Course Description
Writing II builds on the learning goals of Writing I, encouraging students to read, reflect on, write about, and synthesize ideas from a range of texts across a variety of genres. Students examine and learn how to employ different styles, various appropriate uses of evidence and counter-evidence, multiple methods of interpretations, and close readings of texts. Students further develop competency in the use and evaluation of multiple external sources as they research ideas related to the course theme, shape and express their ideas, and cast them into well organized, thoughtful, and persuasive argumentative essays. The goal is to prepare students not only for success in academic writing but also for effective participation in and critical understanding of composing in multiple discursive modes and media beyond the academic essay.
This course is required for all undergraduate degrees granted by Baruch College. It is required within the Baruch Common Core Curriculum (for students who entered Baruch prior to Fall 2013). For students who entered Baruch Fall 2013 or later under the PATHWAYS General Education requirements (or who “opt-in” to CUNY Pathways), ENG 2150 or ENG 2150T satisfies half of the “English Composition” requirement of the Required Core.
The “t” course is intended for multilingual/ multidialectal speakers of English who have met the University requirements for freshman composition but are in need of additional support in language development. English 2150T is equivalent to English 2150, the second course in Baruch College’s composition sequence. Students enrolled in the course complete the writing and composition work required in English 2150 as well as intensive instruction in language features such as sentence structure, usage, and vocabulary. Students are placed in the course on the basis of teacher recommendation, usually the recommendation of their English 2100 or 2100T instructor. The course meets for 6 class hours and receives 3 credits.
Prerequisite: ENG 2100, ENG 2100T, or equivalent.
Course Structure
This course is systematically structured and each major assignment has a similar setup that builds the Writing Process into the assignment. The Writing Process is arguably the single most important discovery of scholars of first-year writing. Thus, the process is built into the course assignments. You are asked to regularly consult the Course Schedule and Deadlines to help you follow the course structure. You’ll be able to find an explanation of the structure below:
For each major assignment, you’ll have a series of Planning Days and Mini-Tasks in class and online to learn about your assignment requirements and the concepts you need to complete it. You’ll have a Draft Review so your writing group instructor can help you understand how to improve the organization and clarity of your writing. After that, you’ll have an Individual Draft Review with your instructor. During this session you’ll address any other questions you have about how to revise your writing for clarity, appropriate vocabulary, grammar, sentence structure, etc.
The peer review tasks provided during these conferences highlight the assignment components that you will be graded on. This means that the quality of your writing depends largely on your engagement with the revision process. Google Docs is used regularly throughout the drafting and revision process. Conferences are also essential, providing you with the opportunity to ask your own questions. Everything you need to complete each assignment is on the course website.
Course Outcomes
After completing ENG 2150 you should be able to:
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- Critically analyze texts in a variety of genres: Analyze and interpret key ideas in various discursive genres (e.g. essays, news articles, speeches, documentaries, plays, poems, short stories), with careful attention to the role of rhetorical conventions such as style, tropes, genre, audience and purpose.
- Use a variety of media to compose in multiple rhetorical situations: Apply rhetorical knowledge in your own composing using the means of persuasion appropriate for each rhetorical context (alphabetic text, still and moving images, and sound), including academic writing and composing for a broader, public audience using digital platforms.
- Identify and engage with credible sources and multiple perspectives in your writing: Identify sources of information and evidence credible to your audience; incorporate multiple perspectives in your writing by summarizing, interpreting, critiquing, and synthesizing the arguments of others; and avoid plagiarism by ethically acknowledging the work of others when used in your own writing, using a citation style appropriate to your audience and purpose.
- Compose as a process: Experience writing as a creative way of thinking and generating knowledge and as a process involving multiple drafts, review of your work by members of your discourse community (e.g. instructor and peers), revision, and editing, reinforced by reflecting on your writing process in metacognitive ways.
- Use conventions appropriate to audience, genre, and purpose: Adapt writing and composing conventions (including your style, content, organization, document design, word choice, syntax, citation style, sentence structure, and grammar) to your rhetorical context.
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Class Schedule
Throughout the duration of the semester, we will conduct synchronous (live) classes using Zoom as well as asynchronous (on your own time) classes using materials provided on our course website. The course schedule will show you when we have Zoom classes and when you are expected to complete work on your own time using the course website. Zoom classes are mandatory; missing 5 sessions will impact your final grade in the course. However, if you are unable to attend a live class, you can make up the attendance by completing the Missed Class Attendance Form within 3 days of the missed class. Additionally, we will conduct writing conferences using Zoom. These conferences are also mandatory and missing a conference will have a negative impact on your final grade for the assignment.
All Zoom classes will meet from 2:30 PM – 5:25 PM unless otherwise noted. If you are new to Zoom, here is a guide to help you get started. Also note that all Zoom sessions will be recorded. If you have an issue with this, please email me privately. Please also keep in mind the following Zoom etiquette during our classes:
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- Please mute your microphone and keep it muted unless you are speaking.
- Please use the chat function to ask questions or make comments during lessons.
- Please do not eat during class (drinks are fine).
- Please do not use your phone during class.
- Please close all browser windows and programs not being used for class.
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Student Expectations
Below, you will find some of the more important things that I expect from you this semester:
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- Treat others with respect
- Participate during class and on discussion boards
- Show self-directed and self-motivated learning
- Be prepared for class
- Submit assignments on time
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A note on late assignments: Turning in assignments after the due date will result in a lower final grade. I will deduct 3 points from the final grade for every day that an assignment is late. After 5 days, the highest possible grade you can receive will be a 75%. Assignments that are more than 7 days late will not be accepted and will be scored a 0. If you are having difficulties completing an assignment on time, it is important to contact me ASAP so that we can find a way to help you succeed.
Course Materials
Here is everything you will need for the course:
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- Internet access (Course website: https://blogs.baruch.cuny.edu/beacher2150tsp21/
- A Gmail account (we will submit our essays using Google Docs)
- A device for taking notes (laptop, tablet, phone, notebook, etc.)
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I will provide you with all of the other course materials using this Google Drive.
Grading
Here are the main assignments this semester along with the weight each carries toward your final course grade, (using a 100% standard grading scale; see below). Remember to check our course website for any changes to our weekly schedule, which I may update and which may change depending on our needs. All the major projects described below include a series of drafts and review by your peers and instructor as mentioned earlier.
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- Major Assignment 1: Reflective Bibliography & Synthesis (25% of course grade)
- Major Assignment 2: Research-Based Argument (25% of course grade)
- Major Assignment 3: Group Project (25% of course grade)
- Project Proposal/Contracts (10% of course grade)
- Homework Assignments (15% of course grade)
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If at any time you have a question about your grade in the class, please bring it to my attention immediately. I take it as a point of honor to be open to your perspective.
| A 93 – 100 | B+ 87 – 89 | C+ 77 – 79 | D+ 67 – 69 |
| A- 90 – 92 | B 83 – 86 | C 73 – 76 | D 60 – 66 |
| B- 80 – 82 | C- 70 – 72 |
Attendance Policies:
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- Missing class five times will cause a lower grade (5 points from the total course grade) and missing more than six classes will cause an automatic WU
- If you miss class five or more times, you should arrange to meet with me privately to ensure you can still have a chance to succeed in the class
- Missing a group or individual conference counts as a class absence
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Accessibility
Baruch College is committed to making individuals with disabilities full participants in the programs, services, and activities of the college community through compliance with Section 504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act (ADA) of 1990. It is the policy of Baruch College that no otherwise qualified individual with a disability will be denied access to any program, service, or activity offered by the university. Individuals with disabilities have a right to request accommodations. If you require any special assistance or accommodation, please contact the Office of Services for Students with Disabilities at (646) 312-4590, and let your instructor know as soon as you can, ideally during the first three weeks of the semester. We encourage persons with disabilities or particular needs that impact course performance to meet with your instructor to co-design accommodations.
Dropping Courses
If you feel you must drop or withdraw from this course, you must do so by the dates on the Baruch College Academic Calendar. Merely ceasing to attend class is not the same as dropping or withdrawing; dropping and withdrawing are separate, formal administrative procedures. Dropping is officially removing the course from your schedule within the first three weeks of class with no grade of W appearing on your transcript; withdrawing is officially removing the course from your schedule any time between weeks 3 and 11, and as a result, receiving a permanent “W” on your transcript for the course. If you stop coming to class and do not officially drop or withdraw from the course, your instructor will assign you a WU grade at the end of the term, equal to an F. If you’re having difficulty in the class for any reason, we encourage you to meet with your instructor.
Academic Integrity
Learning involves the pursuit of truth, which cannot be pursued by presenting someone else’s work as your own. By following the procedure outlined below, you will establish a basis of trust that will remain unless you provide reason to suspect it has been violated:
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- Visit the college’s Academic Honesty Policy website
- Read the material it contains.
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For further discussion of plagiarism and clarification of its parameters, see the online plagiarism tutorial prepared by members of the Newman Library faculty. If questions remain, ask me. Ignorance is not an acceptable excuse for unacceptable practices. For the record, if you violate the precepts of academic integrity you will receive a zero for the assignment and your name will be forwarded to the Office of the Dean of Students, where a notation will become part of your file at Baruch. Depending on the severity of the case, plagiarism can result in an F on the assignment in question or an F in the course.