FCWR 101 F01: Writing I: Foundations of College Composition: College in the Digital World
Fall 2020, Online
Instructor: Dr. Amanda Golden
Office Hours: Zoom, W 11-2pm, and by appointment.
Course Website: digcollege.weebly.com; Canvas
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 Google Drive.
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.
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.
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 through the use of 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.
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 electronic environments. You will develop skills in each of these four areas. Upon successful completion of this course, you will be able to:
1. Process (Core Outcomes: Communication, Literacy, Critical Thinking) 1.1 Develop flexible strategies for generating, drafting, revising, editing, and proofreading to create an improved product 1.2 Work collaboratively and learn to critique their own and others’ works
2. Conventions of Organization and Mechanics (Core Outcomes: Communication) 2.1 Identify a specific purpose for writing and adapt to audience needs, expectations and interests 2.2 Focus thoughts with a clear thesis supported by concrete, specific evidence and examples and leading to a well developed, well thought out essay 2.3 Use the paragraph effectively as an organizational unit for the essay’s introductory, body, and concluding elements. 2.4 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 (Core Outcomes: Literacy, Critical Thinking) 3.1 Use writing and reading in print and digital formats for inquiry, learning, and complex thinking 3.2 Consider and integrate ideas with secondary sources using proper attribution
4. Composing in Electronic Environments (Core Outcomes: Literacy, Communication) 4.1 Use electronic environments for drafting, reviewing, revising, editing, and sharing. 4.2 Adapts writing to take advantage of the rhetorical possibilities offered by electronic writing environments.
Methods of Assessment Will Include
1. Group work and peer commenting: will assess process, conventions of organization and mechanics, and composing in electronic environments.
2. Responsive writing activities: will assess critical thinking, reading, writing; conventions of organization and mechanics; and composing in electronic environments.
3. Major essay writing: will assess process; conventions of organization and mechanics; critical thinking, reading, writing; and composing in electronic environments.
Description of Assignments (See the course website digcollege.weebly.com for further instructions)
Group Work and Peer Commenting: Students will be organized into peer commenting groups in which you will share and comment on each other’s drafts. A main objective is to encourage each other to engage 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 previous 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 own limitations or implications, and it 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 analysis 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. Abusive 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 own 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.
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
Analytical Essay: 15%
App Design and Rationale: 15%
Argumentative Essay: 20%
Discussion Board Postings, Online Assignments, and Writing Center Reflection (averaged together): 50%
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.
1. Make your deadlines. Late assignments will not be accepted. Know and keep your deadlines. All due dates are posted in this syllabus.
2. Academic Integrity and Plagiarism Policies. Each student enrolled in a course at NYIT agrees that, by taking such course, he or she consents to the submission of all required papers for textual similarity review to any commercial service engaged by NYIT to detect plagiarism. 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.
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. If a faculty member determines that a student has 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.
Cheating on an examination or assignment in this course will result in a zero for the examination or assignment and the matter will be reported to the appropriate college authorities as per the Student Handbook. A second incident of cheating on an examination will result in failure for the course.
In your writing for this class, you are encouraged to refer to other people's thoughts and writing -- as long as you cite them.
If you are ever in doubt about whether you are citing something correctly, please contact the professor.
You must list all sources you consult in your works cited list. You must cite web pages.
In moments of crisis students sometimes make decisions that they would not otherwise make. If you find yourself in a situation that affects your work in this class, please contact the instructor.
3. Original Work. All of your assignments must be created originally for this class only. Work submitted for other courses or created before the start of this course will not be accepted.
4. 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 and an installed or current version of Microsoft Office. NOTE: Microsoft Works is not compatible with Microsoft Office.
5. NYIT Withdrawal and Incomplete Grade Policy. After the second week of the semester (second class meeting for cycle courses) students wishing to exit a course may do so by requesting to withdraw from the course from the instructor. 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 financial aid eligibility. Consult with the Office of Financial Aid for more information. To withdraw from a course, the student and the instructor must complete a withdrawal form, and the instructor must submit it to the Office of the Registrar within 48 hours. Upon receipt of the withdrawal, a grade will be assigned by the Registrar.
Students can withdraw from a course from the end of the add/drop period (second week of the term or second class meeting for cycle classes) through the week before finals to receive a grade of W. The W grade is not included in the computation of the cumulative GPA, but it may affect financial aid eligibility.
The withdrawal (W) grade will be assigned to students who officially withdraw from a class according to this schedule. The unofficial withdrawal (UW) grade may be assigned if a student has stopped attending class without officially withdrawing. The W and UW grades are not included in the computation of the GPA, but may affect eligibility for financial aid.
Students may not withdraw from classes during the final exam period.
The temporary grade of Incomplete (I) shall change to a failing grade (IF) if the student does not complete the work by the end of the allotted time. Grades of IF become part of the student's CUM.
Library Resources. All students can access the NYIT virtual library from both on and off campus at www.nyit.edu/library. The same login you use to access NYIT e-mail and NYITConnect will also give you access to the library’s resources from off campus.
On the left side of the library’s home page, you will find the “Library Catalog” and the “Find Journals” sections. In the middle of the home page you will find “Research Guides;” select “Video Tutorials” to find information on using the library’s resources and doing research.
Should you have any questions, please look under “Library Services” to submit a web-based “Ask-A-Librarian” form.
Additional Resources for Further Learning
If you would like additional help in the course, please contact your instructor for guidance. You are also encouraged use NYIT’s academic support services: the Learning Center, the Writing Center, the Math Center, and Brainfuse (online tutoring, 24/7). For more information and links to the individual centers, see www.nyit.edu/student_resources/centers/.
Support for Students with Disabilities
NYIT adheres to the requirements of the Americans with Disabilities Act of 1990 and the rehabilitation Act of 1973, Section 504. The Office of Accessibility Services actively supports students in the pursuit of their academic and career goals. Identification of oneself as an individual with disability is voluntary and confidential. Students wishing to receive accommodations, referrals and other services are encouraged to contact the Office of Accessibility Services as early in the semester as possible, although requests can be made throughout the academic year. To contact the Office of Accessibility Services please send an e-mail to firstname.lastname@example.org or call (516) 686-4934 for the Old Westbury campus and (212) 261-1759 for the Manhattan campus.
The Department of English Writing Center
Discuss your essays with Professors of English. While the Writing Center can help you with grammar and punctuation, it is not primarily an editing service. Rather, you can work with writing instructors to address specific writing concerns or issues. The Writing Center is a place to get additional support for your writing, servicing all students at all levels of writing and at any stage of the writing process. Please schedule an online appointment using My NYIT.
Weekly Schedule (Subject to Change):
Online assignments are due on Sundays by 11pm, est, unless otherwise noted.
Week 1: 9/7-9/13
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. Discussion Board Posting 1 due by 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 Brainstorming Google Doc by 9/24, 11pm, est.
4. Discussion Board Posting 2 due by 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 on Google Drive.
3. Discussion Board Posting 3 due by 10/4, 11pm est.
Week 5: 10/5-10/11
1. Read Make Your Home Among Strangers, Ch. 1, 2, 5, and 6.
2. Discussion Board Posting 4 due by 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 10/15, 11pm, est.
3. Online Peer Review due by 10/18, 11pm, est.
4. Individual Zoom Meetings with Instructor.
Week 7: 10/19-10/25
1. Read Make Your Home Among Strangers, Ch. 12-19.
2. Contribute to Discussion Google Doc by 10/22, 11pm, est.
3. Analytical Essay Final Draft due by 10/25, by 11pm, est.
Week 8: 10/26-11/1
1. Read Make Your Home Among Strangers, Ch. 34-36.
2. Contribute to Discussion Google Doc by 10/29, 11pm, est.
3. Discussion Board Posting 5 due 11/1 by 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. Contribute to App Brainstorming Google Doc by 11/4, 11pm, est.
Week 10: 11/9-11/15
1. App Design and Rationale Rough Draft Due by 11/15, 11pm, est.
2. Group Zoom Meetings with Instructor
Week 11: 11/16-11/22
1. App Design "Shark Tank" videos due on Discussion Board by 11/17, 11pm, est.
2. ”Shark Tank” Comments on videos due on Discussion Board by 11/19, 11pm, est.
3. App Design and Rationale Final Draft Due by 11/22, 11pm, est.
1. Read Zadie Smith, “Generation Why?”
2. Read Sherman Alexie, “The Facebook Sonnet.”
3. Read Caryl Phillips, “Colour Me English.”
Week 13: 11/30-12/6
1. Individual Zoom Conferences with Instructor
2. Read They Say / I Say, ch. 8-10.
3. Discussion Board Posting 6 Due by 12/6, 11pm, est.
Week 14: 12/7-12/13
1. Argumentative Essay Rough Draft Due by 12/12, by 11pm, est.
2. Writing Center Reflection Due by 12/12, 11pm, est.
Week 15: 12/14
1. Argumentative Essay Final Draft Due by 12/14, by 11pm, est.
2. End of Term Reflection Due by 12/14, by 11pm, est.