Director of First-Year Writing
English 1101Co (Corequisite) Coordinator
Reneta D. Lansiquot
Professional and Technical Writing
Ms. Lily Lam
English Department Office Manager
Ms. Selima-Nijah McMillan
Administrative Support Assistant
300 Jay Street
Namm Hall 512 (N-512)
Brooklyn, NY 11201
Linking Discourse Studies to Professional Practice by Lubie Grujicic-Alatriste
Reading and Vocabulary Workbook by Lubie Grujicic-Alatriste
Grammar Handbook and Language Exercises by Lubie Grujicic-Alatriste
These Acts of Water by Nina Bannett
The Place Where We Dwell by Juanita But, Mark Noonan, and Sean Scanlan
Urban Reader for College Writers by Lubie Grujicic-Alatriste
Debates in the Digital Humanities by Matthew K. Gold
Building Bridges by Anna H.-J. Do
The Linguistic Essays of William Diver by Alan Huffman
The GPS for Writing by Jane Tainow Feder
Beyond the Blogosphere: Information and Its Childern by Aaron Barlow and Robert Leston
Lithium Witness by Nina R. Bannett
One Hand Does Not Catch A Buffalo by Aaron Barlow
Domesticity and Design in American Women's Lives and Literature by Caroline Hellman
Reading the Century Illustrated Monthly Magazine by Mark J. Noonan
Unsteady by Monique Ferrell
The celebrated East River Bridges (Two Bridges) - the Brooklyn and the Manhattan, connect downtown Brooklyn with downtown Manhattan. Between these bridges a community of writers and artists has found a home in the former warehouses and factories of New York's most literary outer borough. View the Site
The celebrated East River Bridges (Two Bridges) - the Brooklyn and the Manhattan, connect downtown Brooklyn with downtown Manhattan. Between these bridges a community of writers and artists has found a home in the former warehouses and factories of New York's most literary outer borough. Like the artists who make it, the art that lives in these narrow streets goes on its nerve, and we, nerved with newness - and just a bit nervy - want to fill our pages with a distinctive, eclectic assortment of work by both unknown & established writers and artists. View the Site
NANO is an interdisciplinary academic journal whose goal is to invigorate humanities discourse by publishing brief, peer-reviewed reports with a fast turnaround enabled by digital technologies. NANO is an Open Access journal, which means that the editors and contributors of this journal believe that the research, content, and scholarly conversation contained in this journal should be freely available to the public. Open Access is an online philosophy that fosters useful critique and creates a culture of sharing. View the Site
At the conclusion of the 1855 edition of the poem that he later titled "Song of Myself," Walt Whitman advised his readers to "look for me under your bootsoles," suggesting that the dilated, celebratory poetic presence they encountered on the printed page would continue to flower in the landscape around them. This experiment in multi-campus digital pedagogy, "Looking for Whitman: The Poetry of Place in the Life and Work of Walt Whitman," helps students and faculty members from four educational institutions trace the lingering imprints of Whitman's footsteps in the local soil. Utilizing open-source tools to connect classrooms in multiple institutions, the project has created a collaborative online space in which students will be able to research Whitman's connections to their individual locations and share that research with one another in a dynamic, social, web-based learning environment. The project has two foci: engaging participating faculty and students in an active learning experience that connects Whitman's writing to local resources, and creating an open repository of primary source materials from particular locations that Whitman inhabited. View the Site
Students are placed in one of the Developmental Writing courses because of their score on the CUNY Assessment Test in Writing (CATW). The Developmental Writing courses buttress students' foundational writing skills, including organization, development, and argumentation, in addition to providing instruction in grammar and mechanics. Students move on to English 1101 once they re-take and pass the CATW exam at the end of the semester.
Those taking ENG 090W or 092W should not be discouraged; although these courses are non-credit-bearing, Developmental Writing students often go on to excel in English 1101 as they begin the course already familiar with intensive writing demands.
This site includes links to the faculty and student guides to the CATW, sample reading passages, testing procedural information, Learning Center workshops, and contact information for the Learning Center, Testing Office, and all Developmental Writing faculty. Many thanks to Profs. Barbara Guinan and Jennifer Sears for assembling materials for this site.
I welcome conversation from faculty and students alike regarding the continued improvement of curriculum and pedagogy. Please feel free to contact me at firstname.lastname@example.org.
Professor Lubie Grujicic-Alatriste, Program Coordinator
Namm Hall, room N 503
email: email@example.com or firstname.lastname@example.org
The program in English for speakers of other languages offers specialized courses in the areas of reading, writing (composition/grammar) and speaking skills for non-native speakers. Students are identified as appropriate for courses in ESOL on the basis of the CUNY Assessment Test in Writing (CATW) and in Reading (ACT) and personal interviews at initial advisement. Those who meet the placement criteria on the CUNY Assessment Test in Writing and Reading or are exempt but feel they need additional preparation for college work in English are welcome to inquire about taking these courses as well. The speaking skills course, ESOL 1300, is a credit-bearing course. Courses in writing (composition/ grammar) and reading skills do not carry credit, but do help prepare students for the CUNY Assessment Tests in Writing and Reading as well as for general academic work.
A minimum score of 32 on the CUNY Assessment Test in Writing is required for admission to the ESOL program. Students taking ESOL courses are enrolled in regular full- or part-time College programs. ESOL students with a score less than 32 on the CUNY Assessment Test in Writing will automatically be referred to the CUNY Language Immersion Program (CLIP), where students work full-time on English language skills without being enrolled in College courses.
ESOL courses in writing (composition/grammar) and reading are offered at three levels. Entering students are placed in one of the first two levels of each discipline on the basis of their CUNY Assessment Test scores in Writing and Reading, and then advance to the next level in that discipline as they pass each course. The third level may be entered only by passing the preceding second-level course. Retests in writing and reading are offered at the end of the third-level courses to all students in those courses whose attendance and performance have been satisfactory. Retests may be offered at the end of the second-level courses, by recommendation of the instructor and at the discretion of the ESOL Coordinator, to students whose attendance and performance in those courses has been excellent. Retests are not offered in the first-level courses. Retests are also offered in inter-semester University Summer Immersion Program (USIP) courses and in CLIP. Students exiting those courses are placed in ESOL courses on the basis of their CUNY.
Assessment Test scores. Students who meet the CUNY placement criteria in both writing and reading are eligible to take the credit-bearing ENG 1101, English Composition I, required of all students.Information about course numbering and class hours is summarized below:
|Level I||Level II||Level III|
|Composition/Grammar||ESOL 011W 6 hrs||ESOL 021W 6 hrs||ESOL 031W 3 hrs|
|Reading||ESOL 012R 3 hrs||ESOL 022R 3 hrs||ESOL 032R 3 hrs|
ESOL 1300, Oral Expression for English Language Learners may be taken by any student who is taking any ESOL course, with either reading proficiency or department approval. Students in ESOL 1300 will be evaluated by ESOL faculty, and those with near-native speaking skills may be referred to a comparable course for native speakers.