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
The College Affairs: Video Journalism Club is New York City College of Technology's first student film crew. The City Tech Doc project highlights academic departments and programs, social and cultural campus events, and administrative meetings that address changes in the City Tech or CUNY curriculum. Currently enrolled students, as well as perspective students, will be able to access these informational short films on the college's website.
To date, College Affairs has won the following awards:
Finally, their New Student Orientation film, "Welcome To City Tech," will be part of the Spring 2014 City Tech Virtual Orientation experience.
Future projects include:
The club is comprised of students from across the disciplines, and club officers are always looking for new members.
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.
The program in college English as a second language 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.
ESOL 011W - Elementary Writing in College ESL
6 cl hrs, 0 cr
Basic grammatical structures of English and composing skills necessary for effective written communication in an academic context using tasks of low-intermediate difficulty. Grammatical mechanisms and lexical choices, basic rhetorical strategies, editing and other writing conventions. Clear development and expression of an idea using fairly simple sentences. The fundamentals of crafting sentences, paragraphs and simple texts.
Prerequisite: A score of 32-45 on the CUNY Assessment Test in Writing (CATW); Corequisites: ESOL 012R, ESOL 1300, or department approval
ESOL 012R - Elementary Reading in College ESL
3 cl hrs, 0 cr
College-level academic reading and study skills through academic texts of low-intermediate to intermediate difficulty. Discrete skills include analysis of content, analysis of structure, vocabulary development, and study and test-taking skills. These objectives are pursued through a variety of activities involving both reading and writing, such as simple outlining and summarizing.
Prerequisite: A score of 32 or higher on the CUNY Assessment Test in Writing (CATW) and a score of 25-59 on the CUNY Assessment Test in Reading (ACT); Corequisites: ESOL 011W, ESOL 1300, or department approval
ESOL 1300 - Oral Communication Skills for English Language Learners
2 cl hrs, 2 lab hrs, 3 cr
A course designed specifically to improve the pronunciation and listening skills of non-native speakers of English. Emphasis is on distinguishing and producing the sounds, stress and intonation patterns of American English.
Prerequisites: A score of 32 or higher on the CUNY Assessment Test in Writing (CATW); and CUNY proficiency in reading or department approval. Students who have earned credit for SPE 1320 may not obtain degree credit for ESOL 1300