ENG 1101 Schedule

All reading and writing assignments are due on the days listed.

All texts will be provided in-class or on our course site (including readings on writing process/strategies to accompany our frequent in-class writing workshops). It is your responsibility to print out these texts and bring them to class with you. It is mandatory to have the assigned texts printed and in class when we are discussing them.

Additional texts may be added throughout the semester to supplement the texts listed here.

You will notice that some days are devoted entirely to discussing reading, some days are devoted entirely to discussing writing, and some days we will discuss both reading and writing. Some classes require a heavy amount of reading and/or writing, so I encourage you to plan ahead.

*Always consult this dynamic schedule on our OpenLab site for the most up-to-date version of the schedule, access to readings, and more detail about assignments.

 

Date
Focus
HW (due on date listed)
Th 8/28 Introduction to course, learning community, & OpenLabClass Notes
Tu 9/2 Writing Workshop: active reading; blogging (genre, categorizing, tagging); summary; analysisClass Notes (Tanaye) READ

BLOG

  • Introduction
  • Happiness Archive #1: summary/response to “How Happy are You? A Census Wants to Know?” (make sure to categorize both as this article & as ENG 1101). Some things to think about as you respond to the article: do you agree that happiness can be measured and promoted? Should it be measured and promoted by governments? What kinds of things are important to your well-being? What kinds of things (services, resources, incentives, etc.) would you include as being important to the well-being of a community? Are there any conflicts between individual and community well-being?

DUE

Th 9/4 Writing Workshop: Identifying a text’s thesis and main supporting points; Incorporating Evidence into your writing (quoting, paraphrase, citation)Class Notes READ

DUE

  • If you haven’t yet registered for an OpenLab account, joined our course site, or made your Introductory post (due M 9/1), please do so ASAP.
  • read through/comment on your classmates’ Introductions and “How Happy Are You?: A Census Wants to Know” posts.
Tu 9/9 Writing Workshop: Identifying a text’s thesis and main supporting points; Incorporating Evidence into your writing (quoting, paraphrase, citation)Class Notes (Damon) READ

BLOG

  • Happiness Archive #2: summary/response to “How to Buy Happiness” (categorize as “ENG 1101,” “Summary,” and “How to Buy Happiness” & tag your post with 3-5 keywords)

DUE

  • Go back and “edit” your Introduction and “Happiness Archive #1” post to include 3-5 tags for each one.
  • Don’t forget (if you haven’t done so already) to print out (& bring to class!) & read the three writing handouts listed under Th 9/4 above
Th 9/11 Class Notes (Marie) READ

Tu 9/16 Class Notes (Kelsey) READ

  • Watch the complete victory speeches from the night of the NYC mayoral primary, 2013, for both the Democratic nominee, Bill de Blasio and the Republic nominee, Joe Lhota (apologies in advance: the quality is not fantastic on these videos, and the audio lags a little in the de Blasio video). *Remember that videos are “texts” too, and, as such, they must also be “actively” read. You should watch them more than once, and as you watch, you should take notes, identify relevant quotations, ask questions, reverse outline their various sections/points/etc.

BLOG

  • Happiness Archive #4: Visions of Well-Being for NYC. Discuss each mayoral candidate speech separately (first summarizing it in one paragraph and then analyzing its rhetoric/vision of well-being for the city/New Yorkers), and then compare/contrast/discuss in the context of our class conversations/readings about different types of happiness, competing needs/wants, and the role governments should play in creating happiness for their constituents. This post will likely need to be significantly longer than the standard 500 words (but it’s your only one for this week, so that’s something!). Make sure to provide evidence (details, quotes) from the speeches, citing by using time–minutes + seconds–from video links above. In this blog, I am not interested in what others have said about these candidates, their speeches, or their policies. Your goal is not to read other texts and see what either experts or ordinary people have said about their visions for the city. Your goal is to read these speeches (texts) closely/actively, and from what is explicitly (or implicitly) said, articulate these politicians’ visions of happiness for New Yorkers (which groups of New Yorkers does each person represent?).  You will need to read between the lines to see what is said, and also what is not said, about well-being in NYC. Think also about how/when/why the two candidates use pathos, logos, and ethos in their speeches to appeal to their voters.
Th 9/18 Class Notes (Jocelyn) READ

DUE

  • summarize article (bring into class with you)
Tu 9/23 CUNY Friday (our class does not meet today)
Th 9/25 NO CLASSES SCHEDULED
Tu 9/30 Writing Workshop: the writing process and strategies; emotions and writingClass Notes (Anna)
Th 10/2 In-Class Essay (Practice Final Exam: Diagnostic) READ

DUE

  • prepare for (practice/diagnostic) final exam essay (to take place during Thursday’s class) by annotating the article, looking up vocabulary you don’t know, reverse outlining it, creating a summary, brainstorming ideas, etc. Make sure to bring this article (with your notes) on it back to class on Thursday, 10/2. You can only use this paper for the in-class essay exam.
Tu 10/7 Writing Workshop: Argument, Introduction (thesis paragraph), Thesis StatementsClass Notes (Lili) READ

DUE/BLOG

  • Pre-Draft: Essay #1 Thesis Paragraph (bring four printed copies to class and post to blog by Monday night, 10/6: categorize as “Essay 1 Pre-Draft: Thesis Paragraphs”)
Th 10/9 Writing Workshop: making claims (thesis statements and topic sentences); using evidence, quotes, paraphrase, summary, citation, academic integrity); body paragraphs, argument development revisions strategiesClass Notes (Hancel) READ

DUE

  • First Draft of Essay #1 (bring four printed copies to class and e-mail file of First Draft to Professor Belli)
Tu 10/14 In-Class Peer Review of Essay #1 DraftsClass Notes (Gabriela) READ

 

DUE

  • Peer Review of Two of Your Group Members’ Essays (for each essay, print out and complete the peer review assignment on that paper and bring in that completed document plus draft with marginal comments)
Th 10/16 Writing Workshop: Revision strategies (reverse outlining; color-coding)Class Notes (Lucy) READ

BLOG

  • Review your peer review feedback and notes, and, with these comments in mind (and using the strategies we discussed in our in-class workshops and on the “handouts” we’ve been reading for HW), go through your own essay and “peer review” it. Then write a post that reflects on what you’ve learned so far about the drafting/revising process, and what your next steps are for your Essay 1 revisions (remember that you will need to do a number of drafts before you submit the “final draft”). Categorize as “Essay 1 Revision.”
Tu 10/21 Class Notes*Professor Belli away at a conference
(Professor Shapiro covering class)
READ/DUE

  • In-Class work on The Secret (film)
Th 10/23 Class Notes*Professor Belli away at a conference (Professor Ellis covering class) READ/DUE

  • In-Class work on The Secret (film) & its parodies
Tu 10/28 Class Notes (Greys) READ/BLOG

  • Happiness Archive #5: “The Secret” response/analysis (based on your individual freewriting/group discussion last week of The Secret film, two parodies, and discussion questions)

DUE

  • Final Draft of Essay #1 (bring Essay #1 “portfolio” folder to class and e-mail file of Final Draft to Professor Belli)

 

Th 10/30 Class Notes (Jack) READ


BLOG

  • Happiness Archive #6: big data, social networks, social media, apps (categorize as “Digital Happiness”)
Tu 11/4 Class Notes (Carina) READ

[Apps]

BLOG

  • Happiness Archive #7: Happiness Apps
  • Happiness Archive #8: Happiest Place in NYC
Th 11/6 Library Session (meet outside the library entrance, 4th floor Atrium)Class Notes (Dulce) DUE

  • First Draft of Essay #2 (bring four printed copies to class and e-mail file of First Draft to Professor Belli)
Tu 11/11 In-Class Peer Review of Essay #2Class Notes (Anna*) READ

DUE

  • Peer Review of Two of Your Group Members’ Essays (for each essay, print out and complete the peer review assignment on that paper and bring in that completed document plus draft with marginal comments)

*If you would like Professor Belli’s feedback on your Essay #2 draft, you should schedule an appointment to conference with her this week for Tu/W/Th (but preferably during her office hours)

Th 11/13 Class Notes (Tinika) READ

BLOG/DUE

  • First Draft of Research Project Proposal + 1 Annotated Source (categorize as “Research Proposal / Annotated Bibliography”)

*If you would like Professor Belli’s feedback on your Essay #2 draft, you should schedule an appointment to conference with her this week for Tu/W/Th (but preferably during her office hours)

Tu 11/18 Class Notes (Indira) BLOG/DUE

  • Second Draft of Research Proposal + 3 (new, additional) Annotated Sources (blog & bring 4 printed copies to class)

*Mandatory Conferences with Professor Belli this week to discuss individual research projects

Th 11/20 Class Notes (Natasha) DUE

  • Final Draft of Essay #2 (bring Essay #2 “portfolio” folder to class and e-mail file of Final Draft to Professor Belli)

*Mandatory Conferences with Professor Belli this week to discuss individual research projects

Tu 11/25 Writing Workshop: Introduction/Development of Argument; Background Information; Integration of ResesarchIn-Class Peer Review of Research Essay Pre-Drafts

Class Notes (Arlene)

READ

BLOG/DUE

  • Research Essay Pre-Draft: Introduction (clarify argument, define key terms, limit scope of project) and 3 body paragraphs (must include background information, sources, in-text citations and works cited, etc.). Post to OpenLab (categorize as “Research Essay Pre-Draft) + bring four printed copies to class.
Th 11/27 Thanksgiving (no class)
Tu 12/2 Writing Workshop: Integrating Sources EffectivelyClass Notes (Mirna) DUE

  • Final Draft of Research Proposal + 6 Annotated Sources (bring “portfolio” folder to class and e-mail file of Final Draft–as one document–to Professor Belli, labelled as: Jill Belli, Proposal and Annotated Bibliography, Final Draft)
  • First Draft of Research Essay (bring four printed copies to class and e-mail file of First Draft to Professor Belli, labelled as: Jill Belli, Research Essay, First Draft)
Th 12/4 In-Class Peer Review of Research EssaysClass Notes (Dulce*) DUE

  • Peer Review of Two of Your Group Members’ First Draft of Research Essays (for each essay, print out and complete the peer review assignment on that paper and bring in that completed document plus draft with marginal comments)
Tu 12/9 Writing Workshop:  Incorporating Sources Effectively; citation; plagiarism (effective paraphrase)Class Notes (Jocelyn*) DUE

  • Continue to work on revising Research Essay
Th 12/11 Writing Workshop: Background Information/Context; Incorporating Sources Effectively; Development/Focus of ArgumentFinal Exam Review

Class Notes (Dominique)

READ 

*Print out and actively read/annotated the following materials

DUE

  • Continue to work on revising Research Essay
Tu 12/16 Final Exam Review / Course Wrap-Up / End-of-the-Semester PartyClass Notes (Lucy*)

Finals Week

DUE

*As discussed in class, in addition to the individualized written feedback I provided on your first drafts, I also wrote up some helpful notes for revision that apply to everyone. You can read/download/print them here. Happy revising!

  • Final Exam Practice Exams: take 3 practice final exams & submit (either in mailbox or scanned copies by e-mail) to Professor Belli by 5pm on M 12/15
Th 12/18 ENG 1101 Final Exam (In-Class Essay)Finals Week READ

  • Read/look up vocabulary/annotate/reverse outline/summarize article for Final Exam (to be distributed in class on Th 12/11); bring this article (with your notes on it) back to class with you for today’s class, so you have it when you write the final exam essay

DUE