A first lecture in Early Jazz, covering Freddie Keppard, King Oliver, Jelly Roll Morton and basic style characteristics. Designed by Professor Jon De Lucia for the Intro to Jazz Course at the City College of New York.

Examines traditional forms of East Asian culture (including literature, art, performance, food, and religion) as well as contemporary forms of popular culture (film, pop music, karaoke, and manga). Covers China, Japan, Korea, Taiwan, and Hong Kong, with an emphasis on China. Attention given to women's culture. The influence and presence of Asian cultural expressions in the US are also considered. Use made of resources in the Boston area, including the MFA, the Children's Museum, and the Sackler collection at Harvard. Taught in English.

ENT 1201 is an introduction to Electrical Theory supported on practical examples and emphasizing the safe use of electricity in entertainment and media. This course also covers a quick overview of the most basic devices that manipulate and transform electricity in modern life like Generators, Transformers, Motors, etc. Electrical fundamentals such as voltage, current, power and resistance are introduced. Ohm’s law and the Power law are covered, using practical examples from the field. Simple electrical circuits, including series and parallel, are introduced. Specific methods of power generation and distribution are covered.

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.

Increasingly, music performance organizations, museums, and archives are making rich materials freely available online. Free Online Resources for Undergraduate Study (FORUMS) is an aggregated, evaluated resource collection of these materials appropriate for undergraduate music study. FORUMS comprises authentic, scholarly and academic resources contributed and curated by experts in music, music education or pedagogy, undergraduate teaching, and digital media.
The guide is available at http://libguides.brooklyn.cuny.edu/forums/.
The XML file is available for download above.

This extra credit assignment was designed for a joint humanities course in English and Black Studies, combining first-year writing and an introductory survey of African American Literature. Throughout the semester, students are encouraged to complete extra credit assignments, such as this film/tv review, to earn additional points (up to 5%).
Combining rhetorical analysis with applied research, students have a list of films or television shows to choose from, as well as the ability to select their own related media, and write a response that includes a synopsis, analysis of plot, character development and themes, and personal response to the text in light of our course topics and learning outcomes. No secondary sources were required, but this assignment can easily be updated to include additional sources.

This is a research proposal assignment, including a student worksheet, for a first-year composition classroom. This assignment is used as part of the inventive stages of the first-year research essay. It allows students an introduction to a new genre along with the opportunity to practice college-level research. The proposal acts as a tool for students to work towards developing a thesis driven essay. The worksheet helps guide students through this new genre by offering a template for content. This proposal works as a pedagogical tool allowing the instructor to offer meaningful feedback to guide the student through the critical thinking and research process.

The "Flipping the Script: Challenging Our Perceptions about Race”  Lesson Plan provides a step by step plan on how to conduct this workshop. Also, the Lesson Plan provides a link to an After Event Toolbox that was designed to allow participants to continue the conversation after the workshop is completed. 

Major narrative texts from diverse Western cultures, beginning with Homer and concluding with at least one film. Emphasis on literary and cultural issues: on the artistic significance of the chosen texts and on their identity as anthropological artifacts whose conventions and assumptions are rooted in particular times, places, and technologies. Syllabus varies, but always includes a sampling of popular culture (folk tales, ballads) as well as some landmark narratives such as the Iliad or the Odyssey, Don Quixote, Anna Karenina, Ulysses, and a classic film. This class will investigate the ways in which the formal aspects of Western storytelling in various media have shaped both fantasies and perceptions, making certain understandings of experience possible through the selection, arrangement, and processing of narrative material. Surveying the field chronologically across the major narrative genres and sub-genres from Homeric epic through the novel and across media to include live performance, film, and video games, we will be examining the ways in which new ideologies and psychological insights become available through the development of various narrative techniques and new technologies. Emphasis will be placed on the generic conventions of story-telling as well as on literary and cultural issues, the role of media and modes of transmission, the artistic significance of the chosen texts and their identity as anthropological artifacts whose conventions and assumptions are rooted in particular times, places, and technologies. Authors will include: Homer, Sophocles, Herodotus, Christian evangelists, Marie de France, Cervantes, La Clos, Poe, Lang, Cocteau, Disney-Pixar, and Maxis-Electronic Arts, with theoretical readings in Propp, Bakhtin, Girard, Freud, and Marx.

Please find an example of a syllabus for an online, English composition course.

The purpose of this course is to provide further practice with a variety of genres that you’ll use throughout your college career and in your professional life. These genres include reflection, analysis, reporting, arguing, and self-assessment. While you likely had experience with these genres in your primary and secondary education, this class will provide you with an opportunity to expand and develop your range. In addition to exploring these genres, we will also develop our research practices to make use of City College’s virtual library.

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.
Throughout the course, students are encouraged to reflect on their writing practice. As a culminating assignment for the course, students are asked in this assignment prompt to analyze their writing and writing process. They are asked to reflect on whether or not they met the course outcomes in their final paper and support their analysis with artifacts from their participation throughout the course.

This is a syllabus for a Freshman Inquiry Writing Seminar (FIQWS) content section on American Musical Theatre. FIQWS is a six-credit courses taught by two instructors that combines a specific topic and an intensive writing seminar.

This assignment was developed with the global learning core competency rubric and its dimensions in mind. The objective is for students to understand and articulate the intention of a play and the significance of choices the playwright makes. Students are also expected to articulate how the play fits into a social/political context on a global level and articulate how the student can relate or not relate to the point of view and why. This process provides the student an opportunity to open their minds to plays beyond entertainment purposes and have a deeper understanding of a writer‰Ûªs intention.
LaGuardia‰Ûªs Core Competencies and Communication Abilities
Main Course Learning Objectives:
To understand and articulate the intention of a play and the significance of choices the playwright makes. Additionally, to understand and articulate how the play fits into a social/political context on a global level and articulate how the student can relate or not relate to the point of view and why. This process provides the student an opportunity to open their minds to plays beyond entertainment purposes and have a deeper understanding of a writer‰Ûªs intention.