FCWR 151 W08: Writing II: Foundations of Research Writing: Writing New York
Monday: 11am-12:20pm, Schure 216A
Wednesday: 11am-12:20pm, CLC4
Instructor: Dr. Amanda Golden
Office: Balding House 208
Office Hours: W 1-3pm, and by appointment
Course Website writingnewyork.weebly.com
Elizabeth Losh, et al., Understanding Rhetoric: A Graphic Guide to Writing 2nd Edition, Bedford/St. Martin's, 2017. ISBN: 1319042139
Gerald Graff, et al, "They Say / I Say": The Moves that Matter in Academic Writing. 3rd Edition. New York: Norton, 2014. ISBN: 0393935841
Additional readings will be available on Google Drive.
This section of Foundations of Research Writing investigates representations of New York City in poetry, prose, and fiction from the early twentieth century to the present. We will consider everyday life at street level, navigating news and transport, beginning with Frank O'Hara's "The Day Lady Died," in which the speaker learns of the death of the jazz musician Billie Holliday. O'Hara published this poem in Lunch Poems (1964), a collection of verse he composed while working at the Museum of Modern Art. We will have the opportunity to visit MoMA, seeing the paintings that inspired O'Hara and other writers. Focusing on the first half of the twentieth century, we will return to Edith Wharton's Old New York (1924) and E. B. White's Here is New York (1949). We will then explore the literary, artistic, and musical experimentation of the Harlem Renaissance and the ways it has inspired twenty-first century poets. Later in the term, we will join Dorothy Parker at the Algonquin Round Table and Dawn Powell in Greenwich Village. We will also encounter the lasting impression of transportation, reading such poems as William Carlos Williams's "The Great Figure" and Barbara Guest's "20," anticipating more recent narratives like Patti Smith's M Train (2015). Our course concludes with the Beat poetry scene and Allen Ginsberg's "Howl" (1955). Students in this class will complete essays, blog postings, digital projects, and presentations, becoming more innovative thinkers able to articulate complex critical ideas.
Further development of the following skills introduced in Writing I: academic writing, critical thinking, analytical reading, and critical analysis of multiple perspectives. This course covers the process of academic research writing, from project proposal, to library research, to finished research paper, and teaches document citation using the MLA format. Prerequisite: Writing I.
This course is the second in the sequence of foundation writing courses, and its main purpose is to introduce students to the sequential process of academic research writing. Throughout the semester, students will choose and narrow a research topic, submit a formal research proposal, develop an outline and annotated bibliography, and write, revise, and submit a properly documented research paper. Students will also develop their reading and interpretive skills by analyzing various print and visual texts (essays, stories, poems, film, etc.). Moreover, students will further develop critical thinking skills and will learn how to research and engage other voices and points of view as they explore, develop, and present their own ideas and intellectual formations. Finally, students will gain experience in formal academic presentation in group and/or individual presentation situations
At the end of the semester, students will be able to:
1. Read and analyze visual media and print and electronic texts. (Core outcomes: Literacy, Critical Thinking)
2. Use the writing process that was introduced in Writing 1 to respond to visual media, print and electronic texts, and other forms of artistic expression. (Core Outcomes: Communication)
3. Synthesize a coherent response to diverse perspectives on a particular topic. (Core Outcomes: Literacy, Critical Thinking)
4. Identify figurative language and its purpose in a variety of writing genres. (Core Outcomes: Literacy)
5. Formulate a research plan that includes asking appropriate questions about a proposed topic. (Core Outcomes: Literacy, Communication, Critical Thinking)
6. Locate a variety of sources in traditional print and electronic formats, based on a research plan. (Core Outcomes: Literacy)
7. Evaluate evidence used by writers and researchers to support a thesis. (Core Outcomes: Literacy, Critical Thinking)
8. Incorporate primary and secondary sources to support a thesis and address counterpoints. (Core Outcomes: Literacy, Critical Thinking, Communication)
9. Document sources properly to avoid plagiarism. (Core Outcomes: Literacy)
10. Collaborate with peers in writing, research, and presentation activities. (Core Outcomes: Communication)
Methods of Assessment Include
Two analytical/interpretive essays: will assess reading and analysis of visual media and print/electronic texts; use of writing process; synthesizing a coherent response; and identifying figurative language.
Research project proposal: will assess use of writing process and formulating a research plan.
Annotated bibliography and outline for research project: will assess use of writing process; formulating a research plan; locating a variety of sources; and evaluating evidence to support a thesis.
Research project: will assess locating a variety of sources; evaluating evidence to support a thesis; incorporating primary and secondary sources to support a thesis and address counterpoints; document sources properly; and collaborating with peers.
Formal presentation: will assess collaborating with peers in research and presentation activities.
Final exam: will assess reading and analysis of visual media and print/electronic texts and synthesizing a coherent response.
Two analytical/interpretive essays: You will draft and revise two different essays, an analytical essay and the rationale for your group mapping project.
Research project proposal: Students will write a 500-word proposal for the script and podcast or video project. The proposal should outline the general topic, state key research questions to be investigated, discuss why these questions are important, and discuss the types of research methods to be used.
Annotated bibliography and outline for research project: Students will focus their research topic to a working thesis and then write a preliminary outline for a first draft of the paper. Include an annotated bibliography of five sources that will most likely be used in the final research paper. Use MLA format for the outline and annotated bibliography.
Research project: Draft and revise a script for a podcast or video that uses at least five primary and secondary sources. MLA in-text citation and Works Cited must be included.
Presentation: Students will make at least one formal oral presentation of their work during the semester.
Final exam: A comprehensive in-class essay exam that will test students’ understanding of the various readings/visual media and their ability to make and develop thematic and interdisciplinary connections between the different texts/visual media.
100-94 A 79-77 C+
93-90 A- 76-74 C
89-87 B+ 73-70 C-
86-84 B 69-67 D+
83-80 B- 66-60 D
Analytical Essay: 15%
Map and Rationale: 15%
Podcast or Video: 15%
Blog Postings and Writing Center Reflection: 15%
Final Exam: 10%
Class Participation: 15%
Assignments are due on Blackboard at least thirty minutes before class begins.
Papers must be typed in 12-point Times New Roman font, and double-spaced with 1-inch margins on all sides. Students must use MLA format.
Some of your required work, both individual and collaborative, will be completed in-class and for homework, all part of your participation grade, which will account for 15% of your course grade.
These Activities Count for your Participation Grade:
Participation in class discussions
Participation in group activities
You must be present, prepared, on time, and engaged in seminar discussions. All course readings must be completed before class, and you will be attentive while in class if you want to earn an A or B. Substantive contribution to discussions, active listening, and thought-provoking questions are all considered participation. Being present but doing something else on your laptop is not participation, and will result in a C or lower. Here is a rough breakdown of what you can expect for each grade:
A: Lively engagement in discussions. Applies and/or challenges readings. Engages with and/or motivates peers
B: Actively listens in class and occasionally comments. Good collaboration with classmates
C: Tends to look disengaged. Might use phone or laptop for purposes not related to class. Occasionally tardy and absent
D: Sleeps in class. Rarely pays attention and/or is disruptive. Frequently tardy or absent. Unprepared for peer review or group meetings
F: Doesn’t attend class often. Sleeps through class when present, or disengaged. Disruptive.
You are expected to bring print or digital versions of the required readings or writing assignment to each class.
Meeting with the Instructor
Your instructor is the most important resource in the course. Talk with her regularly—both by visiting her during office hours and by corresponding via email. Do not wait until you’re having difficulty to initiate a conversation.
Blog Entries and Comments
Throughout the term you will post blog entries on the dates indicated on the syllabus. Over the course of the term, you must also comment on one of your peers’ blog postings within 48 hours of each due date. Our blog will be limited to members of the three sections of our class and not available to the public. The instructor will provide an assignment for the postings indicated on the syllabus, but you are also welcome to post and comment whenever you feel inspired to do so. Your blog entries must be at least 250 words and analyze quotations from the text as well as an image, sound, or video clip that you will include or indicate with a link. Blog postings provide an opportunity to shed light on the contexts that inform the texts we will read. You should build from the topics we have addressed in class and in our projects, taking the readings a step further and posing questions for your classmates to consider. The blog is also a place where you can receive feedback as you develop your projects.
Writing Center Visit Reflections
Over the course of the term, you are required to visit the English Department Writing Center at least once, bringing an assignment from this course (such as a blog posting, project, rationale, essay rough drafts, final draft) that you are writing or revising. You can make an appointment for an in-person or online session to discuss work at any stage in the writing process, from brainstorming to editing. You can also visit the writing center to strengthen a particular skill, such as commas, introductions, or any aspect of writing or communication. Following your visit, complete a 250-word response reflecting on your session. This reflection should include a description of the task or assignment that you brought to the center, the feedback you received, and your plans for moving forward. Your reflection will be graded using the blog assessment rubric, and for quotations you should analyze the language of your own writing and the tutor's feedback you receive. In addition, your reflection must contemplate your own growth as a writer and critical thinker. Your reflection is due on Blackboard (under assignments) no later than the dates indicated on the syllabus, but can also be uploaded earlier.
1. Come to class. This is a workshop class that requires your daily attendance and active participation. Four absences will reduce your final grade by a full letter. If you accumulate five or more absences, you will be withdrawn from the class or receive a failing grade. Repeated tardiness will count as absences (3 tardies = 1 absence). If you are using your phone or sleeping in class, you will be asked to leave and marked absent.
2. Make your deadlines. Late assignments will not be accepted. Know and keep your deadlines. All due dates are posted in this syllabus.
3. Technology Policy. Technology use in-class should be related to what we are doing in class. Set your mobile phone to vibrate. Do not answer your mobile phone unless it appears to be an
emergency, e.g. the call is from a child or elder care provider or a parent who would not call during class except in case of emergency. Do not engage with social media or email unless the instructor specifically requests that you do so.
4. Computer Access. According to university policy, all students are required to own or have access to a computer system off campus with connectivity to the Internet and an installed or current
version of Microsoft Office. NOTE: Microsoft Works is not compatible with Microsoft Office.
5. Original Work. All of your assignments must be created originally for this class only. Work submitted for other courses or created before the start of this course will not be accepted.
Academic Integrity and Plagiarism Policies
Each student enrolled in a course at NYIT agrees that, by taking such course, he or she consents to the submission of all required papers for textual similarity review to any commercial service engaged by NYIT to detect plagiarism. Each student also agrees that all papers submitted to any such service may be included as source documents in the service’s database, solely for the purpose of detecting plagiarism of such papers.
Plagiarism is the appropriation of all or part of someone else’s works (such as but not limited to writing, coding, programs, images, etc.) and offering it as one’s own. Cheating is using false pretenses, tricks, devices, artifices or deception to obtain credit on an examination or in a college course. If a faculty member determines that a student has committed academic dishonesty by plagiarism, cheating or in any other manner, the faculty has the academic right to 1) fail the student for the paper, assignment, project and/or exam, and/or 2) fail the student for the course and/or 3) bring the student up on disciplinary charges, pursuant to Article VI, Academic Conduct Proceedings, of the Student Code of Conduct.
Cheating on an examination in this course will result in a zero for the examination and the matter will be reported to the appropriate college authorities as per the Student Handbook. A second incident of cheating on an examination will result in failure for the course.
In your writing for this class, you are encouraged to refer to other people’s thoughts and writing -- as long as you cite them.
If you are ever in doubt about whether you are citing something correctly, please contact the professor.
You must list all sources you consult in your works cited list. You must cite web pages.
In moments of crisis students sometimes make decisions that they would not otherwise make. If you find yourself in a situation that affects your work in this class, please contact the instructor.
A student may withdraw from a course without penalty through the end of the 8th week of class during a 14- or 15-week semester and through the 8th meeting during an 8-week course cycle. After this, the student must be doing passing work in order to receive a W grade. Students who are not passing after the 8th week or equivalent will be assigned the grade of WF.
It is the student’s responsibility to inform the instructor of his/her intention to withdraw from a course. If a student has stopped attending class without completing all assignments and/or examinations, failing grades for the missing work may be factored into the final grade calculation and the instructor for the course may assign the grade of WF. The grade of F is used for students who have completed the course but whose quality of work is below the standard for passing.
Withdrawal forms are available in departmental offices and once completed must be filed with the registrar. Students should be reminded that a W notation could negatively impact their eligibility for financial aid and/or V.A. benefits, as it may change the student’s enrollment status (full-time, part-
time, less than part-time). International students may also jeopardize their visa status if they fail to maintain full-time status.
All students can access the NYIT virtual library from both on and off campus at www.nyit.edu/library. The same login you use to access NYIT e-mail and NYITConnect will also give you access to the library’s resources from off campus.
On the upper left side of the library’s home page, select links for “Find Resources,” “Research Assistance,” “Services,” “Help,” and “About.” Using “Quick Links” on the right hand side of the home page will also assist you in navigating the library’s web pages. Should you have any questions, please look under “Research Assistance” to submit a web-based “Ask-A-Librarian” form.
Additional Resources for Further Learning
If you would like additional help in the course, please contact your instructor for guidance. You are also encouraged use NYIT’s academic support services: the Learning Center, the Writing Center, the Math Center, and Brainfuse (online tutoring, 24/7). For more information and links to the individual centers, see www.nyit.edu/student_resources/centers/.
Support for Students with Disabilities
NYIT adheres to the requirements of the Americans with Disabilities Act of 1990 and the rehabilitation Act of 1973, Section 504. The Office of Accessibility Services actively supports students in the pursuit of their academic and career goals. Identification of oneself as an individual with disability is voluntary and confidential. Students wishing to receive accommodations, referrals and other services are encouraged to contact the Office of Accessibility Services as early in the semester as possible, although requests can be made throughout the academic year. To contact the Office of Accessibility Services please send an e-mail to firstname.lastname@example.org or call (516) 686-4934 for the Old Westbury campus and (212) 261-1759 for the Manhattan campus.
The Department of English Writing Center and Writing Workshop Computer Lab
Discuss your essays with Professors of English. While the Writing Center can help you with grammar and punctuation, it is not primarily an editing service. Rather, you can work with writing instructors to address specific writing concerns or issues. The Writing Center is a place to get additional support for your writing, servicing all students at all levels of writing and at any stage of the writing process. You can also use the Wireless Laptop Writing Workshop, a writing computer lab with laptops and wireless access to the Internet. The Writing Center and the Writing Workshop lab are located in Balding House. No appointment is necessary, but you are welcome to schedule an in-person appointment or online consultation. Give us a call at 516-686-7557 and visit us at 101 Balding House. For hours and announcements, you can visit www.nyit.edu/student_resources/tutoring and like our page on Facebook [facebook.com/owwriting/].
Weekly Schedule (Subject to Change)
Mon 1/22: First Day of Class. Introductions. Frank O'Hara, "The Day Lady Died" (1964).
Wed 1/23: Due: Read Understanding Rhetoric: Introduction.
In Class: Modernist Journals Project
Mon. 1/29: Due: Read Understanding Rhetoric: Issues 1 and 2.
In Class: Writing Assignment.
Wed. 1/31: Due: Read Understanding Rhetoric: Issues 4 and 5 (Issues 4 and 5 on google drive--4 and 6 in 2nd edition of book).
In Class: MLA format for in-text citations, works cited pages and entries.
Mon. 2/5: Due: Read E. B. White, Here is New York.
In Class: Workshop sample essay.
Wed. 2/7: Due: Read Edith Wharton "New Year's Day" Chapters 1-3 from Old New York.
In Class: Mapping New York.
Mon. 2/12: Read They Say/I Say Preface, Introduction, and Chapter 1.
Writing using templates from They Say/I Say.
Wed. 2/14: Due: Blog Posting 1. Langston Hughes, “When the Negro Was in Vogue,” “Harlem Literati in the Twenties” “The Negro Speaks of Rivers,” “The Weary Blues,” and Video of Langston Hughes reading “The Weary Blues.”
In Class: Thesis Contest. Discuss "The Negro Speaks of Rivers" in The Crisis from the Modernist Journals Project, and Fire!! (1926),
Mon 2/19: NO CLASS: Presidents' Day
Wed. 2/21: Due: Analytical Essay Rough Draft. Read They Say/I Say on revising.
In Class: Peer Review.
Mon. 2/26: Due: Read Claude McKay, “If We Must Die,” “America,” “Subway Wind,” “On Broadway,” and “The Tropics in New York.”
"Constrained to Honor: A Discussion of Claude McKay's 'If We Must Die."
Wed. 2/28: Due: Analytical Essay Final Draft.
In Class: Harlem Renaissance Poetry Infographics.
Mon. 3/5: Due: Read Cornelius Eady poems, “A Small Moment,” “Charlie Chaplin Impersonates a Poet,” “Poet Dances with Inanimate Object,” “The Cab Driver Who Ripped Me Off,” “The Empty
Dance Shoes,” and “Victims of the Latest Dance Craze.” Jericho Brown, “Langston Blue.”
Wed. 3/7: Due: Blog Posting 2. Nella Larsen, Passing (1929) Finale and Toi Dericotte, "Passing" (1997).
In Class: Mapping Exercise.
Mon. 3/13: Due: Read William Carlos Williams, "The Great Figure" (1921), Barbara Guest, "20" , W. H. Auden, "September 1, 1939."
"On Grappling with Barbara Guest's '20.'" http://www.metmuseum.org/collection/the-collection-online/search/488315
Wed. 3/15: Blog Posting 3. Due: Excerpt from Patti Smith, M Train, Interview with Patti Smith at the New York Public Library.
Spring Break: 3/19, 3/21
Mon. 3/26: Read Dorothy Parker poems, "Women: A Hate Song," "Men: A Hate Song," "News Item," "Coda," "A Certain Lady," "Resume," "Love Song," "Interview," "Poem in the American Manner," "One Perfect Rose," "Afternoon," Dorothy Parker 1958 Interview
In Class: Dorothy Parker Memes, The Ten-Year Lunch: Wits & Legends of the Algonquin Round Table, Parker Reads Resume, "One Perfect Rose," "Afternoon."
Wed. 3/28: Due: Read Parker, "The Garter." "The Garter" read by Anne Hathaway. Dorothy Parker History Chicks Podcast.
In Class: Drafting Maps and Rationales
Mon. 4/2: Read Dawn Powell, “Here Today, Gone Tomorrow.”
In Class: New York Times online archive,
Wed. 4/4 . Due: Read Allen Ginsberg, "Howl" (1955) and Luna Miguel, "Bark or Die / Ladras O Mueres" (2012).
In Class: The Beat. Allen Ginsberg Reading "Howl" (1956). Beats in NYC (1959).
Mon. 4/9: Due Blog Posting 4
In Class: Work on Map and Rationale Rough Drafts
Wed. 4/11: Due: Read excerpt from On the Road: The Original Scroll. Kerouac's Map, On the Road turned into Google Directions.
In Class: Work on Map and Rationale Rough Drafts
Mon. 4/16: Due: Map and Rationale Rough Draft
In Class: Peer Review
Wed. 4/18: Due: Map and Rationale Final Draft.
In Class: Map Presentations
Mon. 4/23: Due: Script and Podcast or Video Proposal and Annotated Bibliography.
In Class: Finding Secondary Sources.
Wed. 4/25: Due: Writing Center Reflection.
In Class: Discuss film, Mrs. Parker and the Vicious Circle
Work on Rough Drafts.
Mon. 4/30: Due: Scripts and Podcasts or Videos Rough Drafts
In Class: Peer Review, Discuss Mark A. Sanders, "African American Folk Roots and Harlem Renaissance Poetry."
Wed. 5/2: Due: They Say/I Say, Chapters 8-10.
In Class: View Angels in America: Part I and Writing Assignment.
Mon. 5/7: Due: Scripts and Podcasts or Videos Final Drafts.
In Class: Review for Final Exam
Wed. 5/9: Study Guide on Google Docs due by midnight.
Wed. 5/16, 10:30am-12:30pm: Final Exam in CLC4.