Medgar Evers College City University of New York The ...meccompcourses.weebly.com/uploads/2/0/7/4/20749604/... · Medgar Evers College City University of New York The English Composition

Medgar Evers College City University of New York

The English Composition

Faculty Handbook

Compiled by: Dr. Todd Craig, Composition Coordinator, Associate Professor of English Prof. Adero Green, Lecturer of Education

MEC English Dept. Composition Handbook

Table of Contents Message from the Department Chair Message from the Composition Coordinator Mission of The English Department English Composition Program Overview and Course

Description ENGL 112 – Course Description, Requirements and ELOs Core Goals for English Composition ENGL 112 – Syllabi ENGL 150 – Description and ELOs ENGL 150 – Syllabi ENGL 112/150 Grading Rubrics ENGL 112/150 Sample Essays (Graded) Academic Integrity Policy MEC Composition Weebly Site FAQ’s


Message from the Chair Dear Colleagues, We are pleased to provide you with this English Department Composition Handbook. I thank the Composition Committee for developing this guide and resource and hope that it will be helpful as you engage in the teaching of college composition. The program description, goals, recommended readings, assessment activities, sample syllabi and lessons provide a comprehensive portrait of our Composition Program. We have a major responsibility for we see and service all of the students in the college. Thus, this Handbook can serve as a point of departure for a collective dialogue and conversation on improving students’ writing and on the teaching of writing. As I reflected on what I wanted to share with you, I thought about those activities and experiences that have formed my approach and philosophical views on the teaching of writing. The message that I give at the end of my radio show, Writers on Writing, came to mind. I close the program with the message: “The writer is always reading. The reader is always writing. Keep reading and writing. Empower yourselves as readers and writers.” This truism is central to becoming a good writer; it is not a new concept and draws from the research in composition, reading, and psychology. As writers, we are making a contract with our readers and we have to anticipate the reader’s questions, experiences and responses. Our challenge as composition instructors is to help our students understand that they are making a contract with their readers when they write critical essays. We have to help our students understand that their writing will improve when they begin to read more closely. The art of reading like a writer requires that they a) examine texts closely as they read them, b) raise questions that writers’ texts pose, c) reflect on those experiences that are similar to the experiences of the writers they are reading, and d) anticipate the writer’s ideas and thoughts. In short, they must actively engage with the text. Students’ understanding of this concept is critical to their empowerment as readers and writers. Lastly, an experience that deeply affected my growth as a teacher of writing occurred during my undergraduate years as an English major. I took a composition course and was required to bring copies of my papers to the class. Each class period was spent workshopping student papers. The instructor sat in the front of the room with a grammar handbook at his side. As students, we gave copies of our papers to our peers and everyone had an opportunity to comment on our essays. Thus, as a student, I entered that composition classroom knowing that I was going to get responses on my papers from a real audience and that any errors I had in grammar and syntax would be publicly pointed out by the instructor. This was initially a traumatizing experience but I learned more about writing that semester than I had learned in my years as a high school Honors student in English. This experience has informed my teaching. Teaching writing is challenging. We are pleased when we witness our students’ growth and we should continue to reflect on ways to ensure this growth. In closing, I encourage you to reflect on the following:


• As a community of teachers and scholars with experience and expertise in writing, we should have a philosophical view about our teaching that is transparent and that can be articulated to our peers and our students. • When we teach writing we are also teaching students to be critical thinkers and readers. • Students should practice the processes that experienced writers engage in: planning, composing, revising and editing. • Students should have opportunities to respond to real audiences and should be exposed to meaningful writing environments. • We should find ways to create writing classrooms that engage students in the practice of collectively examining texts and writing, reading and responding to their peers. • We should provide our students with substantive responses to their writing. • Students should learn the rules for the construction of grammatically and syntactically correct sentences and the instruction of this should be incorporated in the teaching of writing in meaningful ways. • We should teach students specific editing skills and provide them with opportunities to edit their writing. • We should think outside the box and incorporate social media and digital technology in the teaching of writing. • Students should have reading and writing experiences in all academic disciplines. Each of us has our own stories and we’ve developed our own philosophy and practices. I encourage you to articulate your philosophy and practices, to share this with your peers and students, and to continue to engage in a collective dialogue on the teaching of writing. Our charge as teachers of writing is a formidable task. In Solidarity, Brenda Greene


Message from the Composition Coordinator Welcome to the English Composition Program at Medgar Evers College! English Composition at MEC is a traditional program aimed at helping students to hone a set of writing techniques useful in 20th century literacy. Students sequence through ENGL 112: Composition I and ENGL 150: Composition II. ENGL 112 students learn expository writing and begin to learn the basics of academic research. ENGL 150 builds on what students have learned in ENGL 112 and adds a critical reading and writing about literature component. Students develop their critical reading and literary analysis skills by completing various writing assignments. The work in the course culminates in a final 7-10-page research essay. Hopefully this handbook will serve as a reference guide for new instructors as well as our veteran colleagues in the department. You can find the information in the handbook digitally by going to our MEC Composition Weebly site: http://meccompcourses.weebly.com So, if you are new to the department, welcome. If you are returning to the department, welcome back! Please feel free to contact me with any questions, comments or concerns you may have. My office is located in Bedford 1015X. I look forward to answering any questions or just having a conversation about the ways you might envision teaching and writing here at MEC. Warm Regards, Todd Craig


Mission of the English Department The Department of English offers a baccalaureate degree in English and an associate degree in English. English majors may concentrate in cross-cultural literature, creative writing, or professional writing. By undergoing a course of study in one of these concentrations, students gain academic and cultural experiences that provide them with in-depth studies in literature and writing, enhance their intellectual, social and aesthetic awareness of their environment, and develop their awareness of personal and civic responsibilities. Students pursuing the AA in English may select a course in one of three concentrations: cross-cultural literature, creative writing or professional writing. Students pursuing the BA Degree must participate in an internship related to their concentration. All students must select a faculty mentor to serve as their mentor/advisor for the writing of a thesis or a significant writing project in their area of concentration. At the end of the program, students will be able to seek employment in diverse fields such a teaching, publishing, professional writing, and public relations and will also be prepared to undertake graduate studies in a range of professions including law, business, medicine and creative writing. The English Department, located in the School of Liberal Arts and Education, is a community of teachers, scholars and writers whose primary mission is to offer students an outstanding liberal arts education and the values of intellectual rigor and critical inquiry in an increasingly globalized and highly technological information-based society. Students may pursue a baccalaureate degree in English and an associate degree in liberal arts with a concentration in English. The department offers courses for the English major, composition and literature courses in the general education curriculum, ESL courses, and composition and critical literacy courses in the developmental education curriculum. English majors may concentrate in cross-cultural literature, creative writing or professional writing. By undergoing a course of study in one of these concentrations, students gain academic and cultural experiences that provide them with in-depth studies in literature and writing, enhance their intellectual, social and aesthetic awareness of their environment and develop their awareness of personal and civic responsibilities to the college, university, community and society in general. At the end of the program, students will be able to seek employment in diverse fields such as teaching, publishing, professional writing and public relations and will also be prepared to undertake graduate studies in a range of professions including law, business, and medicine. In pursuit of its mission, the department is also committed to supporting faculty research, publication, and professional development.


Composition Program Overview and Course Descriptions English Composition at MEC is a traditional program aimed at helping students to hone a set of writing techniques useful in 20th century literacy. Students sequence through ENGL 112: Composition I and ENGL 150: Composition II. ENGL 112 students learn expository writing and begin to learn the basics of academic research. ENGL 150 builds on what students have learned in ENGL 112 and adds a critical reading and writing about literature component. Students develop their critical reading and literary analysis skills by completing various writing assignments. The work in the course culminates in a final 7-10-page research essay. The Composition Program is sustained by a part-time teaching contingent of approximately 40 adjunct instructors. In a way to foster more dialogue and community amongst part- and full-time Composition instructors, the Composition Committee offers various workshops and professional development events during the academic year (usually three workshops per semester) that discuss issues relevant and appropriate to the teaching of ENGL 112/150. Some of these workshops include: Teaching the Midterm Exam, Teaching the Final Exam, Creating Annotated Bibliographies, Best Practices in 21st Century Writing Instruction, Introduction to Blackboard, Reading Circle - Teaching the Novel, Teaching the Research Essay, etc.). The Composition Committee is also charged with the responsibility of creating both the departmental midterm and final exams. This work includes selecting readings, creating study and exam questions, facilitating the final exam and the departmental norming sessions. Course Description, Requirements and Objectives for ENGL 112: English 112 is a composition course that emphasizes the critical and expository writing students will need throughout their college career. They will learn rhetorical skills, become fluent in academic discourse, and develop proficiency in the conventions of language through a series of writing assignments emphasizing the process of drafting and revision. They will learn how to synthesize primary and secondary sources and give proper attribution. Their engagement with a wide variety of texts will broaden their global and cultural awareness and allow them to gain insight into themselves and their society. In ENGL 112, instructors should be guiding students through various assignments on Blackboard. Students should leave ENGL 112 with an understanding of Blackboard’s functionality, and thus be able to navigate the multiple aspects found on a Blackboard class site. To pass ENGL 112, instructors will have students successfully complete:

- A series of short readings (fiction and creative non-fiction), with a consistent strategy for low-stakes written responses to the readings

- Various writing/response threads to be completed on Blackboard - A diagnostic writing assignment to be given at the start of the semester. - 3-4 major writing projects / essays including a small research essay toward the end of the

semester. These essays should be uploaded into SafeAssign or Turnitin on Blackboard - Departmental Midterm - Departmental Final Exam

ESSENTIAL LEARNING OUTCOMES (ELO) Critical Thinking: Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, artifacts, and events before accepting or formulating an opinion or


conclusion (AACU). The criterion being assessed is the category of Evidence (Milestone 3): information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis [and] synthesis (Taken from AACU Critical Thinking Value Rubric). Upon successful completion of the course, students will be able to: 1. Read and listen critically and analytically, including identifying an argument’s major assumptions and assertions and evaluating its supporting evidence. Meets ELO 2.2 –Evidence; ELO 2.3 –Influence of Context and Assumptions. Written Communication: Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum (AACU). The criterion being assessed is the category of Content Development (Milestone 3): uses appropriate, relevant, and compelling content to explore ideas (taken from AACU Written Communication Value Rubric). Upon successful completion of the course, students will be able to: 2. 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. Meets ELO1.3 – Genre and Disciplinary Conventions; ELO 1.5 – Control of Syntax and Mechanics. 3. Demonstrate research skills using appropriate technology, including gathering, evaluating and synthesizing primary and secondary sources. Meets ELO 1.4 – Sources and Evidence. 4. Support a thesis with well-reasoned arguments, and communicate persuasively across a variety of contexts, purposes, audiences and media. Meets ELO 1.1 – Context and Purpose for Writing; ELO 1.2 – Content Development; ELO 1.3 – Genre and Disciplinary Conventions. 5. Formulate original ideas and relate them to the ideas of others by employing the conventions of ethical attribution and citation. Meets ELO 1.2 – Content Development; ELO 1.4 – Sources and Evidence. 6. Approach writing as a process that involves the steps of prewriting, drafting, revising and editing complete coherent essays. Meets ELO 1.3 – Genre and Disciplinary Conventions.


Core Goals for English Composition

There are department goals that align with the goals of the College and the core curriculum. Below are the goals that are critical to the ways we envision English Composition outcomes. They are as follows:

• To enhance students’ analytical and critical thinking skills. • To foster students’ understanding & respect for people of diverse backgrounds &

cultures. • To prepare students for a lifelong relationship to reading and writing. • To prepare students to use technology in a variety of writing situations (via Blackboard

and other software). • To develop students’ proficiency in various forms of writing. • To strengthen students’ research skills. • To provide students with opportunities to evaluate and articulate aesthetic and rhetorical

choices in their writing. • To learn and apply a process approach to all forms of writing (prewriting, drafts, revision,

editing). • To provide students with a learning environment that enables them to explore their

understanding of the complexity of moral questions and political issues; • To provide students with experiences which enable them to make meaningful

connections across disciplines • To prepare students for a lifelong relationship to reading and writing. • To establish and maintain processes for assessing and evaluating student outcomes as a

basis for improvement of teaching and learning.


I. Welcome! Dear Students, Welcome to English 112! This course will take you on a journey through a wide range of literary texts and the foundation of writing a competent essay for college. We will create a learning environment that allows you to fully embrace the fundamentals of a first-level composition course. I look forward to a productive semester. II. University Course Catalog Description This composition course emphasizes the various types of critical and expository writing students will need in the content area courses that they will take throughout the college curriculum. Students will improve their writing skills through the writing and revision of weekly essays and through an in-depth focus on the conventions of language. Pre-requisites: Passing Score on the CUNY Writing and the CUNY Reading Exam III. This course fulfills the following General Education Requirements: ¨ Yes ¨ No (If

yes, respond to Section III. If no, go to Section IV.) ¨ Foundation Cluster x Required Core ¨ General Knowledge Cluster ¨ Flexible Core

College Option: Socio-Cultural, and Diversity Cluster ¨ Integrated Knowledge Cluster: ¨ Social Sciences

English 112 College Composition I

English Department Medgar Evers College

COURSE SYLLABUS Instructor: Term: Office: Class Meeting

Days:

Phone: Class Meeting Hours:

E-Mail: Class Location: Website: Lab Location: Office Hours:


ü Humanities & the Arts ¨ Natural Sciences & Mathematics

IV. Course Overview This first-year composition course will teach students how to become fluent in academic discourse and develop proficiency in the conventions of language through a series of writing assignments emphasizing the process of drafting and revision. They will learn how to synthesize primary and secondary sources and give proper attribution. Their engagement with a wide variety of texts will broaden their global and cultural awareness and allow them to gain insight into themselves and their society. V. Course Objectives / Student Learning Outcomes (SLOs) By the end of this course, students should be able to:

• 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.

• Approach writing as a process that involves the steps of prewriting, drafting, revising and editing complete coherent essays.

VI. Course Prerequisites The score of 56 or higher in CATW Writing Exam and 70 or higher in CATW Reading Exam or Regents exemption. Please show documentation of eligibility. VII. Course Credits 4 Credits VIII. Required Texts and Materials Cohen, Samuel. Ed. 50 Essays: A Portable Anthology.4th ed. Boston: Bedford/St. Martin’s, 2014. Print. Fisher, Barbara and Diana Hacker. Research and Documentation in the Digital Age. 6thed. New York: Bedford/St. Martin’s, 2015. Print.

IX. Supplementary (Optional) Texts and Materials Strunk, William and E. B. White. The Elements of Style. 4th ed. Boston: Pearson, 2000. Print. (Recommended)


X. Basis for Final Grade Provide a listing of assessments and their weighting in the semester total. In addition to (or even in lieu of) tests, consider exploring “authentic” assessments, which are based as closely as possible to real world experiences.

Assessment Percent of Final

Grade Essays 40% Journal Responses/Blackboard Discussion Posts

10%

Participation 10%

Midterm Exam 20% Final Exam 20% 100%

Insert grading scale and/or rubric (with plus/minus scaling, if applicable) here. We have provided templates for your grading scale, including one for plus/minus grading, and the general grading scale. Feel free to use either one of these, adjusted for your own grading scale, if different:

Grading Scale (%)

97 - 100 A+ 93 - 96.9 A

90 - 92.9 A- 87.1 - 89.9 B+

83 - 87 B 80 - 82.9 B-

77 – 79.9 C+ 70 - 76.9 C

67.1 - 69.9 D+ 63 – 67 D

60 - 62.9 D- 0 - 59.9 F

XI. Grade Dissemination

Your grades will be posted daily on CUNY First/Blackboard. Please make sure that you have a school e-mail address or a working e-mail address. This is the only way that you will be able to successfully access CUNY First or Blackboard.


XII. Course Policies: Grades Late Work Policy: Late work will not be accepted. All assignments are accepted only during the class period in which they are due unless you have made PRIOR arrangements with the instructor. Submissions received late or outside of the classroom will be returned with no points awarded. Exceptions are based on the same criteria set for make-up exams. It is your responsibility to know when assignments are due. Due dates are posted daily on the syllabus and on blackboard. Extra Credit Policy: Throughout the semester, you will be given the opportunity to earn extra credit by attending campus-wide events or local events that include faculty and students from Medgar Evers College. Grades of "Incomplete": A grade of an incomplete is not available for this course. Revision Policy: Revisions of your essays must always be completed within 48 hours for re-submission. Essay Commentary Policy: Students are given feedback regarding their paper on a daily basis. It is important that you review all of the comments made to avoid any challenges. Group Work Policy: The college community promotes group engagement. Occasionally, you may be asked to sit in a group. You will be given a rubric to use for group work, and will be expected to utilize this tool during the course. Course Policies: Technology and Media Email: I communicate through e-mail a lot. It is important that you activate your MEC e-mail address or you can set-up a free account on www.gmail.com. Web courses: Black board is used throughout the course. You will be asked to post our discussion journal responses on Blackboard. There will be no hard copies accepted in place of these assignments. Laptop / Smartphone Usage: Laptops and smartphones are prohibited during the class. Classroom Devices: I encourage the use of a tape recorder. However, please alert me prior to recording a course lecture. Course Policies: Student Expectations Disability Access: Offer specifics about the CUNY policy on disability access. Attendance Policy: Your attendance to class is very important. It is worth 15% of your entire grade.


Professionalism Policy: You are expected to arrive to class on time. Your tardiness disturbs the lesson that is already in progress. Academic Conduct Policy: Academic dishonesty of any type, including cheating and plagiarism, is unacceptable at Medgar Evers College. Cheating is any misrepresentation in academic work. Plagiarism is the representation of another person's work, words, or ideas as your own. Students should consult the Medgar Evers College Academic Dishonesty Policy and Procedure Handbook for specific regulations and procedures related to academic integrity. Academic dishonesty is punishable by failure of the test, examination, term paper, or other assignment on which cheating occurred. In addition, disciplinary proceedings in cases of academic dishonesty may result in penalties of admonition, warning, censure, disciplinary probation, restitution, suspension, expulsion, complaint to civil authorities, or ejection. College Learning Center, Writing Center, and Academic Computing Labs: The Academic Learning Center is a resource available for you to receive assistance with your assignments. Trained professionals are there daily to assist. You can visit C-310. Disability Policy: Federal law prohibits discrimination on the basis of a disability. Under the guidelines of the Americans with Disabilities Act, the College will provide reasonable accommodations to persons with documented disabilities. Therefore, if you are in need of or have any questions regarding accommodations or services, please contact Mr. Anthony Phifer, Director, and Office of Services for the Differently-Abled (Bedford Building Room 1024) at 718-270-5027 or [email protected]. Any information provided to the office will be confidential and will not be released without your permission. NC Grade: Students who complete ENGL 112 and ENGL 150 (College Composition II) with a grade below “C” may receive a Policy grade of “NC” (No Credit) provided that they have made significant documented progress, even if they do not meet minimum passing standards to earn a “C” grade. In addition, the “NC” grade may be given only once for each of the two courses, after which the permission of the Chairperson of the Department of English will be required. Students who receive the “NC” grade are expected to repeat the course in the following semester. The “NC” grade will not be calculated in the GPA.

Guidelines for submitting Formal Writing Assignments These submissions guidelines are meant to make responding to your work easier for me and for your classmates so read them carefully.

1. All submissions must be typed. Use Times New Roman or Arial font styles and 12 or 13-point font size, nothing smaller or larger. Do not use italics or bold print styles.


2. Each line must be double-paced. Each page must have one-inch margins on the right and left sides, and top and bottom.

3. Carefully proofread your submission before you hand it in. Do not rely on spell check

alone. Give yourself sufficient lead-time for your assignments. Do not wait until the day before an assignment is due to begin working on it.

4. Include the following heading in the left-hand corner on the first page of your

submission. This information must be single-spaced. Do not provide a cover sheet or plastic cover.

Your name English 112 College Composition I Professor ______________ Month, Date, Year Submission is Due

5. Staple your submission in the upper left-hand corner only. 6. New paragraphs must be indented five spaces from the left-hand margin.

7. Your submission must adhere to the minimum number of pages required. If the

minimum number of pages is two (2), a submission of 1 ½ pages will not satisfy the requirement. Likewise, do not exceed the maximum number of pages required.

8. If your submission is a revision, please identify it as such, i.e., “Literary Autobiography –

Revision.” Also, include the new submission date. The original essay must be handed in with the revised essay.

9. Each essay submission must be organized and include an introduction, with a clearly

stated thesis, body paragraphs that support the thesis and a conclusion.

10. All formal assignments must be submitted on class on the due date. Email submissions will not be accepted

Sample of how book searches should be handed in: Your name English 112 College Composition I Professor ______________ Month, Date, Year Submission is Due


Date Finish This Homework Before Class Topics to be Discussed in Class 8/25

Introduction to class: review of class requirements and objectives; review of rubric, discussion of syllabus.

9/1

Assignment: Read Graduation by Dr. Maya Angelou Respond to #4

Writing skills assessment: in class writing, grammar review, responding to literature.

9/8 Assignment: Read Learning To Read and Write by Frederick Douglas (118) Respond to #2 Assignment: Read The Fourth of July by Audre Lourde (254) Respond to #2 Complete the 1st Draft to Essay #1 on MLK

Introduction to summarizing texts In class writing and discussion on theme of “family.” Critical Reading: what to look for; ways to approach texts

In-class discussion of reading and journal assignments (narrative point of view, reading what’s there and what’s not there, drawing conclusions

9/15 Read Gloria Anzaldua’s How To Tame a

Wild Tongue (33)

The Writing Process: Brainstorming, outlining, drafting; Essay Structure: Thesis, paragraph development, conclusion

9/22 Read Aria: Memoir of a Bilingual

Childhood by Richard Rodriguez (321) Respond to #2

Essay #1’s Final Draft is Due On 9/29

Responding to Text: Critical reading and interpretation of texts; ways to respond; responding to the text: self, world, text Style review: Effective use of subordinate, coordinate and conjunctions Introduction to MLA: In-text citations, works cited page Voice: Audience and Purpose In-class discussion of reading and journal assignments

9/29 Why Don’t We Complain? by William F. Buckley Jr. (76) Respond to # 2 The Boston Photographs by Nora Ephron (152)

Introduce MLA format/In-text citations


Respond to #2 Write the 1st draft of essay #2 in response to #3. This is due on 10/13

Discuss Aria by Richard Rodriguez

In-Class Writing

10/6 No Class! Class follows a Monday Schedule Letter from Birmingham Jail by Dr. Martin Luther King Jr. (203) Respond to #4

Discuss Buckley and Ephron

In-Class Writing

10/13 Shooting An Elephant by George Orwell (295) Respond to #2 The Singer Solution to World Poverty (378) Respond to #1

Discuss King

In-Class Writing 10/20 A Modest Proposal by Jonathan Swift (408)

Respond to #4 The Way We Lie by Stephanie Ericsson (159) Respond to #4 Write the 1st draft of essay #2 in response to #3. This is due on 10/7 Complete the final draft of Essay #2

Discuss Orwell /In-Class Writing

Writing Exercises What Is the Research Paper? Work shopping: Peer Review and Revision In-class discussion of reading and journal assignments; in-class writing response. In-class discussion Refining thesis

10/27 In Search of Our Mother’s Gardens by

Alice Walker (420) Respond to #4 (430)

Discuss Swift and Ericsson Essay #2 is due 10/15

11/3 A Woman’s Beauty: Put Down or Power Source by Susan Sontag (386) Respond to #2

Discuss Walker

11/10 Just Walk On By: Black Men and Public Space by Brent Staples (394) Respond to #4 Essay #2 is due next class

Review Sontag

In-class writing and discussion

11/17 Write the first draft of Essay #3 Review Staples

In-class writing and discussion

Final Review

11/24 No Classes/ Thanksgiving


What If Shakespeare Had a Sister? By Virginia Woolf (466) Respond to #2

12/1 Final Review Final Review 12/8 Last Day of Classes 12/13 Final Exam Reading Day

Note: The Schedule is subject to revision

Essay Topics:

#1 Complete your diagnostic essay. August 28, 2016 marks the 53rd anniversary of The March on Washington and Dr. King’s “I Have A Dream” speech. In 500 words discuss the economic, social, and political changes that have occurred since the March and the speech in 1963. If you believe that there have not been any changes, please back up your claim with existing evidence.

#2. Compare the importance of literature in “Graduation” and in Gloria Anzaldua’s “How to Tame a Wild Tongue” (p.33) What does poetry mean to Angelou here, and what does it mean to Anzaldua?

#3 TBD


Course Description, Requirements and Objectives for ENGL 150: English 150 is a composition course that continues the various types of critical and expository writing students will need throughout their college career. It emphasizes the process of conducting research, culminating in an MLA-formatted research essay. Using primary and secondary sources, students will analyze and gain understanding of multimodal texts in a range of disciplines. This course also introduces students to the interpretation and comparative analysis of literature of various genres and from diverse periods and cultures. In ENGL 150, instructors should continue to engage students through various assignments on Blackboard. Students should leave ENGL 150 with proficiency in Blackboard’s functionality, and thus be able to navigate the multiple aspects found on a Blackboard class site. To pass ENGL 150, instructors will have students successfully complete:

- A series of short readings across genres (fiction, poetry, drama and creative non-fiction), with a consistent strategy for low-stakes written responses to the readings.

- A full-length novel based on the theme of the Composition Program. Instructors will choose one of the novels on the selected list of required novels.

- Various writing/response threads to be completed on Blackboard - A diagnostic writing assignment to be given at the start of the semester. - 2-3 critical analysis essays. - An annotated bibliography of at least 5-7 sources that is used to scaffold students into

their final research essays. - A final research essay of 7-10 pages to be submitted at the end of the semester. These

essays should be uploaded into SafeAssign or Turnitin on Blackboard

Student Learning Outcomes (SLOs) Upon successful completion of this course students will be able to: • 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. • Revise and edit work through the drafting process. In addition to satisfying the learning outcomes of the Pathways’ Required Common Core for Composition, the course also meets the learning outcomes for “Introduction to Writing about Literature” for English majors transferring within CUNY. Upon successful completion of this course students will be able to: • Respond proficiently in writing (i.e. per the outcomes for “A”) to literary works. • Display familiarity with literary works by a variety of authors in a variety of genres.


• Offer an extended discussion in writing of two or more texts and authors in relation to each other. • Demonstrate the ability to analyze and interpret based on careful attention both to the detail and overall design of a literary work. • Demonstrate an understanding of the role of context in determining meaning.


ENGLISH DEPARTMENT

ENGL 150-(add course section): COLLEGE COMPOSITION II COURSE SYLLABUS

_____________________________________________________________________________________________ Instructor: (add name) Term: Fall 20XX Office: (add office) Class Meeting Days: (add days) Phone: (add phone) Class Meeting Hours: (add times) E-Mail: (add email) Class Location: (add class) Office Hours: (add office hours) Course Description This composition course continues the various types of critical and expository writing students will need throughout their college career. It emphasizes the process of conducting research, culminating in an MLA-formatted paper. Using primary and secondary sources, students will analyze and gain understanding of multimodal texts in a range of disciplines. This course also introduces students to the interpretation and comparative analysis of literature of various genres and from diverse periods and cultures. This course fulfills the following General Education Requirements: [x] Foundation Cluster [x[ Required Core Course Objectives/Student Learning Outcomes (SLOs) Upon successful completion of this course students will be able to:

• 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.

• Revise and edit work through the drafting process. In addition to satisfying the learning outcomes of the Pathways’ Required Common Core for Composition, the course also meets the learning outcomes for “Introduction to Writing about Literature” for English majors transferring within CUNY. Upon successful completion of this course students will be able to:


• Respond proficiently in writing (i.e. per the outcomes for “A”) to literary works. • Display familiarity with literary works by a variety of authors in a variety of genres. • Offer an extended discussion in writing of two or more texts and authors in relation to

each other. • Demonstrate the ability to analyze and interpret based on careful attention both to the

detail and overall design of a literary work. • Demonstrate an understanding of the role of context in determining meaning.

Course Prerequisites C or better in ENGL 112 or equivalent. Please show documentation of eligibility. Course Credits: 3 Required Texts and Materials Gardner, Janet, et al. Literature: A Portable Anthology. 4th ed. Boston: Bedford/St. Martin’s, 2016. Print.

(ISBN 13: 978-1319035341) Bullock, Richard, Michal Brody and Francine Weinberg. The Little Seagull Handbook with Exercises. 3rd Ed. New York: W.W. Norton and Co., 2016. Print.

(ISBN 13: 978-0393646399)

(Choose ONE of the FIVE required novels) Hagedorn, Jessica Tarahata. Dogeaters. Penguin Group USA, 1990. ISBN-13: 978-0140149043 Golding, William. Lord of the Flies. Penguin, 1983. ISBN-13: 978-0399501487 Ellison, Ralph. Invisible Man. Vintage, 1947. ISBN-13: 978-0679732761 Atwood, Margaret. The Handmaid's Tale. Anchor, 1986. ISBN-13: 978-0385490818 Orwell, George. 1984. Signet, 1961. ISBN-13: 978-0451524935 Dictionary and Thesaurus (preferably bigger than the “pocket size” that fits in your back pocket) Computer access (for Blackboard and eReserve texts) Supplemental Text Guide to Literary Terms (can be purchased in the English Department) Blackboard All class assignments, announcements and general information are posted on Blackboard. You MUST activate your Medgar Student E-Mail Account to access Blackboard. Please check Blackboard at least once a day for any changes and updates. Please remember that Blackboard is an integral and required component of our class. If you need help with any aspects of utilizing Blackboard for our class assignments, there are Student Blackboard tutorials held on Mondays and Wednesdays from 11:30am-12:45pm with Steve Wymore in B-2033. Guideline for Achieving Desired Level of Understanding Significant attention will be given to the development of academic research methods and skills. Techniques covered in this class include reading and interpreting texts, making arguments,


counter-arguments, connections and transitions, analyzing texts, using one text to read another text and introduction to and development of research methods and skills. There will be a significant amount of writing. Topics will include popular culture, language, identity, race, gender, and class. Basis for Final Grade To pass the class, you must receive a grade of “C” or better. There are no grades of C-, D or INC for this course. A grade of NC, which is No Credit and does not affect your GPA, may be given at the instructor’s discretion. If this occurs you will still have to retake the course. Grades will be based on the following components. Note that progressive improvement over the course of the semester in this class will be significantly considered. Assessment Percent of Final Grade Critical Essay 1 (3-5 pages) 10% Critical Essay 2 (3-5 pages) 10% Annotated Bibliography (4-6 pages) 20% Final Research Essay (7-10 pages) 25% Research Essay Drafts 10% Reader Responses (posted on Blackboard) 10% “Class Presence” (includes regular and prompt attendance, 15% participation, timely completion of ALL assignments, peer review sessions, periodic in-class writing assignments and quizzes) Individual assignments will not be graded. Instead, you will receive feedback on each assignment and receive a grade that represents a bulk of your work at different times of the semester. Below is the general grading rubric used for this class: A range (90-100): All formal writing assignments will have been revised and carefully proofread. Generally speaking, and when applicable, “A” writing has clarity and precision; a distrust of generalizations; clear, well-defined ideas; well-developed paragraphs; thoughtful incorporation of outside sources; appropriate usage of quotations; interesting and varied sentence structure; consistently correct grammar and usage. If an argument is being made it will have a distinct claim, ample evidence, clarification of terms, and most likely an awareness of counterarguments. In other forms of writing—memoir, anecdotes, interviews, poetry, etc.—there will be an attention to details and specifics, whether writing about physical objects or abstract concepts. The writer will probably demonstrate a willingness to take rhetorical risks and experiment with style. All assignments will indicate a careful attention to the complexity and variability of language, and in general indicate a desire to be unique, not imitative; unexpected, not obvious or obligatory; and complex, not two-dimensional. “A” writing pushes the implications of its statements, and always seeks to "unpack" and pursue the ideas and concepts raised therein.

B range (80-89.9): All writing assignments will have been revised and carefully proofread. Arguments might not be as complex or as artfully executed as “A” arguments. “Creative” work might occasionally lean toward the obvious or derivative. Some work might have benefited from further revision. In general, work will be close to “A” level work, but occasionally lacking in polish, complexity, or depth. The degree of skill, complexity, and revision reflected in the work will determine whether the grade is a B+, B, or B-.


C range (70-79.9): Simple or weak arguments, generalizations, a lack of precision, awkwardness in incorporating outside information, minimal revision or quick or nonexistent proofreading: these are some of the characteristics of “C” papers. In general, “C” level work, while satisfactory, will nevertheless indicate a need for more revision, more concentration and attention, and perhaps better time management. The degree of skill, complexity, and revision reflected in the work—as well as the student’s attention to deadlines—will determine whether the grade is a C+, C, or C-.

D range (60-69.9): Writing will probably suffer from grammar and usage errors, generalizations, as well as lack of concentration and precision. Signs of serious revision will be rare or nonexistent. Problematic claims in arguments; lack of originality or willingness to experiment in other forms of writing. Most students falling into the “D” range have not put nearly enough time into their work.

F (0-59.9): Writing will have any of the following characteristics: weak, unsupported ideas; unoriginal or unarguable claims; numerous generalizations; an absence of particulars and specifics; carelessness; consistently incorrect grammar and usage; very little if any serious revision. Many assignments will be short and undeveloped. Writing will often be shorter than the minimum number of pages.

NC. This grade is reserved for students who complete ENGL 150 with a grade below “C” provided they have made significant documented progress, even if they do not meet minimum passing standards to earn a “C” grade. The “NC” grade can only be given once in ENGL 150, after which the permission of the Chairperson of the Department of English will be required. Students who receive the “NC” grade are expected to repeat the course in the following semester. The “NC” grade will not be calculated in the GPA. Grade Dissemination Essays: Grades are written on the rubric attached to the final draft of each essay. Participation: Grades are tallied based on completion of assignments at the end of the semester. Class Grade: Grades for the course will be posted on CUNYFirst at the end of the semester. Course Policies Assignments ALL ASSIGNMENTS MUST BE COMPLETED in order to pass the class. Assignments may be given either as homework, in-class exercises or Blackboard posts/discussions. Know that ALL major writing projects/assignments must be submitted on the due date even if you are absent. No late assignments will be accepted unless you receive specific approval from the Instructor (this approval comes with a 10-point deduction every 24 hours). Students who do not complete all assignments place themselves in jeopardy of failing the class. Homework assignments will be given in class and/or with the syllabus and should be completed by the due date. Homework should be neat, legible, and demonstrate both time and effort in its completion. Homework assignments should be typed and double-spaced and adhere to MLA guidelines. Students who do not complete all homework assignments put themselves in jeopardy of failing the class.

Assignment Guidelines (unless other written directions are given):

• Type work in Times New Roman 12-point font, save as a Word file, print on 8.5” in by 11” white paper, use 1” margins on each side, and follow all MLA formatting and documentation.


• In the upper left-hand corner of the 1st page on separate singled-spaced lines, please provide the following information in the order listed: your name, course subject and title, Todd Craig, assignment title, and the date.

• All writing assignments must have a creative title centered at the top of the page under the heading.

• Please spell-check AND proofread ALL SUBMITTED WORK.

Grade Appeal Procedure and General Course Concerns If you find there is a discrepancy upon receiving your final grade at the end of the semester, you have a right to dispute your grade. In order to do so, you must observe the Grading Dispute protocol by following the steps in this order: 1. You must speak with the professor who gave you the final grade. 2. If after speaking to the professor, you are still not satisfied with your final grade, you can contact the Composition Coordinator, Dr. Todd Craig, to discuss the matter further. 3. If you are still unsatisfied with the results after meeting with the Coordinator, you can schedule a meeting with the Department Chair. *Students who do not follow this protocol will not have their grade appeal reviewed until they can demonstrate they have followed these three protocol steps in the appropriate order. For general concerns in any ENGL 150 course, students should first talk to their instructor. If there are still concerns after speaking with the professor, students can make an appointment to see the Composition Coordinator, Dr. Todd Craig in B1015X. Attendance and Participation In order to successfully fulfill the Course Objectives and Student Learning Outcomes for ENGL 150, attendance and class participation are a vital component of this course. Because we will be reading and discussing various pieces of literature and writing throughout the semester IN CLASS, please note that attendance is critical and not optional! With this in mind, students must get themselves to class on time and stay for the entire period. Missing more than FOUR (4) classes constitutes missing a significant part of the course and will DRAMATICALLY affect your final grade (potentially by an entire letter grade based on the circumstances and the discretion of the Instructor). Arriving late to class or leaving early three (3) times will count as an absence. As well, students must always bring the course text, handouts, and any required reading and/or writing with them to class. Note that not doing this will constitute being unprepared for class. If you cannot avoid missing class, arriving late and/or leaving early, it is YOUR responsibility to notify the Instructor in advance and to make arrangements with a classmate to find out what you have missed (notes, handouts, assignments, etc.). I do not respond to queries about what you’ve missed because you were absent unless I’ve made special arrangements with you to do so. Unannounced quizzes may be given at any time and cannot be made up. Please do not be absent on a day you are scheduled to give a presentation; if you miss your scheduled presentation without prior written approval from the Instructor, you will receive a zero for the presentation. Finally, students who come into class late are responsible for seeing the Instructor IMMEDIATELY at the end of class to make sure they are marked “Late” as opposed to “Absent” in the Attendance Roster. After a class ends, this change will NOT be made.


Note: In the event of a class cancellation, students will be notified by email and Blackboard. Thus, it is important to frequently check your ACTIVATED MEC email and Blackboard to remain informed on any class changes. Support Services and Resources If you feel you need additional help with your writing (at any stage of the process), you can sign up for individual or group tutoring at the MEC Writing Center, located in the Library, room 1045A. You may also be asked to visit the Writing Center based on the discretion of the Instructor if necessary; it will be very helpful for students who need extra support and practice in preparation for various writing assignments. Students will receive points towards their final grades for consistent appointments in the Writing Center. For more information, email the director, Aisha Williams ([email protected]) or call 718-804-8287.

E-Mail Policy The fastest way to get in touch with me is through e-mail. However, I do not give comments on student essays in e-mail. If you need more explanation/discussion about your assignment, you may e-mail me to make arrangements to meet with me in person to review your work. In addition, I do not respond to queries about what you’ve missed because you were absent (please refer to the “Attendance and Class Participation” policy).

Laptop, Smartphone and Cell Phone Usage Policy Laptops may only be used during class to take notes with the Instructor’s permission. Students may not use their laptops to read any assignment in class. You must bring a paper copy of all readings discussed in class. ALL PHONES MUST BE TURNED TO SILENT MODE FOR THE DURATION OF CLASS. No phones should either ring and/or vibrate during class; this includes phone calls, text messages and emails. If your phone continuously goes off in class, you will be asked to leave the classroom and you will be marked as absent for the day, without exception. College Policies Disability Access Policy Federal law prohibits discrimination on the basis of a disability. Under the guidelines of the Americans with Disabilities Act, the College will provide reasonable accommodations to persons with documented disabilities. Therefore, if you are in need of or have any questions regarding accommodations or services, please contact Mr. Anthony Phifer, Director, and Office of Services for the Differently-Abled (Bedford Building Room 1024) at 718-270-5027 or [email protected]. Any information provided to the office will be confidential and will not be released without your permission. The MEC Library website: http://www.mec.cuny.edu/library/ Academic Integrity Policy Academic dishonesty of any type, including cheating and plagiarism, is unacceptable at Medgar Evers College. Cheating is any misrepresentation in academic work. Plagiarism is the representation of another person's work, words, or ideas as your own. Students should consult the Medgar Evers College Academic Dishonesty Policy and Procedure Handbook for specific


regulations and procedures related to academic integrity. Academic dishonesty is punishable by failure of the test, examination, term paper, or other assignment on which cheating occurred. In addition, disciplinary proceedings in cases of academic dishonesty may result in penalties of admonition, warning, censure, disciplinary probation, restitution, suspension, expulsion, complaint to civil authorities, or ejection. All final essay drafts MUST be uploaded to SafeAssign on Blackboard for confirmation of originality. Children On Campus The college has an obligation to its students, faculty, staff and visitors to conduct its operations and maintain its facilities in a manner consistent with its mission as an institution of higher education. For this reason, young children who are not registered in the child care center should not be brought to the campus, and, of course, may not attend classes with their parent or guardian. There may be occasions when brief visits by children of students may be necessary. Children may visit college offices and facilities, other than classrooms, for limited periods of time when their parent or guardian is conducting routine business at the college. Regular repeated visits by children are not permitted. In no case are children permitted in labs, shops, construction/repair sites, or other areas where potential hazards exist. Children brought on campus must be directly supervised at all times by their parent or guardian. http://www.mec.cuny.edu/Human-Resources/Children-on-Campus.aspx Academic Support/Resources/Services All students are expected to be proactive in their academic progress. If you need extra tutoring, support or access to prepare your essays, the following academic resources and services are available to all students:

Location Contact The Writing Center Library 1045A 718-270-8287 Academic Computing Labs B2014 718-270-5134 Academic Support Center Library 1045 718-270-5138 Important Dates to Remember: Aug. 31, 2017 Last Day to Add Classes Nov. 10, 2017 First Day to Drop with a “W” Grade Nov. 23-26, 2017 Thanksgiving Recess Dec. 12, 2017 Last Day of Classes * Please see Academic Calendar (BlackBoard & MEC Website) for full detail.


English 150 – Fall 20XX: Course Schedule Please note that assignments may be changed and/or added to this schedule in class. Students are REQUIRED to complete ALL assignments given for the specified date without exception. (LAPA = Literature: A Portable Anthology)

Date In Class Discussions and Activities Finish This Assignment Before Class Sept. 3

Introductory Class, review of syllabus and Class Overview

1. Complete Introduction letter 2. LAPA: The Role of Good Reading (1136-1150) 3. Complete reading from “The Story of the

Arrowmaker”, “Girl” and “The Sniper.” Answer questions at the end of the reading.

4. Purchase all books for class by Wednesday, September 17th.

Sept. 8

Discussion about “The Role of Good Reading” and how it relates to assigned selections.

1. LAPA: Writing About Stories (1197-1207) Ellison, “Battle Royal” (230-242); Jackson, “The Lottery” (242-249)

2. Complete Reading Responses for Ellison and Jackson

Sept. 10 Discussion about “Writing About Stories” and connections to assigned readings and reading responses

1. LAPA: Marquez, “The Handsomest Drowned Man in the World” (289-293); Bambara, “The Lesson” (330-336); Jin, “Saboteur” (393-401)

2. Complete Reading Responses for Marquez, Bambara and Jin

Sept. 15 Connecting reading responses to proposal writing 1. LAPA: Kincaid, “Girl” (380-381); Tan, “Two Kinds” (382-391); Cisneros, “The House on Mango Street” (391-392)

2. Complete Reading Responses for Kincaid, Tan and Cisneros

Sept. 17 Review “The Writing Process” (1151-1180) Complete draft of Writing Project #1 for Peer Review

session

Sept 22 Peer Review Workshop

Revise Writing Project #1, due in class on Mon, Sept 29th.

Sept 24 COLLEGE CLOSED – NO CLASSES SCHEDULED

1. Revise Writing Project #1, due in class on Mon, Sept 29th.

2. LAPA: Writing About Poetry (1208-1222); McKay, “America” (555); Hughes, “Mother to Son” (559); “Harlem” (560); Cullen, “Incident” (560-561); Roethke, “My Papa’s Waltz” (565-566); Moss, “The Lynching” (682-683)

3. Complete Reading Responses for McKay, Hughes, Cullen, Roethke and Moss


Sept 29 Writing Project #1 due in class. Discussion on “Writing About Poetry” and assigned poems

1. LAPA: Brooks, “We Real Cool”; “The Bean Eaters” (578-579); Ginsberg, “A Supermarket in California” (588-589); Rich, “Aunt Jennifer’s Tigers”; “Diving into the Wreck” (601-604)

2. Complete Reading Responses for Brooks, Ginsberg and Rich

Oct 1 Continued discussion about poems 1. LAPA: Knight, “Hard Rock Returns to Prison from the Hospital for the Criminal Insane” (612-613); Lorde, “Coal” (614-615); Clifton, “at the cemetery, walnut grove plantation, south Carolina, 1989” (621-622)

2. Complete Reading Responses for Knight, Lorde and Clifton

Oct. 6 Continued discussion about poems Complete Draft of Writing Project #2 for Peer Review workshop

Oct 8 Peer Review Workshop

Revise Writing Project #2, due in class on Mon, Oct 20th.

Oct 13 COLUMBUS DAY – COLLEGE CLOSED, NO CLASSES SCHEDULED

1. Complete Online Peer Review worksheet 2. Revise Writing Project #2, due in class on Mon, Oct

20th. Oct 15

Meet in Library for Information Literacy Session Revise Writing Project #2, due in class on Mon, Oct 20th.

Oct 20 Writing Project #2 due in class. Discussion on Writing Project #3 (Research Essay)

LAPA: Writing a Literary Research Paper (1231-1266)

Oct 22 Discussion on “Writing a Literary Research Paper” Discussion on Group Project

Read Drown chapters 1-2 (3-43)

Oct 27, 29

Discussion of Drown chapters 1-2 in relation to Group Projects

Read Drown chapters 3-4 (pp47-88)

Nov 3, 5 Group 1 presentation on Drown chapters 3-4 (47-88) Read Drown chapters 5-6 (91-117)

Nov 6 Last Day to Drop Course with “W” Grade

Nov 10, 12

Group 2 presentation on Drown chapters 5-6 (91-117) Read Drown chapters 7-9 (121-160)

Nov 17, 19

Group 3 presentation on Drown chapters 7-9 (121-160)

Read Drown chapter 10 (163-208)

Nov 24, 26

Group 4 presentation on Drown chapter 10 (163-208)

Dec 1

Meet in Library for Information Literacy Session Complete Draft of Writing Project #3 for Peer Review workshop


Dec 3 Peer Review Workshop

Revise draft of Writing Project #3 for Peer Review workshop #2

Dec 8, 10

Peer Review Workshop 1. Revise draft of Writing Project #3 for Peer Review workshops

2. Complete Final draft of Writing Project #3, due in class on Monday, December 15, 2014.

Dec 15 Last Day of Classes Final Draft of Writing Project #3 due in class, WITHOUT EXCEPTION


ENGL 112/150 Grading Rubrics Here are some rubrics for you to consider. They are products of the work by the Medgar Evers English Department's Composition Committee at various times. We find that rubrics work best when they are distributed to students at the start of the semester. This way, they know what is expected of them, and you know what you expect from them, and everyone is on the same page. ENGL 112 rubrics were developed based on the standard CATW as well as the ENGL 112 Final Exam rubrics. Since a small research paper is now required for ENGL 112, a rubric for that is included as well. Since ENGL 150 requires a Final Research Essay, a rubric is included here. Please note that while the other rubrics are offered for your discretionary use, the Final Exam Rubric MUST be used to assess the Final Exam in ENGL 112. In ENGL 150, the Final Research Essay Rubric must be used to evaluate the Final Research Essay.

Essay Rubric College Composition I English 112

Created by Dr. Robin Ford 2013

Categories and Qualities

Excellent/A Max points possible 12

Proficient/B Max points possible 10

Competent/C Max points possible 9

Novice/F Max points possible 7

Content Develops an essay that presents a focused response to the writing assignment, making appropriate and coherent connections among all parts of the assignment.

4 Addresses the writing assignment fully, analytically, and perhaps critically or imaginatively with superior focus and coherence.

3 Addresses all parts of the writing assignment with adequate focus and coherence throughout.

3 Addresses all or most parts of the writing assignment adequately, but focus may lapse briefly or connection may be missing.

2 Addresses some parts of the writing assignment or addresses all parts superficially; focus or coherence may break down at several points.

Development Ideas are clearly organized, paragraphs presents a clear purpose with appropriate explanations and illustrations.

3 Astute analysis and perceptive explanations of ideas and observations. Effective and compelling use of references from the writer’s readings and own experiences as supporting examples and illustrations.

2 Explains ideas and assertions completely with adequate and relevant use of support from the writer’s readings and experiences.

2 Explains ideas and assertions fully, although discussion may lapse in focus or supporting examples may be weakly connected or at times incomplete or irrelevant.

2 Some ideas in paragraphs may be connected, but explanation or clarification may be weak or missing; use of examples may be incomplete, irrelevant or missing.

Documentation & Reading Comprehension

Incorporates, as support for own thoughts, references to the texts, identifying the sources formally or informally. Demonstrates understanding of the texts through summary, analysis and explanation of relevant material.

3 Makes insightful connections and distinctions between readings and own ideas; integrates references smoothly into own essay and identifies them consistently and correctly. Demonstrates superior and perhaps critical understanding of readings through accurate summary, full explanation, and insightful analysis of relevant sections.

3 Makes and explains appropriate connections between readings and own ideas, identifies references consistently and correctly. Demonstrates overall understanding of readings through appropriate summary and explanation, with some analysis.

2 Makes some connections between readings and own ideas but they may not all be appropriate or adequately explained; identifies most references consistently and correctly. Demonstrates generally accurate understanding of readings although summary or explanation may be incomplete or not fully relevant.

2 Makes few or unwarranted connections between readings and own ideas; may identify references inconsistently or incorrectly. Demonstrates partial understanding of the readings through summary or explanation, but understanding is flawed or explanation is incomplete.

Language Communicates clearly and effectively with a minimum of clutter, using appropriate conventions of language (e.g., grammar, spelling, punctuation).

2 Communicates with precision and enhanced expression through highly effective use of vocabulary and sentence variety; infrequent, if any, lapses in use of conventions.

2 Communicates clearly throughout the essay; sentences may contain some lapses in use of conventions, but these rarely impede comprehension.

2 Generally communicates clearly throughout the essay although lapses in use of conventions may at times impede comprehension or prove distracting.

1 Communicates clearly at times, showing some ability to use conventions, but whole sections are unclear or errors frequently impede comprehension.

Total

RUBRIC FOR ANNOTATED BIBLIOGRAPHY Grade A Includes all assigned

number of self selected secondary sources.

Explanation of choices for all the secondary sources is thorough.

Evaluation of all secondary sources is highly insightful.

All sources are formatted correctly in the standard MLA style with fewer than two errors.

B Includes all assigned number of self selected secondary sources.

Explanation of choices for the secondary sources is sufficiently thorough.

Evaluation of all secondary sources is thoughtful, with some insight.

All sources are mostly formatted correctly in the standard MLA style with fewer than five errors.

C Includes all but one assigned number of self selected secondary sources.

Explanation of choices for the source(s) is incomplete.

Evaluation of the secondary source(s) is superficial, with limited insight.

Sources are formatted in the MLA style with more than five errors but fewer than ten errors.

D Includes all but one assigned number of self selected secondary source.

Explanation of choices for the secondary source(s) is incomplete or sporadically related to the assignment.

Evaluation of the secondary source(s) is unclear and lacks insight.

An attempt is made at formatting sources in the MLA style, but more than ten errors obscures the clarity of the entries.

F Includes one or none of the assigned number of self selected secondary sources.

Lacks explanation of choices for the secondary source or explanation is unrelated to the assignment.

Lacks evaluation of the secondary source or evaluation is unrelated to the assignment.

No apparent attempt at formatting the sources in MLA style. Errors are numerous and sufficiently severe to preclude any clarity.

Developed by Joanna Sit, 2013

Engl 112 Research Paper Evaluation Rubric Student Name:_________________________________ Score:_____

Categories Excellent (90-100) Good(80-89) Competent (65-79) Emerging (50-64) Limited (25-49) Content:

Demonstrates understanding of the readings through summary and explanation of relevant material. Develops an essay that presents a focused response to the writing assignment, making appropriate and coherent connections among all parts of the assignment.

Demonstrates superior and perhaps critical understanding of readings through accurate summary, full explanation, and insightful analysis of relevant sections. (17) Addresses the writing assignment fully, analytically, and perhaps critically or imaginatively with superior focus and coherence. (17)

Demonstrates strong understanding of readings through accurate summary, with appropriate explanation and analysis of relevant sections. (15) Addresses the writing assignment fully and analytically, with strong focus and coherence. (15)

Demonstrates overall understanding of readings through appropriate summary and explanation, with some analysis. (12) Addresses all parts of the writing assignment with adequate focus and coherence throughout although focus may lapse briefly or connection may be missing. (12)

Demonstrates generally accurate understanding of readings although summary or explanation may be incomplete or not fully relevant. (10) Addresses most parts of the writing assignment adequately with some parts superficially or focus lapses or connection may be missing at several points.(10)

Demonstrates partial understanding of the readings through summary or explanation, but understanding is flawed or explanation is incomplete. (5) Addresses some parts of the writing assignment or addresses all parts superficially; focus or coherence may break down in more than half of the essay. (5)

Development: Ideas are clearly organized, paragraphs present a clear purpose with appropriate explanations and illustrations.

Astute analysis and perceptive explanations of ideas and observations. Effective and compelling use of references from the writer’s readings and own experiences as supporting examples and illustrations. Ideas are grouped in a logical and appropriate sequence.(17)

Fully explains and discusses ideas; strong and compelling use of references from the writer’s readings and own experiences as supporting examples and illustrations. Ideas are grouped in a logical and appropriate sequence.(15)

Explains ideas and assertions completely with adequate and relevant use of support from the writer’s readings and experiences. Ideas are grouped in a generally logical and appropriate sequence.(12)

Explains ideas and assertions fully, although discussion may lapse in focus or supporting examples may be weakly connected or at times incomplete or irrelevant. Some related ideas are grouped together. (10)

Some ideas in paragraphs may be connected, but explanation or clarification may be weak or missing; use of examples may be incomplete, irrelevant or missing. Minimal evidence of sequencing, with unrelated ideas grouped in paragraphs. (5)

Documentation Incorporates, as support for own ideas, references to the readings, identifying sources formally in the MLA format that includes consistency between in-text citation and Works Cited.

Makes insightful connections and distinctions between readings and own ideas; integrates references smoothly into own essay and identifies them consistently and correctly. (6) Exceeds the number of required secondary sources. (6) In-text citations and Works Cited page correspond with no errors. (6) In-text citations and Works Cited page follow MLA guidelines with a maximum of three errors in format. (6)

Makes analytical connections and perhaps distinctions between readings and own ideas; integrates references into own essay and identifies them consistently and correctly. (5) Meets the number and types of required secondary sources.(5) In-text citations and Works Cited page mostly correspond (with maximum of 2 minor errors). (5) In-text citations and Works Cited page follow MLA guidelines with a maximum of five errors in format. (7)

Makes and explains appropriate connections between readings and own ideas, identifies references consistently and correctly. (4) Meets the number and types of required secondary sources. (4) In-text citations and Works Cited page mostly correspond (with maximum of 2 errors). (4) In-text citations and Works Cited page follow MLA guidelines with a maximum of seven errors in format. (5)

Makes some connections between readings and own ideas but they may not all be appropriate or adequately explained; identifies most references consistently and correctly.(2) Uses 1-2 fewer or inappropriate secondary sources than required.(2) In-text citations and Works Cited page correspond at times with 3-5 errors. (2) In-text citations and Works Cited page follow MLA guidelines with a maximum of ten errors in format. (4)

Makes few or unwarranted connections between readings and own ideas; may identify references inconsistently or incorrectly. (1) Uses two or fewer secondary sources. (1) In text citations and Works Cited page do not correspond. (1) In-text citations and Works Cited page follow MLA guidelines with more than ten errors in format. (2)

Language: Communicates clearly and effectively, using appropriate conventions of language (e.g., grammar, spelling, punctuation).

Communicates with precision and enhanced expression through highly effective use of vocabulary and sentence variety; infrequent, if any, lapses in use of conventions. (15)

Communicates effectively throughout the essay, with few lapses in use of conventions. (13)

Communicates clearly throughout the essay; sentences may contain some lapses in use of conventions, but these rarely impede comprehension. (12)

Generally communicates clearly throughout the essay although lapses in use of conventions may at times impede comprehension or prove distracting. (10)

Communicates clearly at times, showing some ability to use conventions, but whole sections are unclear or errors frequently impede comprehension. (5)

ENGLISHCOMPOSITION112FINALEXAMRUBRIC


Excellent/A

Proficient/B

Competent/C

Novice/F

GRADE

Content Develops an essay that presents a focused response to the writing assignment, making appropriate and coherent connections among all parts of the assignment.

Addresses the writing assignment fully, analytically, and perhaps critically or imaginatively with superior focus and coherence.

Addresses all parts of the writing assignment with adequate focus and coherence throughout.

Addresses all or most parts of the writing assignment adequately, but focus may lapse briefly or connection may be missing.

Addresses some parts of the writing assignment or addresses all parts superficially; focus or coherence may break down at several points.

Development Ideas are clearly organized, paragraphs presents a clear purpose with appropriate explanations and illustrations.

Astute analysis and perceptive explanations of ideas and observations. Effective and compelling use of references from the writer’s readings and own readings/experiences as supporting examples and illustrations.

Explains ideas and assertions completely with adequate and relevant use of support from the writer’s readings and experiences.

Explains ideas and assertions fully, although discussion may lapse in focus or supporting examples may be weakly connected or at times incomplete or irrelevant.

Some ideas in paragraphs may be connected, but explanation or clarification may be weak or missing; use of examples may be incomplete, irrelevant or missing.

Documentation & Reading Comprehension

Incorporates, as support for own thoughts, references to the texts, identifying the sources formally or informally. Demonstrates understanding of the texts through summary, analysis and explanation of relevant material.

Makes insightful connections and distinctions between readings and own ideas; integrates references smoothly into own essay and identifies them consistently and correctly. Demonstrates superior and perhaps critical understanding of readings through accurate summary, full explanation, and insightful analysis of relevant sections.

Makes and explains appropriate connections between readings and own ideas, identifies references consistently and correctly. Demonstrates overall understanding of readings through appropriate summary and explanation, with some analysis.

Makes some connections between readings and own ideas but they may not all be appropriate or adequately explained; identifies most references consistently and correctly. Demonstrates generally accurate understanding of readings although summary or explanation may be incomplete or not fully relevant.

Makes few or unwarranted connections between readings and own ideas; may identify references inconsistently or incorrectly. Demonstrates partial understanding of the readings through summary or explanation, but understanding is flawed or explanation is incomplete.

Language Communicates clearly and effectively with a minimum of clutter, using appropriate conventions of language (e.g., grammar, spelling, punctuation).

Communicates with precision and enhanced expression through highly effective use of vocabulary and sentence variety; infrequent, if any, lapses in use of conventions.

Communicates clearly throughout the essay; sentences may contain some lapses in use of conventions, but these rarely impede comprehension.

Generally communicates clearly throughout the essay although lapses in use of conventions may at times impede comprehension or prove distracting.

Communicates clearly at times, showing some ability to use conventions, but whole sections are unclear or errors frequently impede comprehension.

Comments: Student Name:________________________________________ Class: Engl 112 -________________ Instructor:___________________________________________ Semester:______________________

Student Name:

Literary Analysis Essay Rubric

CATEGORY 4 (7-8 points) 3 (5-6) 2 (2-4) 1 (0-1) Score

Introduction

and Thesis

First paragraph is strongly developed and completely responds to the assignment topic. Thesis is evident and strongly established.

First paragraph is adequately developed and responds mostly to the assignment topic. Thesis is adequately established.

First paragraph is weakly developed and connects vaguely to the assignment topic; thesis is not entirely apparent.

Introduction unclear in purpose and idea. There is no connection to the assignment topic. Thesis is not apparent.

_____

Quotes and Support

All references in the essay are complete, accurate and support/relate to the discussion. The essay uses 5 or more quotes.

Almost all references in the essay occasionally support/relate to the discussion, with at least 4 quotes.

References in the essay are somewhat relevant; quotes often repeat the idea rather than connect to or support it. At least 3-4 quotes are used.

References are incomplete, mostly irrelevant or disconnected to the discussion, with 3 or fewer quotes.

_____

Organization The essay is very well organized. One idea or argument follows another in a logical sequence with clear transitions.

The essay is adequately organized. Related ideas are mostly grouped together with clear usage of transitions.

The essay is a little hard to follow. Ideas in paragraphs are sometimes unrelated. The transitions are sometimes not clear.

Ideas seem to be randomly arranged. No effort at paragraph organization.

_____

Analysis The essay thoroughly analyzes and makes insightful connections to the idea(s) and the author’s style/ techniques

The essay adequately analyzes the idea(s) and makes routine connections to the author’s style/ techniques mostly using

The essay somewhat analyzes the idea(s) and makes superficial connections to the author’s style/ techniques

The essay discusses the idea(s), the author’s style/ techniques with little analysis using few literary terms and mostly reiteration of the

_____

using literary terms.

literary terms. using literary terms, but contains some retelling of the plot.

plot.

Closing Paragraph

Strong conclusion that includes an insightful closing thought on the thesis and the topic.

Adequate conclusion that includes a final thought on the topic. Connects adequately with the thesis.

Conclusion vaguely restates thesis statement, main points, and includes a weak, unoriginal final thought.

Paper does not contain a conclusion or conclusion is not apparent to reader.

_____

Language & Mechanics

Communicates with precision and enhanced expression through highly effective use of vocabulary and sentence variety; infrequent, if any, lapses in use of conventions..

Communicates effectively throughout the essay, with appropriate word choice, clear sentence construction and few lapses in use of conventions.



_____

Instructor’s Initials:_______Class: Eng150-_________Total Points______ Letter Grade_____

(36-48=A/ 24-35=B / 12-23=C / 6-11 =D/ <6=F)

RUBRIC FOR ANNOTATED BIBLIOGRAPHY Grade Assignment Completion Source Description Source Evaluation Source Usage Format Consistency A 90-100

Includes at least seven assigned self selected secondary sources from at least five different types of publications. (18-20)

Description of all the secondary sources is thorough. (18-20)

Evaluation of all secondary sources is highly insightful. (18-20)

Description of uses for all secondary sources is clear in purpose and consistent with actual usage. (18-20)

All sources are formatted correctly in the standard MLA style with fewer than two errors. (18-20)

B 80-89

Includes the minimum of five assigned self selected secondary sources from at least four different types of publications. (16-18)

Description of the secondary sources is sufficiently thorough. (16-18)

Evaluation of all secondary sources is thoughtful, with some insight. (16-18)

Description of uses for all secondary sources is sufficiently clear in purpose and consistent with actual usage. (16-18)

All sources are mostly formatted correctly in the standard MLA style with fewer than five errors. (16-17)

C 70-79

Includes four assigned number of self selected secondary sources from at least three different types of publications. (14-15)

Description of the secondary sources is incomplete. (14-16)

Evaluation of the secondary source(s) is superficial, with limited insight. (14-16)

Description of usage is at times incomplete, superficial, unclear in purpose or inconsistent with actual usage. (14-16)

Sources are formatted in the MLA style with more than five errors but fewer than ten errors. (14-16)

D 60-69

Includes two-three assigned number of self selected secondary source from at least two different types of publications. (12-13)

Description of the secondary sources is incomplete or sporadically related to the assignment. (12-14)

Evaluation of the secondary source(s) is unclear and lacks insight. (12-14)

Description of usage is incomplete, superficial, unclear in purpose and/or unrelated to actual usage. (12-14)

An attempt is made at formatting sources in the MLA style, but more than ten errors obscures the clarity of the entries. (12-14)

F 0-59

Includes one or none of the assigned number of self selected secondary sources. (0-11)

Lacks explanation/ description of secondary source or explanation is unrelated to the assignment. (0-12)

Lacks evaluation of the secondary source or evaluation is unrelated to the assignment. (0-12)

Lacks description of usage or description lacks purpose and is unrelated to actual usage. (0-12)

No apparent attempt at formatting the sources in MLA style. Numerous and severe errors preclude any clarity. (0-12)

Total Student Name: __________________________________________ Class:__________________ Total Points: __________________

Writing Evaluation Rubric – College Composition II (English 150)

Name: Date:

Total Score: Final Grade:


Five: Excellent 5

Four: Good 4

Three: Competent 3

Two: Emerging 2

One: Limited 1

Total Score

Content:

Demonstrates understanding of the readings through summary and explanation of relevant material. Develops an essay that presents a focused response to the writing assignment, making appropriate and coherent connections among all parts of the assignment.

Demonstrates superior and critical understanding of readings through accurate summary, full explanation, and insightful analysis of relevant sections. Addresses the writing assignment fully, analytically, critically and imaginatively with superior focus and coherence.

Demonstrates strong understanding of readings through accurate summary, with appropriate explanation and analysis of relevant sections. Addresses the writing assignment fully and analytically, with strong focus and coherence.

Demonstrates overall understanding of readings through appropriate summary and explanation, with some analysis. Addresses all parts of the writing assignment with adequate focus and coherence throughout.

Demonstrates generally accurate understanding of readings although summary or explanation may be incomplete or not fully relevant. Addresses all or most parts of the writing assignment adequately, but focus may lapse briefly or connection may be missing.

Demonstrates partial understanding of the readings through summary or explanation, but understanding is flawed and/or explanation is incomplete. Addresses some parts of the writing assignment or addresses all parts superficially; focus or coherence may break down at several points.

Development:

Ideas are clearly organized, paragraphs present a clear purpose with appropriate explanations and illustrations.

Astute analysis and perceptive explanations of ideas and observations. Effective and compelling use of references from the writer’s readings and own experiences as supporting examples and illustrations.

Fully explains and discusses ideas; strong and compelling use of references from the writer’s readings and own experiences as supporting examples and illustrations.

Explains ideas and assertions completely with adequate and relevant use of support from the writer’s readings and/or experiences.

Explains ideas and assertions fully, although discussion may lapse in focus or supporting examples may be weakly connected or at times incomplete or irrelevant.

Some ideas in paragraphs may be connected, but explanation or clarification may be weak or missing; use of examples may be incomplete, irrelevant or missing.

Documentation: Incorporates all aspects of MLA documentation and guidelines. Includes references to the readings as support for own thoughts, identifying sources formally and/or informally. Demonstrates consistency between in-text citations and Works Cited page.

Makes insightful connections and distinctions between readings and own ideas; integrates references smoothly into essay and identifies them consistently and correctly.

Adheres to all MLA guidelines and formatting (see page 2). Writer keenly integrates more than the required number of sources; in-text citations all correspond to the Works Cited page.

Makes analytical connections and perhaps distinctions between readings and own ideas; integrates references into essay and identifies them consistently and correctly.

Adheres to all MLA guidelines and formatting (see page 2). Writer integrates the required number of sources; in-text citations all correspond to the Works Cited page.

Makes and explains appropriate connections between readings and own ideas, identifies references consistently and correctly.

Adheres to most of the MLA guidelines and formatting (see page 2). Writer uses the required amount of sources; in-text citations mostly correspond to the Works Cited page.

Makes some connections between readings and own ideas but they may not all be appropriate or adequately explained; identifies most references consistently and correctly. Minimally adheres to MLA guidelines and formatting (see page 2). Writer uses fewer than the required amount of sources; in-text citations minimally correspond to the Works Cited page.

Makes few or unwarranted connections between readings and own ideas; may identify references inconsistently or incorrectly. Writer does not adhere to MLA guidelines and formatting (see page 2). Writer uses little to no sources; in-text citations do not correspond to the Works Cited page.

Language and Mechanics:

Communicates clearly and effectively, using appropriate conventions of language (e.g., grammar, spelling, punctuation).

Communicates with precision and enhanced expression through highly effective use of vocabulary and sentence variety; infrequent, if any, lapses in use of conventions.

Communicates effectively throughout the essay, with few lapses in use of conventions.

Communicates clearly throughout most of the essay; sentences may contain some lapses in use of conventions, but these rarely impede comprehension.



Writing Evaluation Rubric – College Composition II (English 150)

Document Format and Specifications

� White paper/black print � Times New Roman, 12pt. font � Centered Essay Title (Note: NO title page) � One inch margins � Double spaced essay � Running header on upper right side of page

(which includes last name and page number) � Paragraph indentation of ½ inch � No extra space between paragraphs � No unnecessary bold or italic formatting � At least SEVEN (7) full pages, no less than TEN (10) pages

(not including Works Cited page) � Works Cited page formatted according to MLA guidelines (see Research and Documentation in the Digital Age for further details)


Academic Integrity Statement Faculty syllabi should contain a statement on Academic Integrity. Recommended Statement: Academic dishonesty of any type, including cheating and plagiarism, is unacceptable at Medgar Evers College. Cheating is any misrepresentation in academic work. Plagiarism is the representation of another person's work, words, or ideas as your own. Students should consult the Medgar Evers College Academic Dishonesty Policy and Procedure Handbook for specific regulations and procedures related to academic integrity. Academic dishonesty is punishable by failure of the test, examination, term paper, or other assignment on which cheating occurred. In addition, disciplinary proceedings in cases of academic dishonesty may result in penalties of admonition, warning, censure, disciplinary probation, restitution, suspension, expulsion, complaint to civil authorities, or ejection.

MEC Composition Weebly Site

The Composition program has a Weebly site that houses a lot of the information regarding the composition courses throughout the semester. You can visit that site for additional resources that you might need for your course. That site is: http://meccompcourses.weebly.com

Composition Theme

For AY 2017/2018, the department has chosen to adopt a new theme for English Composition: “Domination and Resistance.” The theme stems from the idea of understanding the multiple systems of domination and oppression and the arts and techniques of how we pose resistance in these moments. With this new theme, here are the required texts: For ENGL 112: 50 Essays: A Portable Anthology (5th edition) Cohen, Samuel. Ed. 50 Essays: A Portable Anthology. 5th ed. Boston: Bedford/St. Martin’s, 2016. Print. (ISBN 13: 978-1319043728) The Little Seagull Handbook with Exercises (3rd edition) Bullock, Richard, Michal Brody and Francine Weinberg. The Little Seagull Handbook with Exercises. 3rd Ed. New York: W.W. Norton and Co., 2016. Print. (ISBN 13: 978-0393646399)


For ENGL 150: Literature: A Portable Anthology (4th edition) Gardner, Janet, et al. Literature: A Portable Anthology. 4th ed. Boston: Bedford/St. Martin’s, 2016. Print. (ISBN 13: 978-1319035341) The Little Seagull Handbook with Exercises (3rd edition) Bullock, Richard, Michal Brody and Francine Weinberg. The Little Seagull Handbook with Exercises. 3rd Ed. New York: W.W. Norton and Co., 2016. Print. (ISBN 13: 978-0393646399) ENGL 150 instructors can choose ONE (1) of the following five novels: Dogeaters by Jessica Hagedorn Hagedorn, Jessica Tarahata. Dogeaters. Penguin Group USA, 1990. ISBN-13: 978-0140149043 Lord of the Flies by William Golding Golding, William. Lord of the Flies. Penguin, 1983. ISBN-13: 978-0399501487 Invisible Man by Ralph Ellison Ellison, Ralph. Invisible Man. Vintage, 1947. ISBN-13: 978-0679732761 The Handmaid's Tale by Margaret Atwood Atwood, Margaret. The Handmaid's Tale. Anchor, 1986. ISBN-13: 978-0385490818 1984 by George Orwell Orwell, George. 1984. Signet, 1961. ISBN-13: 978-0451524935


Frequently Asked Questions

Q: How has the current ENGL 112 requirements changed from the previous one? A: The previous ENGL 112 required students to pass the Final Exam. Starting Fall 2014, the Final Exam will no longer be high stakes; instead, it will count for 20% of the student's final grade. This means the student can fail the Final and still pass the class. Q: How has the current ENGL 150 requirements changed? A: While the Final Research Paper is the same in format and length requirements, it will no longer be a high stakes paper. Instead, it will be 25% of the student's final grade. In addition, a midterm exam will no longer be required; in its place, the student must produce an annotated bibliography that is related to the Final Research Paper. Q: What part of the syllabus can I change? A: The class description and objectives, as well as the requirements and policies, must remain verbatim. Instructors are free to create their own course schedules and select readings to supplement the required texts. Q: To whom do I send my syllabus (syllabi) for my classes? A: Please send an electronic copy to the Composition Coordinator and Ms. Doreen Williams. Q: What text do I use to teach the MLA Style? A: The common research reference book for F17-S18 is Little Seagull Handbook with Exercises by Michael Bullock, Richard Brody and Francine Weinberg. The Composition Committee also recommends the online reference site “Purdue Owl.” Q: How do I know if a student has met the prerequisites for my class? A: In the first week of class, if you are teaching ENGL 112, ask your students to show documentation that they have earned a CATW Writing Test score of 56 or above and a Reading Test score of 75 or above. If you are teaching ENGL 150, ask your students to show their unofficial transcripts indicating that they have passed ENGL 112 with a C or better. Q: Are the midterm and final exam departmental? A: Yes. All sections of ENGL 112 students take the same Midterm and Final Exam; the Midterm is based on a common pair of readings and the Final is based on one longer article that is thematically connected to the Midterm readings. The Midterm is an essay given in class (1.15 mins). The Final is an essay exam given on "Reading Day" in an assigned room after classes have ended. (Details are announced 4-5 weeks before the end of the semester in a Final Exam memo circulated through the Department).


Q: When should I give the Midterm? A: You will be notified when the Midterm readings are ready to be distributed. That should be around the 7th to 8th week of class. Q: Are workshops offered for faculty in the semester? A: Yes. Workshops are scheduled for each semester contingent on resources and funding. Q: Am I paid for attending these faculty development workshops? A: The Department is sometimes funded for these activities, depending on the budget. We make every effort to provide a stipend for participating adjunct faculty whenever possible. Please check with the Coordinator. Q: Do I have to cross grade my students' midterm and final exams? A: There is no cross grading of departmental midterm and final exams. Q: Can I skip the Norming Session and grade my final exams at home? A: All instructors are required to attend the Norming Session. All final exams and final research papers are considered school property and therefore not allowed to leave campus. Q: What is an NC Grade? A: "NC" stands for "no credit." It is given to a student who has completed all class assignments but is unable to earn a passing class grade between C and A. This grade gives the student another chance to repeat the class without penalty of lowering his/her GPA. A student can only receive this grade ONE TIME for the course. Q: Whom do I contact if my computer in my classroom doesn't work? A: Contact the Media Help Desk by calling 718-270-6262. Q: What do I do if my classroom isn't equipped with media technology? A: Contact media request to reserve a SmartCart for the days and times you are teaching the class. Be sure to let Media Request know how long (one month, two months, all semester, every class) you will need the equipment. Q: How do I get photocopies made? A: For 20 copies or fewer, you may use the copy machine by the middle staircase. For 21 - 100 copies, fill out a photocopy requisition form (you can get a form from Ms. Doreen Williams or Ms. Teri Clarke and bring the form with your originals to the Reprographic Shop on the second floor of the S Building. For bigger reprographic jobs, follow the procedures established by the Reprographics


Office. For details, contact the Reprographic Shop (718-270-6011) in the basement of the Carroll Street Building.

Q: Is it possible to print documents from the office computers? A: Yes. The computers in the Adjunct Office (1015N) are connected to the print/copy machine outside of the faculty restrooms in the middle of the first floor Bedford corridor. Q: What is the policy regarding office hours for adjuncts? A: For every ENGL 112 or 150 class, an instructor must provide one office hour. Let Ms. Doreen Williams or Teri Clarke know the time before the first day of class, and she will post them on the adjuncts' office door. Q: Where is the adjuncts' office, and are there assigned desks or areas for each adjunct? A: There is an adjuncts' office in Bedford 1015N and in Carroll (third floor). There are computers carrels, but there is no assigned space. Q: What is the best way for students to get in touch with me? A: Students can leave a message for you in the adjuncts' office. The number is 718-270- 4949. The best way, however, is for them to write you either through Blackboard or directly to your MEC e-mail, so be sure to activate that account. Q: What is a "work-load form?" A: A Work Load Form is a form you must fill out and submit to Ms. Doreen Williams or Teri Clarke before the start of the term. It is submitted to Human Resources after the Chair's approval for salary authorization. Q: Where can I get a pay schedule, and when do adjuncts get paid? A: A pay schedule is generated by Human Resources around the third week of classes, indicating the dates adjunct instructors should expect their paychecks. A copy of that schedule will be posted in the Adjuncts Office (1015N). Once you have received your first paycheck (depending on whether you are newly signed on), you should receive a paycheck every two weeks after. Q: What are the policy and procedures if I have to cancel a class? A: If an emergency prevents you from meeting your class, follow these steps: 1. Post a class cancellation notice on your Blackboard under "Announcement." 2. E-mail Dr. Brenda Greene, English Dept. Chair, Dr. Todd Craig, Composition Coordinator, and copy Depart. Assistant, Ms. Doreen Williams. 3. Fill out the “Report of Instructor Absence Form” and submit a copy to Ms. Williams or Ms. Clarke. For MEC Policy on Instructor absences, please contact Human Resources for more information.


Q: What is the policy for getting a sub for my class? A: While there is no formal policy in obtaining a sub for a class, it is highly recommended that the instructor receive permission from the Chair

(Dr. Brenda Greene) and the Coordinator (Dr. Todd Craig) to make arrangements. Q: Can I ask my Supplemental Instructor (SI) or Tutor to teach my class when I can't? A: Supplemental Instructors/Tutors can only be asked to proctor a class and to work

with students on their writing assignments outside of class. Under no circumstances can a proctor perform teaching duties in place of the instructor.

Q: What is E-Reserve? A: E-Reserve is a resource provided by the Library that instructors can use to put any

teaching supplemental material such as readings, assignments or exams. The Midterm Exam and the Final Exam for ENGL112 are made available on E-Reserve for instructors.

Q: What do I do if I wanted to put my instructional material on E-Reserve? A: Documents and textbooks Reserve Requests Forms can be downloaded from <http://www.mec.cuny.edu/library/Course_Reserve_Form.pdf>. Printed forms are also available at the Circulation and Reference Desks of the Charles Evans Inniss Memorial Library. For more information, please contact Ida Bazan, Coordinator, Print and Electronic Reserve Collections, at (718) 270-4816 or via e-mail to [email protected].

Q: What do I do if I have a question about using BlackBoard? A: Contact Steve Wymore, Director of the Ed Tech Center, 718-270-4866 for a training

session appointment. Q: What do I do if my students need extra help and/or tutoring? A: You may refer your students to the Writing Center in the Library, Room B1045A.

Please e-mail Aisha Williams, the Director or call her at 718-804-8287 for more information.