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​FCWR 101 F01: Writing I: Foundations of College Composition: College in the Digital World
Fall 2026, Online
​Instructor: Dr. Amanda Golden 
Office Hours: Zoom, W 10am-12pm, and by appointment. 
Email: [email protected]
Course Website: digcollege.weebly.com; Canvas

Course Materials
Elizabeth Losh, et al. ​Understanding Rhetoric: A Graphic Guide to Writing. 2nd Edition, Bedford/St. Martin's, 2017. ISBN: 1319042139
Gerald Graff, et al. They Say, I Say: The Moves that Matter in Academic Writing. 3rd Edition, Norton, 2017. ISBN: 1469028611
Jennine Capó Crucet. Make Your Home Among Strangers. Picador, 2016. ISBN: 1250094550
Additional Readings will be available on Canvas

Course Introduction
Technology has changed college. This course examines past, present, and future images of college in literature and media. We will consider such topics as academic expectations, ethics, and social life. Reading and interpreting a wide range of texts, students will become stronger writers and more creative thinkers, better able to strategize and have fun at New York Tech.

How to Succeed in this Course
  • Set yourself up to succeed with strong time management, study habits, test-taking, and stress management skills. Review New York Tech's skill building page to learn more. Also see the Student Resources section of this syllabus.
  • Complete all course readings and review all course resources.
  • Complete all of the assignments on time.
Catalog Description
A course introducing students to the fundamentals of college composition. Topics include writing process, rhetorical strategies, basics of critical reading and thinking, analytical writing, and argumentative writing. This course serves as a foundation to prepare students to succeed in other academic writing contexts.  Prerequisite: WRIT 100 or English Placement Exam.

Course Objectives
This course introduces students to the fundamentals of academic writing.  Students explore analytical and argumentative/persuasive writing, learning how to develop their thinking and writing using various rhetorical strategies. The course also examines writing as a process, encouraging students to develop productive writing strategies that can be adapted to various academic and professional writing contexts. One of our main goals this semester involves dispelling the myth that good writers are born, not made. Most professional writers will tell you that their best work happens in the revision stage after a concentrated effort to re-envision and reshape the raw material of an early draft.  Following their lead, we will focus on all stages of the writing process, from invention strategies and idea development, to drafting and feedback, to revising for improved content and style. In preparation for the researched writing required by Writing 2, this course will introduce students to the process of locating and evaluating sources through the Information Literacy assignment. 

Learning Outcomes
In this course, you will focus your efforts in four major areas: the writing process; conventions of organization and mechanics; critical thinking, reading, and writing; and composing in digital environments. You will develop skills in each of these four areas. Upon successful completion of this course, you will be able to:

1. Process Develop flexible strategies for generating, drafting, revising, editing, and proofreading to create an improved product. Work collaboratively and learn to critique their own and others’ work.

2. Conventions of Organization and Mechanics Identify a specific purpose for writing and adapt to audience needs, expectations, and interests. Focus thoughts with a clear thesis supported by concrete, specific evidence, and examples and leading to a well-developed, well thought out essay.  Use the paragraph effectively as an organizational unit for the essay’s introductory, body, and concluding elements. Choose words carefully and purposefully; construct sentences carefully and meaningfully; demonstrate careful attention to academic writing style; and be proficient in mechanics and grammar  

3. Critical Thinking, Reading, Writing Use writing and reading in print and digital formats for inquiry, learning, and complex thinking. Consider and integrate ideas with secondary sources using proper attribution  

4. Composing in Digital Environments Use digital environments for drafting, reviewing, revising, editing, and sharing.  Adapts writing to take advantage of the rhetorical possibilities offered by technology.  
 
Methods of Assessment Will Include

1. Group work and peer commenting: will assess process, conventions of organization and mechanics, and composing in digital environments.

2. Responsive writing activities: will assess critical thinking, reading, writing; conventions of organization and mechanics; and composing in digital environments.

3. Major essay writing: will assess process; conventions of organization and mechanics; critical thinking, reading, writing; and composing in digital environments.

Description of Assignments  

Group Work and Peer Commenting:  Students will be organized into peer commenting groups to share and comment on each other’s drafts. A main objective is to encourage each other to engage in the writing process when drafting, revising, and editing essays. 

Analytical Essay: Each student will write and revise an essay of at least 750 words asserting a thesis statement and supporting it with analysis of a course text or texts.

App Design and Rationale Project: Working in groups, students will design images of a phone, tablet, or computer application (app) for the New York Tech community and compose a rationale of at least 750 words that addresses the group's design choices, the argument(s) the app design makes, the audience and purpose of the app and how it would work.

Argumentative Essay: Each student will write and revise an essay of at least 750 words asserting a thesis statement about a course text or texts and supporting it with analysis of that text or texts as well as research with secondary sources.

Discussion Board Postings
You will post on our Canvas Discussion Board on dates indicated on the syllabus. Questions and topics for postings will be on Canvas. Your postings will be 250 words and engage the question or topic in depth, analyzing quotations and examples when appropriate. Your responses should interpret and analyze course readings, building from topics we have discussed. Because these postings are short, you are encouraged to develop your own impressions rather than consult internet sources. If you do consult internet or any other sources, you must cite them. Cutting and pasting any material you do not cite from websites is plagiarism.

Discussion board postings will be assessed using the following rubric:

4: Exceptional. The discussion board post is focused and coherently integrates examples with explanations or analysis. The post demonstrates awareness of its limitations or implications and considers multiple perspectives when appropriate. The entry reflects in-depth engagement with the topic.

3: Satisfactory. The discussion post is reasonably focused, and explanations or analyses are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The post reflects moderate engagement with the topic.

2: Underdeveloped. The discussion board post is mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The post reflects passing engagement with the topic.

1: Limited. The discussion board post is unfocused, or simply rehashes previous comments, and displays no evidence of student engagement with the topic.

0: No Credit. The discussion board post is missing or consists of one or two disconnected sentences.

Adapted from https://www.chronicle.com/blogs/profhacker/a-rubric-for-evaluating-student-blogs/27196 

Replying to Others
Exceptional. Responses to classmates' postings are clear, specific, and forward dialogue with them, asking questions of them as well as making useful comments.
Good. Responses to classmates' postings are clearly worded. Developing ideas; sometimes stimulates discussion.
Underdeveloped. Responses to classmates' postings are often worded in confusing manner and show little sense of what others have written.  
No Credit. Inappropriate or distracting comments; persistent lack of participation. 

Writing Center Visit Reflections
Over the course of the term, you are required to have at least one online appointment with a tutor from the English Department Writing Center. ​You can bring an assignment from this course (such as a posting, project, rationale, essay rough draft, or final draft) that you are writing or revising. You can visit the writing center at any stage in the writing process, from brainstorming to editing. You can also visit the writing center to strengthen a particular skill, such as commas, introductions, or any aspect of writing or communication. Following your visit, complete a 250-word response reflecting on your visit. This reflection should include a description of the task or assignment that you brought to the center, the feedback you received, and your plans for moving forward. These reflections will be graded using the discussion board posting assessment rubric, and for quotations, you should analyze the language of your own writing and the tutor’s feedback you receive. Your reflection must also contemplate your growth as a writer and critical thinker. Your reflection is due on Canvas no later than the date indicated on the syllabus but can be uploaded earlier. 

Grading
Grade Scale:

            100-94  A                    79-77   C+
            93-90    A-                   76-74   C
            89-87    B+                  73-70   C-
            86-84    B                    69-67   D+
            83-80    B-                   66-60   D
                                                 59-below  F

Analytical Essay: 15%
App Design and Rationale: 10% 
Argumentative Essay: 20% 
Discussion Board Postings, Online Assignments, and Writing Center Reflection (averaged together): 35%
Open Group Discussions: 20%

Assignments are due on Canvas.
Essays must be typed in 12-point Times New Roman font and double-spaced with 1-inch margins on all sides. Students must use MLA format. Do not include your name in documents submitted on Canvas.  

Course Policies
​
1. Use of Generative Artificial Intelligence (AI) such as ChatGPT and DALL-E
You are not authorized to use artificial intelligence engines (or similar) to produce writing for this class. If an assignment asks you to record a presentation, you must use your own voice. In assignments in which you are creating images or visual content (such as slide images), you can use AI to create them, but you cannot use AI to complete the spoken or written part of the assignment (including slide text). The instructor will provide more information during the course. You may not, however, construe this limited use as permission to use these technologies in any other facet of this course.

Assignments containing fabricated citations or inaccurate quotations will not be accepted. 

​Please also see the following description below from the University of Central Florida, which explains the importance of writing in writing courses:

"In this First-Year Composition course, writing is treated as a human, social, and reflective process. You will develop ideas through drafting, feedback, revision, and reflection. Your writing should represent your thinking, experiences, and voice.
​
GenAI tools (such as ChatGPT) may be used in limited and purposeful ways when explicitly allowed for a specific writing activity or assignment. These tools cannot replace the work of thinking, drafting, revising, or reflecting, and they should not be used to produce final drafts or complete writing tasks for you. Because GenAI often reflects standardized language and dominant norms, any use should critically examine and acknowledge limits, biases, and impacts on language and learning."
​
https://cah.ucf.edu/writingrhetoric/first-year-writing/principles-for-genai-use/
​
2. Religious Observances
At the start of the semester, students must notify instructors in writing of classes they will not attend due to religious obligations and practices. No student who is otherwise qualified to participate in all educational activities required by an academic program will be expelled, refused admission, or otherwise penalized because of religious obligations and practices. New York Institute of Technology will make available, at no extra fee, equivalent opportunities to make up examinations or study and work requirements that are missed due to an absence for religious observances. Students who encounter issues when requesting a reasonable religious accommodation should contact the Dean of Students Office.

3. Deadlines
Late assignments will not be accepted. Know and keep your deadlines. All due dates are posted in this syllabus.

4. Withdrawal Policy
See the Withdrawal From a Course under “Academic Policies and Rules” in the New York Tech Academic Catalogs.
 
The decision to withdraw from a course should be made only after consulting with the course instructor and advisor, as withdrawing from a course may affect visa status (for international students) and/or financial aid eligibility, as well as result in financial obligation to New York Institute of Technology. Consult with the Office of International Education, the Office of Financial Aid, and the Bursar's Office for more information.

5. Statement on Academic Integrity and Plagiarism
Plagiarism is the appropriation of all or part of someone else’s works (such as but not limited to writing, coding, programs, images, etc.) and offering it as one’s own. Cheating is using false pretenses, tricks, devices, artifices, or deception to obtain credit on an examination or in a college course. Copying material from a source and then running it through a paraphrasing tool and presenting it as your own writing is also plagiarism. Unauthorized use of AI, such as ChatGPT, to produce any or all of your work is plagiarism.  ​
 
Each student enrolled in a course at New York Tech agrees that, by taking such a course, they consent to the submission of all required papers for textual similarity review to any commercial service engaged by New York Tech to detect plagiarism: please note that all major writing assignments and many smaller assignments will be submitted through SafeAssign, Turnitin, GPTZero, or other textual similarity review and chatbot detection services. Each student also agrees that all papers submitted to any such service may be included as source documents in the service’s database, solely for the purpose of detecting plagiarism of such papers.

If a faculty member determines that a student has violated the Academic Integrity Policy and committed academic dishonesty by plagiarism, cheating, or in any other manner, the faculty has the academic right to 1) fail the student for the paper, assignment, project and/or exam, and/or 2) fail the student for the course and/or 3) bring the student up on disciplinary charges, pursuant to Article VI, Academic Conduct Proceedings, of the Student Code of Conduct.

For help understanding citation and paraphrasing, make an appointment in the Writing Center or go to the NYIT Library Research Assistance Writing & Citing page.

If you are tempted by time constraints or other reasons to plagiarize or to cheat, or if you are confused about an assignment, contact your professor and discuss the work you are having trouble with OR contact the Wellness Center and talk about your problems with a counselor.

6. Original Work
All assignments and other work must be created for the course for which you are enrolled. Work submitted for other courses or work created before the start of the course may not be submitted without the express consent of the instructor.

7. Netiquette
For email and online discussions:
  • Write clearly and succinctly.
  • In email, provide a descriptive subject, a greeting at the beginning, and your name at the end.
  • Never write in all caps.
  • Be cautious when using humor or sarcasm. Use a civil tone and avoid offensive language.
  • Proofread!!

8. Computer Access 
According to university policy, all students are required to own or have access to a computer system off campus with connectivity to the Internet, a functioning web camera, and a current version of Microsoft Office.  Students may download Office (PC or Mac) through the NYIT Service Central software downloads.

9. Coursework Copyright
All lectures and course materials, including PowerPoint presentations, exams, quizzes, outlines, assignments, instructions, and similar materials, are protected by copyright. The instructor is the exclusive owner of copyright for the materials they create. Students may take notes and make copies of course materials for their own use but may not reproduce or distribute (or allow to be reproduced or distributed) lecture notes and/or other course materials publicly, whether or not a fee is charged, without express written consent from the instructor. Students may not present as their own work any protected course material (answers to quizzes or tests, essays, papers, etc.) on a “note sharing” service. Doing so constitutes a violation of the Academic Integrity Policy.

​Resources to Help You Succeed
New York Tech is committed to supporting your educational journey with the support and resources you need to succeed.
Library Resources
All students can access New York Tech’s virtual library from both on- and off-campus locations at www.nyit.edu/library.  The same login you use to access NYIT email and NYITConnect will also give you access to the library’s resources from off campus.
 
On the upper left side of the library’s home page, select links for “Find Resources,” “Innovation Labs,” “Research Assistance,” “Services,” For Faculty,” “Library e-News,” and “Contact.” Using the search boxes in the middle of the library homepage will also assist you in navigating the library’s web pages. Should you have any questions, please select “Contact” on the left side to submit an “Ask-A-Librarian” form or to Live Chat with a Librarian.

Support for Canvas, Zoom, and Other Technologies
Support for Canvas, Zoom, and other technologies is available via website, phone, or by creating a ticket at nyit.edu/itshelp
 
Phone support is available Monday-Thursday, 8 am–7 pm (Eastern Time) and Friday, 8 am–5pm (Eastern Time). Hours may vary during holidays, Intersession, and summer session.
 
Documentation is available on the web at: 
Support for Students with Disabilities
The Office of Accessibility Services works with students to make sure disability-related accommodations are implemented. In addition to monitoring compliance with the Americans with Disabilities Act (ADA) and other applicable laws, the OAS actively supports students on the Long Island and New York City campuses in the pursuit of their academic goals and a barrier-free educational environment. Identification of oneself as an individual with disability is voluntary and confidential. Students interested in registering for accommodations are encouraged to contact Helene Schorr, Assistant Director of Accessibility Services, at any point during their NYIT career.
 
Bear Bytes
The Bear Bytes initiative provides all students on our New York campuses with access to healthy, nutritious food as well as health and wellness resources. The Grizzly Cupboard, a food pantry located on each NY campus, is open on each New York campus. For the Grizzly Cupboard's hours of operations, and details regarding local food pantries and other resources, please visit the Bear Bytes web page.

First-Generation Student Resources 
A first-generation student is defined as someone who is the first in their family to earn a college degree. New York Tech’s definition is any student who is the first in their family to work toward and earn a college degree in the United States. We also include students whose parents have college degrees that were earned at institutions outside of the U.S.
 
New York Tech strives to recognize, serve, empower, and celebrate our first-generation students when they join our New York Tech community and progress through their respective academic programs. Please visit our online First Generation Resources and Events for helpful university information and resources.​

Wellness Center
College students often experience difficulties that can interfere with academic success, from academic stress to relationship concerns. If you are struggling, or if you know someone who is, we strongly encourage you to seek support. Visit the Wellness Center to find out about the many resources that are available to New York Tech students.

The Writing Center 
​The New York Tech Virtual Writing Center helps students with writing and reading assignments. Anyone with an assignment from any NYIT class may visit. While the Writing Center can assist you with grammar and punctuation, it is not an editing service. Instead, you can work with writing instructors to address specific writing concerns or issues. Please make an appointment for online tutoring using My NYIT to receive additional support at any stage of the writing process. Click "Academics," then "Tutoring."

Weekly Schedule (Subject to Change):

Week 1: 9/8-9/13
Essay Assignment due by 11pm on Sunday, 9/13.

Week 2: 9/14-9/20
1. Read Understanding Rhetoric, Introduction, “Spaces for Writing” and Issue 1: “Why Rhetoric?”    
2. Review MLA format for in-text citations, works cited pages and entries.
3. View this video for in-text citations and this video for works cited pages and entries.
4. Academic Integrity Quiz, due by Sunday, 9/20, 11pm, est.
5. Open Group Discussion Posting 1 due by Sunday, 9/20 11pm, est.   

Week 3: 9/21-9/27
1. Read William Zinsser, "College Pressures."  
2. Read Understanding Rhetoric, Issue 4: "Argument Beyond Pro and Con.” 
3. Contribute to Open Group Discussion by Wednesday, 9/23, 11pm, est.
4. Discussion Board Posting 1 due by Sunday, 9/27, 11pm, est. 

Week 4: 9/28-10/4
1. Read Understanding Rhetoric, “Issue 5: Research: More than Detective Work” (Issue 6 in the second edition of Understanding Rhetoric​).
2. Review Sample Essay.
3. Discussion Board Posting 2 due by Sunday, 10/4, 11pm est.  

Week 5: 10/5-10/22
1. Read Make Your Home Among Strangers, Ch. 1, 2, 5, and 6.  
2. Contribute to Open Group Discussion by Wednesday 10/7, 11pm, est.
3. Discussion Board Posting 3 due by Sunday, 10/11, 11pm, est.  

Week 6: 10/12-10/18
1. Read Make Your Home Among Strangers, ​Ch. 7-11.
2. Analytical Essay Rough Draft due by Friday, 10/18, 11pm, est.

Week 7: 10/19-10/25
1. Read Make Your Home Among Strangers, Ch. 12-19.
2. Online Peer Review due by Wednesday, 10/21, 11pm, est.
3. Analytical Essay Final Draft due by Sunday, 10/25, 11pm, est. 

Week 8: 10/26-11/1
1. Read Make Your Home Among Strangers, Ch. 34-36. 
2. Discussion Board Posting 4 due by Sunday, 11/1, 11pm, est.

Week 9: 11/2-11/8
1. Read Chapters 1, 2, and 3 from They Say, I Say
2. Group Work on Apps and Rationales
3. Group Zoom Meetings with Instructor
4. Contribute to App Ideas Open Group Discussion by Sunday, 11/8, 11pm, est. 

Week 10: 11/9-11/15
1. App Design and Rationale Rough Draft Due by Sunday, 11/15, 11pm, est. 
2. Practice "Shark Tank" Video Due by Sunday, 11/15, 11pm, est

Week 11: 11/15-11/22
1. App Design "Shark Tank" videos due on Discussion Board by Wednesday, 11/18, 11pm, est.
2. ”Shark Tank” Comments on videos due on Discussion Board by Friday, 11/20, 11pm, est.
3. App Design and Rationale Final Draft Due by Sunday, 11/22, 11pm, est.

Week 12: 11/13-11/29
1. Read Zadie Smith, “Generation Why?” 
2. Read Sherman Alexie, “The Facebook Sonnet.”
3. Read Caryl Phillips, “Colour Me English.”
4. Open Group Discussion Posting Due Sunday, 11/29, 11pm, est.

Week 13: 11/30-12/6
1. Read They Say / I Say, ch. 8-10.         
​2. Discussion Board Posting 5 Due by Sunday, 12/6, 11pm, est.

Week 14: 12/7-12/13
1. Argumentative Essay Rough Draft Due by Sunday, 12/13, 11pm, est. 
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Week 15: 12/14-12/20
 1. Argumentative Essay Final Draft Due by Sunday, 12/20, 11pm, est.
2. Writing Center Reflection Due by Sunday, 12/20, 11pm, est. 
3. End of Term Reflection Due by Thursday, 12/20, 11pm, est.