Engl 110  college writing  (queens college) 2012 fall term
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Engl 110 college writing (queens college) 2012 fall term

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Engl 110  college writing  (queens college) 2012 fall term Engl 110 college writing (queens college) 2012 fall term Document Transcript

  • Instr: Ms. Kelly Seufert Queens College Office: Klapper 358 Fall 2012 Hours: Monday 12:30-1:30PM English 110-36 Phone: (718) 997-4648 English 110-37 Email: kelly.seufert@qc.cuny.edu Course Description ENGL 110. College Writing. 4 hr.; 3 cr. The arts and practices of effective writing and reading in college, especially the use of language to discover ideas. Methods of research and documentation will be taught, along with some introduction to rhetorical purposes and strategies. Students will spend one hour per week conferring with each other or with the instructor about their writing. This course is part of an FYI cluster focused on NYC Stories. Linked to your UBST 101 course, we will look at how writers in many fields have discussed the experience of being a New Yorker. New York City is the city that never sleeps, the shining city by the sea, the belly of the beast, a concrete jungle, and an urban paradise. Our text covers the “New York experience”: constructing a “New Yorker” identity, recording the immigrant experience, defining poverty and affluence, confronting violence and resistance, mapping urban education, and debating current issues. Through our study of this urban literary landscape, we hope to discover more about who we are, how we came to be that way, and where our future lies. We will be using Blackboard 9.1 which is accessible through the CUNY Portal @ www.cuny.edu. Check your access immediately. All technical problems should be addressed to the Office of Converging Technologies Helpdesk, Dining Hall 151. NO LATE ASSIGNMENTS. ALL ASSIGNMENTS OTHER THAN BLOGS MUST BE HANDED IN HARDCOPY IN CLASS AND UPLOADED TO BLACKBOARD BEFORE CLASS TO BE ACCEPTED FOR GRADING. Course Outcomes Students actively participating in this course will:  Competently use the writing process from prewriting strategies through drafting and revision  Engage in peer critique  Design and implement an academically sound research plan which identifies a genuine intellectual question or problem and discusses relevant effectively analyzed evidence.  Engage sources critically and develop information literacy  Implement correct Modern Language Association style citation and formatting Required Texts But, Juanita and Mark Noonan eds. The Place Where We Dwell: Reading and Writing About New York City. 2nd . ed. Kendall Hunt. ISBN 13: 9780757546167 Grade Profile Details Participation (10 points) Attendance is required to participate in class discussion, recitation and in class writing. Non-participation includes chronic lateness, silence, text messaging, surfing the net, personal chatting, taking calls, sleeping and being unprepared for in class writing. Writing Journal Blog (10 points) Weekly, post one entry (100 words minimum). Write about your writing practices and challenges, the varying styles of writers we are reading and their levels of effectiveness in reaching their intended audiences, and/or development as a college writer. Essays (50 points [2 essays/10 pts ea.; 2 revisions/15 pts ea.]) Each paper should be 4 pages in MLA style. Essays will be subject to full drafting, peer review and thorough revision. Anyone not fully prepared for participating in or absent from peer review will lose 5 points from the revision grade automatically. Final Essay (30 points) The final project will be independently chosen research on a question of genuine intellectual import regarding a NYC experience topic discussed in our main text for the course. Multiple reliable scholarly sources will be expected to be incorporated into your argument. Projects must be a minimum of 8 pages and properly documented in MLA style. 1
  • Calendar of Readings and Assignments Date Readings Due Writing Due 8/27 Course Introduction WRITING SAMPLE 8/29 Section I: Here Is New York 1 New Yorkers Introduction Colson Whitehead, The Colossus of New York; John Steinbeck, The Making of a New Yorker BLOG 1 9/3 COLLEGE CLOSED LABOR DAY 9/5 Ralph Ellison, New York, 1936; Anna Quindlen, Pregnant in New York PAPER 1 PREWRITING BLOG 2 9/10 James Tuite, The Sounds of the City; Ian Frazier, Take the F; E. B. White, Here Is New York 9/12 PAPER 1 PEER REVIEW CONFERENCES PAPER 1 DRAFT BLOG 3 9/17 COLLEGE CLOSED ROSH HASHANAH 9/19 2 Crossings Introduction; Emma Lazarus, The New Colossus; Anzia Yezierska, America and I BLOG 4 9/24 Junot Diaz, New York: Science Fiction; Frances Chung, Yo Vivo En El Barrio Chino REVISION 1 9/26 COLLEGE CLOSED YOM KIPPUR BLOG 5 10/1 Edwidge Danticat, New York Was Our City…; June Jordan, For My American Family… 10/3 Suki Kim, Facing Poverty…; Mohammed Naseehu Ali, My Name’s Not Cool Anymore PAPER 2 PREWRITING BLOG 6 10/8 COLLEGE CLOSED COLUMBUS DAY 10/10 MONDAY SCHEDULE 3 Class Matters Intro.; Andrew Carnegie, The Gospel…; Jacob Riis, How the Other Half Lives BLOG 7 10/15 PAPER 2 PEER REVIEW CONFERENCES PAPER 2 DRAFT 10/17 Janny Scott and David Leonhardt, Shadowy Lines that Still Divide BLOG 8 10/22 LIBRARY SESSION – CLASS MEETS IN ROSENTHAL LIBRARY 10/24 Eric Liu, A Chinaman's Chance…; Alfred Lubrano, Bricklayer’s Boy BLOG 9 10/29 Peter Marin, Helping and Hating the Homeless REVISION 2 10/31 4 Urban Education Intro; DeWitt Clinton, Free Schools; Jonathan Kozol, Savage Inequalities BLOG 10 11/5 Colin Powell, My American Journey; John Taylor Gatto, Against School FINAL PREWRITING 11/7 Esmeralda Santiago, When I Was Puerto Rican; Claudia Wallis and Sonja Steptoe, How to Bring Our Schools Into the 21st . century BLOG 11 11/12 5 Violence and Resistance Introduction ; Ralph Ellison, Prologue to Invisible Man 11/14 Nicky Cruz, Into the Pit; Mark Berkey-Gerard, Youth Gangs BLOG 12 11/19 Michael T. Kaufman, Of My Friend Hector…; Mark Naison, From Doo Wop to Hip Hop 11/21 FINAL PROJECT PEER REVIEW CONFERENCES FINAL PROJECT DRAFT BLOG 13 11/22-11/25 COLLEGE CLOSED THANKSGIVING RECESS 2
  • Notes  The Writing Center - Kiely 229. The Reading Center - Kiely 131. E-tutor - www.qc.edu/qcwsw.  You are responsible for material you miss in class. Contact fellow classmates to gather notes missed. GRADING GUIDELINES A - An “A” is superior. A superior project has a clear, defined thesis statement and remains focused throughout. It correctly uses reliable scholarly sources using MLA format. Cited materials are used judiciously and smoothly incorporated into the text. The quality of the writing shows a fully developed synthesis as well as attention to the details of the project and goes well beyond those for a fully developed composition. It is nearly free of typographical, spelling and grammatical errors. B - A “B” is above average. An above average project has a generally clear thesis statement and focus. Mostly, it uses reliable scholarly sources correctly using MLA format. The quality of the writing generally goes beyond sources for a developed synthesis. It has few typographical, spelling and grammatical errors per page. C - A “C” is average. An average project has a somewhat unclear thesis statement and has points of shifting focus on the subject throughout the project. It does not consistently use reliable scholarly sources correctly or properly cite in-text and list on the Works Cited page. The quality of the writing does not often go beyond sources for a developed synthesis. It has several typographical, spelling, grammatical and/or other patterns of error per page. D - A “D” is below average. A below average project has an unclear thesis statement, poorly defined argument, and does not focus throughout on the subject of the project. It frequently uses sources incorrectly or improperly cites in-text and has an incomplete or fairly flawed Works Cited page. The quality of the writing generally does not go beyond sources for a developed synthesis. It has numerous typographical, spelling, grammatical and/or other patterns of error. F - An “F” is failing. A failing project presents writing which does not develop a synthesis. No attention is paid to vocabulary, tone, and sentence style. It lacks an identifiable thesis statement and defined argument. It lacks clarity, focus and development of independent ideas. It uses sources incorrectly, improperly cites in-text or cites no sources whatsoever, therefore, it contains plagiarized material. Works Cited page is incomplete or missing. It has systemic patterns of typographical, spelling, grammatical, and idiomatic error per page. Plagiarism Plagiarism is the use of another’s ideas and/or words without proper attribution. This includes material available on the internet as well as traditional printed documents whether published or unpublished. ALL SOURCES USED IN SUMMARY, PARAPHRASE, OR DIRECT QUOTATION MUST BE FULLY CITED IN-TEXT AND INCLUDED ON A WORKS CITED/BIBLIOGRAPHY PAGE. Any other use of source material, including resubmitting your own essays in whole or in part, is considered plagiarism. Cases will be handled individually, and may result in any and/or all of the following: failing the assignment, failing the course, reporting to the Dean, and possibly even expulsion from the college. The English Department statement on plagiarism will be circulated separately. Continued registration in this course section indicates your agreement to be bound by the Queens College English Department plagiarism policy. Calendar of Readings and Assignments Date Readings Due Writing Due 11/26 6 Current Issues Introduction; Mayor Michael Bloomberg, State of the City Address 2007 11/28 Timothy Williams and Tanzina Vega, East Harlem Develops…; Aarti Shahani, Legalization… BLOG 14 12/3 Jonathan Mandell, Arts Education; Aaron Barlow, 9/11 and the Rise of the Blogosphere 12/5 Section II: Literary New York Introduction; Herman Melville, Bartleby, the Scrivener… BLOG 15 12/10 O. Henry, The Making of a New Yorker; e.e. cummings, i was sitting in mcsorley’s Langston Hughes, Lenox Avenue: Midnight; Theme for English B; Ballad of the Landlord 12/12 FINAL CONFFERENCES FINAL PROJECT BLOG 16 3