ENGLISH 110: COLLEGE WRITING
Literacy and Language
LisaVaia
Office: Klapper Hall 632
Office Hours: Tu/Th 3-4pm, and by appt
lisa.vaia@qc.cuny.edu
Fall 2011
Class time: Tu/Th 4:00-5:50pm
Class location: Kiely Hall 323
“Language is a means of organizing a representation of the world – each for himself – and the
representation so created constitutes the world we operate in and the basis of all the predictions
by which we set the course of our lives.” – James Britton
English 110: College Writing Course Description:
The arts and practices of effective writing and reading in college, especially the use of language
to discover ideas. Methods of research and documentation will be taught, along with some
introduction to rhetorical purposes and strategies.
Course Description for This Topic Section:
What are literacy and language and how do they help us construct identity and define ourselves?
How do literacy and language work to connect us through the written word to cultural,
economic, political, social, historical, and other worlds – and what roles do the composition
classroom and our own writing have in making those connections? How does language, and the
cultural and social means of language acquisition, shape and dictate how we think and learn and
write? Our course will focus on the power of the written word in an investigation into these and
other questions as we learn about writing as a process and as a means of expression of self and
others in society. We will analyze and evaluate a variety of readings that will help us understand
and join in the debates that exist on these subjects. We will discuss voice, audience, motive,
evidence, style, structure, and other elements of discourse that will help us find our own voice in
our own writing in a variety of spaces – from personal and reflective writing to the formal
composition of academic essays – and enable us to craft creative and original theses and
arguments. Strong emphasis will be placed on different genres of writing both in and out of the
classroom. Students are encouraged to approach new ways of critically reading, interpreting,
analyzing, and thinking and writing about language as actively engaged participants of the
college classroom and citizens of the world.
Learning Objectives for students will include:
1. Development of an awareness of the craft, rhetoric, and process of writing through close
reading of a variety of materials to be explored in class discussion, peer revision work,
interactive blogging, and other individual and group activities.
2. Identification of the strengths and weaknesses in your writing and articulation of strategies for
improvement as you transition from high-school writing to appropriate college-level academic
Queens College, CUNY | 65-30 Kissena Blvd. | Flushing, NY 11367
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discourse. The elements of writing will be adapted to a variety of writing contexts in multipledraft assignments.
3. Completion of a research paper that illustrates appropriate library research on an assigned
topic through the use of relevant scholarly sources and evidence, and demonstrates proper
quotation and MLA citation and documentation.
4. Identification of different modes of writing and the various social and cultural constructs that
can influence them, as well as how rhetoric and ideas work together to produce meaning.
Assignments:
There will be three formal papers written for this class, including draft stages that will be peer
reviewed during scheduled draft workshops, as well as additional writing and other assignments
listed below. All papers should be typed, double-spaced with 1” margins, and stapled. Give every
essay a title and include your name as well as the course name and number. Follow MLA
guidelines for citing sources and creating works cited lists (we’ll discuss this further in class, but
here is a website you should bookmark that contains these guidelines as well as other useful
writing resources: http://owl.english.purdue.edu/). Please note that I do not accept emailed
assignments and papers; you must be present in class on both the workshop date and the final
due date. The first and second essays will be four and six pages respectively, and will deal with
critiquing and analyzing one or more of the readings, and the third essay will be an eight-page
research paper with proposal and annotated bibliography pre-assignments. We will discuss the
parameters of these three papers in more detail as the semester progresses.
Additional Assignments:
 Each student will present one oral report during the semester. This paper should be 1-2
typed pages (bring two copies, one to hand in to me and one to read aloud to the class)
and will analyze that day’s assigned reading(s). This is not a summary of the text, so
don’t just tell what, discuss why. What issue/question/problem is the author addressing,
and how does he/she go about making an argument? What are the key points? What do
the elements of writing used reveal about the author’s position and how do they
strengthen or weaken the argument? What is your response? Why? Use examples from
the text. Conclude your analysis with two questions to initiate class discussion.
 A weekly discussion about the readings with your peers on our class blog. These blog
conversations will help structure our class discussions. Two posts and two comments on
classmates’ posts are required weekly. Please post and comment by 6pm the day before
so everyone has ample time to read and respond. An active class blog is important in our
coursework, and you should be prepared to spend an appropriate amount of time
reflecting on the readings, composing your posts, and commenting on others’ posts. The
goal is to interact with your classmates in an informal setting by observing, questioning,
quoting from, and offering thoughtful analysis – not just summary – of the readings. This
means commenting on both content (for instance, the argument the author is making) and
form (for instance, how the argument is constructed, the effective use of language), and
engaging your classmates in discussion. Instructions for joining the blog are below.
 There will be short freewriting sessions at the start of many of our classes, usually in
response to a prompt. This writing is meant to encourage exploration of the writing
process in an informal and hopefully creative space and should stimulate class discussion.
Freewriting will not be formally graded, but it does count. Absences will prevent you
from participation in this activity, negatively affecting your final grade.
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The Blog:
1. In order to join our class blog you will first need to sign up for an account at qwriting.org,
which you can do here: http://qwriting.org/log-in-sign-up/
2. You’ll need to use your @qc.cuny.edu Lotus Notes email address to sign up for an
account. This is to prevent people who are not members of the QC community from
creating blogs on the qwriting server.
3. A button at the bottom of the signup page will give you the option of just creating an
account, or creating both an account and a blog. For the purposes of our class blog (in
which everyone is posting to a single blog created by me), you will only want to create an
account, not a blog. Make sure you click the correct button!
4. Once you’ve signed up, you’ll receive an email in your Lotus Notes asking you to
activate your account (check your spam folder if you don’t see the email). Click the link
to activate your account.
5. Now that you have an account, you can join our class blog so you can post and comment.
Our class blog URL address (bookmark it!): http://whatwordsmean2011.qwriting.org/
Click on the Add Me button on the right side of the blog and follow the instructions.
Remember, you must have the qwriting account first.
6. To post you need to go to the Dashboard, which is the administrative section of the blog.
You can access this by clicking on Site Admin in the right column of the blog, or by
bookmarking the dashboard URL: http://whatwordsmean2011.qwriting.org/wp-admin
7. When you are on the dashboard, and click on Posts on the left side and then click on Add
New. Fill in a post title and write your post. WordPress will periodically do an auto-save,
but it might be a good habit to click “Save Draft” every now and again to ensure you
don’t lose anything. Use the Preview button to see what your post will look like in a new
window and to proofread what you’ve written. When you’re ready, click Publish.
8. Your post will now appear on the class blog, where you can also read and comment on
your peers’ posts (by clicking on Comments under their posts). You may post more than
twice a week, and comment on as many classmates’ posts as you’d like. Participation in
this blog is important and you will be rewarded for substantial posting and commenting.
If you have any questions, go to the help section of the qwriting site: http://help.qwriting.org/
By this Thursday, September 1, everyone must have joined the blog.
Course Documents and Readings:
This syllabus and other course documents, including all readings, will be posted on our class
blog. You don’t have to spend money on books, but you do have to print all readings and bring
them to class on the assigned day.  This is not optional!
Recommended: a good dictionary and thesaurus, a comprehensive grammar manual (Rapid
Revision by Daniel & Paula Pearlman is on reserve in the library), and a style manual that covers
the Modern Language Association (MLA) citation and bibliography guidelines. You will use
these resources throughout your college career and they are a valuable investment.
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Class Policies, Requirements, and Expectations: This is your class and I expect you to be
present, not only physically but mentally, and to participate and engage yourself and your peers.
Class discussions are a vital part of our class and it is essential that all are actively involved.
Debate is encouraged but you must always be respectful of ideas shared by your peers; the
classroom should be a challenging, fun, and positive place for all. Reading and writing can open
you to new avenues of thought and action. Your fellow students should feel comfortable
exploring new ways of thinking and expression in an environment that is safe and conducive to
learning, and it is the responsibility of every student to make sure that that happens.
Please come to class prepared, with readings and assignments completed and blogs regularly
updated. It is important that you attend class and arrive on time. Missed classes and frequent
lateness will impact your ability to participate in class discussion and will negatively affect your
final grade. Cell phones must be turned off before entering the classroom – no phone calling/text
messaging/game playing during class session. The use of laptops is also prohibited during class.
Evaluation and Grading: Essays will be assessed for clarity and development of thesis and
argument, evidence and documentation, analysis, structure, and style. Late and incomplete
assignments will drop your assignment grade by half a letter grade for each day past the due date.
All other written material, including drafts and revisions, blogging, and in-class freewriting, will
be assessed for effort, content, quantity (regular and prolific blogging is a must), and timely
completion. The three essays account for 70% of your course grade (20%, 20%, and 30%
respectively), blogging is 15% (this includes both your own posts and your comments on your
classmates’ posts), and participation/attendance is 15%. Speaking up and contributing to class
discussion is very important; please be an active and engaged member of the class.
Grading criteria developed by Professor Jason Tougaw (this will help explain the level of writing
you are expected to do in a college course):
• An “A” range essay is both ambitious and successful. It presents and develops focused and
compelling set of ideas with grace, confidence, and control. It integrates and responds to sources
subtly and persuasively.
• A “B” range essay is one that is ambitious but only partially successful, or one that achieves
modest aims well. A “B” essay must contain focused ideas, but these ideas may not be
particularly complex, or may not be presented or supported well at every point. It integrates
sources efficiently, if not always gracefully.
• A “C” range essay has significant problems articulating and presenting its central ideas, though
it is usually focused and coherent. Such essays often lack clarity and use source material in
simple ways, without significant analysis or insight.
• A “D” range essay fails to grapple seriously with either ideas or texts, or fails to address the
expectations of the assignment. A “D” essay distinguishes itself from a failing essay by showing
moments of promise, such as emerging, though not sufficiently developed or articulated ideas.
“D” essays do not use sources well, though there may some effort to do so.
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• An “F” essay does not grapple with either ideas or texts, or does not address the expectations of
the assignment. It is often unfocused or incoherent.
Library Session: All English 110 sections are required to attend one class meeting in Rosenthal
Library. The date for our session is on the course calendar. In this class, a librarian will introduce
you to the databases and show you how to search for source material. It is mandatory that you
attend this class, as it will prepare you for the research component of the final paper assignment.
Academic Integrity Policy: Plagiarism is a serious academic offense and I have a zero tolerance
policy. The result will be a failure on the assignment and potentially the course, and may warrant
college disciplinary action. See CUNY’s policy on academic integrity:
http://web.cuny.edu/academics/info-central/policies/academic-integrity.pdf.
Writing Center, Kiely 229: Staffed by tutors trained to help you revise your writing at various
stages. If you believe you need additional help with your writing, or if I ask you to set up a
regular meeting with a tutor, you should make an appointment at least one week prior to an
assignment due date. Online help is also available at their website: http://qcpages.qc.edu/qcwsw.
Special Accommodation: If you have a learning, sensory, or physical reason for special
accommodation, inform me and the Office of Special Services: Kiely 171, 718-997-5870.
Freshman Year Initiative Community: This is a linked course. The themes and discussions in
the course are intended to intersect with and complement the issues in your Linguistics 100
class. If you drop this course, you will be obliged to also drop Linguistics 100.
Final Notes: I hope you find your college experience exciting and stimulating, but the transition
to college coursework can also be challenging – learning to manage your time is a key element in
maintaining your balance and staying focused. I would be happy to discuss preparation strategies
and time management skills with any student who feels overwhelmed. Email me or come see me
during office hours if you have questions. I’m here to help, but I cannot help if you do not ask.
It is important that I know that you read and understand this syllabus. In order to start the
semester with a clear understanding of the goals and expectations, please send me an email
stating that you read, understand, and agree to this syllabus and the stated policies – and take the
opportunity to ask any questions you have. Re-read the syllabus carefully, and then send your
message to me from your Queens College Lotus Notes address. The college will contact you via
that email address, and so will I, so it is your responsibility to check it regularly. By this
Thursday, September 1, everyone should have sent this email to me. I will set up a class email list
and you don’t want to miss important information and updates I will send via email.
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Course Calendar
Week 1
Tues 8/30
Introduction to course; Gordon Harvey, “Elements of the Academic Essay”
Thurs 9/1
Frederick Douglass, “Learning to Read and Write,” Malcolm X, “Coming to an
Awareness of Language,” Jimmy Santiago Baca, “Coming into Language”
Week 2
Tues 9/6
Keith Gilyard, “First Lessons” and “Rapping, Reading, and Role Playing,” and Marius,
Chapter 1: “First Principles”
Thurs 9/8
Toni Cade Bambara, “The Lesson,” and James Baldwin, “If Black English Isn’t a
Language, Then Tell Me, What Is?”
Week 3
Tues 9/13
bell hooks, “Keeping Close to Home: Class and Education,” and Rick Evans, “Masks:
Literacy, Ideology, and Hegemony in the Academy”
Thurs 9/15
Portes and Rumbaut, “Learning the Ropes: Language and Education,” and Marius,
Chapter 2: “The Writing Process”
Week 4
Tues 9/20
Ofelia Garcia, “U.S. Language Policy in Education,” and Marius, Chapter 4: “Making
Arguments”
Thurs 9/22
Richard Rodriguez, “A Public Language,” Amy Tan, “Mother Tongue,” Gloria
Anzaldua, “How to Tame a Wild Tongue”
Week 5
Tues 9/27
First Paper Draft Peer Review Workshop
Thurs 9/29
ROSH HASHANAH – NO CLASSES
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Week 6
Tues 10/4
CLASSES FOLLOW A FRIDAY SCHEDULE
Thurs 10/6
Min-Zhan Lu, “From Silence to Words: Writing as Struggle,” and Marius, Appendix
One: “Avoiding Discrimination”
First Paper Due
Week 7
Tues 10/11
Aileen Pace Nilsen, “Sexism in English: A 1990s Update,” and Emily Martin, “The
Sperm and the Egg”
Thurs 10/13
Judith Ortiz Cofer, “The Myth of the Latin Woman,” Miller and Smith, “Who’s in
Charge of the English Language?” and “Gloria Naylor, “What’s in a Name?”
Week 8
Tues 10/18
Richard Yagelski, “Literacy in Our Lives,” and Vesterman, “Reading and Writing
Arguments”
Thurs 10/20
Second Paper Draft Peer Review Workshop
Week 9
Tues 10/25
Mary Louise Pratt, “Arts of the Contact Zone,” and Leslie Marmon Silko, “Language
and Literature from a Pueblo Indian Perspective”
Thurs 10/27
George Orwell, “Politics and the English Language”
Second Paper Due
Week 10
Tues 11/1
David Foster Wallace, “Tense Present: Democracy in English, and the Wars Over
Usage,” and documents “Writing Process” and “Transitions”
Thurs 11/3
Edward Lotto, “Utterance and Text in Freshman English”
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Week 11
Tues 11/8
Mark Gaipa’s “Breaking into the Conversation”
Thurs 11/10
Nancy Sommers, “Between the Drafts,” and Marius, Chapter 10: “False Rules and What
Is True About Them”
Third Paper Proposals Due
Week 12
Tues 11/15
ROSENTHAL LIBRARY SESSION – class meets in library. Read “Writing a
Research Paper” and “Using Primary and Secondary Sources” to prepare for this class.
Thurs 11/17
Library/research review, Marius, Chapter 8: “Good Diction,” and Zinsser, “Simplicity”
Week 13
Tues 11/22
Jonathan Swift, “A Modest Proposal”
Thurs 11/24
THANKSGIVING – NO CLASSES (Get cracking on your research over the break!)
Week 14
Tues 11/29
Luis Valdez, “Los Vendidos”
Thurs 12/1
Third Paper Annotated Bibliography Workshop
Week 15
Tues 12/6
Iyer, “In Praise of the Humble Comma,” and Marius, Chapter 7: “Avoiding Wordiness”
Thurs 12/8
Marius, Chapter 11: “Grammar and Mechanics”
Week 16
Tues12/13
Last day of classes: Third Paper Draft Peer Review Workshop
Final
In lieu of a final exam, the third paper is due Tuesday, December 20. The paper must
be handed in to me in person in my office, Klapper 632, during our regular class hours:
4:00-5:50pm. I will not accept emailed papers.
This calendar is subject to change. Amended dates/assignments will be announced in class/posted to the class blog.