. In the Amer­i­cas, Africans en­coun­tered Na­tive Amer­i­cans and Eu­ro­peans; there­fore, a major focus of this course is to ex­plore and to un­der­stand the new cul­tural con­texts which emerged, and Africa’s con­tri­bu­tions to those con­texts.

African Cultural retentions in the Americas is presented this semester as a reading and writing-intensive course focused on the continuities, transformations, adaptations and re¬inventions of African culture found within the African diaspora in the Americas since the era of the trans-Atlantic slave trade. Some of the research and writing conducted by historians, anthropologists, archaeologists, art historians, and musicologists pertinent to our subject matter will be studied. Lectures, readings, classroom discussions and writings will explore cultural developments in the Caribbean, Central and South America, and the United States. In addition to our readings, a number of documentary films will be shown and reviewed. In the Americas, Africans encountered Native Americans and Europeans; therefore, a major focus of this course is to explore and to understand the new cultural contexts which emerged, and Africa’s contributions to those contexts.

The pur­pose of this course is to pro­vide in­ten­sive work on in­ter­me­di­ate Eng­lish lan­guage and read­ing skills nec­es­sary for col­lege-level work. This is a sec­ond-level read­ing course, in our three-level se­quence. The goal of the course is to build strong read­ing and think­ing skills by in­ten­si­fy­ing the quan­tity of read­ing and the level and qual­ity of analy­sis. Stu­dents will read in and out of class. Weekly vo­cab­u­lary and read­ing com­pre­hen­sion quizzes will build lan­guage pro­fi­ciency and test tak­ing abil­ity. All course work will in­crease stu­dent read­ing com­pre­hen­sion, gen­eral and dis­ci­pline-based knowl­edge and fa­cil­i­tate pass­ing the CUNY stan­dard­ized exam. By the end of the se­mes­ter, the stu­dents should ac­quire the fol­low­ing com­pe­ten­cies: • Iden­tify sub­ject mat­ter/dis­ci­pline in a given text • Iden­tify au­thor’s point of view and tone • State the main idea of the text • Rec­og­nize im­plied mean­ing in text • Crit­i­cally an­a­lyze a text within its so­cio-po­lit­i­cal con­texts • Dis­cuss ideas ex­pressed in a text using col­lege-level vo­cab­u­lary • Write short sum­maries • Rec­og­nize dif­fer­ent text gen­res, e.g., ar­gu­men­ta­tion, dis­cus­sion, re­port, pro­posal • Un­der­stand the role of tran­si­tional words • Rec­og­nize writer’s pur­pose and au­di­ence

The purpose of this course is to provide intensive work on intermediate English language and reading skills necessary for college-level work. This is a second-level reading course, in our three-level sequence. The goal of the course is to build strong reading and thinking skills by intensifying the quantity of reading and the level and quality of analysis. Students will read in and out of class. Weekly vocabulary and reading comprehension quizzes will build language proficiency and test taking ability. All course work will increase student reading comprehension, general and discipline-based knowledge and facilitate passing the CUNY standardized exam. By the end of the semester, the students should acquire the following competencies: • Identify subject matter/discipline in a given text • Identify author’s point of view and tone • State the main idea of the text • Recognize implied meaning in text • Critically analyze a text within its socio-political contexts • Discuss ideas expressed in a text using college-level vocabulary • Write short summaries • Recognize different text genres, e.g., argumentation, discussion, report, proposal • Understand the role of transitional words • Recognize writer’s purpose and audience