English 101 For Adelante Leadership Program

Welcome to your Fall 2014
English 101 Course at John Jay:

Public Writing, Rhetoric & the
21
st
Century!

This writing course is part of the Adelante
Leadership program. All of your colleagues in
the Adelante program take a first year seminar
in Latin American & Latin@ Studies (LLS)
alongside a first year writing course (ENG 101).
The aim of this English course is to think and
experiment deeply with what it might mean to
write and compose from and with Latin@
cultural and social capital. There is no other
project quite like this in the country so lets take
the lead. Let your voices be heard! Welcome to
John Jay College!

Like all first year writing courses across the
country, this course immerses you in the
intellectual work that writing for college and
the world requires. All of the course policies, assignments, and readings are located at the course wordpress
website (the URL is listed above). Your very first assignment will be to familiarize yourself and get comfortable
with the website. This document will serve as your calendar for the course. The details about your readings,
assignment guidelines, and details of course policies are also at the website. Please note that all of the images
and sounds on the website were obtained from online sources; source information is always provided (a
practice you will be expected to follow in your own work). Siempre Adelante!

This course is a composition course: a
writing course. We do not study literature,
the content that you are probably most
familiar with when a course is titled
ENGLISH. In writing classes, however, we
study rhetoric. This means that we study
how texts are created, why, for whom,
when, and under what social
circumstances. When we look closely at
and talk about how other people write, we
do so with two purposes in mind: 1) to
better understand how social systems
work, especially how to change them with
literacies, and; 2) to write our own texts.
This is a class that asks you to write
yourself into existence. Textual analysis
(analyzing essays, etc) will be important in
this class; however, the end goal will be an
examination of our own rhetorical choices
and designs. The onus/own-ness is on
you as a writer now.

!Siempre
Adelante!
Public Writing, Rhetoric
& the 21
st
Century
http://bit.ly/adelante101
ENGLISH 101
Section 05/Class #71853
North Hall 4106 (T/TH 12:15-1:30pm)

Questions We Need to Keep
Asking Ourselves:

What does writing do
in a Digital and
Multimedia Age? How
and why is writing in
the 21
st
century
public? How does
cultural capital impact
who I am as a writer?

Your Calendar for Public Writing, Rhetoric & the 21
st
Century (http://bit.ly/adelante101) 2
In a class like this, you are asked to examine and look closely at writing as a model, inspiration, and catalyst.
This class is not about giving you rules to follow. That was what you did in 5
th
grade. First, you must learn the
rules. Then, you can break them. Thats the kind of thing you have probably often heard (especially in English
classes), but you wont hear that mantra in this course. Welcome to a whole new day! The work of this class
wont be about learning the rules; it will be about relentlessly analyzing and critiquing those rules, especially
questioning who invented them and why. If you have learned dangerous rules without serious, political
interrogation of them, then that kind of learning really isnt worthwhile and it certainly isnt transformative or
critical.

In this class, you will always be expected to connect outside
sources to the topics of your writing (these sources could be books,
articles, videos, film, music, archives, surveys, lectures, interviews,
websites, etc). You have to know what you are talking about and
be in dialogue with other critical thinkers. Writing critically with
and from multiple, informed sources is perhaps the single, most
common trademark for the kind of writing and thinking that is
expected of you in the academy. However, this does NOT mean:
that you write about things you dont care about, that you write as
if you sound like an encyclopedia/wikipedia, that you omit your
own voice and perspective, that you cannot be creative and energetic, that you must sound like the type of
person who might wear wool/plaid jackets with suede patches on the elbows in order to be taken seriously,
that you cannot be everything that makes up your multiple selves, that you cannot be Hip Hop, Soul, Bomba,
Bachata, Metal, EDM, or Rock-N-Roll, that you cannot have some fun with it. You do not give up who you are
to be an academic writer; on the contrary, you take who are even MORE seriously. Those are the kinds of
academic writers we will read in this class; those are the kinds of academic writers we are striving to become.
These are models and trailblazers worth following.

As a college student, you will be engaging what
is often called academic writing which, in the 21
st

century, is as publicly shared, open, and
accessible as facebook. If its not something that
you wouldnt want to go viral (and this includes
emails), then do NOT hit send, submit, or
upload. There is never any writing that you do
for a course blackboard, email, or ePortfolio that
is private. This does not mean that you have to
hide who you are because writing now is public.
It just means that you need to be CLEAR on who
you are. That is what this class is about. You are
each public academics/public intellectuals in
this class. We will explore what writing like
THAT kind of academic and intellectual can
mean and do.

You will be encouraged to be witty, interesting,
visual, sonic, and creative. Last, but certainly
not least, you will always be encouraged to
interrogate how your own experiences, social
position, and languages inform your
perspectives. In other words, we will make sure
that we know the difference between a
politicized, creative storyteller from a superficial
performer for reality TV offering too much
information with no insights (T.M.I. w/ N.I.).

In the early days of the semester, we will read
and write about a variety of short, online essays
and watch various lectures and performances
online. As we move into the second half of the
semester, we will begin research projects of our
own design. All along that path, we will
Carmens Contact Information
Office Room 7.65.27NB
524 West 59
th
Street
New York, NY 10019
Office
Hours
Tuesdays, 3-4 pm
Fridays, 2-3pm
Email ckynard@jjay.cuny.edu
Phone "#"$%"#$&#'(
Writing about texts is perhaps the single,
most common trademark for the kind of
writing and thinking that is expected of
you in the academy. However, this does
NOT mean: that you write about things
you dont care about, that you write as if
you sound like an encyclopedia/wikipedia,
that you omit your own voice and
perspective, that you cannot be creative
and energetic, that you must sound like the
type of person who might wear wool/plaid
jackets with suede patches on the elbows
in order to be taken seriously, that you
cannot be everything that makes up your
multiple selves, that you cannot be Hip Hop,
Soul, Bomba, Bachata, Metal, EDM, or
Rock-N-Roll, that you cannot have some
fun with it. You do not give up who you
are to be an academic writer; on the
contrary, you take who are even MORE
seriously.
st
constantly talk about the public nature of writing.

There are no books to purchase for this class as everything will be made available to you online. Please note
that you will need internet access and continual access to a computer to do the work of the class. If you do
not have broadband at home, plan to work on campus computers very often. The labs are never full on this
campus and the staff is helpful (labs are even open 24 hours during finals). You can even borrow a laptop or
iPad for the day. You will be able to do many things from your handheld in this class, but there are times when
you will need a computer with good internet speed so plan accordingly. Set up a Google Drive if you havent
already and keep everything there. You wont need technological expertise for the class, just a willingness to
play around with sounds, images, and words and make things.

If any of this sounds a little scary (or crazy), dont let it be. You made it through these classroom doors with the
dreams of countless family members and friends who are counting on you. Now is your time. Your colleagues
and teacher in this class are here to make it happen!

What You Need to Know about Attendance in this Course
Your PUNCTUAL attendance is mandatory. Attendance is taken each class and lateness is marked after five
minutes. Almost each class will begin with a writing prompt or demonstration. If you miss something, it will
not be repeated for you. Each class agenda is available to you online so if you miss a class, find the date of
the class at the bottom of the course website and look to see what you missed. This is your own
responsibility. Please do not email me and ask what you missed. Look at the days agenda.

Attendance counts for ten points of your final grade (see below for the full point-spread for the semester). You
will find these attendance guidelines on the course website but they are also described here for emphasis.

Assessment Philosophy & Grades
The central projects of this course are common to all sections of English 101. Though we are following a
common, standard curriculum, our task is to give our work its own signature, pursue our own interests and
passions, and develop a digital identity with all of the attending multimedia connections that we will be
making.

Assessment in this class is based on an overall 200-point spread for all projects in the course.
Each project in this course weighs in and gets counted towards the overall 200 points. You
will receive details for each project that are designed to ensure rigor and quality in your
work, especially since much of your work could generate multiple public audiences in
digital spaces. The point-spread for each project also intends to communicate as clearly as
possible what is expected of you.
How Attendance Works in this Class
For each point-spread in the class, you will receive a table that looks very much like this one to describe
how you acquire points for a project or assignment.
10 points I attended every class and arrived on time for each class (because so many students in ENG 101
and 201 have never missed a day of class or ever been late, they alone get rewarded with the full
ten points here).
I attended every class and arrived late once. 8 points
I was absent for one class and was never late.
I missed one class AND was once late. 6 points
I was late twice.
I missed two classes. 4 points
I was late three times.
I missed three classes. 2 points
I was late four times.
I missed four or more classes. 0 points
I was late five or more times.
Please Note: If you receive an email about your misuse/over-use of your handheld device, that will be
counted as an absence from class.
st

For some of you, the point-spread may feel very new and different. 18-20 year old young adults today are often
described in terms of the web 2.0 technologies that have saturated their childhood and early adulthood.
However, there might be a better way to historicize young people in this age range: the group who has
witnessed and been subjected to the most rubrics, norming standards, high-stakes tests, etc than any other
group of K-12 students in the history of education in the United States. In this COLLEGE class, we will not be
replicating the kinds of assessment strategies that you experienced in K-12 standardization regimes.

Be prepared to comment on and think critically about the point-spread that you are given for each project.
These point-spreads are designed rhetorically: to make you a stronger writer and to give you a more persuasive
digital presence. Think of writing and designing in this class as giving you more than just an A at the end of
the course. Understand yourself as establishing a digital/critical ethos.

Here are the main projects of the semester along with a general grading overview (there will be detailed score
sheets for each item distributed in class).

1) Dialogue Essay
(fulfills Scripted Interview
requirement of the program)
In this project, you and a peer will take the
scholars and reporters who we read in the
early part of the semester and bring those
writers into dialogue about issues of digital
literacies and digital cultures in the 21
st

century. (5 points)
2) Beloved World
Visual Narrative
(fulfils Creative Non-Fiction
requirement of the program)
In this project, you will be writing a subject-
driven narrative. We will use Justice Sonia
Sotomayor as our inspiration, taking off from
the NPR interviews and interactive movie
that was created in relation to her memoir.
(10 points)
F
i
r
s
t

W
e
e
k
s

3) Midterm
ePortfolio

This will be the first major deadline for the
ePortfolio. At this point, your overall design
and frameworks must be established
alongside the choices you make about the
very first writings of the semester (the
Beloved World narrative must be
included). (50 points)

4) Research Proposal
This is the first stage of your research project.
You will write a very formal research
proposal based on a set of pre-determined
subsections. Please remember to update and
revise your proposal as you pursue your
study. We will spend time in class carefully
choosing topics based on the semesters
learnings. (10 points)

5) Digital Annotated
Bibliography (DAB)
Before you begin to collect any data for your
study or write up your study, you need to
immerse yourself in the extant literature
about your topic. Just know that before you
write, you need to make sure you know
what you TALKIN bout first! Your DAB
will be a public text so think about how to
make it sizzzzzzzle! (30 points)

6) Re-Mix Project
(lit review)
In this project, you will use all of the digital
tools at your disposal via your ePortfolio to
create a statement about the materials that
you have read for your topic. (20 points)
F
i
n
a
l

e
P
o
r
t
f
o
l
i
o

7) Research Study
(Intro, Methods, Findings,
and Data Transparency)
In this class, we will refer to this project as a
research study rather than a research
paper. All of the components of the project
will be introduced in the second half of the
semester:
Introduction (5 points)

Overall Grading

197-200 points: A+

186-196 points: A

180-185 points: A-

172-179 points: B+

164-171 points: B

159-163 points: B-

153-158 points: C+

145-152 points: C

139-144 points: C-

138 points and
below is failing so
you will need to
take ENG 101
again!
st
Methods (5 points)
Findings (15 points)
Data Organization (5 points)

8) Final ePortfolio
These are the final requirements for your 101
semesters ePortfolio. (10 points)
9) 8 Reading
Responses + Name
Game (Low-Stakes Assignments)
Throughout the semester, you will be asked
to respond to readings. These are worth
three points each. See the website under
Semester Projects about these points. (24
points). The name game is worth 1 point.
G
e
n
e
r
a
l

10) Attendance &
Presence
Come to each class on time. More
information about attendance is available at
the website and on the previous page. (10
points)

In order to pass this class, you have to receive a C/C- or better. If you receive a D, you should expect to repeat
the course. Because the point-spread communicates all expectations, you will be able to track your grade in the
class as we go along. Once grades are officially submitted, there will be NO grade reviews (only in cases of
clerical error will a FINAL grade be re-submitted/re-calculated.)

Welcome to world of ePortfolios: professional websites that are used to archive achievements and showcase
potential and skill. Above you will see twenty different ePortfolios that were created last year. Notice that each
is different, communicates a different message and purpose, and uses the full resources of a multimedia
platform to communicate. Start imagining the design and message of your ePortfolio now. To see these
ePortfolios up close, go to: http://bit.ly/20_eports OR go directly to youtube:
https://www.youtube.com/watch?v=_CuokbiPkdg (20 WAYS OF LOOKING AT AN E-PORTFOLIO)
st

(Left) Art by Dr. Molecula

SOURCE: http://delenarts.com/2012/03/10/dr-
molecula-graffiti-artist-reps-the-dominican-republic/

OUR COURSE
CALENDAR

The English department requires a print syllabus, so this calendar is in print format and is housed at the website
under Adelante Program. If there is a user-friendly and very-easy-to-create digital calendar that anyone
knows of, we can try putting this calendar there. As of now, we go Old Skool with this print version. (There is
also a PDF available for you at the website if you prefer that version.) Any day in gray means we might be in a
computer lab. You will be informed when these lab dates are confirmed.

First ! of the Course: August to Mid-October
In the first half of the course, we will focus on: a) defining and analyzing digital literacies
to better understand writing in todays literate environments; b) creating your own digital
texts; and 3) telling interesting stories about your own trajectory here based on Sonias
Sotomayors life and work.
Part I:

(On G.P. is the title of the button at the top of the website where you will find the assignments in
this part of the course.)
Date
This column
gives you the
due date.
Your Assignment
This column describes the reading and writing that you need to do for THAT day of class. All of the
materials that you need will be on the website. All of the writing assignments described here are DUE
in class on that day!

Thursday,
August 28
This is our first day together. If you miss the first day, you will not be counted absent (for folk
w/ registration, etc issues) but you are still accountable for all assignments.

Before you leave today, make sure that you:
1) know EVERYONES name (this counts as ONE point for the semesters reading responses);
2) understand the homework for the next class (you will need to use the website for the next
class).

Tuesday,
September 2

Class will start with a Q&A session about the website. Make sure you read each of these
sections listed below in preparation for the Q&A. You have THREE TASKS for class.

TASK I.
First click the On G.P. tab at the website and read every subpage there. Be sure to read ALL
of the following:
Attendance, Participation, Supplies, Food, Accommodations, Plagiarism, Offensive
st

Tuesday,
September 2
Language, WC, Conferences
Assessment and Grading (this is repeated from the paper syllabus)
Course Objectives
About the Design of the Website
Why a Multimedia Website for this Class?
There are also two optional pages: information about borrowing a laptop for the
day at John Jay and links to the Writing Center

TASK II.
You have an assignment that is explained on the website. Go to the Adelante button at the top
and choose Virtual Tour & 1
st
Assignment: Microphone Check 1, 2. (Here is a shortlink for
that: http://bit.ly/101mic_check). You need to come to class ON THIS DAY with this
required writing described on the website. You will submit your writing at the end of class.
Please make sure you bring a hardcopy. This is reading response #1 (3 points).

TASK III.
Please read this calendar closely. Many of the assignments described here will not make sense
right now because we have not reached that part of the semester. Trust that this will all make
sense when we get there though. We will not stray much from this calendar so you need to get
yourself in the HABIT very quickly of following and doing what is asked of you here. A course
syllabus/calendar is like a trust between you and the professor. This is what spells out how to
succeed--- the work and the policies. There will be no surprises and everything in the course
will be as transparent as possible.

Part II:

(The Black Rows below indicate the title of the button at the top of the website where you will find
the assignments in this part of the course.)
Date
This column
gives you the
due date.
Your Assignment
This column describes the reading and writing that you need to do for that day of class. All of the
Our Focus
Digital Literacies/ Digital Cultures

Thursday,
September 4
Go to the course website and choose the tab that says Digital Literacies/Digital Cultures.
There is a box on the webPage that offers two webarticles: 1) The first is an article that
defines literacy for the 21
st
century, Connecting the Digital Dots: Literacy of the 21st
Century; 2) "No More Digitally Challenged Liberal-Arts Majors." Follow the red weblinks
and read BOTH articles. There is also a link to a PDF that is OPTIONAL only.

Now you are going to create an opinion piece: 1) use a personal example (that affirms the
authors claims or refutes them) as an opening; 2) creatively explain literacy for the 21
st
century
IN YOUR OWN WORDS based on the authors arguments; 3) offer your own intriguing ideas,
questions, or concerns based on your reading.

This writing must be at least 600 words. Please print it out and bring it to class with you,
ready to share with others. DO NOT REPEAT THE QUESTIONS OF THIS PROMPT! You
should write this piece as if you are writing for a public audience who is not familiar with the
articles that you have read. You need to explain things clearly and have a unique viewpoint at
the same time (you might choose to later include this essay in your ePortfolio, so ACT AS IF you are a
public writer now). This is reading response #2 (3 points). Please go to Semester Projects at
the course website, finding the subpage called Reading Responses and look at how
reading responses are graded.

Go to the course website and choose the tab that says Digital Literacies/Digital Cultures.
After the box, the ePage offers links to many different articles and 1 slideshow of statistics (this
st

Tuesday,
September 9
slideshow does not seem to appear on iPads so you will need a laptop rather than a netbook or
mobile to access the slideshow). There is a short synopsis about the issues in the article so
choose the one that you like best (click the red words and you will be linked directly to the
article or a PDF will load.) Read ONE article. There are also two subpages devoted solely to
issues of digital cultures and money, as well as the role of digital media for activists protesting
the death of Michael Brown in Ferguson. Choose either an article from the main page OR one
of the subpages.

Now you are going to create an opinion piece just like you did with the previous writing: 1)
use a personal example (that affirms the authors claims or refutes them) as an opening; 2)
offer an interesting summary of the article and your take on it (remember: very few of your
colleagues in the class have read your piece so share the gist of your chosen text); 3) offer your
own intriguing ideas, questions, or concerns; 4) at the bottom of your page, write down the
URL of a website/webarticle that you feel supports your own unique ideas (wikipedia entries,
about.com, etc are NOT allowed here. These are all valid sites but too EASY to find. It is
YOUR turn to find websites and webarticles online now.

This writing should be at least 600 words. Please print it out and bring it to class with you,
ready to share with others. DO NOT REPEAT THE QUESTIONS OF THE PROMPT! You
public writer now). This is reading response #3 (3 points).

If you havent already, you should begin to imagine the design and message of your ePortfolio
(you will start designing your ePortfolio at the end of September). If you havent already, take
a look at the design of some sample ePortfolios. Go to: http://bit.ly/20_eports OR go directly
to youtube: https://www.youtube.com/watch?v=_CuokbiPkdg (20 WAYS OF LOOKING
AT AN E-PORTFOLIO)
Our Focus
When Keepin It Real Goes Wrong

Thursday,
September 11

For today, click on When Keepin It Real Goes Wrong (there is a photo on the right hand side
of Dave Chapelle. Click that photo.) Read this information and familiarize yourself with this
module. Remember: There are no lectures in this class. The information on the website serves
as the lecture.

After reading the When Keepin It Real Goes Wrong introductory page, you should have a
sense about the seven topics and which you would like to read. Choose ONE. (When you
click on the When Keepin It Real Goes Wrong tab, seven subpages show up--- your task for
today is to do the assignment described on any ONE of those seven subpages). Do the reading
that is described there (your reading assignment will be two weblinks that are highlighted in
red.)

This writing should be at least 600 words. Please print it out and bring it to class with you,
ready to share with others. DO NOT REPEAT THE QUESTIONS OF THE PROMPT! You
public writer now). This is reading response #4 (3 points).

The Dialogue Essay (worth 5 points) is coming next week. Stop and read about next weeks
activities and go to the website to see what this 5-point essay entails.

Tuesday,
September 16
(9/17 is the last
day to drop a
class)

Tuesday,
Today you are going to bring in your questions for your Dialogue Essay. We will start going
over this writing in the previous class. There is a separate page on the website that describes
what this Dialogue Essay is. Go to the Semester Projects Tab on the website and you will
see the description.

Be prepared to read your writing and share aloud in class. Part of the work of this dialogue
essay will involve interviewing your peers in class as part of a focus group. The focus groups
will be coordinated for you so you wont have to worry about finding a group. If you are
absent (or late) on this day, you will miss the interviewing/focus-group process. No
st
September 16
(9/17 is the last
day to drop a
class)
accommodations will be made for you under any circumstance. You will have to find and
form your own focus group outside of class and complete the project that way.

This project is worth 10 points. On the Semester Projects tab, you will see a description of
the project along with a scoring sheet that offers details for how you can fully claim each of the
10 points with your writing.

Wednesday,
September 17
(community
hour)

EXTRA
CREDIT

Due in Class
on Tuesday,
September 30
The Honorable Sonia Sotomayor, Associate Justice, Supreme Court of the United States, will
be this years featured speaker at the New Student Convocation. Please do your best to attend.
Sonia Sotomayor, Associate Justice of the United States Supreme Court, was born in Bronx, New York, on
June 25, 1954. She earned a B.A. in 1976 from Princeton University, graduating summa cum laude and
receiving the universitys highest academic honor. In 1979, she earned a J.D. from Yale Law School where
she served as an editor of the Yale Law Journal. She served as Assistant District Attorney in the New York
County District Attorneys Office from 1979-1984. She then litigated international commercial matters in
New York City at Pavia & Harcourt, where she served as an associate and then partner from 1984-1992. In
1991, President George H.W. Bush nominated her to the U.S. District Court, Southern District of New York,
and she served in that role from 1992-1998. She served as a judge on the United States Court of Appeals for
the Second Circuit from 1998-2009. President Barack Obama nominated her as an Associate Justice of the
Supreme Court on May 26, 2009, and she assumed this role on August 8, 2009. For more about
convocation, go here: http://www.jjay.cuny.edu/6666.php.
If you attend, you can write a 600-word response for 3 EXTRA CREDIT POINTS (this will be
treated as a reading response and is OPTIONAL). Your assignment is simple: what impacted you
most about the speech and/or convocation and why? Be creative with this piece. Take your place
as one of John Jays shining stars.

Thursday,
September 18

The FINAL write-up of your DIALOGUE ESSAY IS DUE TODAY in class. Please bring a
paper copy. Anything submitted after class or emailed will be considered LATE! This should
be written like a (qualitative) research report. We talk about what that means a little in class
(enough so that you are comfortable with the assignment), and we will develop this more at
the end of the semester. If you worked diligently in class, then this assignment should not be
difficult. You also have a reading assignment today.

You need to get yourself prepared for the next project of the course. We will do a writing
project about your own memories and then begin working on ePortfolios. Get yourself
acquainted with the next project. You will receive guidelines in class so come to class knowing
what to ask. Your reading assignment and guidelines can be found at this short link:
http://bit.ly/Sotomayor101. You dont have to do the reading and writing that is described
there. Just read about what is coming next. We wont see each other in this class for a week.
Make sure that you understand the next projects requirements before you leave today. When
we return, we will be discussing Sotomayors life, writing about own lives, and beginning
digital projects. Be ready for that!

All you need to do for class today is finish the DIALOGUE ESSAY. Have fun with it. Your
findings could produce a very serious research study.
Tuesday,
September 23
Go to YOUR FRIDAY Classes! !
We won t see each other for a weekcome back prepared!

Yodalins ePortfolio Andrenes ePortfolio

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Part III:

(Go to the button called Semester Projects at the top of website and choose Midterm ePortfolio.)

My Beloved World: Writing with and like Chief Justice Sonia Sotomayor

Tuesday,
September 30
Todays reading assignment and guidelines can be found at this short link:
http://bit.ly/Sotomayor101. Read and watch everything that is at that main page (be warned:
there is one interview/panel discussion with Sotomayor that is 1 hour long. Plan your time
accordingly.)

After all of the reading and listening that you have done to acquaint yourself with Sonia
Sotomayor, it is time to write down your reactions. Find any three points that Sotomayor
makes and explain why/how they impact you (positively or negatively). When you discuss
the point, make sure you discuss its source. This writing should be at least 600 words. Please
print it out and bring it to class with you, ready to share with others. DO NOT REPEAT THE
QUESTIONS OF THE PROMPT! You should write this piece as if you are writing for a public
audience who is not familiar with the articles that you have read. You need to explain things
clearly and have a unique viewpoint at the same time (you might choose to later include this essay
in your ePortfolio, so ACT AS IF you are a public writer now). This is reading response #5 (3
points).

For class today, you must also write at least ONE of your three, required vignettes from the
project guidelines. Bring that vignette to class with you as a hardcopy. Be prepared to share
it with classmates and read aloud. You will submit the draft of this vignette with reading
response #5 in class!

We will review the final stages of the next project in class. Please be sure to look at the
subpages to acquaint yourself with everything beforehand.

We will be doing an editing workshop today with a focus on sentence-level
issues.* Read the subpages under Skillz Modules for 1) sentence-level
issues, 2) commas, and 3) clauses BEFORE you come to class.
*This is a departmental requirement.

Thursday,
October 2
(computer lab)
Today is a LAB DAY. Today, we are working on your video. You need to come to class with
everything prepared to create your video today. Bring your music and pictures with you in a
way where it will be easy to retrieve. You will waste valuable time if you need to email music
and images to yourself OR search for images DURING LAB/DEMO TIME! It is due tonight at
midnight. Come to class with all of the following, as explained on your project guidelines:
1. Your three 600-word vignettes
2. Your 3-Part Storyboard Worksheet (everything must be completed on these
worksheetsdo NOT worry about them being neat. The messier, the better!)
3. All music (mp3 format), images (jpeg format), and titles!

Come ready to work! The process is simple if Carmen can do it, YOU can do it 10X better!

Please email your youtube link AND your three written vignettes to Professor Carmen:
professorkynard@gmail.com BY MIDNIGHT TODAY! This project is worth 10 points.

Please note that your final writing and video will be embedded to your ePortfolio. Keep the
photos in a folder because you will need them again in a week or so for the ePortfolio.

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Part IV:

(Go to the button called Semester Projects at the top of website and choose Midterm ePortfolio.)

Tuesday,
October 7
(computer lab)

Today, we are going to have a demo on ePortfolios. After you get comfortable with this
platform, you can expect to have deadlines throughout the semester for uploading. Please note
that you will need to complete an ePortfolio to pass the class. If you are not comfortable with
technology, thats not a problem because we can work on that. Let your motto be this: if
Carmen can do it, so can I! (Carmen is NO techie but can hold her own in the 21
st
century the
way any contemporary scholar can. Aint NObody leavin her behind always in it to win it!
You can do this too!) By the end of the day, you need to have an ePortfolio set up that is
private to YOU and CARMEN ONLY so make sure you understand the demo.

Before you get to the demo session today, you need to take a look at what we will now call
multimedia essays. We are not doing any design work today (that will be for next week). We
will just be uploading your video that you made last week and the three vignettes that you
wrote. Come to class with or having done ALL of the following:
1. Remember your youtube link to your video
2. Bring your Beloved World Project worksheet back with you (you need the URLs)
3. Have your three vignettes ready and nearby (email them to yourself, use a USB drive,
put them on google drive)
4. Look at Yodalin Peraltas webpage at the JJay journal, Digital Spectrum. Here is the
short link to that page: http://bit.ly/yodalin. Play with Yodalins prezi, notice its
interactive ability. Read her essay and notice how the images and embedded videos
go with her argument. Click on some of the weblinks so that you can see the kind of
intellectual spaces that inform Yodalins ideas. This is a digital essay for the 21
st

century! Make sure that you understand what it looks like and does.

Today you will start your own ePortfolio account and create your first webpage/digital essay
based on the video+writing project you did. Do not worry: your website will not be public yet.
Our JJay ePortfolio platform allows you to make your website private to you, open to JJay
College only, OR open to the whole world. You will decide when you think you are ready to
go public. For now, everyones settings MUST be private. We cannot and will not showcase
empty ePortfolios.

Thursday,
October 9
(computer lab)

Now you have an ePortfolio account and it is time to design it. Before coming to class, please
do all of the following:
1. Complete the activities on the Design Worksheet.
2. Read over the midtem guidelines (go to the Semester Projects tab on the course
wordpress website. You will see your midterm guidelines there.) We will also go
over this in class but you should familiarize yourself with this now.
3. Look at sample ePortfolios to see what is possible and what your predecessors have
done. To see these ePortfolios up close, go to: http://bit.ly/20_eports OR go directly
to youtube: https://www.youtube.com/watch?v=_CuokbiPkdg (20 WAYS OF
LOOKING AT AN E-PORTFOLIO)
4. Decide what you want for your header, background image, and icon. Bring a jpeg of
all of those images to class (on USB, google drive, email). Please NOTE: the header
image must be long, narrow, and rectangular (we will size it to 799X200px in the lab
together). You will waste valuable time if you need to email music and images to
yourself OR search for images DURING LAB/DEMO TIME!
5. Today, we will also work on your ABOUT ME page. Start writing that for yourself as
a WORD document (you can do it right on the ePortfolio if you are comfortable with
that). Bring this writing to class with you. For a good example of an ABOUT ME
page, see Luc Pitres page, one of the editors of Digital Spectrum. Here is the short
link: http://bit.ly/l_pitre (the long link is:
https://johnjay.digication.com/digital_spectrum/Luc_Pitre)

Today is our first day of code. To prepare, go to the website called: Carmens Guide to Your
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Tuesday,
October 14
(computer lab)
ePortfolios CSS (it is on the homepage of your digication account). This gives you an idea of
what is coming ahead. You will definitely need your design worksheet today because now we
are immersing ourselves in web language. Make sure that you have chosen your color
scheme. Today, we focus on borders, backgrounds, and HTML color. Come to class with a
sense of your color scheme. You cannot use the white background unless white is in your
color scheme and is repeated in strategic places across the ePortfolio. Sitting back and opting
to not learn code is not an option.

If you have looked closely at your midterm guidelines, you will see that your Beloved
World project is required for your second tab. You will notice that you also need to design
two more webpages based on any other two writings of your choice from the class so far. You
should start working on that now if you havent already. Your midterm/ePortfolio deadline is
next Friday, October 17 at midnight. Pace yourself.

Thursday,
October 16
(last lab day)
Today is our second and last day of code. Go back to the website called: Carmens Guide to
Your ePortfolios CSS (it is on the homepage of your digication account). Look it at it again
and see how to code your ePort to your liking.

Today, we will focus on top-navigation and writing our design statements. You need to be
intentional about every design choice that you make. Your design statement will illuminate
exactly how and why you did what you did.

Your ePortfolios set up, logo, design, and message must be finalized this week. Really think
about who your audience is and why. While many students often want to create an ePortfolio
that is for everyone, that is not a sophisticated understanding of rhetoric and audience. For
starters, if you are writing ONLY in English, this ePortfolio obviously isnt for everyone since
not everyone speaks English! This would be a good time for you to look at the two most
popular/most visited ePortfolios from 2014:
Uncovering the Truth by Yodalin Peralta
(https://johnjay.digication.com/yodalinperalta)
Pretty for a Black Girl by Andrene Wright
(https://johnjay.digication.com/andrene.wright)
Both women created VERY SPECIFIC ePortfolios, targeting VERY SPECIFIC AUDIENCES
AND ISSUES. Nothing here is generic. To give you a sense of their impact, Andrenes
ePortfolio had more traffic in 6 months than the demo ePort Professor Carmen created (private
to just JJay students). That means the 54 regular users represent the same kind of traffic that
Andrene saw at her site. Yodalin only opened her ePortfolio to public access intermittently
and in a year, she had the same kind of traffic. No other students at John Jay last year came
close to drawing the traffic these two students did. You wont be graded on whether or not
you can match Andrenes professional success (she also used her ePort as her digital footprint
for internships, etc) or Yodalins traffic bursts, but, as should be obvious, these
writers/designers achieved something beyond simply just getting an A in a college class.

Friday,
October 17
Midnight
Midterm/ePortfolio Due!
Submit your ePortfolio through the Digication system (you must use the formal SUBMIT
button in the SETTINGS section of your ePortfolio). Before the weekend is over, comment to
at least one of your colleagues ePortfolios.

Please remember that every main page on your ePortfolio needs to show a GALLERY or
SCRIBD PDF of your drafts. The writing program requires that you show all drafts so
remember to do this with each main page from now on. If you use the gallery function, you
will need take photos with your phone and upload the photos to your ePortfolio. If you use
SCRIBD, you will need to scan hardcopies to a PDF and then upload to SCRIBD and then
upload to your ePortfolio. For more details, go to YOUR E-PORTFOLIO on the course
wordpress website and see the samples and directions.

We are no longer in the lab and we are no longer working on ePortfolios. You have a few
more days to finish the ePortfolio but, REMEMBER, there is also a new assignment for you to
do on Tuesday.

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Second ! of the Course: Mid-October to December
In this second half of the course, we will focus solely on the ENG101 Inquiry/Research
Project. Our class focuses on qualitative research.

Please note that it is very important that you maintain the deadlines in this part of the
course. Falling behind will put you in serious jeopardy. If you get stuck, see Carmen
ASAP. Throw out an S.O.S. Anything! Just dont let yourself fall behind. Make that
commitment to yourself and to your success NOW.
Part V:

(Century Modules is the title of the button at the top of the website where you will find the
assignments in this part of the course.)
Date
This column
gives you the
due date.
Your Assignment

Tuesday,
October 21

We are now going to be working with the Century Modules. Click on the button that says
Century Modules at the top of the website to see an overview of these modules.

Read EACH of the 7 introductions to the 7 topics in The Century Modules--- see the images
to the far right on the website: 1) "Watch Me Crank It": Digital Empire (click the picture of
empire); 2) "I Will Not Let an Exam Result Decide My Fate": Hyper-Standardization of Schools
& Minds (click the red dot/graph about student debt); 3) "C.R.E.A.M.": Neoliberalism &
Globalization (click the Wu Tang Clan image); 4) "Backwater Blues": Racism 101--- The Post-
Katrina Era (click the photo of the flood waters during Katrina); 5) We Who Believe in
Freedom: Patriarchy & Heterosexism (click on the photo of the female/male sign); 6) Noh
Likkle Twang: Monolingual Dominance (click on the photo of Louise Bennett); 7) Media-
Entertainment Industrial Complex. These seven topics are numbered on the website and each
topic has subtopics that pop up to the right.

Today, you will choose your own assignment from The Century Modules. These choices
include both webtexts and videos. If you have chosen a webtext, read all of it. If you have
chosen a lecture/video, you can watch the entire playlist or you can choose one video.

Do all of the following in your writing today:
1) Tell a story of how and why you relate to what you watched/read/heard. Maybe it is
something that has happened to you or someone you know. Maybe it is something
that you have seen or witnessed. Give the details. Tell your story in an interesting
way and show why this is relevant to the 21
st
century.
2) Give an overview of what you watched or read (make it interesting). You should write
this piece as if you are writing for a public audience who is not familiar with what you
have chosen. You need to explain things clearly and have a unique viewpoint at the
same time (you might choose to later include this essay in your ePortfolio, so ACT AS IF you
are a public writer now).
3) Choose any 2 quotes/sentences that you like best and write about them out. Really
work with these two quotes. Of everything said in this video/article, why these
words? What is so provocative about them?
Please also go to the Skillz Modules and read the subpages there on using quotations. As
you work with your quotes in this assignment, you need to follow the formatting quidelines
that are described for you at that Skillz page. This is reading response #6 (3 points).
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Thursday,
October 23
The rest of the semester will focus on your final research project. Think back on the topics you
have read, the discussions/issues that have come up in class, OR things you have written
about. What would you be most interested in pursuing on your own?

Today you will come to class with SOLID research concepts. This is reading response #7 (3
points). You should write this piece as if you are writing for a public audience who is not
familiar with the articles that you have read. You need to explain things clearly and have a
unique viewpoint at the same time (you might choose to later include this essay in your ePortfolio,
so ACT AS IF you are a public writer now). Your goal is to generate as many ideas as you
possibly can. Write as much as you possibly can about all of the questions below:
1. Think back on what you looked at and wrote about for the Century Modules. What is
most interesting to you now about that and why? What could you research there? What
would you do to make your work interesting and original? Who could you interview
(either as focus group, individual interviews, or case study) and what would this data add
to your study?
2. Think back to the conversations that we had at the very beginning of the semester about
digital cultures and digital literacies. What is most interesting to you now about that and
why? What could you research there? What would you do to make your work interesting
and original? Who could you interview (either as focus group, individual interviews, or
case study) and what would this data add to your study?
3. Think about an issue or discussion that has come up in this class this semester--- maybe it
was a disagreement in class or a personal story someone shared. What is most interesting
to you now about that and why? What could you research there? What would you do to
make your work interesting and original? Who could you interview (either as focus group,
individual interviews, or case study) and what would this data add to your study?
4. Think about your own personal narratives that you have written this semester. Is there a
social issue that you could examine more there? Or, is there an oral history (for instance, a
family oral history) that you could excavate there? What is most interesting to you now
about that personal narrative and why? What could you research there? What would you
do to make your work interesting and original? Who could you interview (either as focus
group, individual interviews, or case study) and what would this data add to your study?
5. Think about an issue or topic that has come up in another class but seems related to what
we have done or discussed here. What is most interesting to you now about that and why?
What could you research there? What would you do to make your work interesting and
original? Who could you interview (either as focus group, individual interviews, or case
study) and what would this data add to your study?

You will need to choose amongst your five concepts next week. In class, we will work
together on finalizing research topics and the set-up of a research proposal. For any of these
five concepts above that you have written about, you will need primary sources. Go here to
read about the differences between primary, secondary, and tertiary sources:
http://www.lib.umd.edu/ues/guides/primary-sources.

Part Vi:

(Research Models and Research Design are the titles of the buttons at the top of the website
where you will find the assignments in this part of the course.)
Date
This column
gives you the
due date.
Your Assignment
Our Focus
The Research Proposal
Before class, make a final decision on a research topic. You can still change your topic but the
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Tuesday,
October 28
(computer lab)

sooner you settle on your topic choice, the better. We will be working on the annotated
bibliography now. You wont want to do the work of an annotated bibliography on one topic
and then switch focus and move to something completely different and start all over again
with the bibliography.

Come to class with a solid draft of your research proposal. Submit a hard copy in class
today! Go to the Semester Projects tab. There, you will see a description of the
assignment. Follow the directions there and come to class with the proposal. You will be
updating and amending this proposal throughout this project. Your methods might change
as we move forward but the general framework of this proposal should be done and
submitted today. You will receive feedback and guidance on your proposal which will be
due on the ePortfolio next week. Here is a sample research proposal that might be helpful to
you (this activity is optional): for Aroojs research proposal, use this short link:
http://bit.ly/arooj_research

We will spend our class time learning how to use the library databases. You will need to
leave class today with AT LEAST four articles. Make sure you have a general topic to start
reading about today.

Please also make sure that you understand the assignment guidelines for the Annotated
Bibliography so that you can ask pertinent questions in class. Look over the guidelines for
this project on the course website before class. You can find these guidelines in the
SEMESTER PROJECTS tab of the course wordpress website.
Our Focus
Digital Annotated Bibliography (DAB) and Re-Mix Project

Thursday,
October 30
You should have four library articles today (restricted access). This means that NOW YOU
NEED TO READ YOUR ARTICLES. You have two tasks for today, two things to bring to
class:
1) Annotate at least one of your four articles (300 words minimum) and post it to your
ePortfolio. Print out the annotation by printing out the webpage directly from the
website. Submit that in class so that you can get feedback.
2) Bring ONE of your four articles to class today. Print it out. Read it over before class.
You dont need to write anything about that article but you do need to bring the
actual article with you to class today.

The challenge here will be to summarize, reflect on, and assess your readings in an interesting
and engaging way for public audiences. Make sure that you understand the assignment
guidelines for the Annotated Bibliography so that you can ask pertinent questions in class.
Look over the guidelines for this project on the course website before class (see DAB under
Semester Projects)

Tuesday,
November 4

The second part of the DAB involves finding articles online, what we call open access articles.
These could be articles from mainstream or more indie news sites. You need to find four of
these articles.

You have two tasks for today, two things to bring to class:
1) Annotate at least one of your webarticles (300 words minimum) and post it to your
3) Bring ONE of your four articles to class today. Print it out. Read it over before class.
You dont need to write anything about that article but you do need to bring the
actual article with you to class today.

Please note that the entire DAB is due next Tuesday. Pace yourself. By next Tuesday, you
must read 16 sources, annotate each (300 words minimum), and upload to your ePortfolio.

Thursday,
November 6
(last day to drop a
class with a grade
of W)

Today we will focus on the third and fourth parts of your DAB. The third part involves
finding websites (usually informative or activist sites that seek to educate or incite people
about the very issue you are looking at). You need to find four such website.

The fourth part involves finding videos (usually lectures or infomercials that use multimedia
and video to educate).

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Thursday,
November 6
(last day to drop a
class with a grade
of W)
You have two tasks for today, two things to bring to class:
1) Annotate at least one of your websites each (300 words minimum) and post it to your
2) Annotate at least one of your videos each (300 words minimum) and post it to your

Please note that the entire DAB is due next Tuesday. Pace yourself. By next Tuesday, you
must read 16 sources, annotate each (300 words minimum), and upload to your ePortfolio.

Tuesday,
November 11
(computer lab)

Your formal research proposal (10 points) and DAB (30 points) must be uploaded to your
ePortfolio today by midnight.

You now have 4 texts on your ePortfolio that you have annotated. Good work! Your digital
scholarship is well underway now. Seriously! Stop, take a moment for yourself, and be
proud. You have made serious progress in this course. You also have a serious website that
examines issues important to you!

For todays class, we will start working on the Re-Mix Project. At its core, the Re-Mix Project
will work like the traditional Literature Review of a research study. However, because your
annotated bibliography has taken a digital form, we will think of this ePage as a Re-Mix. In
class, you are going to start piecing together the texts, images, sounds, and ideas that you
have collected so far in your study and create a new research ePage.

Thursday,
November 13
There is no class today! Carmen is attending NWSA (National Womens Studies
Association) in Puerto Rico. You will receive detailed information about what to do online
for this day of class. See you online!

You should be working on finishing up the Re-Mix project now. The entire Re-Mix project is
due next class. Please make sure that you understand the guidelines AND point-spread for
the Re-Mix Project. These are always available to you online at the course website in the
event that you misplace the hardcopy that was provided in class.
Our Focus
Methods and Data Collection

Tuesday,
November 18

Your Re-Mix Project (20 points) is due today! Please make sure that it is uploaded to your
ePortfolio by the time you come to class today. Please print out the webpage and submit
this print-out during class. Anything not submitted in class will be counted late.

Today in class, we will be working on your formal, methods section for your research study.
When you come to class, be sure that you are clear in your head about the primary data you
will use for this study.

Like every other day in class, the activities that we do in class will NOT be repeated for you
individually if you are absent. In order to understand how to write up methods for a research
study, you need to be here. It is also VERY critical that you keep up with the deadlines.
Falling behind with this research study will put you in serious jeopardy of failing the class.
You must complete all of the components of the 101 research study to pass 101. Every
student in ENG 101 does a research study AND portfolio. There is simply NO way around
that!

Thursday,
November 20
Congratulations! Half of your research study is done! Keep your fire and energy going as we
move into the next phase of the research study!

Bring your methods chart from the last class back to class with you today. Today, we are
going to spend class time discussing more about methodology. Print out the article from
Ronald Jackson Darlene K. Drummond, & Sakile Camara called "What Is Qualitative
Research?" (you can find this in the readings section of the course website). OR, have a digital
version with you that you can easily access on your phone, laptop, or notebook. You do not
need to read the piece before class, just bring the piece to class with you. You should be
collecting data now.

The Methods ePage will be your next deadline next week along with data collection. Please
read the Research Design pages that are on the website so that you are clear on these next
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steps. We will be doing a PILOT study today in class. Make sure that you bring your
charts back to class with you or can easily access your INTERVIEW or SURVEY questions.
If you are absent this day of class, you will have to conduct the pilot study on your own
time.
Our Focus
Your Research/Data Findings

Tuesday,
November 25
Today your Methods ePage (5 points) and Data ePage (5 points) are due on your ePortfolio.
You do not need to print this out and bring it to class but you do need to have everything
uploaded before class starts. Remember that the Methods ePage should be written as a
narrative, not a numbered or bulleted list. All of your data collection tools must be described.
You must also reference some aspect of the research on methodology that we have looked at
as well as your in-class pilot study. Everything that we covered in class about methodology
in the past two classes should be clearly articulated on this ePage now.

Your Data Page is also Due today on your ePortfolio. Scan in ALL of your notes and, if
applicable, and any sound files. You need to show the data that you have collected. Come to
class with all of this uploaded to your ePortfolio.

From this point forward, we are working towards writing up the data and finalizing the
research project. Please bring raw data/notes to class today. You can bring in the data in
hardcopy format or you can bring in any device that lets you go to your ePortfolio and look at
your data page.

Extra Credit
Opportunity
(9 points)

Due:
December 2

Read one of the research studies under the Research Models tab of the website. Read the
one that is most similar to your own studys methodology. Remember, you are looking at
style similarities, not content similarities. In order to truly understand and do your
research methodology, you have to be able to notice how people write up interviews, focus
groups, surveys, etc. In writing, take notes on all of the following:
1) describe what your study is about in 150 words;
2) describe the methodology of this study that you chose and its similarities to yours;
3) find one aspect of this researchers style and explain how and why you might mimic this
approach.
This assignment counts as EXTRA CREDIT ONLY, based on whether or not you need the
extra points for your studys completion. Post this writing (at least 600 words) with at least
two weblinks, 2 images/videos, AND at least one webtool as a new subpage under your
research project and you will receive 9 extra credit points (the equivalent of three reading
responses).

Please send an email to professorkynard@gmail.com letting me know that you have done
this work by December 2 and the points will be credited to your reading responses.

Tuesday,
December 2

Print out the excerpt from Mitchell Duneiers Slims Table (you can find this in the readings
section of the course website). OR, have a digital version with you that you can easily access
on your phone, laptop, or notebook. You do not need to read the piece before class, just
bring the piece to class with you.

We will use Duneier in class to see how you WRITE-UP data! We are looking at the way
Duneier writes here. This study is an ethnography and is more involved than what we can do
in one semester but notice how Duneier uses his data to really craft a story! Pay close
attention to this. Students in ENG 101 often assume they can simply transcribe their
interviews and upload that to the ePortfolio. You will certainly include your
data/transcriptions, but your Findings ePage must tell a story, not show a typed-up Q&A. A
typed up Q&A list with no story and analyses will be an automatic zero for this section of the
ePortfolio. So lets use Duneier as inspiration for see how to move from data to essay!

Thursday,
December 4

A draft of your Findings ePage is due in class today. Be prepared to workshop this draft
with peers in small research groups. Bring this draft with you (bring a WORD document, a
print-out of your ePage, or a device that you will pass around the table to peers). If you share
an electronic version and not paper, you must email that draft or weblink to Carmen BEFORE
CLASS.

If you come to class without a draft, you will be OFFICIALLY marked as absent for this class.
Or, alternatively, if you come so late to class that you cannot fully participate in a group, you
will also be marked absent for the day. The work of todays class relies on you being here
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Thursday,
December 4
WITH YOUR WORK READY. Research is a very serious endeavor and so you need to take
the deadlines and tasks seriously also.

You should be diligently completing your research study now. Your Findings ePage is due
next class. Keep working day by day. You are in the home-stretch now. Keep moving
forward.

Tuesday,
December 9
(computer lab)
Your findings page (15 points) is due on your ePortfolio today. Please upload this to the
ePortfolio by midnight tonight.

Today in class, we will talk about your Conclusions ePage. You do not have any reading or
writing that you need to bring to class with you. We will spend our time working on your
Introduction and TOC (table of e-contents). In todays class, we will start discussing final
reflective essays, part of the requirement for ENG 101 (your 201 professor may ask for this).
All ENG 101 students are required to do reflective writing in the portfolio. We will also begin
discussing the final presentations of your final ePortfolios.

Part VII:

(Go to the Semester Projects button to see the final ePortfolio requirements.)

Thursday,
December 11
Your entire research should be done today: the introduction, table of e-contents, and
conclusion (5 points). It will be graded at midnight tonight.

Come to class with a flyer showcasing your ePortfolio. The flyer should:
Highlight images and the logo from your ePortfolio
Announce your ePortfolios title and your name (include a photo of yourself if you like)
Discuss in bullet points the main findings of your research
Share any other things you find most interesting and unique about your ePortfolio

Your poster must AT LEAST be an 8 " X 11 flyer. You can, of course, do something bigger than
that. The poster must be print-based but you could create it using a digital tool like: infrogr.am
or PosterMyWall.com. This is reading response #8 (3 points). Before class is over, take a photo
of this poster with your phone and upload it to your introduction ePage on your ePortfolio.

If you come to class without a flyer, you will be OFFICIALLY marked as absent for this class.
Or, alternatively, if you come so late to class that you cannot fully participate, you will also be
marked absent for the day. Todays showcase relies on you being here READY.

EXAM
DAY
Final Exam Time This is the last time to revise your full
ePortfolio and Research Study for Spring 2014!
We will meet in a computer lab on this day. Computer room assignments are made at the end of
the semester so look out for an email with the exam location!

Your exam consists of final reflections (the last 10 points of the course) for your ePortfolio. All
final reflections and final revisions to the ePortfolio will be due today. You must also launch
your ePortfolio to either: 1) the John Jay community, or; 2) the world. Stay tuned for details at
the end of the semester.

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All around us are the consequences of the
most significant technological, and hence
cultural, revolution in generations.
~Lawrence Lessig

Major Due Dates of the Class
Please note that reading response due dates have not been included here.
Thursday,
September 18
Your Dialogue Essay is due in class. (5 points)
Tuesday,
September 30
The Beloved World Project is due BY midnight. Send youtube link
and 3 written vignettes to professorkynard@gmail.com. (10 points)

Friday,
October 17
Midterm/ePortfolio is due BY MIDNIGHT! Follow the 50-point
spread. We have been in the lab for 2 ! weeks so there will no
exceptions/exemptions. This is NOT the kind of project that you can
start last minute.
Thursday,
November 6
This is last day to drop a class with a grade of W (a W does not
get factored into your GPA).

Tuesday,
November 11
Your Research Proposal and Digital Annotated Bibliography (DAB)
must be uploaded to your ePortfolio by midnight. (40 points) This is a
critical juncture in the course. If you have not completed the DAB,
proposal AND if you did not do well on the midterm, there is NO way
to pass this course anymore. You should focus on your other classes
and strategize on saving your college GPA.
Tuesday,
November 18
Your Re-Mix Project (20 points) is due today BEFORE class starts.
It must be uploaded and ready on the ePortfolio. Please print out the
actual webpage from your ePortfolio and bring that print-out to class.
Tuesday,
November 25
Your Methods ePage (5 points) and Data Page (5 points) are due on
your ePortfolio before class starts. You do not need to print
anything out; upload before class starts.
Thursday,
December 4
A DRAFT of your findings ePage is due in class today. You must come
to class with a PAPER draft or you will be marked absent.
Tuesday,
December 9
Your Findings ePage must be uploaded to your ePortfolio by midnight.
(15 points)
Thursday,
December 11
Your Introduction/Abstract, Table of eContents, and Conclusion
must be uploaded to your ePortfolio by midnight. (5 points) Come to
class with a flyer of your ePortfolio.

Exam Day
Final Reflections and Final Revisions to the ePortfolio will be due
today. You must also launch your ePortfolio to either: 1) the John
Jay community, or; 2) the world.
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Policies You Should Know
Learning Objectives for all ENG 101
Courses Accommodations
All special learning needs will be accommodated in this
class by both teacher AND peers. Please see Carmen.

Plagiarism
Plagiarism will be an issue that we talk about here in the
course because you need some awareness of what those
conversations sound like at your college. Please go here to
see John Jays policies: http://www.jjay.cuny.edu/762.php
For the purposes of this class (and, if you so choose, for
your identity as a writer), a Yoruba proverb will be our
guide: We stand on the shoulders of those who have gone
before us. Standing on the shoulders of your elders,
ancestors, and community/communities means that you
acknowledge them. When you are inspired by someones
wisdom and vision in your writing, when you are
conscious of their imprint, you say that... you release that
acknowledgement into the universe. Please take seriously
the philosophy guiding this Yoruba proverb and the
practices just described: you always stop, take notice, and
make mention of where you come from and who got you
here. Let that guide you as a writing practice. Make the
ways of citing and siting your sources of wisdom a deeper
practice than just summarizing, paraphrasing, and
memorizing the rules of APA or MLA style so no one can
accuse you of plagiarism. Pay homage to the shoulders
you are standing on. It makes a difference.

Offensive Language
Racist, homophobic, sexist language is generally
inappropriate for any classroom but moreso here, given
what we are studying. Such issues will be addressed
seriously so dont go there.

Invention and Inquiry: Students learn to explore
and develop their ideas and the ideas of others in a thorough,
meaningful, complex and logical way.

Awareness and Reflection: Students learn to
identify concepts and issues in their own writing and
analytically talk and write about them.

Writing Process: Students learn methods of
composing, drafting, revising, editing and proofreading.

Rhetoric and Style: Students learn rhetorical and
stylistic choices that are appropriate and advantageous to a
variety of genres, audiences and contexts.

Claims and Evidence: Students learn to develop
logical and substantial claims, provide valid and coherent
evidence for their claims and show why and how their
evidence supports their claims.

Research: Students learn to conduct research (primary
and secondary), evaluate research sources, integrate research
to support their ideas, and cite sources appropriately.

Sentence Fluency: Students learn to write clear,
complete and correct sentences and use a variety of complex
and compound sentence types.

Conventions: Students learn to control language,
linguistic structures, and punctuation necessary for diverse
literary and academic writing contexts.

I want to live the rest of my life, however long or short, with as much sweetness as I can
decently manage, loving all the people I love, and doing as much as I can of the work I still have to
do. I am going to write fire until it comes out of my ears, my eyes, my noseholes--everywhere.
Until it's every breath I breathe. I'm going to go out like a f**king meteor! ~Audre Lorde

We wont spend time in class learning how to create digital art because there isnt enough time in the semester. This piece,
Digital, was created online is now available under Carmens Creative Commons License for anyone to use in any way.
Consider Creative Commons licenses for your own works as well!

English 101 For Adelante Leadership Program

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English 101 For Adelante Leadership Program

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Welcome to your Fall 2014

English 101 Course at John Jay:

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