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http://writingcourses.carmenkynard.org

ENGLISH 101
Section 08/Code 1457 Room 1.83NB (T&TH 2:5o-4:05pm)

Public Writing, Rhetoric & the 21 st Century

Welcome to your Spring 2014 English 101 Course at John Jay College: Public Writing, Rhetoric & the 21st Century!
This is a writing course that aims to immerse you in the intellectual work that writing for college and the world requires. All of the course policies, assignments, and readings are located at the course website (the address is listed above). Your very first assignment will be to familiarize yourself and get comfortable with the website. This document will serve as your calendar for the course. The details about your readings, assignment guidelines, and details of course policies are also at the website. Please note that all of the images and sounds on the website were obtained from online sources; source information is always provided (a practice you will be expected to follow in your own work). Welcome!
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First, you must learn the rules. Then, you can break them. Thats the kind of thing you often hear in an English class but you wont hear that mantra in this course. Welcome to a whole new day!

Some Things For Us To Start Thinking About: What are digital lieracies? What does academic writing do in a Digital and Multimedia Age? How/why is writing in the 21 st century public?

The work of this class wont be about learning the rules; it will be about relentlessly analyzing and critiquing those rules, especially questioning who invented them and why. If you have learned dangerous rules without serious, political interrogation of them, then that kind of learning really isnt worthwhile and it certainly isnt transformative or critical. Carmens Contact Information Office Room 7.65.27NB 524 West 59th Street New York, NY 10019 Office Tuesdays & Thursdays Hours 10:45am-noon Email ckynard@jjay.cuny.edu! Phone "#"$%"#$&#'(! In this class, you will always be expected to connect outside sources to your writing (these sources--- what we will call texts--- could be books, articles, videos, film, music, archives, surveys, lectures, interviews, etc). Writing about texts is perhaps the singlemost common trademark for the kind of writing and thinking that is expected of you in the academy. However, this does NOT mean: that you write about things you dont care about, that you write as if you sound like an encyclopedia/wikipedia, that you omit your own voice and perspective, that you cannot be creative and energetic, that you must sound like the type of person who might wear

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wool/plaid jackets with suede patches on the elbows in order to be taken seriously, that you cannot be everything that makes up your multiple selves, that you cannot be Hip Hop, Soul, Metal, or Rock-N-Roll, that you cannot have some fun with it. You do not give up who you are to be an academic writer; on the contrary, you take who are even MORE seriously. Those are the kinds of academic writers we will read in this class; those are the kinds of academic writers we are striving to become. These are models and trailblazers worth following. You will be encouraged to be witty, interesting, visual, sonic, and creative. Last, but certainly not least, you will always be encouraged to interrogate how your own experiences, social positionality, and languages inform your perspectives. In other words, we will make sure that we know the difference between a politicized, creative storyteller from a superficial performer for reality TV offering too much information with no insights (T.M.I. w/ N.I.). In the early days of the semester, we will read and write about a variety of short, online essays and watch various lectures and performances online. As we move into the second half of the semester, we will begin research projects of our own design. All along that path, we will constantly talk about the public nature of writing. As a college student, you will be engaging what is often called academic writing which, in the 21st century, is as publicly shared, open, and accessible as facebook. If its not something that you wouldnt want to go viral (and this includes emails), then do NOT hit send, submit, or upload. There is never any writing that you do for a course blackboard, email, or ePortfolio, etc that is private. This does not mean that you have to hide who you are because writing now is public. It just means that you need to be CLEAR on who you are. That is what this class is about. You are each public academics/public intellectuals in this class. We will explore what writing like THAT kind of academic and intellectual can mean and do.

Writing about texts is perhaps the single, common trademark for the kind of writing and thinking that is expected of you in the academy. However, this does NOT mean: that you write about things you dont care about, that you write as if you sound like an encyclopedia/wikipedia, that you omit your own voice and perspective, that you cannot be creative and energetic, that you must sound like the type of person who might wear wool/plaid jackets with suede patches on the elbows in order to be taken seriously, that you cannot be everything that makes up your multiple selves, that you cannot be Hip Hop, Soul, Metal, or Rock-N-Roll, that you cannot have some fun with it. You do not give up who you are to be an academic writer; on the contrary, you take who are even MORE seriously.
Lets start the work of this class right here. Notice how fonts, font size, placement, subsection headings, charts, images, and color packaging all communicate meaning and organization in this document. Begin to understand this work as part of what it means to write and be literate in the 21st century! Be ready to take on a 21st century world!

There are no books to purchase as everything will be made available to you online. So please note that you will need internet access and continual access to a computer to do the work of the class. If you do not have broadband at home, plan to work on campus computers very often. Set up a Google Drive if you havent already and keep everything there. You wont need technological expertise for the class, just a willingness to play around with sounds, images, and words and make things.

Your PUNCTUAL attendance is mandatory. Attendance is taken each class and lateness is marked after five minutes. Almost each class will begin with a writing prompt or demonstration. If you miss something, it will not be repeated for you. Each class agenda is available to you online so if you miss a class, find the date of the class at the bottom of the course website and look to see what you missed. This is your own responsibility. Attendance counts for ten points of your final grade (see below for the full point-spread for the semester). You will find these attendance guidelines on the course website but they are also described here for emphasis: For each point-spread in the class, you will receive a table that looks very much like this one to describe how you acquire points for a project or assignment. 10 points I attended every class and arrived on time for each class (because so many students in ENG 101 and 201 have never missed a day of class or ever been late, they alone get rewarded with the full ten points here). 8 points I attended every class and arrived late once.

How Attendance Works in this Class

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8 points I was absent for one class and never late. 6 points I missed one class AND was once late. Or, I was late twice. 4 points I missed two classes OR I was late three times. 2 points I missed three classes OR I was late four times. 0 points I missed four or more classes OR I was late five or more times. Please Note: If you receive an email about your misuse/over-use of your handheld device, that will be counted as an absence from class. If all of this sounds a little scary (or crazy), dont let it be. You made it through these classroom doors with the dreams of countless family members and friends who are counting on you. Now is your time. Your colleagues and teacher in this class are here to make it happen!

Grading & Expectations

The central projects of this course are common to all sections of English 101. Your task is to give your work your own signature, pursue your own interests and passions, and develop a digital identity with all of the attending multimedia connections that we will be making. Here are the main projects of the semester along with a general grading overview (there will be detailed score sheets for each item distributed in class): In this project, you will take the scholars and reporters who we read in the early part of the 1) Dialogue Essay semester and bring those writers into (called Scripted Interview in the dialogue about issues of digital literacies and program) digital cultures in the 21st century. (10 points) In this project, you will be writing a subject2) Life is Real Essay driven narrative that interrogates your own (called Creative Non-Fiction in the identities as writer, thinker, and digital program) citizen. (5 points) This will be the first major deadline for the ePortfolio. At this point, your overall design and frameworks must be established 3) Midterm ePortfolio 197-200 points: alongside the choices you make about the very first writings of the semester (the Life is Real essay must be included). (50 points) 186-196 points: This is the first stage of your research project. You will write a very formal research proposal based on a set of pre-determined subsections. Please remember to update and revise your proposal as you pursue your study. We will send time in class carefully choosing topics based on the semesters learnings. (10 points) Before you begin to collect any data for your study or write up your study, you need to immerse yourself in the extant literature about your topic. Just know that before you write, you need to make sure you know what you TALKIN bout first! Your DAB will be a public text so think about how to make it sizzzzzzzle! (30 points) In this project, you will use all of the digital tools at your disposal via your ePortfolio to create a statement about the materials that you have studied for your topic. (20 points) In this class, we will refer to this project as a research study rather than a research paper. All of the components of the project will be

First Weeks

Overall Grading A+ A

180-185 points: A172-179 points: B+ 164-171 points: B 159-163 points: B153-158 points: C+ 145-152 points: C 139-144 points: C-

4)

Research Proposal

Final ePortfolio

5) Digital

Annotated Bibliography (DAB)

6)

Re-Mix Project
(lit review)

7)

Research Study

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(Intro, Methods, Findings, and Conclusions)

8) Final 9) 8

ePortfolio

introduced in the second half of the semester. (30 points) These are the final requirements for your 101 semesters ePortfolio. (10 points) Throughout the semester, you will be asked to respond to readings. These are worth three points each. See the website under Semester Projects about these points. (25 points) Come to each class on time. More information about attendance is available at the website and the previous page. (10 points)

Reading Responses + Name Game (Low-Stakes Assignments) 10) Attendance & Presence

General

138 points below is failing so you will need to take ENG 101 again!

All Spring ENG 101 students must attend SPRINGSTART workshops that the writing center offers. Attendance at these workshops will be factored into the point-spread for the midterm and final ePortfolios. Submit your attendance forms in class after each session!

For now, this calendar is in print format and is housed at the website under The Semesters Calendar. If there is a user-friendly and very-easy-to-create digital calendar that anyone knows of, we can try putting this calendar there. As of now, we go Old Skool with this print version. (There is also a PDF available for you at the website if you prefer that version.) Any day in gray means we might be in a computer lab. You will be informed when these lab dates are confirmed.

Part I:

(On G.P. is the title of the button at the top of the website where you will find the assignments in this part of the course.)

Date
This column gives you the due date.

Your Assignment
This column describes the reading and writing that you need to do for THAT day of class. All of the materials that you need will be on the website. All of the writing assignments described here are DUE in class on that day!

This is our first day together. If you miss the first day(s), you will not be counted absent, but you are still accountable for all assignments. Tuesday, January 28 Before you leave today, make sure that you: 1) know EVERYONES name (this counts as ONE point for the semesters reading responses); 2) understand the homework for the next class (you will need to use the website for the next class). Class will start with a Q&A session about the website. Make sure you read each of these sections listed below in preparation for the Q&A. You have FOUR TASKS for class. TASK I. First click the On G.P. tab and read everything there. Now go to Task II (flip to next page).

Thursday, January 30

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TASK II. Then read ALL of the following: Attendance, Participation, Supplies, Food, Accommodations, Plagiarism, Offensive Language, WC, Conferences Assessment and Grading Course Objectives About the Design of the Website Why a Multimedia Website for this Class? TASK III. The last button under On G.P. gives you an assignment called First Assignment. Follow its directions. You need to come to class ON THIS DAY with this required writing described on the website. You will submit your writing at the end of class. Please make sure you bring a hardcopy. This is reading response #1 (3 points). TASK IV. Please read this calendar closely. Many of the assignments described here will not make sense right now because we have not reached that part of the semester. Trust that this will all make sense when we get there though. We will not stray much from this calendar so you need to get yourself in the HABIT very quickly of following and doing what is asked of you here. A course syllabus/calendar is like a trust between you and the professor. This is what spells out how to succeed--- the work and the policies. There will be no surprises and everything in the course will be as transparent as possible.

Thursday, January 30

Part II:

(The Black Rows below indicate the title of the button at the top of the website where you will find the assignments in this part of the course.)

Date
This column gives you the due date.

Your Assignment
This column describes the reading and writing that you need to do for that day of class. All of the materials that you need will be on the website. All of the writing assignments described here are DUE in class on that day!

Our Focus

Digital Literacies/ Digital Cultures

Go to the course website and choose the tab that says Digital Literacies/Digital Cultures. There is a box on the ePage that offers a link to an article that defines literacy for the 21st century, Connecting the Digital Dots: Literacy of the 21st Century. Read that article. There is also a link to a PDF--- read pages 6-8 for more definitions as indicated on the ePage. Click that link and read those pages.

Tuesday, February 4

Now you are going to create an opinion piece: 1) use a personal example (that affirms the authors claims or refutes them) as an opening; 2) creatively explain literacy for the 21st century IN YOUR OWN WORDS based on the authors arguments as well as the definitions on pages 6-8; 3) offer your own intriguing ideas, questions, or concerns based on your reading. This writing should be at least 2 pages. Please print it out and bring it to class with you, ready to share with others. DO NOT REPEAT THE QUESTIONS OF THE PROMPT! This is reading response #2 (3 points). Go to the course website and choose the tab that says Digital Literacies/Digital Cultures. After the box, the ePage offers links to many different articles and 1 slideshow of statistics (this slideshow does not seem to appear on iPads so you will need a laptop rather than a netbook or mobile to access the slideshow). There is a short synopsis about the issues in the article so choose the one that you like best (click the red words and you will be linked directly to the article or a PDF will load.) Read ONE article.

Thursday, February 6

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Now you are going to create an opinion piece just like you did with the previous writing: 1) use a personal example (that affirms the authors claims or refutes them) as an opening; 2) offer an interesting summary of the article and your take on it (remember: very few of your colleagues in the class have read your piece so share the gist of your chosen text); 3) offer your own intriguing ideas, questions, or concerns; 4) highlight one quote from the text that you think deserves closer scrutiny and explain why (please write out the quote). This writing should be at least 2 pages. Please print it out and bring it to class with you, ready to share with others. DO NOT REPEAT THE QUESTIONS OF THE PROMPT! This is reading response #3 (3 points).

Our Focus

When Keepin It Real Goes Wrong

For today, click on When Keepin It Real Goes Wrong (there is a photo on the right hand side of Dave Chapelle. Click that photo.) Read this information and familiarize yourself with this module. Remember: There are no lectures in this class. The information on the website serves as the lecture.

Tuesday, February 11
(College is closed on 2/12)

After reading the When Keepin It Real Goes Wrong introductory page, you should have a sense about the seven topics and which you would like to read. Choose ONE. (When you click on the When Keepin It Real Goes Wrong tab, seven subpages show up--- your task for today is to do the assignment described on any ONE of those seven subpages). Do the reading that is described there (your reading assignment will be two weblinks that are highlighted in red.) In writing, answer the questions on that e-page. This does not have to be a formal essay per se, but it must be an interesting 2-page response. Please print it out and bring it to class with you, ready to share with others. DO NOT REPEAT THE QUESTIONS OF THE PROMPT! This is reading response #4 (3 points). Today you are going to do the Dialogue Essay. There is a separate page on the website that describes what a Dialogue Essay is. Go to the Semester Projects Tab on the website and you will see the description. Be prepared to read and share this assignment aloud in class. This project is worth 10 points. On the Semester Projects tab, you will see a description of the project along with a scoring sheet that offers details for how you can fully claim each of the 10 points with your writing.

Thursday, February 13

Our Focus

Life is Real: Personal Politics of Public Writing

Today is the last day to drop classes so if you are shopping around for courses, your time is up! Your Life is Real: Personal Politics of Public Writing is due in class. The assignment details are on the website. There are also subpages that link to the previous semesters examples. Be sure to read a few samples for inspiration. Go above and beyond what your predecessors have done though. Bring a hardcopy to class and be ready to workshop it with peers. Todays writing counts as a draft. It must be at least 3 typed pages. Since this is a text that will be placed on your ePortfolio, start getting comfortable sharing these ideas. Points for drafting will be awarded on the midterm scoresheet.

Tuesday, February 18
(college closed on 2/17)

Thursday, February 20

Go To YOUR MONDAY Classes!!

Today, we are going to have a demo on ePortfolios. After you get comfortable with this platform, you can expect to have deadlines throughout the semester for uploading. Please note that you will need to complete an ePortfolio to pass the class. If you are not comfortable with technology, thats not a problem because we can work on that. Let your motto be this: if Carmen can do it, so can I! (Carmen is NO techie but can hold her own in the 21st century the way any contemporary scholar can. Aint NObody leavin her behind always in it to win it! You can do this too!) By the end of the day, you need to have an ePortfolio set up that is private to YOU and CARMEN ONLY so make sure you understand the demo. Before you get to the demo session today, take a look at the examples. Go to Carmens ePortfolio: https://johnjaydigication.com/carmenkynard and click on the button that says

Tuesday, February 25
(computer lab)

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Undergraduate ePortfolios. There are weblinks there to many students ePorts from fall 2013. Check them out and start thinking about what you want your website to look like and do. The page on Carmens ePort gives an explanation of each portfolio but you will notice that these ePortfolios are highlighted in the moving slideshow at the website too. Click on any image and you will be taken to the ePortfolio! Tuesday, February 25
(computer lab)

Today, you will be deciding four things: 1) your directory icon (100x100px); 2) your header (800x200px); 3) your background image, and; 4) your landing page image. Go to the tab called e-Portfolios on the course website and select the subpage called--- Setting Up Your EPortfolio for detailed directions. You need to come to class with these FOUR images emailed to yourself AND on a keydrive or google drive to complete todays assignment. Take notes also on what each of these images mean to you and why you are using them. Do all of the website reading for class so that you know what to bring and why. We have started every class with a writing prompt so far. Now take any one of these writing prompts and extend it. Tell the full story. Incorporate the strategies that we have discussed in class: vivid introductions, thick description, metaphoric meanings, subject-driven inquiry, dialogue. Choose the story that you most want to tell. This piece should be at least 500 words. It must be something that you wont mind eventually making public on your ePortfolio. Once you have written your piece, find these three things, all of which should be emailed to yourself and stored on a keydrive or google drive: 1) at least ONE corresponding image (remember that you have to give credits so make a note of the URL google images is NOT a URL!); 2) the URL for at least TWO websites that offer some political, social, or cultural relevance to the points in your writing (Wikipedia, about.com, etc do NOT count as these are too easy to find); and 3) an mp3 for a song that adds relevance to or reflects your message. We will be in the lab today working to upload this work as well as learning the basics of CSS via your ePortfolio. (Do not link to youtube videos; if these are important to your argument, then embed the video.) The content of this piece will be officially graded at the midterm. Today, you are required to upload this first draft and show that you can complete these tasks on the ePortfolio platform. Go back to what you wrote for your Life is Real: Personal Politics of Public Writing. Now it is time to give that essay a soundtrack and visuals since this essay will be one of the required pieces for your ePortfolio. Upload your FINAL writing to your ePortfolio and add to it all of the following: 1) a jpeg of 2 different images that fit your essay; 2) an embedded song that matches your essay; 3) at least two working weblinks that offer some political, social, or cultural relevance to the points in your writing. (Do not link to youtube videos; if these are important to your argument, then embed the video.) Today is the final due date and the first deadline for your ePortfolio. The rest of your deadlines are explained in the Semester Projects tab if you look at the Midterm ePortfolio. The FULL midterm ePortfolio is not due until March 20 but you should get yourself familiar with these expectations NOW. Read and plan ahead! (10 points calculated today)

Thursday, February 27
(computer lab)

Tuesday, March 4 First Midterm Deadline (10 points)

Print out the final e-page of your Life is Real Essay from your ePort for class (print it out in black and white, do not worry about color printing!) Bring this with you. We are NOT in the lab today. We will be doing an editing workshop of your piece with a focus on sentence-level issues.* Read the subpages under Skillz Modules for 1) sentence-level issues, 2) commas, and 3) clauses BEFORE you come to class.
*This is a departmental requirement.

All edited, final Life is Real essays must be uploaded and ready for grading at midnight tonight! Extra Credit
Option #1

Becoming Engaged Intellectuals

Watch Robin D.G. Kelley in the Becoming Engaged Intellectuals module. In writing, answer the questions that appear there. Submit this writing by March 4 (3 points possible).

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Option #2

Attend The Trayvon Martin Effect Conference at Columbia University February 28-March 1. Write a response to at least two of the talks/workshops that you
attend. Submit this writing by March 4 (5 points possible).

Part III:

(Century Modules is the title of the button at the top of the website where you will find the assignments in this part of the course.)

Date
This column gives you the due date.

Your Assignment
This column describes the reading and writing that you need to do for THAT day of class. All of the materials that you need will be on the website. All of the writing assignments described here are DUE in class on that day!

We are now going to be working with the Century Modules. Click on the button that says Century Modules at the top of the website to see an overview of these modules. After you have done that, please read EACH of the 6 introductions to the 6 topics in The Century Modules--- see the images to the far right on the website: 1) "Watch Me Crank It": Digital Empire (click the picture of empire); 2) "I Will Not Let an Exam Result Decide My Fate": Hyper-Standardization of Schools & Minds (click the red dot/graph about student debt); 3) "C.R.E.A.M.": Neoliberalism & Globalization (click the Wu Tang Clan image); 4) "Backwater Blues": Racism 101--- The Post-Katrina Era (click the photo of the flood waters during Katrina); 5) We Who Believe in Freedom: Patriarchy & Heterosexism (click on the photo of the female/male sign); 6) Noh Likkle Twang: Monolingual Dominance (click on the photo of Louise Bennett). These six topics are numbered on the website and each topic has subtopics that pop up to the right. In writing, discuss all of the following: 1. What questions and/or issues do you have about EACH of these 6 topics? 2. What topics are missing for you here and why? 3. Which of these 6 topics, if you had to choose something, is most interesting to you and why? Be detailed here. Show why this topic relates to or impacts you. 4. Explain why/how you see this topic and your ideas on it as relevant to the 21st century? 5. Now think about the kind of research you might do if you were assigned this topic. What questions would you ask? If you could interview people who have experienced this issue in some way, what would you ask them and why? What would you want to read more about in relation to this topic? This is reading response #5 (3 points). DO NOT REPEAT THE QUESTIONS OF THE PROMPT! Together, we will read one of the topics. Go to the second topic under the Century Modules called " I Will Not Let an Exam Result Decide My Fate: Hyper-Standardization of Schools & Minds. You will see a topic called College Student Debt as a SYSTEMIC Crisis. Click that page. You have a playlist there. You can watch the entire playlist or you can choose one lecture/video (the last video is longest but you need only watch the segment about college and college students.) In writing, do these TWO things: 1) give an overview of what you watched (make it interesting); 2) choose any 2 quotes/sentences that you like best and write about them out. Really work with these two quotes. Of everything said in this video/article, why these words? What is so provocative about them? This is reading response #6 (3 points). DO NOT REPEAT THE QUESTIONS OF THE PROMPT! Please also go to the Skillz Modules and read the subpages there on using quotations. As you work with your quotes in this assignment, you need to

Thursday, March 6

Tuesday, March 11

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follow the formatting quidelines that are described for you at that Skillz page. Today, you will choose your own assignment from The Century Modules. These choices include both webtexts and videos. If you have chosen a webtext, read all of it. If you have chosen a lecture/video, you can watch the entire playlist or you can choose one video. Thursday, March 13 Throughout The Century Modules, you have been asked about things that impact YOU, not for abstract and neutral analysis! The only thing that can give charge, life, and relevance to academic writing is if you put YOURSELF in it. Give and overview of what you watched and then tell a story. Tell a story of how and why you relate to what you watched/read/heard. Maybe it is something that has happened to you or someone you know. Maybe it is something that you have seen or witnessed. Give the details. Tell your story in an interesting way and show why this is relevant to the 21st century. This is reading response #7 (3 points). Be prepared to submit this writing in class and share with colleagues. Before we meet again, take a look at the midterm portfolio requirements. Come to class with questions.

! ! ! Part IV:

! (Go to the button called Semester Projects at the top of website and choose Midterm ePortfolio.)

Date
This column gives you the due date.

Your Assignment
This column describes the reading and writing that you need to do for THAT day of class. All of the materials that you need will be on the website. All of the writing assignments described here are DUE in class on that day!

Tuesday, March 18
(computer lab)

Make sure you have read the midterm portfolio guidelines. By todays class, please make sure that you have uploaded and completed all of the following: 1. Your About Me page 2. Your About this Sitepage 3. Your AudioVisual Statement 4. 5 left tabs under your Favorite Pieces Remember, every page must have at least one image and at least one weblink. These are the minimal requirements. You can always do more. Look back at last semesters samples for inspiration and ideas. In class, we are going to work on a new top tab: Reflections. Please see the 101 demo ePort for what the Midterm Reflection must address. You will also choose a small writing group today who you will share your ePortfolio writing with. Your midterm ePortfolio is due (50 points). Today, we are going to do a final editing workshop of your entire ePortfolio and we are going to work on the ePortfolios Table of Contents.

Thursday, March 20
(computer lab)

We will be doing an editing workshop of your writing with a focus on paragraphing*. Please read the Skillz Module for paragraphing BEFORE class. Also go back and review whatever Skillz have been individually pointed out for you this semester. These need to be addressed in the ePortfolio.
*This is a departmental requirement.

Start looking at all of the pages about the research project at the course website. All of our attention will be pointed towards that for the rest of the semester. The midterm ePortfolio is due by 8am Friday morning of March 21 (when grading begins).

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Part V:

(Research Models and Research Design are the titles of the buttons at the top of the website where you will find the assignments in this part of the course.)

Date
This column gives you the due date.

Your Assignment
This column describes the reading and writing that you need to do for THAT day of class. All of the materials that you need will be on the website. All of the writing assignments described here are DUE in class on that day!

Our Focus

The Research Proposal

The rest of the semester will focus on your final research project. Think back on the topics you have read and the discussions/issues that have come up in class, things you have written about. What would you be most interested in pursuing on your own? Keep that questioning in the back of your head now as we move forward. Today you will come to class with research concepts. This is reading response #8 (3 points). You goal is to generate as many ideas as you possibly can. Write as much as you possibly can about all of the questions below: 1. Think back on what you looked at and wrote about for the Century Modules. What is most interesting to you now about that and why? What could you research there? What would you do to make your work interesting and original? 2. Think back to the conversations that we had at the very beginning of the semester about digital cultures and digital literacies. What is most interesting to you now about that and why? What could you research there? What would you do to make your work interesting and original? 3. Think about an issue or discussion that has come up in this class this semester--- maybe it was a disagreement in class or a personal story someone shared. What is most interesting to you now about that and why? What could you research there? What would you do to make your work interesting and original? 4. Think about your own personal narratives that you have written this semester. Is there a social issue that you could examine more there? Or, is there an oral history (for instance, a family oral history) that you could excavate there? What is most interesting to you now about that personal narrative and why? What could you research there? What would you do to make your work interesting and original? 5. Think about an issue or topic that has come up in another class but seems related to what we have done or discussed here. What is most interesting to you now about that and why? What could you research there? What would you do to make your work interesting and original? 6. You do not need to choose amongst your five concepts yet. But for any of these five concepts above that you have written about, you will need primary sources. Go here to read about the differences between primary, secondary, and tertiary sources: http://www.lib.umd.edu/ues/guides/primary-sources. For each of the five concepts that you have written about, come up with at least ONE primary source (you can just list these out) for each. You will receive points on the ePortfolio score sheet for submitting this work today in class. For todays class, you need to decide on a research topic. You can still change your topic but the sooner you settle on your topic choice, the better. We will be working on the annotated bibliography next week. You wont want to do the work of an annotated bibliography on one topic and then switch focus and move to something completely different and start all over again with the bibliography. Come to class with a solid draft of your research proposal. Submit a hard copy! Go to the Semester Projects tab. There, you will see a description of the assignment. Follow the

Tuesday, March 25

Thursday, March 27
(computer lab)

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directions there and come to class with the proposal. You will be updating and amending this proposal throughout this project. Your methods might change as we move forward but the general framework of this proposal should be done and submitted today. You will receive points on the ePortfolio score sheet for submitting this work today in class. Thursday, March 27
(computer lab)

We will spend our class time learning how to use the library databases. You will need to leave class today with AT LEAST four articles. Make sure you have a general topic to start reading about today. Please also make sure that you understand the assignment guidelines for the Annotated Bibliography so that you can ask pertinent questions in class. Look over the guidelines for this project on the course website before class.

Our Focus

The Digital Annotated Bibliography (DAB) and the Re-Mix Project

Today, we will be working on the DAB. A full description of this assignment is on the website. We will set up the DAB on our ePortfolios, upload annotations about articles, and begin searching for online articles. You need to read two things for todays class: 1) Read your four articles for todays class. This might take some time so pace yourself. Take notes on each article--- list 3 points or quotes that the author makes that you like for EACH article. Email these notes to yourself (and put them on a USB or google drive too). 2) Take a look at these two example DABs: Brittney Phillips: https://johnjay.digication.com/BrittneyPhillips/My_Research_Study_Sources__I_Don_t_Want_to_Get_Su Steven Vargas: https://johnjay.digication.com/the_vargas_zone/The_Windows_and_Fruit_Mar ket The challenge here will be to summarize, reflect on, and assess your readings in an interesting and engaging way for public audiences. Notice how Brittany and Steven accomplished this. Please note that by Thursday, the first half of your DAB and research proposal are due on your ePortfolios so keep working and moving forward. Please also spend the weekend re-looking at Brittanys and Stevens ePortfolios for ideas and inspiration. Your formal research proposal, DAB articles, and DAB online texts must be uploaded to your ePortfolio today. It will be graded this weekend. Make sure your proposal and the first two sections of the DAB are all uploaded to your ePort BEFORE YOU COME TO CLASS. Your work in class today will require that you work with these items! You now have 8 texts on your ePortfolio that you have annotated. Good work! Your digital scholarship is well underway now. Seriously! Stop, take a moment for yourself, and be proud. You have made serious progress in this course. For todays class, we will start working on the Re-Mix Project. At its core, the Re-Mix Project will work like the traditional Literature Review of a research study. However, because your annotated bibliography has taken a digital form, we will think of this ePage as a Re-Mix. In class, you are going to start piecing together the texts, images, sounds, and ideas that you have collected so far in your study and create a new research ePage. Today in class, we will be working on your formal, methods section for your research study. When you come to class, just be sure that you are clear in your head about the primary data you will use for this study.

Tuesday, April 1
(computer lab)

Thursday, April 3
(computer lab)

Tuesday, April 8

Like every other day in class, the activities that we do in class will NOT be repeated for you individually if you are absent. In order to understand how to write up methods for a research study, you need to be here. It is also VERY critical that you keep up with the deadlines.

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Tuesday, April 8

Falling behind with this research study will put you in serious jeopardy of failing the class. You must complete all of the components of the 101 research study to pass 101. Every student in ENG 101 does a research study AND portfolio. There is simply NO way around that! Though you do not need to bring any writing to class with you today, you should be working on finishing up the rest of the DAB now. The entire DAB and Re-Mix project is due next class. Please make sure that you understand the guidelines AND point-spread for the DAB and ReMix Project. These are always available to you online at the course website in the event that you misplace the hardcopy that was provided in class. Your entire DAB and Re-Mix Project are Due today. Congratulations! Half of your research study is done! Keep your fire and energy going as we move into the next phase of the research study! Bring your methods chart from the last class back to class with you today. Today, we are going to spend class time adding research literature about methodology. The Methods ePage will be your next deadline when we come back from Spring Break! Please read the Research Design pages that are on the website over your spring break.

Thursday, April 10

Spring Break April 14 to April 22 Enjoy!!

Our Focus

Today your Methods ePage is Due on your ePortfolio. It will be graded tonight. Remember that this ePage should be written as a narrative, not a numbered or bulleted list. All of your data collection tools must be described. You must also reference some aspect of the research on methodology that we have looked at. Everything that we covered in class about methodology on 4/8 and 4/10 should be clearly articulated in this ePage now. Thursday, April 24 For todays class, you need to read one of the research studies under the Research Models tab of the website. Read the one that is most similar to your own studys methodology. Remember, you are looking at style similarities, not content similarities. In order to truly understand and do your research methodology, you have to be able to notice how people write up interviews, focus groups, surveys, etc. In writing, take notes on all of the following: 1) describe what your study is about in 250 words; 2) describe the methodology of this study and its similarities to yours; 3) find one aspect of this researchers style and explain how and why you might mimic this approach. Come to class ready to share your writing. You will receive points on the ePortfolio score sheet for submitting this work today in class. You should have all of your data collected by now. From this point forward, we are working towards writing up the data and finalizing the research project. Please bring raw data/notes to class today. Bring: 1) ONE full interview; 2) the responses to one question of your survey, OR; 3) one artifact. Read the excerpt from Mitchell Duneiers Slims Table (you can find this in the readings section of the course website). Print out any 2 pages, highlight lines/parts that you like and annotate your responses in the margins. These marginal annotations will be collected in class. We are looking at the way Duneier writes here. This study is an ethnography and is more involved than what we can do in one semester but notice how Duneier uses his data to really craft a story! Pay close attention to this. Students in ENG 101 often assume they can simply transcribe their interviews and upload that to the ePortfolio. You will certainly include your data/transcriptions, but your Findings and Interpretations ePage must tell a story, not show a typed-up Q&A. A typed up Q&A list with no story and analyses will be an automatic zero for this section of the ePortfolio. So lets use Duneier as inspiration for see how to move from data to essay! You will receive points on the ePortfolio score sheet for submitting this work today in class. Today in class, we will work on your Conclusions ePage. You do not have any reading or

Your Methods, Findings, & Implications ePages Welcome Back!

Tuesday, April 29

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Thursday, May 1

writing that you need to bring to class with you. We will write in class. However, you should be diligently completing your research study now. Your Findings & Interpretations ePage as well as your Conclusions ePage are due next class. Keep working day by day. You are at the home-stretch now. Keep moving forward. Your Findings & Interpretations ePage as well as your Conclusions ePage are due today! These will be graded this evening. Today in class, we will work on your Introduction and TOC. You do not have any reading or writing that you need to bring to class with you. Instead, keep working on the Findings & Interpretations ePage & the Conclusions ePage. We will start new material in class. We will not be in a computer lab today but you should consider bringing a laptop or netbook to class. If you do not have one, please go to room L2.72 and borrow one for the day. The earlier that you get there, the sooner that you can get a loaner for the day. You should take full advantage of this opportunity as much as you can while you are at John Jay (even if you have a latop or netbook, you might still prefer to borrow some days if your bookbag is already too heavy). If you go to On G.P. at the website, you will see information for borrowing a JJ laptop for the day. We will also begin discussing the final presentations and final ePortfolio preparations. Your introduction and TOC are due today. These will be graded this evening. In todays class, we will start discussing final reflective essays, part of the requirement for ENG 101 (your 201 professor may ask for this). All ENG 101 students are required to do reflective writing in the portfolio. We will also discuss and begin work on the other final ePortfolio deadlines.

Tuesday, May 6

Thursday, May 8

! ! Part VI:

(Go to the Semester Projects button to see the final ePortfolio requirements.)
Tuesday, May 13 & Thursday, May 15 Tuesday, May 20 12:30-2:30pm

At the end of the semester, you will receive the presentation timeline and reflection guidelines that will offer more details of our last week of class.

Final Presentations and Final Reflective Essays

We will meet in a computer lab on this day. Computer room assignments are made at the end of the semester so look out for an email with the exam location!

Final Exam Time This is the last time to revise your full ePortfolio and Research Study for Spring 2014!

Your Semester Password for the Website:

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More Policies You Should Know

Accom m odations
All special learning needs will be accommodated in this class by both teacher AND peers. Please see Carmen.

Learning Objectives for all ENG 101 Courses Invention and Inquiry: Students learn to explore
and develop their ideas and the ideas of others in a thorough, meaningful, complex and logical way.

Plagiarism
Plagiarism will be an issue that we talk about here in the course because you need some awareness of what those conversations sound like at your college. Please go here to see John Jays policies: http://www.jjay.cuny.edu/762.php For the purposes of this class (and, if you so choose, for your identity as a writer), a Yoruba proverb will be our guide: We stand on the shoulders of those who have gone before us. Standing on the shoulders of your elders, ancestors, and community/communities means that you acknowledge them. When you are inspired by someones wisdom and vision in your writing, when you are conscious of their imprint, you say that... you release that acknowledgement into the universe. Please take seriously the philosophy guiding this Yoruba proverb and the practices just described: you always stop, take notice, and make mention of where you come from and who got you here. Let that guide you as a writing practice. Make the ways of citing and siting your sources of wisdom a deeper practice than just summarizing, paraphrasing, and memorizing the rules of APA or MLA style so no one can accuse you of plagiarism. Pay homage to the shoulders you are standing on. It makes a difference.

Aw areness and Reflection: Students learn to

identify concepts and issues in their own writing and analytically talk and write about them.

W riting Process: Students learn methods of

composing, drafting, revising, editing and proofreading.

Rhetoric and Style: Students learn rhetorical and

stylistic choices that are appropriate and advantageous to a variety of genres, audiences and contexts.

Claim s and Evidence: Students learn to develop

logical and substantial claims, provide valid and coherent evidence for their claims and show why and how their evidence supports their claims.

Research: Students learn to conduct research (primary

and secondary), evaluate research sources, integrate research to support their ideas, and cite sources appropriately.

Sentence Fluency: Students learn to write clear,

complete and correct sentences and use a variety of complex and compound sentence types.

Offensive Language
Racist, homophobic, sexist language is generally inappropriate for any classroom but moreso here, given what we are studying. Such issues will be addressed seriously so dont go there.

Conventions: Students learn to control language,

linguistic structures, and punctuation necessary for diverse literary and academic writing contexts.

I want to live the rest of my life, however long or short, with as much sweetness as I can decently manage, loving all the people I love, and doing as much as I can of the work I still have to do. I am going to write fire until it comes out of my ears, my eyes, my noseholes--everywhere. Until it's every breath I breathe. I'm going to go out like a f**king meteor! ~Audre Lorde

We wont spend time in class learning how to create digital art because there isnt enough time in the semester. This piece, Digital, was created online is now available under Carmens Creative Commons License for anyone to use in any way. For a demo, visit the ENG 201 course website (http://digirhetorics.org) under the tab, Rhetoric & Web Design. See the subpage called Visual Design, Rhetoric, and Creative Commons.

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NOTES