Spring 2024 ENGLISH 1121 – D422

Professor: Sarah Schmerler

Email: sschmerler@citytech.cuny.edu

Course Location: Namm 1023A

Course meeting times: Mon and Wed, 10:00–11:15AM

Weekly office hours: Thurs 2:00–3:00PM on Zoom

Welcome:

Welcome to City Tech and English 1121. We are living through a very difficult time in our city, country, and world, and trying to adapt. In our class, we will prioritize intellectual nourishment, community, and humanity. 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:

Every City Tech (and CUNY) student takes Composition II, which builds upon the research and documentation skills introduced in Composition 1, and features reading and writing assignments that will help prepare you for college and beyond. Together we will work on communicating authentically and effectively, building an argument, adapting your writing for different needs and situations, interpreting and responding to a text, and incorporating and citing secondary source material. Sharing your own ideas and experiences and adding your voice to our discussions are key to the success of our class community.

Prerequisite:

English 1101 or equivalent

Course Meetings:

This course will meet twice a week for an hour and fifteen minutes in room 1023A. Students must commit to scheduled class times.

Much of our writing work and community response work is completed during class time. Hence, on-time attendance is mandatory.

Skills Site

In conjunction with the Writing Center, the English Department has developed a skills site for all writing students, where you will find a lot of help. The site includes clear information on the grammar, the writing process, study skills and getting around City Tech. Check it out!

Course Website:

Class homework and messages from the instructor will be posted on our course’s OpenLab site. (This class does NOT use BlackBoard.) Students should check the course website frequently and stay up to date on the latest communications there. In particular, you will want to locate our WEEKLY ASSIGNMENT FOLDERS, as this is where you will find your homework assignments; you will also want to pay close attention to locating your STUDENT FOLDER, as this is where you will submit most all of your written work.

Inclusive Language:

Every student has the right to be addressed by their chosen name/preferred pronouns. These are to be respected at all times.

  • If you are comfortable doing so, let me know what your pronouns are.
  • If you do not feel comfortable sharing pronouns, we will address you/refer to you in class by your chosen name.
  • Update your chosen name in City Tech’s systems: Go to the Important Forms page and complete the Preferred Name Form.

Course Tools and Required Materials :

General and Electronic Materials

  • Access to and use of GoogleDocs and GoogleDrive. (The instructor will create a folder on GoogleDrive with your name on it. This is your personal STUDENT FOLDER and will house your assignment drafts and portfolio.)
  • Access to OpenLab (you should consider bookmarking important pages on our site for easy access)
  • A City Tech e-mail account
  • An English Style Guide (either in print or Online)
  • A dictionary (print or Online)
  • Access to an Etymological Dictionary (Online)
  • Access to, and familiarity with, Zoom (for Office Hours, et al)
  • Access to a computer printer

Materials/physical things you need to bring to class every day

  • Pens or pencils
  • A minimum of one notebook that is dedicated exclusively to this class; you may also need a small portable notebook for your “field notes”
  • A folder in which to keep loose papers, handouts, readings, and other materials
  • Your smartphone may or may not be allowed in class, depending on the assignments that day. Assume it is NOT, unless told otherwise.

Required Readings

Most all of the required readings for this class will be provided free of cost Online on our OpenLab course site under the READINGS menu heading or as printed photocopies or digital links, distributed by the instructor. Suggested Readings: the instructor may also recommend that you purchase one or two items (a book, a newspaper, a magazine, etc.) based on your interests and personal research projects, TBA.

 

Grading Breakdown :

Unit 1                                                                                                 20%

Unit 2                                                                                                 20%

Unit 3                                                                                                 20%

Final Reflection                                                                                10%

Low-stakes Writing and Class Participation                               30%

 

Each Unit culminates in a Capstone Assignment. All Major Assignments (Capstone Assignments for Units 1,2,3, and Final Portfolio with Reflection) must be turned in in order to pass this class!

How will low-stakes writing be graded?

When you receive a low-stakes assignment, you will be told how many points it is worth, and the approximate amount of time it will take to complete it.

A low-stakes assignment is generally worth anywhere from 1 to 3 points. This may sound small, but the points add up. 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.

In short: good habits get formed on the day to day, and those good habits lead to good grades.

Many of these low-stakes assignments will be completed during class time, which means: less take-home work for you, and also: Attendance, and specifically on-time attendance, is important!

Over the course of the semester, Low-Stakes assignments come to a total of 14 points.

What is expected? Must my small homework assignments be perfect? Error-free?

No, not at all! However, you have to do them thoroughly and thoughtfully, and you have to do them in a timely manner to get credit. (If you’re having trouble with getting things done on time, please let me know.) 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.

 What is “Class Participation”?

I believe the students are agents of their own learning. A student with high class participation marks reads aloud, comments on and consistently supports other students’ work, participates in workshop circle time, actively pays attention, and has a good record of on-time attendance.

Over the course of the semester, Class Participation comes to a total of 16 points.

Schedule of Unit Assignments with Due Dates:

This document provides a schedule of our work this semester.  Links to individual assignments can be found in our WEEKLY ASSIGNMENT FOLDERS on our OpenLab Course Site. Dates are subject to revision.

 Late Paper Policy:

Assignments are due on the date given. If you have extenuating circumstances, I ask that you request an extension in writing–before the due date if at all possible. Be sure to put your class section number (or class day and meeting time) in the email. Also be sure to say the specific assignment for which you are requesting an extension. Do not simply request an extension on “the homework” or “the assignment from the other day.”

By the way: If you are noticing a pattern of not being able to produce work on time–if procrastination is a thing for you—please let me know. The sooner we can intervene, the better.

Revision Policy:

In this course , you can—and will!– revise all major units (known as Capstone Assignments) for your final portfolio (see Unit 4: Final Portfolio). Your new grade entirely replaces your old grade. You can also revise your units sooner than that if you feel you’d like more feedback. Please come see me during office hours if you’re confused about my comments or you’d like additional feedback.

Instructor’s Plagiarism Policy

Plagiarism occurs when you present the ideas or words of another as your own. It is a severe crime in college. Plagiarism takes many forms, and your claiming “I didn’t know I plagiarized” will not save you from receiving an “F.” To be clear: I have zero tolerance for plagiarism; any assignment that evidences plagiarism of any form, including patchwriting, will receive an F. If you plagiarize more than once, you will be reported. If plagiarism continues in your work unchecked, you will be failed for the entire term.

This is the Library’s resource on Plagiarism.

For a full overview of CityTech’s Academic Integrity Policy, which includes academic sanctions see: http://www.citytech.cuny.edu/academics/docs/academic_integrity_policy.pdf. If you are unfamiliar with the many forms of plagiarism, I can provide you with help and many resources to guide you away from this pitfall.

Instructor’s Policy on the use of AI:

This is my current Integrity Policy, including the use of AI chatbots for completing assignments. I suggest you read it closely. I consider the use of ChatGPT and any AI bots in the final draft of a paper to be plagiarism (and therefore punished with a grade of “F”) unless the use of AI is correctly used and properly cited.

 

University Policies:

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:  Accessibility@citytech.cuny.edu, or visit the Center’s website at  http://www.citytech.cuny.edu/accessibility/ for more information.

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.[9]

Diversity Policies:

City Tech Diversity and Inclusive Education Syllabus Statement:

This course welcomes students from all backgrounds, experiences and perspectives. In accordance with the City Tech and CUNY missions, this course intends to provide an atmosphere of inclusion, respect, and the mutual appreciation of differences so that together we can create an environment in which all students can flourish. It is the instructor’s goal to provide materials and activities that are welcoming and accommodating of diversity in all of its forms, including race, gender identity and presentation, ethnicity, national origin, religion, cultural identity, socioeconomic background, sexuality and sexual orientation, ability, neurodivergence, age, and etc. Your instructor is committed to equity and actively seeks ways to challenge institutional racism, sexism, ableism and other forms of prejudice. Your input is encouraged and appreciated. If a dynamic that you observe or experience in the course concerns you, you may respectfully inform your instructor without fear of how your concerns will affect your grade.  Let your instructor know how to improve the effectiveness of the course for you personally, or for other students or student groups. We acknowledge that NYCCT is located on the traditional homelands of the Canarsie and Lenape peoples.

Support Resources:

College Writing Center:

Online writing tutoring is available through the Writing Center at City Tech! I encourage you to utilize their services. Keep in mind you’ll need to make an appointment ahead of time. It’s unlikely they’ll be able to squeeze you in at the last minute, especially during busy times, so plan ahead!

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. Once advisement begins, you will be assigned a faculty advisor. During this period, if you have not been emailed and/or you do not see your advisor/appointment on CUNYFirst, go to your major’s homepage; there, you will find advisement details that will include contact information, as well as dates and times.

Student Success Center:

The Student Success Center is here to help all City Tech students tackle the challenges of college and keep moving forward to their degree. According to the team at the SSC, “We do this by listening to your needs, and working with you to create strategies and plans that move you closer to your goals. Come to us with any questions and we will help you get your answers.”

Additional Resources:

The Student Skills Site has a list of resources for First Year Students and the Student Success Center has a list of emergency resource services, including help with food, housing and mental health services.

English 1101 Learning Outcomes:

Departmental 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.

CUNY Pathways Learning Outcomes:

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.

 

 

 

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