English 092- Section 212FB-(F 9:30-12:15am)



Eugenio Maria de Hostos Community College

ENG 102, Reading Skills and Composition (6 hours, 3 credits)

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Prerequisites:

Passing the CATW and a score of 50-69 on the CUNY Reading Test.  This course is NOT for students with transfer credit for ENG 110. The course counts as 3 academic (6 billable) credits.

COURSE DESCRIPTION:

Reading Skills and Composition expedites students’ learning of basic reading and writing skills needed to pass the CUNY Reading Test: comprehension of college-level texts, vocabulary enrichment, summarizing, critical thinking, logical flow of ideas, and control of grammar and mechanics. Simultaneously, this course further develops students’ composing and revision skills so that they will be able to produce the increasingly complex and better-structured essays expected of students who successfully complete ENG 110. Toward that end, students will learn how to use class discussions and interdisciplinary readings as the bases for both expository and researched essays. Reading and responding to interdisciplinary texts representing various rhetorical modes, students will gain further practice in paraphrasing and summarizing, enrich their vocabulary and improve their writing, revision, and proofreading skills.  Additionally, students will be introduced to the use of print and on-line secondary sources. Upon completion of the course, students will be able to respond critically to a variety of texts, integrating their own ideas with those presented in the readings. ENG 102 combines the work that is usually done in two different courses into one semester. Thus, in order to pass ENG 102, students must pass all components of the developmental reading course, and of ENG 110, the first semester of college-level writing. Successful completion of this course is equivalent to passing English 110.

 

COURSE OBJECTIVES:

In this course, students will:

1. acquire and apply active reading skills;

2.     expand their vocabulary and improve word choice;

3.     write accurate, concise summaries and evaluations;

4.     read and listen critically and analytically, i.e., identifying an argument’s major assumptions and assertions, tone and attitude, and evaluating its supporting evidence;

5. write clearly and coherently in varied academic formats (such as formal essays, researched papers, and reports), using standard English;

6. organize ideas into an essay that has a clear thesis, logical structure, well-reasoned arguments, appropriate transitions and a meaningful conclusion;

7.   formulate and connect ideas and communicate them persuasively within a variety of contexts and for a variety of rhetorical purposes;

8.   incorporate primary source material through paraphrase and direct quotation, duly attributed with correct citation format;

9.  prepare a works cited list according to MLA format;

10. demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources; and

11. demonstrate competency in writing a timed essay responding to a text, including achievement of a passing score on the CUNY Assessment Test in Writing and the Hostos English Department Final Examination.

Note:  Objectives 1-6 and 11 are practiced with differing degrees of mastery at both developmental reading and 110 levels.  Objectives 7-11 are identified with English 110.

COURSE REQUIREMENTS;

- Attend all scheduled classes punctually: two latenesses will be considered an absence. No more than four absences will be permitted;

- read all assignments given by the instructor and be prepared to discuss them in class;

- be responsible for all assignments, even when absent;

- complete three graded practice reading tests;

- be responsible for at least three revised essays (this includes a researched essay on the novel assigned), two in-class (not revised) graded responses to reading selections, plus any other types of writing assigned during the semester;

- be responsible for role in all collaborative work;

- keep cell phones off or on beeper mode during the class period;

- read the novel Bodega Dreams by Ernesto Quinones (college bookstore) by the dates indicated on the syllabus; be responsible for all homework and activities assigned to enhance comprehension and enjoyment of this novel;

- attend two or more library workshops. One of these workshops must be on avoiding plagiarism.

- be responsible for attending the CUNY/Reading test and the English 110 test.

ASSESSMENT: Grading/Credit

Students taking ENG 102 are writing exempt.  Students will take the CUNY Reading exam the 7th week of the semester, and, if necessary, at the end of the semester.  As this course follows the ENG 110 reading curriculum, students who pass the CUNY Reading exam AND meet the requirements for ENG 110 will be given 3 credits and a grade for ENG 110.  (Students who are transferred into ENG 110 because they pass the Reading exam, but do not meet the other requirements for that course by semester’s end will receive an F and have to repeat ENG 110).

 

Three revised essays-------------- 30%

(3-5 pp. each)

(includes researched essay 5-7 pp.)

Three reading/writing practice

tests --------------------------------30%

Final exam--------------------------15%

Annotated Bibliography------------5%

Daily Grade------------------------ 20%

In-class writing

Class Participation

Collaborative Work

Written Responses

Statement on Accommodation

It is the policy of the College to accommodate students with disabilities, pursuant to federal and state laws.  Any student with a disability who needs accommodation, for example, in accessing print or non-print texts, test taking, viewing material, etc., should inform the instructor at the beginning of the course.  The student should also register with the Accessibility Resource Center in the D (Savoy) Building.

 

Statement on Plagiarism and Cheating

Severe penalties are imposed on students found guilty of violating the College’s policy regarding academic integrity.  This policy is spelled out in the College Catalog and on the Hostos home page.  Students are expected to familiarize themselves with this policy.

Hostos Academic Learning Center

Tutorial services are available at the HALC in all subjects offered at Hostos Community College.  The Learning Center in C-596 houses three computer labs equipped with interactive software used for mathematics practice, foreign language acquisition and ESL preparation along with tutorial rooms.  Tutors work either one-on-one or in small groups to provide general course review and pre-exam preparation.  Students are welcome to attend the Learning Center days, evenings, and weekends including Sunday throughout the semester and participate in intersession workshops including CAT-W/COMPASS/CMAT examination preparation, study skills and basic computing.  

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Note 1: There is no required textbook for this course except for the novel. Students will access works online or handouts will be distributed. Instructor will provide background information about Bodega Dreams. During the final weeks of the semester, there will be ongoing practice for the CUNY Reading Test and review for the 110 final.

Note 2: Below are some alternative titles of long works which have a readability level similar to Bodega Dreams for English 102:

Lucy- Jamaica Kincaid

Women of Brewster Street- Gloria Naylor

My Car in Managua- Forrest Colburn

Devil in a Blue Dress- Walter Mosley

Family Installments- Edward Rivera

The House on Mango Street- Sandra Cisneros

The Lone Ranger and Tonto Fistfight in Heaven- Sherman Alexie

The Diaries of Adam and Eve- Mark Twain

Tentative Weekly Schedule

Our readings will be organized around topics such as Reality, Illusion, Dreams, Identity, Education, Immigration, Inequality etc. These ongoing strands will allow students to make connections to the readings as well as to develop strategies for improving comprehension, analytical strategies, critical reading and writing skills.

WEEK 1: Introduction and Diagnostic

“The Monkey Garden” by Sandra Cisneros

(vocabulary development, comprehension, summary, supporting details)

WEEK 2: “Shame” by Dick Gregory

“Se Habla Espanol” by Tanya Barrientos

Practice test (skills emphasized week 1)

WEEK 3: “The Lesson” by Toni Cade Bambara

(inference, irony, tone, theme)

“Poverty is not a State of Mind” by Charles Blow

(quantitative data embedded in reading material)

WEEK 4: The Great Gatsby (discussion of film/introduction to the novel)

Bodega Dreams by Ernesto Quinones pp. 1-41

(point of view, style and purpose)

(use of direct quotations and paraphrasing in writing assignments)

Practice test (cumulative skills)

Formal essay 1 (evaluation and analysis of text)

WEEK 5: Bodega Dreams: pp. 42-82

(cumulative skills)

Introduction to Research

WEEK 6: Bodega Dreams: pp. 83-213

practice test (comprehensive skills/evaluation and analysis)

Introduction to Research

Writing summaries of secondary material

WEEK 7: Practice (comprehensive skills)

CUNY Reading Test

“Ain’t I a Woman” by Sojourner Truth

WEEK 8: “I had a Boyhood Once” by Jennifer Finney Boylan

(inference, irony, tone and theme)

“Nadie la Tiene: Land, Ecology and Nationalism by Aurora Levins Morales

(parts 1-6)

2nd formal essay

WEEK 9: “Nadie la Tiene…” (parts 7-13)

“My Grandmother’s Ashtray: Why Smart People do Stupid Things” by

Laurence Gonzalez

(ongoing practice on comprehensive skills)

Incorporating secondary material into an essay (preparation for

researched essay on a topic from Bodega Dreams)

WEEK 10: “Once More to the Lake” by E,B, White

(writing activities on author’s tone, style, point of view)

practice test (comprehensive skills/analytical skills)

WEEK 11: “The Brown Wasps” by Loren Eiseley

(comprehensive skills cont.)

Preparing an Annotated Works Cited List for Bodega Dreams

  Researched essay on Bodega Dreams assigned

WEEK 12: “On Christian Heroism” by Cynthia Ozick

(comprehensive skills/ writing activities on evaluation and

analysis of text)

WEEK 13: 3rd formal essay: researched essay on Bodega Dreams (to be revised)

(essay on novel returned for revision)

practice test (comprehension/analytical/critical strategies)

WEEK 14-15: Final draft of essay due

Practice for CUNY Reading test

Review for Final Exam

ENG 102: Sample essay on Bodega Dreams

Compare and contrast Chino, Sapo and Bodega’s search for identity throughout the novel Bodega Dreams. What are the similarities and differences in how they are each presented at the beginning and ending of the story? How similar or different are their values at the beginning and at the end of the novel? How does the ending of the novel reflect a newly found identity for each? What have they gained? What have they lost? What kinds of lessons have they learned? How is their respective search for identity central to this novel?

Suggested organization:

p.1 General introduction on the novel and statement of what the essay will focus on

p.2 Begin to focus on Chino. How is he presented at the beginning? What are his values initially? How different are his values at the end? Has he found his identity at the end? What has he gained? Lost? What lessons has he learned? Eg. Chino lives between two worlds, the world of his neighborhood and the world that education is exposing him to.

p.3 Focus on Sapo. (Same questions for Sapo) (In contrast, Sapo finds his identity exclusively in the ghetto, in his neighborhood….

p.4 Focus on Bodega (Same questions for Bodega) Bodega has tried to find his identity by funding his neighborhoods dreams, but through the wrong means because he’s basically a drug dealer

p. 5, 6, 7 develop the similarities and differences among these three characters in terms of all the questions (use in-text quotes to support your points…MLA citation style)

p. 8 conclusion: How is the search for identity of these three characters central to the novel?

ENG 102: Practice Test

Bodega Dreams

Prof. Justicia

I. Identify and describe each of the following characters in your own words: (15 pts.- answer in the back)

1. Negra 9. Roberto Vega

2. Blanca 10.Claudia

3. Chino 11. Nene

4. Sapo 12. Alberto Salazar

5. Willie 13. Fischman

6. Nazario 14. John Vidal

7. Vera 15. Da. Ramonita

8. Pastor Vazquez

II. Write T (True) or F (False) next to the following statements: (10 pts.)

1.______ Mr. Blessington was very friendly with the kids in his English class.

2.______ Mr. Tapia was a science teacher.

3.______ Mr. Tapia told Sapo to lie about his incident with Mr. Blessington.

4.______ Aunt Vera had married a rich, young Cuban gentleman.

5.______ Chino loved to read the Bible.

6.______ Fischman set fire to the buildings in retaliation for Salazar’s murder.

7.______ Blanca did not believe in doing anything illegal.

8.______ Nazario shot Vera’s husband.

9.______ Negra is the one who reveals Vera’s true nature to Chino.

10._____ At the end of Part II, Chino realizes that Vera had shot Bodega.

III. Write a brief statement where you describe or analyze the idea suggested by

the following excerpts: (25 pts- answer in the back. Use another page if needed.)

1. “Your life meant shit from the start.” (page 4)

2. “So we hated ourselves and fought every day.” (p. 7)

3. “B’cause men that made this country, men that built this country were men from the street…Men like me, men like you, men like Sapito there.” (p. 25)

4. “Bodega was a lost relic from a time when all things seemed possible. When young people cared about social change.”(p. 31)

5. “Bodega was gone and his dreams had dissolved like a wafer in water;” (p. 205)

English 102: Sample essay on “The Brown Wasps”

Prof. Justicia

Write a well-organized, well-developed, correct essay about one of the following (at least two pages, both sides, skipping a line). Please support your point with examples from the text (MLA citation style):

1. Write an essay where you analyze and discuss Eiseley’s “The Brown Wasps” using the following sentence as your guide: “We cling to a time and place because without them man is lost, not only man but life.” Be sure to discuss all the examples the author uses to illustrate his point and the conclusion that he reaches at the end. In your own conclusion, discuss if you agree with his main points about the relationship between memory and place.

2. Write an essay where you use the sentence quoted above to illustrate how this essay can be read as the story of a boy and his father. Be sure to discuss how the author builds up to his own story through a series of examples taken from human and natural life. In your conclusion, discuss possible reasons for the author choosing to give all the other examples before his own.

English 102- Sample essay on “The Lesson”

Prof. Justicia

Choose one of the following and write a well-organized, well-developed, correct essay (at least 500 words, skipping a line): Be sure to support your points with in-text citations (MLA style).

1. Write a brief analysis of plot, setting, characters and conflict in Toni Cade Bambara’s The Lesson. When you describe character, focus your writing on the characters of Sylvia and Ms. Moore. Include physical details and character traits in your analysis. You might also consider the following questions: Why was Ms. Moore so interested in Sylvia? How did Sylvia feel about Ms. Moore? How did she react to Ms. Moore’s “lesson” and what do you think her reaction meant? In your conclusion, consider how all the elements, especially characterization, work together to reinforce the story’s theme.

2. Analyze and discuss the theme of The Lesson. What is the objective of the lesson? How is the lesson given? How valuable a lesson is it for the children involved?

How do elements like setting, character, point of view, and conflict reinforce the theme; that is, that we live in a society where there is a lot of economic inequality and a sure way to overcome this is through education?

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