201 full syllabus 1.25.20 PDF

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John Jay College of Criminal Justice JOHN JAY COLLEGE OF CRIMINAL JUSTICE 524 W. 59th St., NY, NY 10019 SPRING 2020 ENGLISH 201, sec. 56 (66592) Mon. and Wed. 3:05-4:20 p.m., period 5

English 201 Sect. 56 Instructor: Margaret Fiore 1 Instructor: Margaret Fiore, Adjunct Lecturer [email protected] (alternative ONLY if needed: [email protected]) cell 347.203.2698

Classroom 1.107NB LAST CLASS MEETING W 5.13; FINAL Mon. May 18, 3:30-5:30 p.m. in our regular classroom

office room 7.63.40 NB English Dept. office phone 212.237.8909 office hrs., by appt., before or after class—be sure to double-check room number as adjunct offices are in flux

COURSE DESCRIPTION & SYLLABUS (AS OF 27 JANUARY 2020) John Jay College of Criminal Justice English 201: College Composition II Exploration and Authorship: an Inquiry-based Writing Course

English Department

“Rationale of English 201 Revised: English 201 exposes students to reading and writing from across the disciplines. It prepares students for the types of research methods and writing they will need to do for the mission-based disciplines of the college. In this course, students study the preferred genres, rhetorical concepts, terminology, formatting, and uses of evidence in different scholarly fields. As a result, students learn how to transfer investigative and compositional conventions and skills from one type of disciplinary writing to another. This course confronts the confusion students often have when they attempt to apply the literacy skills they gained in their primary college-level composition courses to their upper-level college courses.” (http://www.jjay.cuny.edu/departments/english/PPT_English_101-201_Curriculum.pdf) Course Prerequisites: English 101 or placement exam Course Description: In English 201, you will consider the confusion students often have when they attempt to apply the writing knowledge they gained in their primary college-level composition courses, such as John Jay’s English 101, to the many forms and conventions expected of them in other college courses. You will be exposed to a variety of genres, rhetorical concepts, vocabulary, formatting idiosyncrasies, types of arguments, and types and uses of evidence of a variety of disciplines. You will become aware of how writing changes from field to field, and you will practice a variety of informal and formal types of writing that help you understand the writing styles of different academic fields As a result of your work in this course, you will experience that writing serves not only as a means of recording information but also as a tool for exploration. Writing will help you understand the concepts that you will encounter as you move through your educational career as well as help you express your ideas about the disciplinary concepts you learn. With each subsequent discipline-based text that you read in this course, you will recognize and pinpoint the diverse responses and expectations of scholarly writers in the humanities, science, criminal justice, social science, legal, and other fields. As a result, you will not only become better prepared to read and write in the range of disciplinary courses you take, but you will learn how to transfer compositional strategies and investigative skills to the rhetorical and research expectations of the varied writing situations you encounter. The theme of this course, insofar as we have one, is your own curiosity. I will provide some of the readings and a few choices for a full-length text, but in our initial reading selections and reading reflections, you’ll also make selections as you search for a focus for the second and third graded assignments. Everyone will have her/his own free e-

John Jay College of Criminal Justice English 201 Sect. 56 Instructor: Margaret Fiore 2 subscription to the New York Times online (nytimes.com) and Wall Street Journal online (wsj.com) as two often contrasting information sources for pursuing your curiosity, but once a curiosity begins to come into focus, you’ll search for evidence about it in other locations and other texts and formats. Our initial reading and reading reflection assignments are designed to enable and encourage your pursuit of a focus you’ll find stimulating and relevant to your interests and educational goals. Yes, this freedom to pursue your own curiosity and find your own focus makes your job more challenging. Let’s hope it’s also more fulfilling and provides deeper learning. Learning Objectives: The main objective of this course is to grow in skill and confidence as an active and competent academic reader and writer in more than one discipline by practicing the following proficiencies: Close-read texts Respond to/comment on texts (written/visual/spoken/real world) Summarize texts for comprehension Compare (conflate/conflict) texts Select evidence from texts (summarize/paraphrase/quote) Apply theories from texts Develop an arguable thesis/hypothesis/question statement Make arguments/develop inquiries using evidence and analysis Corroborate evidence and analysis Conduct primary research (collect documents and data) Use primary research (present and analyze documents and data) Conduct secondary research (find and evaluate sources of evidence) Use secondary research (choose, use, and cite sources of evidence) Understand the writing style and conventions of particular disciplines Use discipline-specific vocabulary Design and complete a research project that contributes knowledge and meaningful conversation to a discipline Write in expected form, structure, style and voice for a specific discipline (or knowingly and purposefully break from the expected) Write with liveliness and clarity by developing elements of style, voice, and pace Write using the language and academic conventions required for the writing context Required Texts & Materials for Course: Your own FREE e-subscriptions to the New York Times online: http://www.lib.jjay.cuny.edu/nyt and Wall Street Journal online: http://www.lib.jjay.cuny.edu/wsj (if at any time once we get everyone e-subscribed you have trouble connecting, speak right away to a reference librarian). Additional readings will be handed out in class or posted on our Blackboard site. Course Requirements: Students are expected to attend and arrive on time (3 lates = 1 absence; more than 4 absences, for ANY reason, results in a failing grade for the course). N.b. If illness or an emergency causes you to be absent 4 times, the last date to drop a course with a grade of “W” (=no penalty on your GPA) is Wed. 1 April 2020 (official college calendar: https://www.jjay.cuny.edu/sites/default/files/contentgroups/registrar/Spring_2020_Academic_Calendar.pdf Students are expected to complete the reading and writing assignments when due, as assigned (see syllabus); coming to class prepared with hard copies of writing assignments that are due* is the secret to your individual success and also contributes to the success of the class as a whole. Your own work to complete each assignment to the best of

John Jay College of Criminal Justice English 201 Sect. 56 Instructor: Margaret Fiore 3 your ability and on time is your most powerful teacher. (*You will lose points if you come without hard copies of assignments when they are due; emailing me assignments after the class when they are due is not an acceptable substitute. Arriving late because “I had to print” is also unacceptable; plan your time.) Students are expected to complete the writing assignments on the syllabus below. Details are on the syllabus and will be discussed in class. Expect to be reading and writing to prepare for every class. Please follow “Presentation of Your Writing” policies (in “Policies and Procedures” on pp. 6-7). You will also benefit from reading the updated “Announcement” on Blackboard, posted after every class—here will be the most updated details about homework. Multiple instances of low-stakes-/reflective-/focused free-writing will be done in class or as homework; you’ll hand these in if asked or attach these to the relevant higher-stakes assignment. Students are expected to participate fully and respectfully in peer-responding activities in class and in studentteacher conferences as required. Students will have scheduled conferences with me in my office; I’ll pass around a sign-up sheet. (Of course, you are welcome to make an appointment for additional conferences if you need to, and please feel welcome to contact me via email [[email protected]] if questions arise.) Students will submit a hard-copy portfolio of their semester’s writing, containing the semester’s lowstakes/reflective writing, full set of drafts for the three main graded multi-draft writing assignments, and a final cover letter/reflection. Students will also create a required e-Portfolio with a selection of reflective writing, final drafts of the three main graded writing assignments, and a final revised draft of the cover letter. Required Texts (see list above) and Materials:  Your own FREE to CUNY students e-subscriptions to nyt.com and wsj.com  Additional assigned readings will be available via Blackboard or provided in class  Pens (blue or black ink) and a supply of standard 8 ½ x 11-inch loose-leaf, straight-edged paper  Laptops, tablet computers, or phone research functions are acceptable for class-focused use (if I find that you are using any of these for non-class purposes, your option to use them in class will end) Exams:  A graded in-class mid-term essay/reflection is scheduled on the syllabus.  A final essay exam is scheduled by the college (see box at the top of page 1) in our regular classroom, Mon. May 18, 3:30-5:30 p.m.; attendance is required. This is when I’ll return your completed, graded hard-copy portfolio to you and confirm completion of your e-Portfolio, so be sure you have this date and time in your personal calendar. Students with Disabilities: If you think you may need to request accommodations and academic adjustments, please notify me as soon as possible. Students may request such accommodations for issues such as, (a) disability, (b) pregnancy, childbirth or a related medical condition, (c) religion, and (d) status as a victim of domestic violence, sex offense or stalking. If you think these or any other issues may affect your performance in this class, please notify me as soon as possible, and contact the appropriate office. For accessibility accommodations for disability, pregnancy, or any medical condition, see http://www.jjay.cuny.edu/accessibility, and contact JJay’s Office of Accessibility Services. OAS is located at L66 in the New Building (212-237-8031). For religious accommodations, contact the Office of Student Affairs. Victims of domestic violence, sex offense, or stalking, should contact JJay’s Title IX Coordinator. Prior to granting accommodations in this course, the instructor should receive written verification of a student’s eligibility. “Qualified students . . .will be provided reasonable academic accommodations if determined eligible by the Office of Accessibility Services. It is the student’s responsibility to initiate contact with the office and to follow the established procedures for having the accommodation notice sent to the instructor.” Source: Reasonable Accommodations: A Faculty Guide to Teaching College Students with

John Jay College of Criminal Justice English 201 Sect. 56 th Disabilities, 4 ed., City University of New York, p. 3. (http://www.jjay.cuny.edu/studentlife/Reasonable_Accommodations.pdf)

Instructor: Margaret Fiore 4

Wellness Center: (https://www.jjay.cuny.edu/wellness-resources) FREE Wellness Resources include:  Breakfast and Lunch program, 9am-11am + 1:40-2:50pm Mon-Thurs in L.68  Food Bank open Monday-Thursdays (10 am - 4 or 6 pm)  Mental Health Counseling  Emergency Funding for students who are struggling financially  Single Stop Free Legal Services, Financial Counseling, advice on Public Benefits, and Tax Preparation  Health Services that include sick visits, vaccines, pregnancy tests  Accessibility services for students with hearing/visual impairments, mobility impairments, learning disabilities, chronic illnesses and psychological impairments POLICIES AND PROCEDURES Due Dates: The writing assignments are designed to offer sequential learning, that is, what you learn on the first assignment is necessary for the challenge of the second assignment, your combined learning from the first and second assignments prepare you for the third, the in-class and reflective writing helps you with the graded assignments, and so on. The assignments are also designed to be manageable in scope, each a reasonable challenge. That is why it is crucial to your success in the course to attend, arrive on time, and complete your assignments when they are due. Most writers find it challenging to meet deadlines, but learning to meet deadlines is one of the important lessons of both English 101 and now English 201. So please honor your own high standards and your goals to learn as much as you can and complete the assignments on time. If you need this reinforcement, an assignment grade will be lowered one whole letter grade if it is one class late; no assignments will be accepted later than that (in other words, an assignment that is more than one class late will earn “F”). No assignments will be accepted after the last class meeting date, Wed. May 13. If a hard-copy of an assignment is due at the start of class, it is not acceptable to email me that assignment after class. If you are absent, it’s best that before the next class meeting, you email me whatever assignment was due so that I can return it to you with those of your classmates who were present so that we all keep learning and progressing at the same pace. Classroom Procedures: In class we’ll explore and reflect, via low-stakes/reflective/meta-cognitive writing and via discussion, on prior experiences as readers and writers and on what we learn from the reading assignments. Our class time will provide lessons and ideas that you’ll use to write the assignments, so your attendance is crucial. (It’s not the kind of class where “getting someone else’s notes” will suffice if you are absent; it’s more like a lab class except that we can’t reproduce a class for you in a “lab make-up.”) We will also use class time for peer responding to written assignments. Coming to class on time, prepared with hard copies of the writing assignment that’s due, and ready to contribute to our shared learning community will optimize your individual learning and will help make the class successful for all of us. Common courtesy also means we all remember to turn off our personal electronic devices, remove our earbuds, and expect to stay in the classroom for the entire class period. Unless you have a medical emergency, do not expect to come and go from the classroom whenever you wish—it distracts us all (and if you do have a medical issue, please speak to me privately). And unless you bring a snack for everyone, please limit what you bring to non-alcoholic beverages only, and of course, leave no litter behind. Be as respectful of our classroom as you would be of your own home.

Hate Speech Will Not be Tolerated in this Class. “It is the position of the Faculty Senate and the Council of Chairs that the use of epithets or demeaning terms for anyone based on sexual orientation, race, gender expression or identity, ethnicity, national origin, disability, or religion is unacceptable and is disruptive of the educational process.” Please, be aware of this position and respect yourself and others enough to avoid engaging in such speech.

John Jay College of Criminal Justice Plagiarism and Academic Dishonesty:

English 201 Sect. 56

Instructor: Margaret Fiore 5

Plagiarism and cheating are violations of CUNY’s policy on academic integrity: Plagiarism is the presentation of someone else’s ideas, words, or artistic, scientific, or technical work as one’s own creation. Using the ideas or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations, require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. It is the student’s responsibility to recognize the difference between statements that are common knowledge (which do not require documentation) and restatements of the ideas of others. Paraphrasing, summarizing, and direct quotation are acceptable forms of restatement, as long as the source is cited. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The Library has free guides designed to help students with problems of documentation. (http://www1.cuny.edu/portal_ur/content/2004/policies/image/policy.pdf) By registering in this course, you are promising to abide by all the requirements stated in this policy. Students in breach of this policy are liable to severe penalty, including disciplinary action. See also pp. 44–5 of the JJC Undergraduate Bulletin for further explanation. See also MLA Handbook, 7th ed., 2. Since your hard work to complete each assignment to the best of your ability and on time is your most powerful teacher, of course, you are expected to do your own honest work. It is acceptable to consult with classmates and to conference with tutors at the Writing Center or with me, or even to read your draft aloud to a friend for feedback. It is not acceptable, however, to submit someone else’s work and claim or imply it is your own. Our work together in this course assumes you are the author of anything you turn in with your name on it. Your understanding of how to document (which means to give the complete source details for) evidence you include from outside sources will be necessary, and though we will spend some class time reinforcing this, if you know your understanding of documentation is still shaky, expect to seek extra help from the Writing Center. We will not spend as much class time learning how to document accurately as you did in English 101. Failing to do your own honest work or to give full and accurate credit to outside sources is called “plagiarism” and will result in an “F” on an assignment. If plagiarism occurs a second time, it may result in a failing grade for the course and will be reported to the College authorities. Please familiarize yourself with the College’s official statement on academic integrity, including plagiarism (https://www.jjay.cuny.edu/academicintegrity-0 ). The Writing Center: The John Jay Writing Center, located in room 1.68 New Building ( 212.237.8569), is a service that provides free tutoring to students of John Jay. The Center has a staff of trained tutors who work with students to help them become more effective writers, from planning and organizing a paper, to writing and then proofreading it. All students would be wise to make a regular weekly appointment for tutoring—it’s almost guaranteed that you’ll double your growth as a writer by taking advantage of this extra attention, available to you at no extra financial cost. At the Writing Center and online, anyone can pick up or find the monthly schedules of additional workshops open to all John Jay students and take advantage of these (you will find the link to the monthly workshop schedules on the Announcements page of our Blackboard course site). You’ll find that this extra help will not cost you time but instead save you time. You will be notified if you have been selected for four additional required QUICKStart workshops and if you are, remember it’s a requirement to attend—points will be subtracted from your course grade point total if you miss any of the four required QUICKStart workshops (see p. 8).

John Jay College of Criminal Justice

English 201 Sect. 56

Instructor: Margaret Fiore 6

TECHNOLOGY:  DoIT helpdesk: 212-237-8200.  Some of our classes will be held in the computer lab; please see our course syllabus and watch for Blackboard (Bbd) announcements regarding these details.  Given the amount that we will use Bbd and ...