English 152W isan introduction to the development of American literature from its beginnings to the twentieth century through a study of selected poetry, drama, fiction, and/or nonfictional prose. Authors studiedmay include Thoreau, Hawthorne, Whitman, Dickinson, O’Neill, Hemingway, and Wright. Designed for nonmajors.

"The Problem of the University" is a (largely) open education syllabus that marries a criticality of/with the university as a site and space of knowledge making and knowledge suppression with a metacognitive writing approach for undergraduate students. The syllabus' contents include texts from bell hooks, Paolo Freire, Derrida, Fred Moten and Stefano Harney, Eve Tuck and K. Wayne Yang, among others.
Complete and updated syllabus available at https://waboutw.commons.gc.cuny.edu/

This is an introductory creative writing class. There are two parts:

1. The reading. In order to write good, you need to read good!
We will read and analyze (mostly) contemporary, bold, explosive writing in five categories: essays on craft, short stories, novels, poetry, and plays. These writers’ works will help you understand how to play with conventions to create truly original pieces.

2. The writing. In which, you guessed it, you write! And also listen. And also share. And also support. And also rewrite.
Throughout the semester you will complete writing exercises and tap into your creative voice. You will write 3 creative assignments and present 1 of them to the class. You will also provide verbal and written feedback to classmates throughout the semester, and participate in class discussions.

What does research by composition scholars teach us about the writing process? And how can we apply those findings to our own individual writing processes? In this class, we will work to dispel “bad ideas about writing”; learn about how genre, multilingualism, and digital media influence rhetoric; and put theory into practice by analyzing what we do when we write and revise.

We will be guided by the concept that writing is a social process. This course will therefore emphasize in-person class discussion, asynchronous social annotation, and peer review. By entering this class, you will become a fellow learner and writer and also a scholar of writing studies. As you get familiarized with major topics in writing studies, you will both enter those conversations and apply what you learn from the research to your own writing process. This will all come together in a final portfolio of your writing projects from the semester.

I am committed to fostering a learning environment that is safe, inclusive, and intellectually challenging for all students, regardless of race, ethnicity, gender identity, sexual orientation, immigration status, disability, religion, or any other identity categories. As an educator, I aim to create a learning environment that respects and affirms the diversity of students’ experiences and perspectives.

EmpoWord is a reader and rhetoric that champions the possibilities of student writing. The textbook uses actual student writing to exemplify effective writing strategies, celebrating dedicated college writing students to encourage and instruct their successors: the students in your class. Through both creative and traditional activities, readers are encouraged to explore a variety of rhetorical situations to become more critical agents of reading, writing, speaking, and listening in all facets of their lives. Straightforward and readable instruction sections introduce key vocabulary, concepts, and strategies. Three culminating assignments (Descriptive Personal Narrative; Text-Wrestling Analysis; Persuasive Research Essay) give students a chance to show their learning while also practicing rhetorical awareness techniques for future writing situations.

Energy policy sits at the crossroads of science and policy. And now, energy and climate policy are inextricably linked; the policies we choose have very real consequences for our climate. This intersection of science and policy is chaotic and bustles with activity motivated by various competing (and conflicting) interests and factors. We must understand the motivations driving them and bridge the divides between our reliance on fossil fuels and our need to transition to less carbon-intensive and renewable alternatives. While the science and math behind these problems is often fairly straightforward, the politics and behavioral changes are not. Come stand at this busy intersection with us as we navigate toward progressive climate policy alternatives at all scales of governance!

A course in effective essay writing and basic research techniques including use of the library. Demanding readings assigned for classroom discussion and as a basis for essay writing.

This syllabus provides an overview of the Fall 2018 course, English 21002: Writing in the Social Sciences.

English 121 is the second of two required writing courses at Lehman College, CUNY. The CUNY catalog description is as follows: “Focus on all aspects of reading and writing, with particular attention to summary, critical responses to short texts, argumentative development in paragraphs and essays, and the rewriting process. Emphasis on organization, language, accuracy, grammar, and mechanics. Classroom instruction supplemented by individual conferences on drafts with instructor, library resources sessions, and appropriate use of available technology.”

This course promotes clear and effective communication by sharpening critical thinking and writing skills. The first unit is designed to change the way in which students think about writing--as a conversation rather than a solitary act. The second unit focuses on academic writing and explores the PWR-Writing or Power-Writing Method (PWR Pre-Write, Write, Revise). The remaining units will focus on the minutiae of good writing practices, from style to citation methodology. Upon successful completion of this course, the student will be able to: Demonstrate mastery of principles of grammar, usage, mechanics, and sentence structure. Identify the thesis in another individual's essay. Develop a thesis statement, structure it in an introductory paragraph, and support it with the body of the essay. Organize ideas logically within an essay, deploying adequate transitional devices to ensure coherence, flow, and focus. Differentiate between rhetorical strategies and write with an awareness of rhetorical technique and audience. Differentiate between tones and write with an awareness of how tone affects the audience's experience. Demonstrate critical and analytical thinking for reading and writing purposes. Quote, paraphrase, and document the work of others. Write sentences that vary in length and structure. (English 001)

This series of assignments, which consider the possibilities and limitations of using ChatGPT for researched assignments, were created for a Spring 2023 Hybrid Composition II course that fulfilled Kingsborough’s Civic Engagement requirement.

The reason why Randall Fallows wrote Exploring Perspectives: A Concise Guide to Analysis is simple; to help give students a better understanding of how to discover, develop, and revise an analytical essay. Here is how his 5 chapter book goes about doing just that:The first two chapters focus on the nature of an analysis and what’s involved in writing an analytical essay. First, Randall shows that analysis consists of a balance of assertions (statements which present their viewpoints or launch an exploration of their concerns), examples (specific passages/scenes/events which inspire these views), explanations (statements that reveal how the examples support the assertions), and significance (statements which reveal the importance of their study to personal and/or cultural issues).After showing why each feature should be present throughout an essay, he reveals how to ”set the stage“ for producing one of their own. He first helps students to evaluate their own views on a subject and to examine how these views emerge from their own experiences, values and judgments. He, then, shows them how to research what others have said about the subject and provides suggestions for evaluating and incorporating this research into their own perspectives.Finally, Randall discusses the nature of writing, not as a linear procedure, but as a recursive process where the discovery and clarification of a concept occur simultaneously.The remaining three chapters reveal more specific advice on how to develop an analytical essay.Exploring Perspectives: A Concise Guide to Analysis by Randall Fallows is a great text to prepare any student to write analytical essays for the argument and persuasion courses.

Formulating, organizing, and presenting ideas clearly in writing. Reviews basic principles of rhetoric. Focuses on development of a topic, thesis, choice of appropriate vocabulary, and sentence structure to achieve purpose. Develops idiomatic prose style. Gives attention to grammar and vocabulary usage. Special focus on strengthening skills of bilingual students. Successful completion satisfies Phase I of the Writing Requirement. The purpose of this course is to develop your writing skills so that you can feel confident writing the essays, term papers, reports, and exams you will have to produce during your career here at MIT. We will read and analyze samples of expository writing, do some work on vocabulary development, and concentrate on developing your ability to write clear, accurate, sophisticated prose. We will also deal with the grammar and mechanical problems you may have trouble with.

This syllabus is intended to be used in conjunction with the CCNY course Killer Stories, a dual class focusing on reading, writing, and discussion of key issues raised in texts that feature killing. This syllabus represents the intended course of study for the composition section of the course, in which students develop and refine their argumentative writing skills in response to the texts.

A week by week syllabus that includes instructions for student groups to create an on-line "guide book" instead of a basic portfolio.

This phase two writing assignment prompt for FIQWS 10003 - HA1 WCGI History & Culture and FIQWS 10103 - HA1 Composition for WCGI History & Culture (fall 2018) provides guidelines for writing an Exploratory Essay in which students will consider the ideas of course readings and compose an essay that demonstrates their engagement with those ideas. The rhetorical purpose of this assignment is for students to demonstrate the ways in which their thinking about language and literacy has developed so far in the course, using evidence based on interpretations, ideas, and examples as well as passages from four or five sources. Summary, synthesis, and crafting effective thesis statements are the primary critical reading and writing strategies required in this assignment.

This syllabus is for a Freshmen Inquiry Writing Seminar, which is a two-section, collaboratively taught course wherein one of the two courses engages students in critical thinking, reading, and writing about the issue of language and literacy, while the other introduces students to conventions of academic writing and mentors them in social and rhetorical writing processes. Thus, this course draws on the topic of language and literacy as a vehicle for critically analyzing students' own languages and literacies and developing especially their academic and information literacies.

This course is taken in conjunction with the Philosophy of Art topic section, Our readings and writings will focus on art. What is your relationship to art? How do you interact with art? You will be able to choose your own areas of interest when writing about art and artists. Although our work in this class will reflect your study in the topic section, it will have some flexibility and will focus more on good writing rather than particular subject matter. However, in your papers for the composition section, you are welcome to use philosophical terms and methods of talking about art that you have learned in the topic section.