Eugenio Maria de Hostos Community College

ENG 93 CORE READING AND WRITING (6 hours,0 credits)

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Contact Policy: / Emails from official CUNY student email accounts will be answered within 24 hours of receipt between Monday and Thursday. CUNY emails received between Friday and Sunday will be answered on the following Monday. Emails from non-CUNY addresses will be deleted unread. Additional appointments by request.

Pre-requisite: Failing both the CUNY Reading Test and the CAT-W; OR below 50 on the CUNY Reading Test or below 48 on the CAT-W.

ENG 93 COURSE DESCRIPTION

ENG 93 is an integrated reading and writing course that emphasizes analytical and critical thinking through reading and writing assignments across academic disciplines. Students will develop strategies for vocabulary development and comprehension through discussions of and written responses to cross-disciplinary texts. Students will learn to become active readers and writers, who summarize and explain their understanding of ideas, support their analysis with appropriate references to the readings, revise and edit their work effectively. By the end of the semester, students will have acquired strategies for improving their close reading and writing skills. Their successful performance will be assessed through exit examinations.

ENG 93COURSE AND LEARNING OBJECTIVES

At the completion of ENG 93, the student will:

  1. understand relations between ideas within texts such as causes and effect, similarities and differences, definitions and examples, chronologies, and classifications
  2. distinguish between different types of written texts; recognize primary and secondary source distinctions; understand disciplinary exam rhetoric
  3. demonstrate an ability to read and write analytically and critically
  4. understand that reading and writing are recursive, social processes that require feedback from others

Additionally, this course expands students’ appreciation and knowledge in order to facilitate reflective, academic and personal growth. Therefore, students are expected to achieve the learning objectives consistent with four specific areas of General Education—communication, academic literacy, global citizenship,and scientific and quantitative reasoning:

Communication GenEd Skills

  • read, write, speak and listen effectively
  • use precise vocabulary to describe abstract and concrete ideas
  • use appropriate technology to research and present ideas
  • understand texts and lectures, take notes, synthesize material, and respond orally and in writing

Academic Literacy GenEd Skills

  • exercise critical thinking and problem solving
  • keep up with current events and issues
  • distinguish between factual and anecdotal evidence
  • find, evaluate and use information from different sources effectively
  • become a life-long learner

Global Citizenship GenEd Skills

  • be an effective member of local, national and global communities
  • respect all human differences—race, ethnicity, sexual orientation, gender, culture and ability
  • confront historical, social, political, economic and environmental issues
  • develop personal values and ethics
  • appreciate the arts
  • demonstrate leadership and teamwork

Scientific and Quantitative Reasoning Gen Ed Skills

  • develop and apply the methodological and computational skills necessary to attain literacy by applying different uses of quantitative and qualitative data to problem-solving in the sciences and mathematics, as well as in the social/behavioral sciences and in disciplines requiring artistic, literary, and philosophical investigation

ENG 93 COURSE REQUIREMENTS

The following should be considered for successful completion of ENG 93

  • consistent and punctual attendance; preparedness for class activities NOTE: Please turn off all cell phones prior to entering the classroom.
  • regular and active participation in class activities
  • timely submission of papers (in- and out-of-class), assignments, journal-learning log, and research projects, etc.
  • passing assessment of papers, assignments, journal-learning log, and examinations
  • adherence to academic policies, for example, CUNY’s Policy on Academic Integrity (HCC Academic Bulletin2012 – 2014, 242 - 243)
  • ongoing communication with the instructor pertaining to academic progress and concerns, preferably via face-to-face conferences, office hour, and/or telephone
  • There are invaluable resources within the college; Hostos has professors, staff, administrators, and student leaders who are committed to your success. Please avail yourself of the activities and programs in the college.
  • ADA STATEMENT: If you have a disability that requires accommodations, contact

Accessibility Resource Center (ARC)

Savoy (D) Building

120 Walton Avenue, Room D101P

Bronx, NY 10451

718 518-4454 (Voice/TTY)

ENG 93 COURSE GRADING : Students will receive either a grade of P (pass) or R (repeat). A grade of P will be given if all course requirements are met and students pass both the CAT-W and the CUNY Reading test at the end of the semester. If students successfully meet the requirements of the course but fail either or both the CAT-W and the CUNY Reading test at the end of the semester, they will be given a grade of R. This grade will be changed to a P when the test/s is/are passed.

Students are permitted to take ENG 93 two times. After the second time students take this course, if they have still not passed either or both the CAT-W and the CUNY Reading test, they will either take workshops to prepare them to pass the exams or move onto ENG 101 or 102 if they meet the pre-requisites for those courses.

ENG 93 COURSE ASSIGNMENTS –CONCISE VERSION

Assignment / Due Date
FORMAL PAPER # 1
FORMAL PAPER # 2
FORMAL PAPER # 3
FORMAL PAPER # 4
FORMAL PAPER # 5
LITERACY LOG
RESEARCH PROJECT

ENG 93 THEMATIC COURSE GUIDELINES

ENG 93 Core Reading and Writing was developed based on the pedagogical philosophy that reading and writing are organically connected and are best taught and learned within one curriculum. In order to make the connections between reading and writing visible, tangible, and accessible, this curriculum of this course was designed as a theme/inter-related topic based course of study. Faculty who wish to teach ENG 93 may develop their own theme/series of inter-related topics. The attached sample syllabus offers an example of a theme based/inter-related topic syllabus as well as x number of other possible themes/topics and texts faculty may wish to use.

While the theme/inter-related topics for ENG 93 may be chosen by the professor, it is recommended that faculty adhere to the following guidelines when developing a curriculum for ENG 93:

Text Requirements:

  1. Include at least one full length work of fiction into the course.
  2. Include non-fiction texts that address contemporary issues of social interest into the syllabus as well.

Syllabus Requirements:

  1. Incorporate pages 1-5 of the sample syllabus into the new syllabus.
  2. State the theme/inter-related topics in the syllabus as well as the rationale for their selection and what students can hope to learn from this course of study. See page 5 for an example.
  1. Devote equal time to the reading and writing about the theme/topics throughout the course.
  2. Identify a set of key questions about the selected theme/topics that the students will be addressing throughout the semester.
  3. Establish which key skills and thematic concepts students will be studying in each week/unit.
  4. Provide opportunities throughout the course for students to reflect on: if and how the theme/series of inter-related topics connects to their own lives and their own experiences as learners.
  5. Because one of the main goals of this course is to make students more aware of their growth and development as readers and writers, it is recommended that faculty adapt the literacy log assignment into their version of ENG 93.

ENG 93 SECTION THEMATIC OVERVIEW

In this section of ENG 93, students will investigate the processes of reading and writing thru the theme of mathematics. Students will engage in reading and writing activities that are theme-based. This exploration will progress through the reading of and writing about various literary (nonfiction and fiction) texts focused upon mathematics, reading, writing, and learning. Thearea of inquiry: How can we become more effective readers, writers, thinkers and mathematics learners?

NOTE: The learning experience will be most meaningful if we respect the sanctity of scholarly engagement. All students are expected to be contributors to our activities. Please be prepared to participate fully in all class activities and turn off all cell phones and other electronic devices prior to entering the classroom. Also, the syllabus is a guide for both instructor and student; ongoing review of the syllabus by the instructor and class may necessitate revision during the semester.

COURSE TEXTBOOKS AND MATERIALS

Required Texts:

Lockhart, Paul. A Mathematician’s Lament: How School Cheats Us Out of Our Most Fascinating and

Imaginative Art Form. New York: Bellevue Literary Press, 2009. Print. ISBN 978-1-934137-

17-8 (price: $9.80)

Fienberg, Anna. Number 8. New York. Walker & Company, 2007. Print. ISBN 0-8027-9660-5 (price: $9.99 as e-book)

OR

Haddon, Mark. The Curious Incident of the Dog in the Night-Time. New York: Random House, 2003.

Print.ISBN 978-1-4000-3271-6 ($8.69)

Required Materials - Literacy Log: In order to record and keep a weekly written document (no less than two paragraphs per entry twice a week) of your semester’s reflections on readings, activities, and academic progress, you should maintain a literacy log (learning journal).During the semester, we will read various fictional and nonfictional texts, which are recorded “stories.” We will also develop our individual and collective learning stories through various reading and writing projects that utilize the literacy log. This literacy log will be an essential tool for drawing connections between reading, writing, mathematics, and learning. Additionally, the literacy log entries will be used for the final project of a revised formal essay.

COURSE OUTLINE FOR MATHEMATICS THEME

This is a reading- and writing-dependent course. Some units will require that students refresh their familiarity with readings that they have already completed, and there will be periodic in-class tests that require students to demonstrate what they have learned.

PLEDGE: As a community of learners, we commit ourselves to working together to become effective readers, writers, thinkers, problem-solvers, and learners.

Outline of Semester Schedule—utilizing course readings fromA Mathematician’s Lament; Fienberg or Haddon; and excerpts from Born on a Blue Day and other texts:

UNIT ONE: Narration – Introduction; structure of text(s); vocabulary in context; main ideas; craftingideas (Lockhart and excerpts from Born on a Blue Day and articles)In this learning unit, students will consider the processes of reading and writing; construction of texts and choice of words to express ideas.

Week 1:How can we become better readers, writers and thinkers?

Week 2:What are the reading and writing processes?

Week 3:How do we define and describe things?

Week 4:REVIEW

READINGS:

Dweck, Carol S. “Brainology: Transforming Student’s Motivation to Learn”

Levine, Lewis. “The Reader as Detective”

Lockhart, Paul. A Mathematician’s Lament

Orwell, George. “Why I Write”

Excerpts from Born on a Blue Day by Daniel Tammet

ASSESSMENT:

Throughout the four weeks there will be literacy log entry discussions and précis writing. At the end of week 4, there will have been at least two in-class essays.

UNIT TWO: Comprehending and Analyzing a Text

In this three part learning unit, students will consider the skills necessary to comprehend, summarize, analyze and respond to a work of fiction. Students will work to identify main ideas and supporting details in the text while also using textual evidence to discuss and analyze them. Students will also focus on character development and analysis with a particular focus on vocabulary choices and their impact on our understanding of character. The analysis of this book will focus on the characters’ differing perspectives on mathematics, reading, and writing and how these attitudes shape them as learners. Students will pay particular attention to the strategies the characters put into practice to identify, address, conceal or overcome the obstacles to learning they face.

READINGS:Number 8 by Anna Feinberg OR

Incident of the Curious Dog in the Night by Mark Haddon

PART ONE: Reading and Responding to a Narrative – Introduction; vocabulary in context; identifying and supporting main ideas; How do we summarize plot? How do we use the text to discuss and analyze characters?

Week 5

Session 1: What are our attitudes toward reading, writing and math? Are these attitudes similar or different from the main character’s? (Fienberg 1 – 21; Haddon 1-21)

Session 2: What does the author suggest are key aspects of the reading, writing and mathematics processes? (Fienberg 22 – 44; Haddon 22 - 45)

Week 6

Session 3:How does the main character use numbers to define and understand his world? (Fienberg 45 – 71; Haddon 45 - 74)

Session 4: How are reading and mathematics described in the novel? How does

learning forge bonds between characters or push them further apart?

(Fienberg 72 – 97; Haddon 74 - 99); Final Project Assigned

PART TWO: Development – supporting details; implied main ideas and the central point; seeing relationships

Week 7

Session 5: What key points about learning and friendship (relationships) is the author

making in this text? ? How are supporting details used to make these points? (Fienberg 98 – 121; Haddon 100 - 124)

Session 6: What points about the characters and the main ideas does the author infer?

How can we use quotation and paraphrasing to discuss this inference in

writing? (Fienberg 122 – 137; Haddon 125 - 140); In class essay on character analysis.

Week 8

Session 7: In class work on final project; How does Fienberg or Haddon transition between ideas and concepts? How do these transitions impact you as a reader? (Fienberg 138 – 154; Haddon 140 - 158)

Session 8: How does Feinberg or Haddon use classification to support the main point

of the novel? (Fienberg 155 – 171; Haddon 158 - 179)

UNIT THREE: Connections - seeing relationships 2; inferences; purpose and tone; argument

Week 9

Session 9: How do we illustrate or provide examples? (Fienberg 172 – 181/182 –

196; Haddon 179 - 198); How can you make connections between the text and your own ideas using examples?

Session 10: In class revision of in class essay

Week 10

Session 11How do we use textual details to compare and contrast? (Fienberg 197 –

202/203 – 216; Haddon 198 - 221)

Session 12In class work on final project

Note: You will take the CAT-W and the reading test around Week 12, and if necessary, again during week 15.

Week 11

Session 13: Howdoes Fienberg or Haddon use cause and effect in the novel?

(Fienberg 217 – 236/237 – 245; Haddon review of book)

Session 14: How do we put it all together? How do we read critically? What are my

final thoughts and preparations for the end of ENG 93, ACT Reading Compass examination, and the future? (Fienberg 246 – 263; 264 – 277; and 278 – 279)

Week 12: Class Presentations of Final Projects

ASSESSMENTS Week 5 - 12:

  • Each week students will generate a group summary of the chapters covered during the week.
  • Each week students will also be given a brief multiple choice exercise that focuses on vocabulary, supporting details, inference, and main ideas.
  • At the end of week 7 students will write a brief 3-4 paragraph essay using textual analysis to compare and contrast the ways in which two characters learn and the obstacles to learning the characters face.
  • At the end of week 12 students will complete a group project in which they analyze the allusions and references made to song and music throughout the novel (Fienberg) or problem solving (Haddon). They will make connections between the songs referenced in the novel by Fienberg and the characters’ journeys as learners. They will make connections between the puzzles solved in the novel by Haddon and the character’s learning journey.

Week 13 – 16: In this fourth learning unit, students will review and strategize for the exit examinations.

READINGS: practice test materials and articles

Note: If necessary, you will retake the CAT-W and reading test around week 15.

ASSESSMENT:

At the end of week 16, there will be an in-class test based on all of the required readings for the Learning Units and in-class reading and writing practice exams.

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Literacy Log Assignment

Literacy Log: This semester, the goal is for you to become more skilled readers and writers. As we grow as learners, it is important to keep track of what you are learning, how you are learning, and what you still need to learn. Oftentimes, we develop as learners at such a steady pace that we don’t even realize how much we are learning.

This literacy log is meant to help you keep track of your challenges, obstacles, and victories in your progress toward becoming a more proficient reader and writer.

In order to successfully complete this assignment you will need a notebook dedicated only to the literacy log. It will be collected periodically throughout the semester.

You will write in your literacy log twice a week. Each entry will be two paragraphs long. One entry will focus on something you read in class and the other entry will focus on your reflections on your development as a reader and writer. It does not matter which entry you do first, as long as you write about both topics each week. Below are some questions to consider as you write your entries in your literacy log:

Topic 1: Responding to the Text:

What impressed you about this week’s reading?

What would you like to say to a character in the text or an author of a text?

What do you agree with or disagree with in the text?

What can you identify with in the text?

What seems important about what you read this week?

Did you like what you read? Why or why not?

Topic 2: Your development as a reader and writer