a short word : : :

Language, writing, and reading are all interconnected social experiences.
Recognizing this, our classroom will be one that will be heavily discussion and
activity-based. We will spend chunky amounts of classtime in small groups, asking
one another questions, sharing our writing and opinions, and getting to know one
another. Paired with our group discussions will be plenty of opportunities for lowstakes
writing: free writing, peer-reviews, revisions, summaries, etc. These in-class
writing exercises will help us build from and for our discussions and prepare us for
our larger assignments by practicing the necessary skills in a loose, open format. In
reading, writing, and discussing how language is wrapped up in the creation and
contestation of space, we will build habits of openness and inquiry, thereby creating
a classroom environment of critical generosity.

Note: This course will be conducted synchronously on Wednesdays through
Zoom and asynchronously on Mondays through Discord (i.e., we will meet on
Zoom on Wednesdays from 9:30am—10:45am (EST) unless otherwise
instructed).

A quick word about technological devices: You will need a device to access course
information and assignments on Discord, access course readings via email and
Google Drive, as well as to attend our Zoom sessions on Wednesdays at 9:30am
(EST). You can use the Discord and Zoom mobile apps on your smartphone or
tablet. However, you will have an easier time seeing the content from a computer. If
you need a device, please email devicerequest@brooklyn.cuny.edu. Technology
Service (ITS) can help with any tech or Blackboard related questions. Please email
helpdesk@brooklyn.cuny.edu or call 718.951.4357 Monday–Thursday, 8 a.m.–8p.m.;
Friday 9 a.m.–5 p.m.

course goals : : : students who successfully complete this course will be able to : : :
• Read and think critically
• Understand how language operates, and how writing can be
used as a tool for discovery and thought.
• Express ideas–both orally and in writing–correctly, cogently,
persuasively, and in conformity with the conventions of the
discipline
• Conduct research and write a research paper

classroom climate : : :
As a university student, the free exchange of ideas should be expected. The open exchange
of ideas is necessary for learning. You may find that some of the class readings and
discussions challenge your views and theoretical frameworks. I expect openness to
difference and a willingness to interpret issues from frameworks that may not be all that
comfortable for you.

I have opinions, and will express those. You are free to express either agreement or
disagreement without fear of consequences. This does no mean of course, that I may not
challenge your views or disagree with them. But it does mean that you will experience no
consequences for disagreeing with me. If you feel that I am violating this commitment,
please arrange an appointment to discuss the issue.

Class discussions can easily be environments that are unfair to some students. We should
all be sensitive that we are not unfairly dominating by talking too much or talking too loudly
or conversely putting the burden for discussion entirely on our classmates by coming to
class unprepared. The goal is to create a classroom climate in which everyone feels that
they can participate in the discussion.

This does not mean people cannot disagree. What it does mean is that we all need to be
sensitive, appreciative, and respectful, no matter how strongly we might disagree.
Condescension or demeaning comments about individuals or groups of people will not be
tolerated. If derogatory or hateful comments about any group or individual are expressed in
class, I will ask the student to leave the class, and meet with me privately before returning
for a future class period.

participation : : :
Participation includes completing and commenting on the assigned reading, contributing
to class discussion through listening and responding to classmates or the instructor,
bringing required materials to class, and engaging in peer review and group activities.
Participation is a vital ingredient to our class, and I understand there are many forms it can
take. I encourage everyone to voice their observations, thoughts, and questions during our
conversations! Simultaneously, silence and listening is an equally important part of a
conversation as speaking one’s thoughts. It’s up to all of us to make our classroom a space
that is open and curious, a joyful laboratory where we are all constantly learning from each
other. Everyone has a unique perspective and set of experiences that brings value to the
classroom.

Students are expected to have closely read and be ready to discuss all readings on the day
they are assigned. We will discuss each text on the date on which it is listed, unless
otherwise specified. Come to class ready to discuss the text. What did you like and dislike?
What confused or intrigued you? We are undoubtedly in strange times to be “in” a class
together – so much hinges on the fact that our class must be conducted virtually – we will be
experimenting with what modes of gathering work best for us and the criteria for what
participation looks like will shift as we figure things out as the semester goes on. Attending
class and participating in our discussions / activities will be worth 15% of your grade.

grading : : :

The grades for this course are: A+, A, A-, B+, B, B-, C+, C, C-, NC or F. Note
that the minimum passing grade is C-. Students who have completed all the course work
but are not yet writing at the college level will receive a grade of NC; students who have not
completed the course work will receive a grade of F. A more detailed grading rubric will be
discussed prior to the first assignment. The grading breakdown is as follows: in-class
discussion / activities: 15%, Discord posts and responses: 40%, Research Paper: 45%

assignments : : :
•Weekly Discussion posts: Since the best way to improve one’s writing is to write, we
will be writing a lot in this course! Each week I will post questions or prompts in
relation to that week’s reading and ask you to write a post on our class site. You will
also be asked to regularly respond to your classmate’s posts / writing as a way to
practice giving and receiving generous feedback, and as an enactment of writing-as-
conversation. These posts will be worth 40% of your grade.
• Research Paper: The primary goal of this course is to write a 7-10 page research
paper. It is a curiosity-driven project where you will have the freedom to pursue
your interests, within the context of the assigned texts and our course goals. The
paper is worth 45% of your grade, and we will spend most of the semester
working on it, breaking it down into a series of steps: first, you will propose a text
and a topic to write about. Second, you will compile an annotated bibliography of
the sources you plan to use in your paper. Third, you will write a first draft,
complete with a thesis and supporting arguments. After receiving my feedback on
your first draft, you will write your final version. Note: all papers will be required to
adhere to MLA 8th edition formatting. The Purdue OWL website is an excellent
resource for MLA formatting. Detailed grading breakdown: Proposal 10%,
Annotated Bibliography 10%, First Draft 10%, Second Draft 15%
NOTE: More detailed information about the research paper will be provided and
discussed in class.

plagiarism : : :
Brooklyn College’s statement on plagiarism is as follows:
The faculty and administration of Brooklyn College support an environment
free from cheating and plagiarism. Each student is responsible for being
aware of what constitutes cheating and plagiarism and for avoiding both. The
complete text of the CUNY Academic Integrity Policy and the Brooklyn
College procedure for implementing that policy can be found at this site:
http://www.brooklyn.cuny.edu/bc/policies.

*If any essay you submit is found to contain plagiarism, I have no choice but
to report you to the English Department and you will receive a failing mark
for that essay, and potentially the entire course. This is to say to make sure to
cite your work! And if you have any questions around whether something
you’re writing may contain plagiarism, or you’re unsure if you’re properly
citing something, please ask me; I will be more than happy to help.

NOTE: English 1012 is an Academic Foundations course. Brooklyn College’s policy
on withdrawing from English 1012 is as follows:
Students are not permitted at any time to delete, drop, or withdraw from an
assigned Academic Foundations course without obtaining permission of the
academic department involved and consulting the Center for Academic
Advisement and Student Success.
The full academic calendar, including many other important dates, and the
undergraduate final exam “grid” are available on the Office of the Registrar’s
website.

non-attendance because of religious beliefs : : :
Brooklyn College’s statement on non-attendance because of religious belief is
located on page 66 of the Brooklyn College Undergraduate Bulletin: http://
www .brooklyn.cuny.edu/web/off_registrar/2017-2018_Undergraduate_Bulletin.pdf

student bereavement policy : : :
Brooklyn College’s statement on non-attendance because of bereavement is
located here:
http://www.brooklyn.cuny.edu/web/about/initiatives/policies/bereavement.php

disability accommodation : : :
Brooklyn College provides following statement in reference to the Center for
Student Disability Services: In order to receive disability-related academic
accommodations students must first be registered with the Center for Student
Disability Services. Students who have a documented disability or suspect they may
have a disability are invited to set up an appointment with the Director of the Center
for Student Disability Services, Ms. Valerie Stewart-Lovell at (718) 951-5538. If you
have already registered with the Center for Student Disability Services, please
provide me with the course accommodation form and discuss your specific
accommodation with me.