Syllabus
Guttman Community College
50 W 40th Street, New York, NY 10018
ENGL103: Composition I
Self-Representation In a Digital Age
Instructor Name: Dr. Daniel Collins
Office Hours:
Office Email: [email protected]
Course Website: Brightspace
Course Catalog Description
Writing at Guttman Community College is taught as a multi-layered process involving prewriting, writing and revision in a variety of genres. Particularly at the college level, writing requires critical reading as an active and recursive process that involves close reading while annotating, rereading, and meaning making with a variety of challenging texts. We also aim for students to gain an introductory experience with research, both as a process for acquiring information and as a means to develop a critical argument.
English 103 Learning Outcomes:
Upon successful completion of the course, English 103 students will be able to do the following:
- Practice reading and writing in various genres and rhetorical contexts.
- Use reading and writing as a means to discover and revise ideas.
- Use the writing process to develop a writing project in multiple drafts.
- Locate, evaluate, and incorporate research materials into writing.
- Revise drafts based on feedback.
- Reflect upon your own writing practices and how those practices influence your written work.
- Understand academic practices of reading and writing as an extension of your own cultural identities, experiences, and modes of expression.
Course Overview:
This is a course in the practice of writing. To do this work, we will pay attention to both the act of writing and the text produced. We need to imagine ourselves as writers and to use writing as a way of being in the world. This is a tall order, I know. It will require using the practice of writing an inquiry-driven process consisting of invention, revision, editing, and reflection. It will require seeing writing as a practice that involves choices, and the hope is that you begin to make choices that will empower you to write more effectively. Teacher Barry Lane explains, “Writers don’t need to be given formulas; they need to be shown possibilities.” If you begin to see that what you write is not inevitable but part of a larger array of choices, and if you choose consciously the options you find most useful to you as you compose, then I think we are getting somewhere.
Day-to-day, the class format is discussion-based and workshop-oriented. Our focus will be on critical reading and writing. Class will not be lecture-driven; I expect to hear your voices as much as I hear my own. Be prepared to work and to be involved.
English 103 passing grade policy
The minimum passing grade in English 103 is C- (70%). Students who earn lower than a C- will receive an NC grade and must re-take the course.
English 103A
If English 103A appears on your schedule of classes, I recommend that you attend that course session as well as your English 103 session. The work in ENGL103A will reinforce the work in ENGL103. Students enrolled in English 103a who earn C- or better in English 103 will thereafter be designated as proficient in reading and writing within Guttman Community College as well as within the CUNY system.
English 103 Assessment ePortfolio
Guttman Community College requires an Assessment ePortfolio as a multimodal tool to assess students’ reading and writing proficiency and to deem their preparedness for English 203. The English 103 Assessment ePortfolio showcases students’ critical analysis of an assigned text, their research and writing process skills—especially their ability to synthesize a variety of materials and to use the revision process effectively—and their capacity to evaluate and reflect on their own work.
We will complete the final portfolio assignment primarily through our work on the final project.
Your English 103 Final Portfolio will contain the following items:
- Critical Analysis of a text
- A faculty-selected reading will be distributed for reading/annotation one week prior to an in-class writing assignment. Your annotated copy of the reading, along with the writing assignment you complete in class will be uploaded to Blackboard.
- Signature Research Assignment
- This faculty-assigned project will be uploaded in at least two stages: 1) as a work in progress (rough draft) and 2) as a completed project (final draft).
- Composition 1 Reflection
- Near the end of the semester, you will be asked to use the ENGL 103 Course Learning Outcomes as a guide to reflect upon your learning and performance in the course.
Course Overview
Credits/Contact Hours 3 credits/3 hours
Capstone Course Learning Outcomes
Upon successful completion of the course, the student will be able to:
- Identify and apply theories and methods of inquiry acquired through Program of Study coursework;
- Demonstrate skills of effective written and/or oral communication as required of this Writing Intensive course;
- Identify ethical issues in research and engage in ethical research practices;
- Develop and conduct an original research-based capstone project(s);
- Integrate and extend knowledge from FYE and PoS coursework to reflect upon future academic goals and lifelong learning
Required Texts
There are no required course materials needed for purchase. All materials will be distributed in class via Brightspace.
Course Assignments and Grading
Assignments
Brightspace Discussion Posts: You will respond regularly to discussion prompts as one way of developing and expressing ideas and building community through writing. Length of posts will vary.
Personal Narrative: You will narrate an experience with the assistance of Claude AI. After completing the narrative, you will write a self-reflection on the process and product of your work. 2-3 page narrative, with revisions, plus a 1-2 page self-reflection.
Mirror Effect Assignment: For this assignment, you will write a personal essay on a topic of your choice. You will then use Claude AI over several iterations to explore your ideas. You will then write a self-reflection on the ways in which you represented yourself across this assignment. 2 page personal essay, plus 2-3 page self-reflection.
Multi-Genre Writing Portfolio: Your final project in this course is the writing of a short portfolio, a collection of writings encompassing multiple genres. Genres might include lists, poetry, vignettes, and a manifesto. A brief self-reflection will conclude the portfolio. Total number of portfolio entries TBD.
Grade Breakdown:
Your final grade will be determined according to the following breakdown of points for each assignment:
Discussion Posts 20%
Narrative plus reflection 20%
Mirror Effect Assignment plus reflection 20%
Portfolio plus analysis 40%
Submitting Work
Our more formal writing assignments will incorporate the writing process: invention, drafting, revising, and editing. Multiple drafts will be submitted, for credit, primarily through Brightspace. All work is to be typed using 12 font, double-spaced, and one-inch margins. Some assignments, including many of the low-stakes assignments, as Brightspace discussion posts. All instruction regarding submission requirements will be given on individual assignments or listed on the course schedule. Regardless of submission requirements, I recommend that you work in Word or Google (or another word-processing software package), revise and edit your work, and then upload to e-Portfolio as needed. That way, you can save all work.
Late Work
Abide by the day-to-day schedule for all work. First drafts of formal assignments will be factored into the grading. If you are experiencing problems, talk to me before the due date to see what can be arranged.
Course Format
This is an in-person class. We meet twice a week.
Course materials are available via Brightspace and all class assignments will be submitted through Brightspace. Regular internet access is essential for successful completion of the course.
If you need a laptop to complete your coursework, please reach out to IT directly.
Use of Cell Phone and other Electronic Devices
Stop Anti-Intellectual Encroachment: Attention is finite; don’t undercut your efforts by digital distractions. Seriously. Be present. Be involved. Form new habits. Be smarter than your phone.
Expectations for Participation & Engagement
Be prepared for class. Participate actively—get involved. Offer your ideas. Ask questions. Respond to your colleagues. Make academic excellence mundane through a strong, positive attitude. So much of writing development has to do with attitude—work to make this course a positive experience.
Use of AI
Jose Antonio Bowen and C. Edward Watson write the following in their 2024 book Teaching With AI: A Practical Guide to a New Era of Human Learning: “AI is a new ager assistant capable of finding information, creating visualizations, writing drafts, offering feedback, and analyzing data. It will alter your workflow and allow you to do other things” (84). In an attempt to adhere to and operationalize this stance, this course will use different AI software toward various projects, to explore the results and to use the results in multiple ways. For this class, then, you are welcome to use AI platforms (ChatGPT, GPT, Claude, Quivr, ResearchRabbit, DALL-E, Stable Diffusion, Midjourney, GitHub Copilot, and others) at no penalty. However, you should note that AI models have a tendency to produce inaccurate and potentially offensive outputs. You will be responsible for any inaccurate, biased, offensive, or otherwise unethical content you submit regardless of whether it originally comes from you or a foundation model. If you use a foundation model, its contribution should be acknowledged. Further, the College’s Policy on Academic Honesty (see below) applies to work that is submitted for this course.
Course Communication
I will be communicating with you regarding grades and assignments in class, via email, and through Brightspace. If you need to get in touch with me outside of our required meeting times, the best method is via email ([email protected]). If you are having trouble with this course or its material, you should contact me via email to discuss the issues. I am here to support you in your work.
Attendance Policy:
As a collaborative, work-shop based class, we are trying to develop a learning community. A community implies active participation, as your input is necessary to the learning of the other people in the room. As such, little can be made up, and attendance is important. Please be on time and ready for class.
Technical Support
If you need access to a laptop, need IT support, or have any technology, IT-related questions including about Blackboard, please contact the helpdesk and submit an online request at [email protected].
The Help Desk is open Monday – Friday from 8:00 AM – 6:00 PM.
College-wide Policies:
Policy on Academic Honesty
Guttman Community College considers intellectual honesty to be the cornerstone of all academic and scholarly work. GCC views any form of academic dishonesty as a serious matter and requires all instructors to report every case of academic dishonesty to its Academic Integrity Officer, who keeps records of all cases. All work submitted or posted by students in this course must be their own. Submission of writing or ideas which are not the original work of the student, or which is not adequately referenced, is considered plagiarism. Unintentional plagiarism is still plagiarism, so if you have any question about whether or not to acknowledge a source, acknowledge it. And if you are still uncertain, be sure to ask. Refer to Article II of your Student Grievance Procedures for further details on academic honesty and Guttman’s academic integrity procedures, at [Academic Policies url link] Penalties for academic dishonesty include academic sanctions, such as failing or otherwise reduced grades, and/or disciplinary sanctions, including suspension or expulsion.
Disability Support Services
In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Guttman Community College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical and/ or Learning) consult the Office of AccessABILITY located in Room 509-B to secure necessary academic accommodations and adjustments for additional information and assistance please call 646-313-8833 or email [email protected].
Critical Incident Management
Guttman expects students to respect the rights, privileges and property of other people. Faculty are required to report disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment or inhibits students’ ability to learn.
Viewpoint Tolerance
Some of the issues covered during the seminar may evoke strong emotions. Students, faculty and staff must be able to disagree respectfully with others on topics that are personally very important to them. Civility is essential to all scholarly discourse.
Expectations for Out-of-Class Time
For every one instructional credit hour in class, a Guttman student is expected to spend at least two hours out-of-class studying, reading, writing, researching and working on projects, and preparing for tests. E.g. for a 3 credit course that meets for 3 hours each week, a student is expected to spend at least 6 hours outside of class time doing related course work. If a course provides more time in class than one hour for one credit, the additional time may offset out- of- class time expectations.
Navigate360
Navigate360 is a communication tool for students, faculty, advisors, and many academic support and student service areas at Guttman. Instructors and advisors will use Navigae365 to provide you with feedback about your progress. Throughout the semester, you may receive emails or text messages regarding your academic performance and referrals to specific campus resources, such as peer mentors or tutors. You can use Starfish to ask questions, and make appointments with your advisor or with other service areas. To access Starfish log into my.guttman.cuny.edu and click the Starfish icon on the left side of the page. If you need help using Starfish, you can speak to your advisor.
