Pedagogy of the Oppressed

Click on the LINK embedded here.

You are to read chapter TWO for Friday.

Using the scroll function this is around page 69.

NOTE: the revised course schedule still stands (see dates/due dates, etc on right-hand side under 'pages.'

Professor's Post: Why These Videos?

The videos we watched in class today focused on the role of privatization in education, which is often called, rather benignly, 'education reform.' While some of the videos criticized the role of state and city governments, others blamed the Republican Party or the corporate-political hybrid group ALEC. I simply want to state that by showing these videos I endorse neither party, and that my own understanding of the situation concerns the conflict between business and democracy within contemporary conversations about education. This includes for-profit testing, standardized testing generally, and the level of control available to parents and communities over the school curriculum.

As an educator in a unionized public college, my biases would seem obvious. I'd like to explicitly state, though, that my model of education rests on the production of creativity, justice, and skills in the classroom. Guided by philosophers like Moffett, I start from the premise that student-centered learning is the goal. I then work backwards into methods that might produce it. I then work backwards once more into imagining what kind of political economy might best give students the opportunities I believe are best for learning.

I should say that I'm interested in one key contradiction: Sir Ken Robinson is clear that public education stamps out creativity (in part through it's emphasis on testing!), but he isn't clear at all one why public education has become such a crucial location for (for-profit) testing. He doesn't call out the school boards that recommend new rules on high-stakes testing and the influence of corporate lobbyists. In some ways this is why Moffett appears interesting, and this is why CUNY is interesting, or could be, or should be: they call(ed) for a creative public education. I'm not sure Robinson is - I genuinely don' t know. And this is where "Khan Academy" also comes in: he believes he can achieve a free education through online tutorials. My question for Khan is whether this makes sense for all students or just some students. And my question also concerns whether or not he envisions the Khan Academy replacing public schools, transforming them, or what. I don't know this answer either.

It's also strange that one leg of corporate-education reform seems to insist on for-profit testing, which alienates children and opens up the need for charter schools, while another leg of for-profits open the doors to charters to collect kids fleeing the public schools. It seems corporate reform is manipulating both the 'disease' of public education and its 'cure,' and profiting from both. I wonder if some of the same testing companies are also sponsoring charters. Does anyone know?

Class Agenda 4.25: Midterm review, Moffett, ALEC

1. Take this Transfer Survey

When you're done starting reading this: [click here]

2. See Revised Course Schedule

3. Discussion of Rose article.

4. Questions: midterm review.

5. Review Moffet “Explanation of the Program” (pp. 3-24) (*will appear on midterm)  

6.                Khan believes that the rigidity of the school system is outdated and deadens a child’s natural curiosity.

'Aged one to four, kids are excited by anything new, they want to figure it out, then all of a sudden when they turn five you start seeing fewer curious kids, by nine or 10 you see very few with any curiosity, and by 18 it’s very much the exception. Curiosity is just stamped out of them. I’m convinced it’s indoctrination, not a genetic thing. Kids are herded together, the bell rings, you’re rewarded for passivity, you’re rewarded for compliance, that’s what keeps you moving through the system.’

[article]

                  Video: The Secrets of ALEC

Video: ALEC: Education

Video: Diane Ravitch on Corporate Education Reform
Video: Protests against ALEC/Education
Video: Profiting from tests

Letter to Bert: Exemplary

To Mr. Bert Eisenstadt,

            My name is xxx and I am a student in Dr. Justin Rogers- Cooper's Seminar in Teaching Writing. I registered for this course because I have a genuine love for writing and I wanted the opportunity to improve on my skills while helping others. This course provides the perfect blend and I am thankful for the learning experience. The course texts Tutoring Writing by Donald A. Mc Andrew and Thomas J. Reigstad and Active Voice by James Moffett outline key strategies in teaching writing. These books provide the necessary tools for a student tutor to have in their arsenal. However, in order to truly learn the art of tutoring writing, I believe it is necessary to see these written theories in practice. As you know, an important component of the course is observing actual tutoring sessions in the Writing Center. It is an involved, yet rewarding process that should be taken seriously as many students rely on their tutor for guidance during the writing process. As I completed the four observations at the Writing Center, I observed Collaborative Learning tutoring styles that were effective as well as excessive emphasis on LOCs that may need to be omitted for higher efficiency in the Writing Center.

            The most effective tutoring session I witnessed occurred during my third observation. The student came in with a paper that had been completely covered in red ink by her professor. The professor also stated numerous times that the student completely missed the subject of the assignment. The student was discouraged and did not think she would be able to accurately complete the assignment. The tutor, in this instance, encouraged the student by pointing out that the overall language and tone of the paper was well done. To assist the student in editing the piece, the tutor used Collaborative Learning to get a better understanding of what the student wanted to convey in the piece. This theory is fully explained in the book, Tutoring Writing by Donald A. Mc Andrew and Thomas J. Reigstad. The Collaborative Learning theory is described as a process in which "the tutor and the writer are connected as they question, propose, and evaluate both the draft and their interaction" (McAndrew and Reigstad 5). Using Collaborative Learning is effective because it allows the writer's voice to be heard while the tutor guides the process in the right direction. The Student needed assistance with the structure and organization of her piece. The tutor used the strategy coined “just talk about it.” The tutor simply held a conversation with the student, discussing the thesis and the major issues within it. The student was able to refine her thesis and further develop her draft (McAndrew and Reigstad 50). In Active Voice, Moffett asserts that talking about ideas that a writer will add to a written work is a natural process because “people first learn to speak through vocal exchange” (Moffett 46). Developing inner speech into writing often occurs later and in stages, in other words, it is easier for one to speak about ideas before the actual written work can be completed. This theory held true during this session because the student was more confident that she could correct the piece and had some good leads to finish the paper on her own. She promised to return to the same tutor the following day and left with a smile on her face and I left the session with a new technique to use when a student comes to tutoring deflated and distressed.

            On the contrary, I also observed techniques that I would not use during my own tutoring sessions. During my fourth observation, I witnessed a tutor that had a great rapport with a student but it crossed the fine line between professional and “too friendly.” While it is important that the student feel comfortable during the student session, I believe the tutor should maintain an air of professionalism throughout the interaction. The tutor was very honest with the student about errors made in the paper, even pointing directly to the errors and telling the student to correct it. McAndrew and Reigstad state that, "if a tutor zeroes in only on surface errors- what we refer to as lower order concerns (LOCS)- the effect on the writer may be harmful and adverse to the goals of tutoring" (McAndrew and Reigstad 17). This was evident during this session. The tutor mainly focused on LOCs during the entire session with the student. The tutor explained that she had a great rapport with the student and she could be blunt with her pointing out all of the errors in the paper because the student should “know better.” The tutor did not discuss any HOCs with the student at all. Instead of primarily focusing in LOCs, the tutor could have concentrated on helping the writer perfect the overall development of her ideas. Since the tutor and writer had a great rapport, the tutor could have utilized their positive relationship and the strategy of “Oral Composing.” When a tutor uses this strategy, he/she instructs the writer to speak about what the writer thinks he/she may write in the paper. As the writer is speaking, the tutor takes notes. This strategy can help the writer develop relevant ideas, sentences and phrases that will aid in making the paper more cohesive (MsAndrew and Reigstad 46). Since the tutor only focused on the LOCs it interfered with the tutoring process and the student left with a piece that was grammatically correct but lacking the further structural development it needed.

            As I begin the process of tutoring students, I am impelled to use as many of the positive strategies I witnessed during the observation sessions. I realize that every student will be at a different writing level and it is important to have many different tools to be able to help any student. In addition to different writing levels, students will enter the Writing Center at varying emotional states as writing can be an emotional process. As I saw with the discouraged student, it is important to give positive feedback while working with the student to improve the weaker areas of their paper. Also, it is important not to become overly friendly. The student needs to feel comfortable and the tutor must maintain an air of professionalism at all times. I believe I am prepared to tutor student and I look forward to the experience. Thank you for the opportunity.

Sincerely,

Letter to Bert - Developing

Dear Bert, my name is xxx im a student at laguardia community college, my major is  childhood education. Im currently taking the course Eng 220, througout this class we had the pleasure to be able to observe tutoring sessions, and practice strategies while tutoring other students. I was able to attend four sessions and all four sessions taught me something different.

The first session I was a little confused and was a bit dissapointed on how the tutor was attending the student. The tutor was a gentelmen, and he started off the tutoring session good he asked the tutee what she needed help with and than the session began. He than looked at the professors comments that was left on the paper, I liked that technique because by doing so as a tutor you get an idea of what the professor is looking for. During the beginning of the turoring session he was paying attention to LOC’s. LOC stands for low order concerns which focus on sentence structures, grammar, and punctuation. I personally feel the tutor could have used a more effective style when tutoring because when I read a passage on “tutoring writing” the book states that when tutoring you shouldn’t pay attention to LOC’s, what we have to focus on is HOC, HOC’s mean the thesis, focus, and the development of the structure and development. During the session I got the impression that the student felt as if I was too close to them because she just kept on lookng at me and seemed nervous. I also liked that when he suggested something he would ask her if what he suggested made sense, I think that’s really important because you don’t want a student walking out feeling puzzled. Something he has to work on I would say was not to look so bored towards the end of the session, while she was explaining some things he would put his hands on his face, and yawned a few times without saying excuse me, I think this shows the tutee disinterest.

The second session when I observed he was also a guy, one thing I liked that he did was ask for the assignment, if I was a tutor I would do the same because you will get a better sense of the assignment and know what to help the tutee with. He also read the paper outloud to the tutee, he used the “read aloud” strategy this helps with correcting mistakes, and are able to realize without needing the tutors help. Another tactic he used was that made marks on the paper as he red along that he didn’t understand to be able to go back and discuss with her, and he also made notes for himself. When he found something that was a little off topic he would go back to the assignment sheet and ask her if the assignment was asking for what she wrote, this action showed me collabortive tutoring, collabortive tutoring is when the tutor encourages the writer with open ended and prompt questions, and when the tutor changes the topic from and to the paper, but always brings it back on topic. Another effective tactic he used was when the tutee didn’t understand a certain quote he would bring out outside issues to help her understand, and I think this is helpful because it helps the tutee get a better understanding of the topic she is writing about. When she asked for grammatical mistakes he told her that really isnt important and he explained to her that professors don’t really look at that, he gave her an idea of reading the paper outloud when she writes papers because it helps her check for grammatical mistakes.

The third session I was observing a lady, and she had two tutees. Which I thought was interesting, right off the back I thought she was a good tutor because one of the tutees has been working with her for a long time. That student was there specifically for grammar, and she was very good at it, she explained verbs to him and the meaning. When she read mistakes she didn’t even have to tell him he knew off the back what he needed to fix. She had index cards for when students needed help, and she also hung them up on the wall so that they would always remember. At the end of the session he left really comfortable and pleased with the session. The second tutee I had seen her the day before she went back to have help with her grammar. When the tutor saw a word that was too broad she will suggest the tutee use a different word and when she suggested a word she told the tutee to look the word up if she was unsure to use the word. The tutee didn’t want to read out loud and the tutor explained to her that reading out loud will enhance her english, I liked the way she explained because I encountered a situation like this and I let the tutor dominate the session. She helps the tutees realize their mistakes on their own to learn. Something interested that I encountered was that the tutee was unhappy with the session she had the day before she said that the tutor was no help because he didn’t even help her in what she wanted to be helped in. Other than that she was happy at the end of the session and she even asked the tutor if shes a teacher because she does her job really well, and was satisfied with her. The tutor was also happy that she was able to help her she always kept good posture and a smile everytime she saw that the tutees were able to understand.

My pedagogy is student centered learning and talking and writing because as I observed these strategies showed me that they were the most effective. Student-centered learning is an effective strategy because it encourages the tutee to do most of the talking and work. And allows the tutee to come up with his own ideas and enhances critical thinking. Talking and writing is also effective because it improves your writing. In the book talking and writing it says “students are far more experienced as talkers than as readers and writers”(4). This explaines why as a tutor talking is an option because students will get more engaged. I myself am a student and if im in a classroom where students arent talking than I become uninterested. Which is why talking and writing for me will always be an effective strategy.

After attending all these sessions I was really satisfied because I learned new strategies that will help me in my future as a teacher. All these sessions were different in their own way but were helpful to the students. I can say that I walked awa with some experience. I also want to take this time to say thank you for letting us go through this experience, and for the support thank you again! 

Class Agenda 4.23: Problem Posing, Perl and Rose

1. Problem Posing Exercise

2. Discuss Perl and Rose

Extra Credit

Dear class, I meant to post this opportunity yesterday morning. Sorry for the delay.

Extra Credit Goal: Leave feedback for ENG 099 students preparing for the CATW Exam.

Credit: 3 quiz points per solid paragraph left of feedback on student blogs. Good up to 12 points (4 paragraphs, 4 blogs: one paragraph per blog).

The paragraph should be comprehensive, polite, and professional. You should evaluate each aspect of the CATW directions (how did they do on each aspect? Say 1-2 things, depending). End the blog on positive encouragement.

Directions:

1. Go to last class agenda and familiarize yourself with CATW practice exam, the Exam handbook, and the prompt "Individuals in Groups." As you read the prompt, consider what you might say about it.

2. Go to Dr. Smith's ENG 099 blog (note: he has a ENZ 099 and a ENG 099. Confine your comments to students in ENG 099 list).

Click through to find responses that are on the shorter side. Select a student blog post to "Individuals in Groups" that could use your comments.

When you leave your comment, remember to identify yourself first, and what class you're from, and why you're there (to leave feedback). Thank them for posting. Give them at least two different kinds of praise. Then go into the issues you encounter with their post (higher-order, then focused/limited lower order). When you point out something that's an issue, offer than a specific suggestion for changing or revising their writing. When you've left a comment, email me to let me know.

Example [use your own language, borrow these templates, whatever works for you]

Hi, I'm __ from __ and I'm writing because ___ . Thank you for___

Great job on your idea about ____. I agree that's a significant idea, and a good way to focus your response...I also liked how you...

I think you could develop some of your response, however, by .... I notice that you only have two paragraphs. Perhaps you could bring in a personal story - have you ever ___? Could you write about ____?

Your third paragraph could be expanded. I like your idea of __ . Do you think you could say more about it by elaborating on __ ? I also wonder what you meant by ___. I think that phrase might work better if you defined the meaning of it in the next sentence...

etc etc

Thanks again for posting this. I learned a lot about ___. Good luck!

Topics to cover before next session

1. The student with no writing.

2. The student who feels neglected during double session.

3. The student with scattered ideas.

4. Running out of talk.

5. Higher and lower order concerns.

Class Agenda 4.11: CATW Intro

1. Blog: Tutoring

2. Reading: Perl, Rose

3. Group work: problem posing

4. Letter to Bert Assignment: begin thinking

5. CATW - ENG 099

What is the CATW?


Practice Exam

CATW Prompt for Blogs

CATW Blogs

6. Leaving feedback on student blogs

Letter to Bert

Assignment: Letter to Bert Eisenstadt Evaluating Tutoring at the Writing Center
Peer Review:
Due: 

For this assignment, you will turn the problem-posing assignment shared in your groups and present it as a letter to the Manager of the Writing Center. The Manager, Mr. Bert Eisenstadt, knows about this assignment and is looking forward to reading what you have to say.

The letter should be two full single-spaced pages, and should address the 3 steps from the problem-posing exercise you worked with to produce your group presentation. While what you presented in groups was excerpts from the observations of particular individuals in your group, the primary evidence in your letter should be based on your own personal observations. As you did in your problem-posing exercise, name strategies, cite sources for strategies named, and describe observations in detail. It is especially important that whenever you identify a strategy or diagnose a problem, you provide support for your ideas by quoting from the course reading materials, citing all sources, and providing a works cited page at the end of the letter. You will want to take certain moments and link them your overall teaching philosophy.

Mr. Eisenstadt will be much more likely to follow your advice if you seem like you’re basing your assessments on up-to-date tutoring theory. He may also want to read for himself certain sections of a text to which you refer.

In establishing the voice you will use in this letter, try to use the tutoring skills you have learned this semester. Remember that while it is often important and useful to be critical, it is also important that you be constructive. Remember that tutors can have bad days just like anyone else; don’t make your criticisms personal, but instead try phrasing things as problems that may need for the overall improvement of the center. Think of the Writing Center, like an essay draft, as a work in progress. Imagine your audience, Mr. Eisenstadt, as someone who will continue with his practice of managing the center long after you give him this feedback. There is a future for the Writing Center, and by writing this letter you can become a part of it.

A couple midweek notes

1. You guys got excellent feedback from Prof H's class. Congrats! More to discuss Friday.

2. The blogs overall read well. Some of your are relating more details than others. See Tiffany's last observation blog for an example of 'excellence.'

3. Overall I can feel the class really clicking on the issues. We will start to consolidate our knowledge moving forward. I want to keep our thoughts on "pedagogy" front and center.

Prof H's notes on his assignment

Just a quick explanation of the attachment: 

You'll see the expectations of a "structured outline," which is really meant to make my students understand the functionality of *where* things go in a paper, and why (specifically with paragraph structure).  The paper following the outline is, of course, an extension of it, so the topics you see at the top are what the students are writing about.  (The link to Gov. Jindal's article, if you are interested, is at the bottom).  

The second page contains a template I asked my students to use for their outlines.  (You'll notice that if they have written this correctly, they essentially have written the paper.)

Below is a list of what I am expecting from my students:

-Proper MLA format (minus a works cited)
-A thesis with a contestable claim and map)
-STRONG openings to paragraphs (which make a contestable claim that extends from the thesis)
-Evidence (not necessarily cited...yet)
-A "Reintegration" sentence to close the paragraph which also ties the thesis back into the argument.

This is what I will ultimately be looking for in the papers, if it is of any use to your students.  Anything else they can pick up on (like transition sentences, poor grammar) is a plus.

Some of my students may come in with an outline instead of a paper, depending on where they are at individually.

Prof H's Writing Assignment

OUTLINE #1 (Prelude to PAPER #1)

Your OUTLINE (and subsequent ESSAY) should come from ONE of the following topics.

1.     Picking up from our previous discussion AND RELEVANT READINGS, answer the following question:  Is gentrification a benefit or a cancer to urban development?

-OR-

2.     Picking up from our previous discussion AND RELEVANT READINGS, write a critical assessment of Gov. Jindal’s essay, “The End of Race.”  Be sure to be clear whether you do or do not support his argument, and be very clear as where his reasoning is strong/flawed by using support from other articles.

Please review the skills we have gone over in class thus far.  Specifically, I will be looking for strong framing sentences, seamless source integration, and a well-constructed thesis statement.  Your success in both the outline and the paper will heavily depend upon your implementation of these skills.

Grading: 5 points of your final grade

·      2 points: Thesis statement (CONTESTABLE CLAIM + MAPPING OF ARGUMENT)

·      1 point: Framing sentences (clear, argument-based claim that gives context to evidence)

·      1 point: Evidence (relevance and clarity of support + explanation)

·      1 point: Re-integration statement

·      Points may also be deducted for failure to follow directions

Notes:

·      Refer to at least one text as evidence

·      For the OUTLINE, use at least THREE sub-claims. 

·      For the PAPER, use at least 600 words

·      DO NOT WORRY ABOUT A SEPARATE WORKS CITED PAGE (yet), but DO include in-text citations

THIS IS A TEMPLATE OF HOW YOUR OUTLINE SHOULD LOOK.  TAKE NOTE OF THE COMMENTS IN THE MARGINS FOR MORE INFORMATION.

Bartholomew McJenkins, Jr.

Professor Hendrickson

Eng 101 – The Black Urban Experience

March 22, 2013

An Analysis of Brooklyn’s Superiority Over the Bronx[JTH1] 

Thesis: No matter the criteria, Brooklyn reigns supreme over the Bronx[JTH2] .  It possesses superior food options, is easier to navigate, and has contributed more to popular culture.[JTH3] 

Framing Sentence #1: Brooklyn’s quality and variety of restaurants towers over the Bronx’s lesser offerings.[JTH4] 

-       A 2012 study finds that Brooklyn has the fastest-growing offering of restaurants in the five boroughs (Zagat).[JTH5] 

-       Brooklyn is home to Junior’s Famous Cheesecake and several other famous eateries

Re – integration: With better food expanding at a faster rate, Brooklyn is by far a better dining      option.

Framing Sentence #2: As many New Yorkers know, traveling in the Bronx is a far less pleasant experience than it is in Brooklyn

-       Trains –  All of them go north and South, in and out of Manhattan, but none go across (unlike Brooklyn), which is inconvenient.

-       Driving – the Cross Bronx Highway, the G.W. Bridge, and the area around Yankee [JTH6] Stadium are nationally recognized for their congestion

-       Walking – The Bronx, known for its hills, is much harder to walk and navigate from place to place

Re-integration:  Whether by metrocard, car, or foot, the Bronx is more difficult to navigate.

Framing Sentence #3: Brooklyn’s contribution to popular culture is unparalleled[JTH7] 

-       Although hip-hop started in the Bronx, Brooklyn took hip-hop music to the next level (e.g. Notorious B.I.G., Jay-Z)

-       Brooklyn is the birthplace of several influential celebrities: Michael Jordan, Woody Allen, Carmelo Anthony, Tatyana Ali, Shirley Chisholm, Jimmy Fallon, Barbara Streisand, Jerry Seinfeld

-       Although the Bronx has the Yankees…

o   the Brooklyn Dodgers are one of the most legendary stories in baseball. 

o   the Brooklyn Nets are a symbol of the up-and-coming nature of Brooklyn sports.

Re-integration: The stars simply shine brighter in Brooklyn

---

 [JTH1]Your title should do TWO things:

1: state the subject (Brooklyn, Bronx)

2:  state the purpose of the paper (Analyze how and why Brooklyn is better than the Bronx)

 [JTH2]Note how this clearly states a definitive stance.  (Note how it sounds stronger by not saying “I believe” or “in my opinion.”) 

Wrong: “There is a debate over which is better between Brooklyn and the Bronx.”

 [JTH3]Note how I have laid out the reasoning for my claim and have given a sense of where the paper will go

 [JTH4]Just like my thesis, my opening statement to my paragraph makes a claim that demands proof. 

Wrong: “Brooklyn has many different restaurants with delicious food.”

Note that  [JTH5]I am citing my evicence(this time from an internet source, hence the absence of a page #)

 [JTH6]You should be clear about how your evidence will fit into your argument.  Note that you do not have to write full sentences, but they must be clear.

 [JTH7]One framing sentence does not necessarily equal one paragraph.  It simply introduces (and maintains) your subject.  In other words, you may need more than one paragraph to prove this point.

Thoughts on Robinson

Sir Ken Robinson gave a lecture on creativity and the modern education system, and his style of delivery made a point that his actual lecture didn't: humor works to get your points across, and stories do, too. He narrated his points with wisecracks and told stories to illustrate the wisdom of his views. Sure, he used some data and philosophy to discuss creativity, too, but his style was predicated on folksy humor and, at times, self-deprecation.

The gist of his remarks turns on the ways the modern education system drains creativity from students as they move through the system. He traces this impulse to the advent of factory-style education in the 19th century, during the rise of industrialism, which needed workers trained to do one or two things, and, moreover, to be obedient. It's clear that remnants of that system survive today in retail and food industries, though not on the whole, and that too much of the education system in particular still seems bent on testing students rather than fostering creativity.

Robinson defined intelligence through three terms: diversity, which tries to get students to think original thoughts and think differently; dynamic, which refers to interactive lesson designs and to the style of learning the brain likes best (here, he used the example of multi-tasking); and distinct, which refers to the ways a system would cater to individual talents and bring out what makes them passionate.

I have to go now and read the class blogs, but I feel these topics are ripe for connection to the ideas of James Moffett, which we've been studying, as well as peer tutoring itself...

...Ok, I'm back. I can't emphasize enough how much I value risk-taking and original thinking in my students. I'm convinced that even on social media the majority of argumentation and reasoning is parroting of mainstream for-profit 'opinion producers,' which we might of as celebrity infotainment and top-down, directed and enframed new sources. To me, it's very obvious why people who think differently, both in college and in the so-called outside world, are generally paid more and more highly valued in their careers. All industries go through transition, change, and crisis; what we need are people - and employees and leaders - who can adapt to new situations as they change by providing leadership and strategy to help others adjust and change to new realities. To do so, minds must learn from the past and the present to move to the future. Literally, what that means is that leaders are people who can challenge conventional wisdom.

I'm fond of the adage about people on the Titantic, when they discovered it was sinking. There were the people who saw what was happening, and told others they had to move toward the lifeboats. Then there were the people who froze, and didn't know what do, but they were willing to be led. Then there were the people who didn't believe: the Titantic was unsinkable. They went down with ship. Education should be about producing people who can conceive the crisis and have the confidence to act - and follow others, too, when they assess the situation and decide someone else has the right course of action. 

Prof Hendrickson's 101

ENA 101                                              Office Hours:            Monday      (3:30-5:30)

Spring 2014                                                                Wednesday (4:30-5:30)

J. Hendrickson                                                          You can request appointments on other days

jhendrickson@lagcc.cuny.edu                             Office: E200C                                               

Composition I: Issues in Social Justice

Overview

Welcome to College English!  We will be focusing on developing writing, reading, and critical thinking skills while exploring the meaning of social justice as it relates to issues of class, race, and gender in today’s society. 

Make no mistake – though much of our reading content will thematically relate to the abovementioned topic, the focus of this course will be sharpening your skills as a writer.  Thus, your time this semester will be spent sharpening your abilities in each area of the writing process, from brainstorming and outlining your ideas to identifying, constructing, and supporting a viable thesis in the final draft.  Good writers also do not act alone.  Therefore, your participation – whether in reviewing a peer’s draft, contributing to group discussions, working together in or out of class in groups, or sharing your interpretation to text – will be essential to your success.

The course content will be will build upon previous ones.  Therefore, it will be imperative to keep up with reading assignments and information covered in class.  Please be sure to familiarize yourself with course policies regarding attendance and grading.  More than 95% of people who have done poorly in this class have done so because of poor attendance or not following directions. 

Above all, this course should be enjoyable, and I will do my best to make it so!

Goals:

·         Complete FIVE graded essays of varying lengths (in-class and take-home), including one research paper;

·         Demonstrate comprehension and aptitude in each stage of the writing process;

·         Understand audience, voice, purpose, and a variety of writing contexts

·         Gain experience in research skills, from source selection and integration to drafting and correct citation;

·         Sharpen skills in grammar, syntax, organization, and expression of the written word in standardized U.S. English.

Requirements:

1. Adherence to the class schedule is required. Be attentive in and prepared on the days of class. Complete all graded assignments.  If you do not do so, you will not pass the course.   

1.  Students are expected to attend every class meeting on time, to have read and be prepared to discuss the materials, and to actively engage one another while making direct reference to readings. If an emergency arises and you are unable to attend class notify the instructor in writing as soon as possible.  Similarly if you are unable to attend class due to a university commitment, religious observance, or military commitment, it is your responsibility to inform the instructor in writing in advance.

2. Do not plagiarize.  All University rules governing plagiarism must be observed. Please review the University’s Academic Honesty Policy at http://library.laguardia.edu/files/pdf/academicintegritypolicy.pdf

3. Attendance: By mandate of the English Department, more than four hours of unexcused absence is grounds for failing the course.  This means if you miss two sessions, you cannot miss any more.  Attendance is taken each time we meet.

4. BRING READINGS WITH YOU TO CLASS.  When you do not, I take note and it affects your participation.

5. Respect.  This classroom is a safe space to share ideas and learn from one another.  Many of the course materials and topics of discussion are controversial and/or provocative. Students are expected to be respectful of the instructor, any guests, and fellow classmates. Open and respectful debate is encouraged, but disruptive behavior will not be tolerated.

6. Please adjust your chairs so that we are sitting in a “U” before class.  (Thanks!)

7. IMPORTANT: IN ADDITION TO YOUR OBLIGATION TO FULFILL ALL OF THE REQUIREMENTS OF COLLEGE ENGLISH, YOU ALSO MUST PASS THE CAT-W IN ORDER TO MOVE ON TO ENG 102.  Please read separate handouts regarding the CAT-W exam, its expectations, and the dates you are eligible to take it.  You may take it up to TWO times this semester. 

Electronics Policy:

- YOU MAY bring a laptop or tablet to class for academic purposes.  With that in mind, I reserve the right to ask you to email me your class notes for a particular session at any given time.  Failure to email these notes if called upon will negatively impact your participation grade. 

- Do not use your cell phone to text in class.  Save your daytime minutes and your data plan for the other hours of the day. And if they are unlimited, just know that your professor’s patience is not.  This, too, will adversely affect your participation grade. If you need to use your phone, you may briefly excuse yourself from class.

Late Policy:

Paper deadlines will be at midnight.  PLAN AHEAD FOR THIS.  I give a five-minute “grace” period.  AFTER THIS, (e.g. 12:05am), the following late policy goes into effect:

·         *Within one week of due date, the highest grade possible: A-, or 92% of the original pt value

·         *Within two weeks of due date the highest grade possible is a B- (82% of the original pt value)

·         *Within three weeks of the due date, the highest grade possible is a C- (72%)

·         After three weeks, the highest grade possible is 62% of the point value.

YOU SHOULD STILL TURN IN LATE PAPERS.  There is a big difference between a D- and a ZERO.

Rewrite Policy

Should you opt to rewrite a paper, keep this in mind: REWRITES MUST BE SUBSTANTIAL REWORKINGS OF THE ORIGINAL PAPER.  Only grades of “B” and below can be rewritten.  Only Paper #2 and the research paper are eligible for a rewrite.

To be fair to those who submitted work on time and/or initially received a higher grade, the maximum amount of points you may earn on a rewrite is 75% of the difference between your current grade and an A+. 

Grading

Structured Outline #1:                                5 points

Paper #1:                                                       10 points

Paper #2 (final draft of paper #1):                        15 points

In-Class Midterm Exam:                             15 points

Annotated Bibliography:                           10 points

Structured Outline #2:                                5 points

Research Paper:                                          20 points

Participation:                                                            10 points

Final Paper:                                                   10 points

Grade Breakdown

A- to A+ (90-100): Exemplary work. Follows all directions. Shows sophisticated original and critical thought; demonstrates strong grasp of academic writing (i.e. clear, compelling thesis statement with abundant, diverse, properly cited and integrated references; cleverly articulated ideas; strong grasp of main ideas of reading with exceptional critical eye). Proofread and polished; goes above and beyond requirements for assignment. Minimal improvements needed.  Effective transitions and paragraph organization. 

B- to B+ (80-89.9): Very good work. Follows all directions. Good to strong grasp of main ideas, but lacking original thought.  Clearly articulated thesis statement, but not original.  Thesis satisfactorily supported.  References adequate, possibly lacking proper citation. Minimal (but satisfactory) number of different sources and textual references (if applicable). Not many grammatical or mechanical errors, but enough to compromise the clarity of the overall argument.  Usually, relatively weak transitions and/or opening sentences to paragraphs.

C- to C+: (70-79.9) Satisfactory or adequate work. Follows all directions. Fulfills all requirements of assignment. Limited to no original contributions; Bare minimum of sources used (if applicable). Thesis statement is missing or incoherent.  Choppy support of thesis, if present.  Shows adequate to solid grasp of material, but needs improvement in implementing material with concepts or ideas. Some serious grammatical and/or mechanical errors; okay, but lacking the lucidity of a “B” grade. 

D- to D+: (60-69) Work in need of significant improvement. Key aspects of assignment not addressed; choppy, unclear, unfocused; serious problems with thesis statement (if present). Material not fully grasped; sources missing or poorly implemented. Inexcusable number of grammatical and/or mechanical errors; difficult to comprehend.  Thesis not supported or not present.  RE-WRITE MANDATORY.

F (less than 60): Unsatisfactory work. RE-WRITE MANDATORY.

BOOKS:          STARTING ~MARCH 14^TH your Course-Packet (less than $20) can be obtained by going to NEKOPRINT in the basement of the B-Building.  Simply ask for the course packet for ENG 101 (Hendrickson).  The B-Building is directly across the C-Building on Thomson Avenue.

Notes:

·         IF YOU ARE ABSENT, YOU ARE RESPONSIBLE FOR FINDING OUT WHAT WAS COVERED IN CLASS.  Please make it a point to obtain the contact information of a reliable peer in class.  You should feel free to contact the professor with any questions except those that can be easily answered by contacting a peer.

·         Your papers (with the exception of the in-class midterm) and ALL assignments will be typed and submitted electronically, via BLACKBOARD, unless otherwise noted.  You will learn how to submit your papers via SAFEASSIGN during the course.

·         THIS COURSE RELIES HEAVILY ON EMAIL AND BLACKBOARD.  It is your responsibility to check for updates and announcements daily.

Resources:

·         The Writing Center.  PLEASE make use of the writing center!  This wonderful resource is available to you at the beginning of each class period during the day in B-200.  Simply show up at the beginning of the period and select a tutor.  You may go there at any stage of the writing process – brainstorming, pre-writing, reviewing a draft, or outlining.  This is for writers of ALL skill levels!

·         Office for Students with Disabilities: Academic accommodations are granted for all students who have documented physical or learning disabilities.   Please visit M-102 and register or meet with a specialist if you have any learning needs.  For more information, please go to M-102 or visit http://www.lagcc.cuny.edu/osd/

·         Financial Aid & Registrar: C-107

·         Questions about BlackBoard? GO TO B-333 or visit: http://www.laguardia.edu/ISMD/BlackBoard/Contact_Us/

LaGuardia has resources for tutoring, finances, counseling, and other innovative programs for parents, veterans, and the like..  Click on the links below (hold on the “Ctrl” key or the Apple key for Macs)

• Black Male Empowerment Cooperative 
• International Student Services 
• Peer Mentoring Program 
• Personal Counseling Services 
• Child Care and the Early Childhood Learning Center (ECLC) 
• College Opportunity to Prepare for Employment (COPE) 
• Office for Students with Disabilities (OSD) 
• Program for Deaf Adults 
• Single Stop USA 
• The Veteran Services 
• Women’s Center 

Statement on Plagiarism:

Plagiarism is strictly forbidden.  (We will learn extensively about what constitutes plagiarism in this class)  If you have any questions or doubts about what constitutes plagiarism, ask before you turn in your work. Please be aware that any violation of the Honor Code – be it intentional or unintentional – is grounds for failing an assignment, failing the course, and/or expulsion from the school.  It is a major offense and can be a permanent mark on your transcript.  Please visit http://library.laguardia.edu/files/pdf/academicintegritypolicy.pdf for more information.

Course Schedule will be finalized after reviewing your first in-class assignment, this upcoming Wednesday, March 3^rd.  You can expect a finalized schedule of readings and assignments by Friday, March 14^th. 

“WHEW THAT WAS LONG.  What should I remember?”

Everything.  But here are some things that are immediately necessary to know NOW.

·         You need BlackBoard.  If you cannot log in, go to B-333 for help.

·         You can only miss two classes with unexcused absences.  Anything after that is dangerous territory.

·         You have five papers.  You must complete each assignment. Turn it in, even if it is very late.

·         We will not be using a textbook.  I am putting together a course pack to save you some cash.

·         Your course pack will be ready at the end of next week (hopefully).  It will cost about $20 or less.  You will pick it up at NEKOPRINT in the basement of the B-Building.

·         Plagiarism leads to a “0” on the paper, or failing the entire course, or being expelled from LaGuardia.

·         Come prepared.  I DO GIVE QUIZZES, especially when people begin showing up late!

·         Bring the reading assignment to class, or face the consequences.

·         If you need to use the phone that badly, step out.  DO NOT text in class.

·         KEEP SOMEONE’S CONTACT INFO FROM CLASS.  If absent, DO NOT email the professor to find out what you missed.  Email your peer(s).

Course Schedule

SUBJECT TO CHANGE

MATERIAL TO BE COVERED IN THE SECOND PORTION OF CLASS (ENA) APPEARS IN BLUE.  Please pay attention to Blackboard for updates and notifications for relevant assignments.

Week 1:         Mar 2-8

Monday          Intro to Course         

Wednesday    Diagnostic Exam

Week 2:         Mar 9-15

Introduction to Concepts: Patriarchy, Masculinity                                            EQUITABLE HOUSING

Monday:         Spike Lee, “Gentrification… readings…

                        Intro to Cat-W Expectations

*Wednesday:   Outlining Your Paper

Creating a Thesis, Mapping an Outline.

                        Thesis workshopping

*For Next Wednesday, you should come prepared with a working thesis and framing sentences

*

Week 3:         Mar 16-22                                                                            INTRODUCTION TO RACE

Monday:         Lorde, “There is No Hierarchy of Oppression,”

Jindal, “The End of Race”

Muder,  “What Should Racism Mean?”      

Harvey, “For White Kids” (Like Me): On White Kids”

                        Identifying Main Points

Wednesday    Reading Reviews + Integrating Sources Effectively + outline format

                        Identifying Main Points (Cont’d)

FRIDAY AT MIDNIGHT: OUTLINE DUE

Week 4:         Mar 23-29                                                                            ACCESS TO EDUCATION

Monday          Carnevale, “College Is Still Worth It”

 Vedder, “For Many, College Isn’t Worth It”

“The Rising Cost of Not Going to College”

SYLLABUS QUIZ DUE BY MONDAY AT MIDNIGHT

                        Putting it all together: Drafting an outline

Wednesday:   Properly integrating sources (continued) + Citation & Plagiarism

                        Workshop: Effective quote integration

SUNDAY (Midnight): PAPER#1 DUE

Week 5:         Mar 30-Apr 5                                                                                   MASS INCARCERATION

Monday          Editorial: “Stop and Frisk Is Fair”

Editorial: “More Disclosures About Stop and Frisk”

Davis, “Masked Racism” Prison Industrial Complex…

                        Greenbaum, “Restore Voting Rights to Ex-Felons”

                        Timed Cat-W Practice Test

Wednesday:    MLA formatting

                        Addressing Common Grammar Mistakes

Week 6:         Apr 6-12                                                                                MASS INCARCERATION

Monday:         CONFERENCES / Video: The House I Live In

                        “The Private Prison Racket”

                        Individualized Review of CAT-W test + Paper #1

Wednesday:   CONFERENCES /Video: The Central Park Five

                        Flatow, “Ten Ways Criminal Justice is One of the Great Civil Rights Crises…”

                                    Individualized Review of Papers (cont.)

Week 7:         Apr 13-19                                                                             INTRO TO GENDER

SUNDAY: Paper #2 DUE

READ THE FOLLOWING OVER BREAK:

Coontz, “How Can We Help Men? By Helping Women”

Knowles-Carter, “Gender Equality Is a Myth”

“As Gender Roles Change, Are Men Out of Step?”

“We Should All Be Feminists”

Monday          SPRING BREAK START THINKING ABOUT A RESEARCH TOPIC          

Wednesday    SPRING BREAK START THINKING ABOUT A RESEARCH TOPIC

 

Week 8:         Apr 20-26                                                                             INTRO TO GENDER

Monday          NO CLASS

Wednesday    Quick discussion of readings + Common paper mistakes… Library session? (TBA) 

                        Workshopping of Research Paper Ideas / Research Paper Q & A

Week 9:         Apr 27-May 3    MAY 2^ND IS THE LAST DAY TO WITHDRAW WITH A “W”

Monday          Review + Annotated Bibliographies

                        CAT-W Practice Test

Wednesday    MIDTERM

Week 10:      May 4-10

Monday          Rebolini, “8 Reasons a Catcall Is Not a Compliment”

                        “The War on Women”

Eato, “Lawyers: Gay Marriage a Detriment to Children”

Research Paper: Thesis Workshopping

Wednesday    Grammar and Mechanics Brush Up

                        Grammar Brush-Up continued

FRIDAY: THESIS + ANNOTATED BIBLIOGRAPHY DUE

Week 11:      May 11-17

Monday:         “I’m the Duke University Freshman Porn Star and for the First Time…”

                         “The “F”s We Give F’s About”

                        “Opportunity Knox: The Duke Porn Star Makes a Feminist Case for Her Career…”

Wednesday:    Grammar and Mechanics II

                        Grammar and Mechanics continued

SUNDAY: RESEARCH PAPER OUTLINE DUE

Week 12:      May 18-24

Monday          Peer Review of outlines (BRING TWO COPIES)

                        Peer Review Continued

Wednesday    Open Research Day + Meetings

                        Individualized Conferences

Week 13:      May 25-May 31

Monday         MEMORIAL DAY – NO CLASS

Wednesday     “People’s Choice” Day – Review of Desired Topics

Week 14:      Jun 2-8

 

Monday          RESEARCH PAPER PEER REVIEW (Bring two copies with you to class)

                        Peer Review                       

Wednesday    Final Reflections + in class Paper #5

RESEARCH PAPER DUE THURSDAY

Week 15: Jun 9-15

Monday:        MANDATORY CONFERENCES

Wednesday:             MANDATORY CONFERENCES