Syllabus

Course Goals:

  • 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.

Participation:

What I Expect From You:

I expect that you will complete the assignments due, and make your best effort to attend classes and meetings. Not only will your grade suffer if you do not, but you will not get as much out of this class as you otherwise could. Learning is a collaborative activity, and I expect that you will be attentive to, engaged with, and respectful of everyone in the class, both in face-to-face and online settings. I also want to remind you not to abuse our classroom space or our online space. Please refrain from checking your email, social media, and other personal interests while we are in class. The web will be a great resource for our class, but make sure when you’re online that what you’re doing relates to what we’re doing in class. I expect that in online discussions you will be respectful of the other members of the class and treat them as you want to be treated.

I ask that we all be respectful of one another and the wonderfully diverse opinions, ethnic backgrounds, gender expressions and sexual orientations, social classes, religious beliefs, and ethnicities among us. In the same spirit, written work in this course should employ inclusive language, which shows that the writer honors the diversity of the human race by not using language that would universalize one element of humanity to the exclusion of others. For example, use men and women or people instead of the generic man; use they or alternate he and she instead of the generic “he” to represent “all people.”

What You Can Expect From Me:

I will treat you with respect and will spend a good deal of time this semester giving you feedback on your writing for your major projects, commensurate to the amount of time you spend on your writing. I will read your weekly assignments, and while I may not respond to each one of them, I will assign each of them a participation/completion grade and will give you feedback on your posts at midterm and at the end of the semester.

Classroom Community / Name Quiz:

  • One of the most important quizzes you take this year will be this class’s “Name Quiz!” To nurture our community, I expect that we ALL get to know one another. Therefore, I will be holding a name quiz (to be graded) at some point later in this semester. That’s how much I value each of you and this community! We need to know one another!

Technology Expectations:

During this class, we will use four forms of technology:

  1. Zoom – Mainly for conferencing.
  2. GoogleDocs – I ask at the beginning of the semester you share a GoogleDrive folder with me ([email protected]) in which you keep all your GoogleDocs. GoogleDocs are the primary way I will receive, grade, and give feedback for your assignments. You will also share writing with your classmates through GoogleDocs. If you don’t have a gmail account, you’ll need to make one. Sorry, Google is our demonic overlord.
  3. Brightspace – Brightspace is Baruch’s brand new interface (so I’m stil learning it as well). This is where I will upload texts, assignments and powerpoints. It is also where the gradebook will be kept, and I’ll share other general info through there. Make sure you have a basic understanding of how to use Brightspace.
  4. Discord – This is a great way for us to keep in touch and create community this semester. I will post #channels for our assignments, readings, and for fun, through which you can communicate with one another as much as you’d like. This is a free space to post questions, thoughts, or goof around a bit. Pretty much anything goes as long as it’s not something that’s offensive or insensitive to another member of our community.

A few more words about electronics:

  • Our phones, laptops, tablets, watches, and the technology of apps have become addictive and entrenched (thanks to the increase reliance on tech due to covid) in a manner that will likely be shown to have damaging effects that we cannot yet foresee in their totality. While technology provides connection and convenience in all sorts of ways I would never deny (and in fact, often benefit from), I have also seen it do damage to people in both the classroom and the consulting office. This semester, I am going to work to have us using paper more. I will do my best to print readings in advance and give you a copy, and I would like you to bring readings to class, write in a notebook for some parts of our work, and hand in physical final drafts. [I know one might argue as such: but what about the trees and environmental degradation? The truth is, what we will use as a class will be infinitesimal compared to the waste created by large corporations (per capita). For instance, take a look at the waste produced (per capita) by the what is arguably the world’s largest corporation: the US Military (if you’re interested, read here, or here)]. I think the slight environmental damage is worth the engagement and concrete-thinking that is developed through interactions with real objects.
  • Therefore, we will be working in two stark modes this semester: “tech on,” and “tech off.” When we are in “tech off” mode, I will expect laptops and tablets to be closed. I will also expect not to see phones. We will be looking at one another, listening to one another, reading on paper, writing on paper, etc. After all, you still have the freedom to daydream–tap back into the original app! (Apps are trying to kill day-dreaming, and are explicitly developed using gambling algorithms, and sensory addiction.)
  • I will be firm about this, because I care about you, and I care about this community. If you foresee this as a major problem, you have two choices: (1) reconsider your tech habits/addiction and use this space as an experiment for something different, or (2) drop the class.

On Group Work:

  • You will work in groups (or “pods”) in many different ways in this course. Your pods will be set and not change much throughout the semester, unless there is an issue that arises. In this way, you will really get to know your podmates. Pods will be expected to peer edit and revise one another’s work in deep and meaningful ways. Pods will also be assigned texts to lead discussion on as we get past the first couple weeks of the semester.
  • Pods will also be assigned texts to lead discussion on as we get past the first couple weeks of the semester.
  • Working in groups or teams is an important skill for life–we are inherently social creatures. I expect you to show up for and support one another, and to try to solve problems on your own. If there is some reason that the pod needs intervention, I am here to help.

Policies:

  1. Come to class. Class time is where a great deal of our learning happens, and when students miss class they tend to fall behind, get confused, and dig themselves into a hole. I’ve seen it a thousand times. Try to make it to class.
  2. Come to class on time. Don’t leave early. These things are disruptive and interfere with the flow for your classmates and myself. Your presence and timeliness will be graded based on our daily opening writing journals.
  3. You should participate at least once per class, whether that’s making a comment, asking a question, or reading something aloud.
  4. Be kind to one another. We all come from diverse backgrounds—that’s what’s amazing about NYC, and CUNY. Keep other people in mind before you say something you might deem offensive. Try to imaging other people’s lived experiences. Listen openly and honestly. Love and respect one another, and yourself.

What if I need to drop the course?

  • If you fall behind in the class for any reason, I encourage you to talk to me or see an academic counselor. If you feel you must drop or withdraw from this course (and I hope you don’t find yourself in that situation), you must do so by the dates on the academic calendar.
  • Merely ceasing to attend class is not the same as withdrawing from the course. (You will not be dropped automatically if you stop coming to class; you still will receive a grade for the course if you do not drop.)

Can I turn work in late? What if I have technology issues?

  • All work is due at the time specified within the assignment details.
  • Please note that technology issues, including files you turn in that I cannot open, do not constitute an excuse for late work. Double check your files before and after you submit them to make sure your peers and I who will be reviewing them can open them.
  • As you may have learned the hard way in the past, it’s a good habit to save important files such as course work to a location aside from your laptop or whatever device you may use for your classes—for example, Google Drive. Hard drives crash, thumb drives get lost, and laptops, tablets, and phones can get stolen. While I’ll be sad along with you if this happens, it’s your responsibility to make sure you back up your work so that life—and your effective participation in this course—can go on.

How much time will the class require?

  • The college standard is that students spend about two hours working outside of class for every hour spent in class. For a three-hour course such as this, that equals an average six hours of time outside of class per week. Outside work includes reading course texts, writing blog responses to course readings, and drafting and revising your major projects.
  • I try to assign smaller amounts of outside-of-class work between our class meetings on Tuesday and Thursday, and reserve the larger amounts for the days after Thursday’s class. However, you may want to look ahead on the course schedule and compare it to your other classes to see if there are certain weeks where a lot will be expected of you so you can manage your time accordingly.

I have a disability. Are accommodations possible?

  • Baruch 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 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 accommodation, please contact the Office of Services for Students with Disabilities at (646) 312-4590, and let me know as soon as you can, ideally during the first two weeks of class. I encourage you to meet with me to co-design accommodations. For additional information check out the Student Disability Services webpage.

Free Student Metal Health Counseling:

  • At Baruch, we acknowledge that as a student, you are balancing many demands. During the semester, if you start to experience personal difficulties or stressors that are interfering with your academic performance or day to day functioning, please consider seeking free and confidential support at the Baruch College Counseling Center. For more information or to make an appointment, please visit their website at https://studentaffairs.baruch.cuny.edu/counseling/ or call 646-312-2155. If it’s outside of business hours (Monday-Friday 9-5pm) and you need immediate assistance, please call 1-888-NYC-WELL (888-692-9355). If you are concerned about one of your classmates, please share that concern by filling out a Campus Intervention Team form at  https://studentaffairs.baruch.cuny.edu/campus-intervention-team

Writing Center & More:

  • As a writer you’ll want to seek feedback from many different readers. Writers at all levels of experience get feedback on their writing. Asking for and receiving feedback is not a sign of weakness and it does not equal weak writing; it’s actually a sign of wisdom and makes your writing much stronger. You’ll give feedback to and get feedback from your fellow writers in your writing groups in this class throughout the semester and at all stages of your projects. I also encourage you to get feedback on your writing from professional writing consultants (some of whom also teach first-year writing courses) at the Writing Center.
  • The Writing Center offers free, one-to-one (in-person and online) and small-group workshop writing support to all Baruch students. The Center’s consultants work collaboratively with you to deepen your writing and English language skills. At any step in the process, they’ll help you become a more confident and versatile writer. I encourage you to schedule your appointment well in advance of when your writing is due. You can schedule an appointment at: https://bc.mywconline.com/. Visit the Writing Center in NVC 8-185 or at the Newman Library Reference Desk, or log on to their website, writingcenter.baruch.cuny.edu, to learn more.
    • SACC (Student Academic Consulting Center)

  • SACC supports the academic success of undergraduates at Baruch College through small group peer tutoring and other programs, serving students in a wide variety of subjects across the curriculum: https://sacc.baruch.cuny.edu/

    • Tools for Clear Speech 

    TfCS offers a broad range of free tutorial sessions, workshops, and online practice to enhance the oral communication skills of Baruch’s non-native English-speakers, multilinguals, and English language learners: https://tfcs.baruch.cuny.edu/

Student Samples:

  • I like to use samples of student writing to help us all improve. If your work is used, it will always be anonymous, and the criticism we give your work should be fruitful. No one here is a master of English! We’re all learning together.

A Note About Academic Integrity:

  • I’ll expect you to compose your projects ethically, meaning that if you use the work of others you cite that work, and that all work in this course is original, composed for the first time for this course, and is entirely your own, to the degree that anything we write is entirely our own. All students enrolled at Baruch are expected to maintain the highest standards of academic honesty, as defined in the Baruch Student Handbook.
  • Plagiarism is presenting another’s ideas, research, or writing as your own, such as:
    • Copying another person’s actual words without the use of quotation marks and footnotes (a functional limit is four or more words taken from another’s work)
    • Presenting another person’s ideas or theories in your own words without acknowledgement
    • Using information that is not considered common knowledge without acknowledging the source
  • Plagiarism may result in a failing grade on a particular assignment, at the least, and, depending on the circumstances, a failing grade in the course. It is a serious offense that, if done knowingly and depending on the severity and other factors, can result in a failing grade (or worse) and a mark on your permanent academic record.
  • If you ever have any questions or concerns about plagiarism, please ask me. You can also check out the online plagiarism tutorial prepared by members of the Newman Library faculty at http://newman.baruch.cuny.edu/help/plagiarism/default.htm and Baruch College’s academic integrity policy at http://www.baruch.cuny.edu/academic/academic_honesty.htm.

And with that, a note on AI:

  • One headline reads, “OpenAI Used Kenyan Workers on Less Than $2 Per Hour to Make ChatGPT Less Toxic.” Another headline: “ChatGPT consumes 17,000 times more energy than an average US household.” Given the material realities endemic to generative AI, my own response is rather sour. The many consequences of the current iteration of AI are far reaching beyond the grasp of most of us, but that power is clearly in the hands of an unaccountable few. Therefore, any statement on generative AI must start with this recognition. In terms of teaching writing, my response to generative AI is rather depressive… sure, knowing how to use AI in some capacity in the future will probably ‘help’ you with a job–it’s already providing ‘help’ (non-consensually in most cases) to us in our daily lives. But I get depressed when I think about generative AI feeding missed opportunities to learn, to grow, and to become otherwise through writing. To write is to experience joy and pleasure (often born of struggle and frustration). To write is to both discover and invent ourselves. For this reason, the use of generative AI in this class is prohibited. The act of writing is one of the purest expressions of the act of thinking, which makes it incredibly valuable. Quite often, the higher level one can write at correlates with their ability to think through complex issues, problems, and topics. That is why this course emphasize the PROCESS of writing. I am not here to put a crown on the person who nows the most SAT words… I am here to help you improve your thinking through writing. Therefore, the final product is less important to me than the journey to get to the product. This is how you will be graded in here.College is a non-compulsory educational experience–one you and your family are likely paying for. The carceral work of detection and punishment is incredibly dull to me–I’m not here to be a cop. There is only pain in there, that works to foster an antagonistic relationship between teachers and students that is hostile to learning, community, and genuine connection. There is enough that is hostile to things out there in the world (and in the university), so let’s work together to make this another one of those kinds of spaces. There should be joy to find in a writing class, and joy to share with each other. Let’s go there. This is all to say, try to think and work and have fun in here, not ‘achieve’ in the only ways you have been trained to ‘achieve,’ which is, after all, what creates the impulse to turn to thought-dulling outside intervention.