Prof. Bamert’s ENGL 1012 Course Schedule
| DATE | TO DO BEFORE CLASS | WRITTEN WORK DUE |
T 1/28 | First Day of Class: What did we learn in ENGL 1010 and how will we build on it in ENGL 1012? | |
Th 1/30 | Procure a small journal/notebook to be your Field Journal and bring it to classRead the syllabus thoroughly – there will be an in-class syllabus quiz (take notes on the syllabus QR code handout, which you can reference during the quiz) | |
T 2/4How do we find research inspiration? | Read the short story “The Future is a Click Away” by Allegra Hyde. Contribute notes, quotes, questions, reactions to your Field Journal | Send your first email to your Pen Pals! |
Th 2/6AI Pros, Cons, and Questions;Quote Integration Review | [No reading due for today] | |
T 2/11What is auto-ethnography?Introducing the Research Project | Read one or more of the following chapters from Until We’re Seen (reader’s choice!). [Log in using your CUNY ID, and use the eBook features to highlight and annotate]Ch 9, “Chinatown Through a Pandemic: A Phoenix Rising” by Kayla Gutierrez Ch 18, “Black Lives Matter, COVID-19, and a Cyclical History” by Adia AtherleyCh 4, “Beloved, but Forced to Live and Die in the Shadows” by Yamilka PortorrealContribute notes, quotes, questions, reactions to your Field Journal | Email your Pen Pals |
Th 2/13In–class writing assignment | Read one or more of the following chapters from Until We’re Seen (reader’s choice!). [Log in using your CUNY ID, and use the eBook features to highlight and annotate] Ch 16, “(Need)les and Many Threads: Sewing Community from Pandemic Puerto Rico and Beyond” by Daniel J. Vázquez Sanabria Ch 12, “What It Means to Be an Anxious Pakistani During a Global Pandemic,” by Areeba ZanubCh 11, “America’s Health Care System Needs 911” by Anthony AlmojeraContribute notes, quotes, questions, reactions to your Field Journal | In-class personal narrative exploratory writing [If you must miss this day of class, contact Prof. Bamert to schedule a make-up writing session! This is a graded in-class assignment.] |
| T 2/18NO CLASS (Conversion Day) | GO TO YOUR MONDAY CLASSES TODAY! | |
TH 2/20Developing a research question for your auto-ethnography | Read the poem “Off-Island CHamorus” by Craig Santos Perez. You can listen along to him reading it here. Contribute notes, quotes, questions, reactions to your Field Journal | Email your Pen Pals (on a Thursday this time because of the conversion day!) |
| Preliminary Research Question and Brainstorm due Friday, February 21 by 11:59 pmSubmit on Blackboard by pasting in the link to your Google doc portfolio | ||
| T 2/25Taking notes; primary vs secondary sources | Read one or more of the following chapters from Until We’re Seen (reader’s choice!). [Log in using your CUNY ID, and use the eBook features to highlight and annotate]. Ch 22, “‘In Our Eyes, He Was Everything’: Immigrant Fathers, Workplace Regulations, and COVID-19” by Maria Cerezo. Ch 13, “Livin’ in the Projects: COVID-19 and Community Resilience” by Dominick Braswell. Ch 24, “Safer at Home? Negotiating Religion, UndocuLife, and Queerness During the COVID-19 Pandemic” by Manuel (Manny) Ibarra. Contribute notes, quotes, questions, reactions to your Field JournalFirst Field Journal check! Make sure to bring your Field Journal to class. | Email your Pen Pals |
Th 2/27Library Visit!Class meets in Library Room 120 | Brainstorm a list of at least 5-6 possible search terms to use when looking for secondary sources – bring this list to class | |
| Scholarly Book Investigation due Sunday, March 2 by 11:59pmSubmit on Blackboard by pasting in the link to your Google doc portfolio | ||
| T 3/4What is plagiarism? What is ethical citation? | Read Rachel Hall Buck and Silvia Vaccino-Salvadore’s “‘Doing Research Is Fun; Citing Sources Is Not’: Understanding the Fuzzy Definition of Plagiarism”Take notes on the reading using this Notetaking Chart | Submit the link to your Notetaking Chart on Blackboard before class time |
| TH 3/6NO CLASS (Conversion Day) | GO TO YOUR WEDNESDAY CLASSES TODAY! | |
T 3/11What is an annotated bibliography and how do we read scholarly articles? | Continue adding notes, quotes, questions, reactions to your Field Journal for your researchGather peer-reviewed sources for your project | Email your Pen Pals |
| Th 3/13The BEAM Method | Continue adding notes, quotes, questions, reactions to your Field Journal for your researchContinue gathering peer-reviewed sources for your project | |
| Annotated Bibliography due Friday 3/14 by 11:59 pmSubmit on Blackboard by pasting in the link to your Google doc portfolio | ||
T 3/18Interviews as primary sources | Find one oral history interview on the BC Listening Project and listen to it. If possible, look for one that has some overlap with your project. Take notes and come to class prepared to share.There are curated audio clips about individual stories and issues (gentrification and immigration).Or, you can use the “search within collection” bar on the full JSTOR collection to see what else you can find here. | Email your Pen Pals |
Th 3/20Developing the grading rubric | Read two sample research papers (coming soon) | |
T 3/25Work-in-ProgressPresentations | [During these presentation days, when it’s not your turn to present your homework is to read and take notes on your peer-reviewed secondary sources – and continue to make observations in your field journals] | Email your Pen Pals |
Th 3/27Work-in-ProgressPresentations | [During these presentation days, when it’s not your turn to present your homework is to read and take notes on your peer-reviewed secondary sources – and continue to make observations in your field journals] | |
| Notes and Process Reflection due Friday 3/28 by 11:59 pmSubmit on Blackboard by pasting in the link to your Google doc portfolio | ||
T 4/1Work-in-ProgressPresentations | Second Field Journal check! Make sure to bring your Field Journal to class.[During these presentation days, when it’s not your turn to present your homework is to read and take notes on your peer-reviewed secondary sources – and continue to make observations in your field journals] | Email your Pen Pals |
Th 4/3Work-in-ProgressPresentations | [During these presentation days, when it’s not your turn to present your homework is to read and take notes on your peer-reviewed secondary sources – and continue to make observations in your field journals] | |
T 4/8 | Read Jillian Grauman’s “What’s That Supposed to Mean? Using Feedback on Your Writing” | Email your Pen Pals |
| Email the link to your Autoethnography Draft (with a Letter to Your Pen Pals) by 9am on Thursday, April 10 – make sure they have “commenter” access! | ||
| Th 4/10NO CLASS TODAY Online Peer Review | Peer Review Instructions HERE (coming soon…) | Read your pen pals’ drafts and provide feedback by 11:59 pm on Thursday, April 10 |
4/13-4/20SPRING BREAK | ||
| T 4/22Reverse outlining and responding to feedback | Make a copy of the Revision Plan Worksheet and, looking back at your peer review comments, fill it out before classBring your draft to class with you for in-class workshopping | Email your Pen Pals |
| Th 4/24Introductions and Conclusions | Keep writing and revising, and bring your draft to class with you for in-class workshopping | |
| Final draft due Friday 4/25 by 11:59 pmSubmit on Blackboard by pasting in the link to your Google doc portfolio | ||
| T 4/29HSS Expo | CLASS MEETS IN [TBA] TO ATTEND THE HSS EXPO TOGETHER | Email your Pen Pals |
Th 5/1Research Translation Workshop | ||
| T 5/6Research Translation Presentations | Email your Pen Pals Research Translation due Tuesday 5/6 before CLASS START TIMESubmit on Blackboard by pasting in the link to your Google doc portfolio | |
| Th 5/8 | Last Field Journal check! Make sure to bring your Field Journal to class. | |
| T 5/13 | Farewell email to your Pen Pals | |
| Th 5/15Last day of classes! | Research Process Narrative due Thursday 5/15 before CLASS START TIMESubmit on Blackboard by pasting in the link to your Google doc portfolio | |
