Class Schedule

Bridge to English 1101 Workshop Schedule

Summer 2021

Class 1

Tuesday, July 6

●      Student introductions and icebreakers

●      In-class paragraph writing: Introduction (diagnostic)

●      Discussion of relationship between reading & writing   

●      Ted Talk: Jacqueline Woodson, “What Reading Slowly Taught me about Writing” (pre-reading questions about students’ reading habits and strategies; post-reading questions about text)

●      Preview Caroline Hellman’s “In Defense of the Classroom”

Homework

●      Active reading: Caroline Hellman, “In Defense of the Classroom”

●      Post: For each text, 1) copy and paste 5 important sentences, then put each in your own words; 2) Write down the thesis and 3 main points, each in a separate sentence 3) Write down new vocabulary words

Wednesday, July 7

●      Review annotation and reading strategies; discuss plot points/facts vs. ideas

●      Preview: Lindsay McKenzie, “Students Want Online Learning Options Post-Pandemic” and Diana Diaz, “Overnight Pandemic”

●      Vocabulary Development: how to treat unfamiliar words– Context clues, morphological clues, use of dictionary, VOC strategy

Peer Mentor Student Success Workshop: Welcome by your Peer Mentors, Christina & Evelyn

Homework

●      Active Reading: Lindsay McKenzie, “Students Want Online Learning Options Post-Pandemic” and Diana Diaz, “Overnight Pandemic”

●      Post: For each text, 1) copy and paste 5 important sentences, then put each in your own words; 2) Write down the thesis and 3 main points, each in a separate sentence. 3) Include vocabulary strategies (VOC strategy practice worksheet)

Thursday,

July 8

●      Reading: Esmeralda Santiago, “When I was Puerto Rican”

●      Group annotation, reading strategies, and summary of Santiago’s text

●       Identifying main ideas vs. supporting details; quoting and paraphrasing; transforming thesis and main points into a summary

●      Preview: Tom Hanks, “I Owe It All to Community College”

Videos:

Writing a summary

Paraphrasing and quotation

Peer Mentor Student Success Workshop: Notes + Studying, by your Peer Mentors, Christina & Sabrina

Homework

●      Unit 1 Rough Draft: Annotate and summarize Tom Hanks, “I Owe It All to Community College” (use template)

Monday, July 12

●      Read Steven Zhou, “The Shift from Liberal Arts to STEM Comes at a Cost” for group activity

●      In-class summary group activity (summary writing and revision)

Peer Mentor Student Success Workshop: Mindset, by your Peer Mentors, Evelyn & Sabrina

●      Revise Unit 1 according to feedback and format guidelines. Also compose the final paragraph in the template reflecting on what you learned from the revision process that improved your work.

Unit 2: Summary, Analysis, Response and Quote Integration

Tuesday, July 13

●      Introduce Unit 2 Summary, Analysis, and Response

●      Essay Organization and Structure (Intro, body, conclusion); Formatting

●      Paragraph Development and Sequencing Continued

●      Grammar Focus: sentence boundaries

●      Responding: distinguishing our own voice from an outside source

●      Preview Kate Cherkis, “It’s Showtime Again on the New York Subway” and Jake Offenhartz, “As NYPD Sets New Park Curfews, A Battle for Public Space is Brewing in Manhattan”

Homework

●      Active reading: Kate Cherkis, “It’s Showtime Again on the New York Subway” and Jake Offenhartz, “As NYPD Sets New Park Curfews, A Battle for Public Space is Brewing in Manhattan

●      Post: For each article, “Showtime” and “Park Curfews,” compose one summary paragraph and one response paragraph, with your own ideas

Wednesday, July 14

●      CUNY: We Are One

●      José Olivarez, “Maybe I Could Save Myself by Writing” and “Mexican American Disambiguation” (2018)

●      SOAPS (part 1: subject, occasion, audience, purpose, and speaker)

Peer Mentor Student Success Workshop: Time Management, by your Peer Mentors, Christina & Evelyn

Homework

●      Post: Compose rhetorical analysis paragraphs for “Showtime” and “Park Curfews”

Thursday, July 15

●      Powerpoint: Writing Process and Quote Sandwich

●      Olivarez continued. What are some *choices* he makes in his writing to illustrate his main points? Who do you think is his intended audience?

●      Watch 2019 LAF student video on Olivarez. Share any response you have to the student comments. Can you relate to something a fellow City Tech student articulated?

Homework

●      Unit 2 Rough Draft: Compose a summary of, response to, and rhetorical analysis of Stephanie Rosenbloom’s “But Will It Make You Happy?”

Monday, July 19

●      Revision workshop

●      Writing as a structured process: proofreading, revising, and editing

●      Grammar Focus: Parallelism

●      Transitions and sequencing

Peer Mentor Student Success Workshop: Resources/Services, by your Peer Mentors, Evelyn & Sabrina

●      Revise Unit 2 according to feedback and format guidelines. Also write one paragraph of reflection on what you have learned from the revision process to improve your work.

Unit 3:  Essay Organization and Development; Genre Consideration

Tuesday, July 20

●      Considering and practicing writing different parts of an essay: intro, body, conclusion

●      Watch Ted Talk: Angela Duckworth, “Grit: The Power of Passion and Perseverance” (2013)

●      Group activity on critical response:  identify and respond to one of Duckworth’s main ideas

●      Preview: Mike Rose, “Why Teaching Kids Grit Isn’t Always a Good Thing” (2015)

Peer Mentor Student Success Workshop: Get Involved, by your Peer Mentors, Evelyn & Sabrina

Homework

●      Active reading:  Mike Rose, “Why Teaching Kids Grit Isn’t Always a Good Thing”

●      Post: Write a 4-paragraph essay, with an intro paragraph, 2 BPs, and a conclusion, responding to Rose’s text. Suggested essay structure: Intro (includes text summary), 2 BPs (develop and explain Rose’s ideas, with quote integration; respond with your own thoughts, supported by personal experience, connections with texts, films, current events, etc; conclusion (reflect on Rose’s position, your own, and how to take this information forward with you)

Wednesday, July 21

●      Discuss critical essay posts and prepare for Unit 3 In-Class Essay

●      Schedule Post-Workshop Conference with Professor

Homework

●      Write three paragraphs reflecting on your learning experience in this workshop.

●      Paragraph #1: Identify some writing strategies you learned and where (in which assignments, HW or In-Class) you implemented them.

●      Paragraph #2: Identify some reading strategies you learned and where (in which readings, HW or In-Class) you implemented them.

●      Paragraph #3: Describe your favorite and least favorite parts of the workshop, including readings, activities, class time, assignments. How does the focus of this workshop compare with your previous experience in English courses?

Thursday, July 22

●      Summarize and respond to a NYT article in a 4-5 paragraph essay.

Peer Mentor Student Success Workshop: Majors/Careers, by your Peer Mentors, Christina & Sabrina

Monday, July 26