The editors of Copy(write): Intellectual Property in the Writing Classroom bring together stories, theories, and research that can further inform the ways in which we situate and address intellectual property issues in our writing classrooms. The essays in the collection identify and describe a wide range of pedagogical strategies, consider theories, present research, explore approaches, and offer both cautionary tales and local and contextual successes that can further inform the ways in which we situate and address intellectual property issues in our teaching.
Critical Expressivism is an ambitious attempt to re-appropriate intellectual territory that has more often been charted by its detractors than by its proponents. Indeed, as Peter Elbow observes in his contribution to this volume, "As far as I can tell, the term 'expressivist' was coined and used only by people who wanted a word for people they disapproved of and wanted to discredit." The editors and contributors to this collection invite readers to join them in a new conversation, one informed by "a belief that the term expressivism continues to have a vitally important function in our field."
This ENG 102 assignment was developed in the context of CTL sponsored Learning Matters Mini-grant awarded to the English Department. The primary purpose was to assist full-time and part-time faculty in the Department with revising ENG 102 course materials to align with the Inquiry and Problem Solving (IPS) Core Competency and Written Communication Ability. This goal was achieved through several workshops, a programmatic benchmark reading, and a two-phase departmental review process that prepared assignments to be submitted to the Learning Matters Assignment Library. The mini-grant has been invaluable in helping to bring both full-time and adjunct faculty into departmental conversations about composition course requirements and how they align with LaGuardia‰Ûªs core competencies, the role of the competencies in the curriculum review process, and more generally the importance of the competencies and abilities in the college‰Ûªs general education requirements.
ENG 102: Composition II is a required course for most LaGuardia students that builds and intensifies the training received in Composition I. Most students enrolled in ENG 102 are non-majors, and are upper-freshman or lower-sophomores, although occasionally students may take the course later in their career. In addition to continuing to develop critical reading, writing, and research skills, in ENG 102 students are introduced to the literary genres of fiction, poetry, and drama. Students also learn close reading techniques and are introduced to forms of literary analysis such as historical context. ENG 102 is a baseline course for the Inquiry and Problem Solving (IPS) Core Competency and Written Communication Ability.
One concept I repeatedly discuss ENG 102 is the notion that academic writing is a form of joining an existing conversation on a subject or issue. The following Critical Research Paper Assignment encourages students to continue and expand our class discussion on the effects of deindustrialization in the America‰Ûªs Rust Belt in the 21st century. The primary literary text students analyze in this assignment is Lynn Nottage‰Ûªs 2017 Pulitzer-Prize winner Broadway play Sweat. In order to provide students with a stronger historical and ethnographic context for their reading of Nottage‰Ûªs play, students were also assigned to read several chapters of Chad Broughton‰Ûªs book Boom, Bust, Exodus: The Rust Belt, the Maquilas, and a Tale of Two Cities (2015).
The Critical Research Paper is a scaffolded assignment that students worked on for 3-4 weeks of the semester. This included one week (about two weeks into the process) where students engaged in peer review workshops in which they meet in groups of 4-5 students with the instructor for 30 minutes to review and discuss the first drafts of their essays. The Critical Research Paper constituted 30% of students‰Ûª final grade in the course. This includes credit received for all scaffolded sections of the essay, as well as participation in peer review workshops.
LaGuardia‰Ûªs Core Competencies and Communication Abilities
The Critical Research Paper meets several of the course‰Ûªs instructional and performance objectives, including practicing writing as a process by completing multiple drafts and revisions. Engaging in close reading strategies and using historical context as a literary analysis methodology. As well as demonstrating research skills through the ability to gather, evaluate, synthesize, and cite primary and secondary sources. Furthermore, these performance objectives overlap with the dimensions of the Inquiry and Problem Solving (IPS) core competency rubric, as the assignment asks students to frame an issue through the thesis statement and argument they develop, to gather evidence to support their assertions, to analyze through their close reading of passages of literature, and finally to draw conclusions based on their analysis.
I‰Ûªve been teaching critical thinking for many years, and I‰Ûªve developed a short, free, Creative Commons-licensed text that‰Ûªs useful for a brief (maybe 3 week?) critical thinking section in any intro philosophy or composition course (or really, just about any course; it‰Ûªs been used at my college by professors from a number of departments.)
This staged and high stakes Urban Studies assignment was developed in conjunction with two Center for Teaching and Learning Seminars at LaGuardia Community College: The Pedagogy of the Digital Ability and The Next Generation ePortfolio. All Urban Studies courses at LaGuardia are writing intensive, and all are designated for the college's Global Learning Core Competency and the Written Communication Ability. Urban Studies courses exist on different points of many programmatic curriculum maps for Liberal Arts majors, but students usually take it as a midpoint course. Dozens of different majors completed this assignment and take Urban Studies courses more generally, including Criminal Justice, Psychology, and Computer Science. This assignment comes from a course called ENN 195: Violence in American Art and Culture. This course surveys the depictions of various types of violence and the use of violence as a theme or metaphor in North American literature, art, and popular culture.
Christian Kock’s essays show the essential interconnectedness of practical reasoning, rhetoric and deliberative democracy. They constitute a unique contribution to argumentation theory that draws on – and criticizes – the work of philosophers, rhetoricians, political scientists and other argumentation theorists. It puts rhetoric in the service of modern democracies by drawing attention to the obligations of politicians to articulate arguments and objections that citizens can weigh against each other in their deliberations about possible courses of action.
Design Discourse: Composing and Revising Programs in Professional and Technical Writing addresses the complexities of developing professional and technical writing programs. The essays in the collection offer reflections on efforts to bridge two cultures — what the editors characterize as the "art and science of writing" — often by addressing explicitly the tensions between them. Design Discourse offers insights into the high-stakes decisions made by program designers as they seek to "function at the intersection of the practical and the abstract, the human and the technical."
This course introduces students to the writing process as a means of developing ideas into clear, correct, and effective writing.
This combined ENG92W and ENG 1101 course aims to simplify the process of translating ideas and thoughts from your brain to the page. Through critical readings, analysis of visual materials, research, and self-exploration, you will gain basic writing tools and gain confidence in recognizing your unique ideas and develop methods to convey them
Learn how to create everything from work instructions to user manuals. We’ll help you avoid the most common pitfalls of tech writing, from poor planning to outdated publishing. This manual is written by the CEO and Lead Writer at IFixit, an openly-licensed repair manual. IFixit works with technical writing classes to add to IFixit content while allowing students to engage in real-life technical writing projects.
Materials compiled for an independent study course in Early Childhood Education. Chapters cover: speaking, reading, listening, and writing; assessing relevance and reliability of information/evidence; organizing, analyzing, evaluating, and treating information critically; applying evidence appropriately in a research paper; using scholarly sources in an analysis of pros and cons of current social and political issues in education.
This course is designed to address the National Science Education Standards vision of instruction that should enable all students to successfully interact with the natural world. These principles include, (1) Science for all students, (2) Learning science is an active process, (3) School science reflects the intellectual and cultural traditions that characterize the practice of contemporary science, and (4) Improving science education is part of systemic education reform.
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 is a sample syllabus for a first-year writing course. The course is designed for online remote classes but can be used easily face-to-face as well.
An advanced course in expository essay writing that includes a required library paper. This course further develops research and documentation skills (MLA style). Demanding literary and expository readings are assigned for classroom discussion and as a basis for essay writing.
Pedagogical materials created during Spring 2019 OER/Digital Literacy fellowship at Queens College, revising English 302: Playwriting Workshop.
This course concerns itself with absurdism, which introduces irrationality into a seemingly rational universe, and surrealism, absurdism’s softer counterpart, which introduces elements of the human subconscious/dreams into a seemingly rational universe. Both of these movements evoke feelings of loneliness and terror, but there is also room in them for comedy, satire, surprise, and delight. We will look at a range of works, from articles to novels to plays to movies to sketch shows and analyze how and why they use absurdism/surrealism, and what the result is. We will interrogate who “gets” to be absurd/surreal, and engage with the intersection of absurdism/surrealism, gender, and race. You will critically engage with the material to write two short responses and a longer research paper, in which you will advance unique, original ideas based on the material we read.
• Understand what makes a piece absurdist or surrealist and be able to engage with it.
• Generate your own unique ideas supported by evidence from the material we read and watch.
• Express ideas–both orally and in writing–correctly, cogently, persuasively, and in conformity with the conventions of the discipline.
• Learn how to rethink and revise essays.
• Learn to develop viable research questions and identify appropriate sources.
• Learn to use library resources, including collections, databases, and archives.
o Learn how to summarize and cite both primary and secondary sources in support of the argument in MLA format.
Syllabus for College Writing I: Controversy in Literature, Language, and Literacy at Queens College
This syllabus was adapted and developed for Professor Benavidez's English 110 College Writing I course at Queens College. The theme for this First Year Writing course is “Media Literacy: Critically Reading and Responding to Media,” and since the course explores current events, the specific media sources are left open for instructor selection. Otherwise, all links to required course materials are included.
This Open and Free Educational Resource (OER) and Zero-Cost Syllabus outlines a set of course materials for English 130: Writing about Literature in English. The course materials provided (all open education resources) include both written and visual texts to accompany and encourage multimodal assignments. The materials provided address literary analysis or composition practices and are adaptable to specific topics or literary works. The course model presented consists of three units (literary analysis, rhetorical analysis & scholarly engagement, and independent research).