Introduction

1. Hi! Nice meeting you! Could you introduce yourself? What department are you from? What courses are you teaching or have been teaching? What are the classes you teach like, such as format or class size? Is there anything you want to tell us about your teaching, research, or other projects? Hi, I’m Cate Grundleger. (My apologies — I thought I posted this yesterday. :-)) This is my first semester teaching ENG 2100T first year writing to English language learners at Baruch. My students are great! I have 18 in my online synchronous section.
2. Could you talk a little bit about that course you’ll be working on during this seminar? ENG 2100T is a college-level introductory course dedicated to academic writing. In this course, students develop confidence in their ability to write for academic purposes not only for the course but also for their other courses at Baruch and beyond. We will accomplish this by completing three major assignments — a narrative essay, a critical analysis essay, and an argumentative essay – and with the writing process.
3. What are the listed learning goals of your course? They could be ones provided by the department, or ones that you have written for your syllabus? Please list them (pasting is fine!).

• Read and analyze texts critically: 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.

• Write your own texts critically: Compose with an awareness of students’ own rhetorical situation (audience, purpose, genre, medium) and the role of personal experience and social convention play in shaping how and what they write.

• Identify and engage with credible sources and multiple perspectives in your writing:

Identify sources of information and evidence credible to the students’ audience; incorporate multiple perspectives in students’ writing by summarizing, interpreting, critiquing, and synthesizing the arguments of others; and avoid plagiarism by ethically acknowledging the work of others when used in students’ own writing, using a citation style appropriate to students’ 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 students’ work by members of students’ discourse community (e.g. instructor and peers), revision, and editing, reinforced by reflecting on students’ writing process in metacognitive ways.

• Use conventions appropriate to audience, genre, and purpose: Adapt writing and composing conventions (including students’ style, content, organization, document design, word choice, syntax, citation style, sentence structure, and grammar) to students’ rhetorical context.
• 4. What class materials are you planning to develop? What goals do you have for them? In this workshop, I’ll be working on two goals: 1. creating my course (ENG 2150T) syllabus to make it as engaging for students as possible and 2. creating course materials that will also be engaging for the students.