The scrolling document below shows a list of past winners from our department of awards the University gives to faculty.
Here is a complete, university-wide list of all past winners of the Newton Award.
Past Winners From Our Department: Newton Award and/or Krasnoff Award
The scrolling document below shows a list of past winners from our department of awards the University gives to faculty.
Here is a complete, university-wide list of all past winners of the Newton Award.
Kimarlee Nguyen: 2018 NYC Emerging Writers Fellow
The Center for Fiction has announced this year's nine NYC Emerging Writers Fellows, chosen from over 500 applicants, and we are very proud to note that Kimarlee Nguyen is among them. Each writer receives a grant of $5,000, the opportunity to work on a manuscript with a distinguished editor, the chance to read at public events at The Center, and more.
The winners were selected in a blind judging by a panel of three writers: Hannah Lillith Assadi (Sonora), Jaroslav Kalfar (Spaceman of Bohemia), and Weike Wang (Chemistry).
Our congratulations to all the fellows -- especially Kimarlee Nguyen!
More info.
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Catherine Filloux: New Play
whatdoesfreemean? by Catherine Filloux (former English adjunct professor)
directed by Amy S. Green
with James Edward Becton, Brenda Crawley, Justin Jorrell,
Galway McCullough, Liz Morgan, and Lisa Strum as Mary
Tickets are on sale online now at bpt.me/3456198.
Only 12 performances!
LIMITED SEATING
July 6 - 22 at The Tank
whatdoesfreemean? follows the journey of an African-American woman serving a long sentence for a non-violent drug offense. When Mary ends up in solitary confinement, she struggles to maintain her sanity. The play takes the audience into her psychic world. We travel alongside her self-guided intellectual and emotional journey into the nature of freedom, both physical and psychological, as Mary’s external and internal experiences unfold on stage in the present, in memory, and in the fantasies that help her survive.
whatdoesfreemean? is the latest work by award-winning human rights playwright Catherine Filloux. It was developed with the support of Nora’s Playhouse, a theatre collective dedicated to creating opportunities for women theatre artists of all generations to tell women's stories.
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Jake Matkov: Reading
When
Friday, June 22, 2018.
5-7 PM
Where
Berg'n
899 Bergen Street
Brooklyn
This "Baby Bells" event is part of the Broken Bells poetry reading series, which Matkov co-curates. More info below.
Deborah Mutnick: Fall 2018 English Course (Undergrad)
In Fall 2018, Professor Deborah Mutnick (English) is offering ENG 201 Ecocriticism & City Life. This course may be used by English majors as a Literature course or as a Writing & Rhetoric course. This course will also count towards the English minor.
T/Th 4:30-5:45 PM
For more info, contact Professor Mutnick.
To discuss whether the course will fit your program, book an appointment with Wayne Berninger.
First Year Writing Program, English 16, English 16X
English 16 seeks to initiate a dialogue among students that leads them to write with more than their own "personal" position in mind: the readings and classroom discussions give the sense that they are entering an ongoing conversation of consequence. To this end, students in English 16 are required to integrate the thoughts and words of other writers into their own essays. Both in relation to their own experience and to a text or set of texts, student writers in English 16 learn how to articulate and develop a sophisticated argument within a specific rhetorical situation. English 16X is a course parallel to English 16 for nonnative speakers who need additional work in English as a Second Language.
Philosophy & Goals
English 16/16X is our first-year composition course. For students who place into English 16/16X, it is their only required composition course; for those who place into 13/13X or 14/14X, it is their second or third course in the sequence. Thus, English 16/16X orients entering and transfer students to the requirements of college level reading and writing and builds on the rhetorical activities and skills other students have been taught in English 13/13X and 14/14X. Generally, students who place into English 16/16X can write fluent narratives, descriptive prose, and an impromptu, analytical essay, supported by evidence and examples from texts and their own experience and observations. English 16/16X students may still exhibit some difficulties with the skills, knowledge, and conventions of academic discourse, including reading comprehension and facility with Standard English, and rhetorical elements such as audience, genre, context, purpose, and argumentation. However, a grasp of these discursive and rhetorical elements must be minimally present at the beginning of the course and should be clearly evident by the end.
English 16/16X seeks to help students become critical readers and writers as they deepen their practice and knowledge of academic discourse through expository, analytical, argumentative, and research writing, and through intensive engagement with critical and creative texts. Students focus their writing on critical inquiry in preparation for Core Seminar and sophomore and upper level courses across the disciplines. By the end of the semester, they should be able to write a critical, thesis-driven essay with MLA-style documentation that utilizes a range of rhetorical strategies and a minimum of four sources.
Students learn/review invention strategies, such as free writing, clustering, process writing, and informal writing; rhetorical strategies such as comparison and contrast, cause-and-effect analysis, and recognition of logical fallacies; and grammar and punctuation, including greater attention to style, in relation to their writing assignments. They present their writing in a full class workshop on a regular basis.
All essays should go through a process of drafting, revising, editing, and proofreading. Twice in the semester, students submit a portfolio of their work that includes at the midterm one response paper, a research proposal, and reflective/self-evaluative writing on the proposal; and at the end of the term, an in-class essay, the research essay, and reflective/self-evaluative writing on the research essay.
The primary goal of English 16/16X is to help students become critical readers and writers to prepare them for academic and workplace success. By critically analyzing broad, cross-disciplinary themes such as food, work, and culture, students are able to reflect on their own experiences in light of literature, social criticism, and cultural analysis to enter into the “conversation” at the heart of academic discourse.
Learning Outcomes
Reading
By the end of English 16/16X, students should be fluent, critical readers of academic and literary genres, with strategies for researching and learning new concepts as well as appropriating other discipline-specific discourses. On the continuum from English 13/13X to Core Seminar, English 16/16X students should be able to:
Philosophy & Goals
English 16/16X is our first-year composition course. For students who place into English 16/16X, it is their only required composition course; for those who place into 13/13X or 14/14X, it is their second or third course in the sequence. Thus, English 16/16X orients entering and transfer students to the requirements of college level reading and writing and builds on the rhetorical activities and skills other students have been taught in English 13/13X and 14/14X. Generally, students who place into English 16/16X can write fluent narratives, descriptive prose, and an impromptu, analytical essay, supported by evidence and examples from texts and their own experience and observations. English 16/16X students may still exhibit some difficulties with the skills, knowledge, and conventions of academic discourse, including reading comprehension and facility with Standard English, and rhetorical elements such as audience, genre, context, purpose, and argumentation. However, a grasp of these discursive and rhetorical elements must be minimally present at the beginning of the course and should be clearly evident by the end.
English 16/16X seeks to help students become critical readers and writers as they deepen their practice and knowledge of academic discourse through expository, analytical, argumentative, and research writing, and through intensive engagement with critical and creative texts. Students focus their writing on critical inquiry in preparation for Core Seminar and sophomore and upper level courses across the disciplines. By the end of the semester, they should be able to write a critical, thesis-driven essay with MLA-style documentation that utilizes a range of rhetorical strategies and a minimum of four sources.
Students learn/review invention strategies, such as free writing, clustering, process writing, and informal writing; rhetorical strategies such as comparison and contrast, cause-and-effect analysis, and recognition of logical fallacies; and grammar and punctuation, including greater attention to style, in relation to their writing assignments. They present their writing in a full class workshop on a regular basis.
All essays should go through a process of drafting, revising, editing, and proofreading. Twice in the semester, students submit a portfolio of their work that includes at the midterm one response paper, a research proposal, and reflective/self-evaluative writing on the proposal; and at the end of the term, an in-class essay, the research essay, and reflective/self-evaluative writing on the research essay.
The primary goal of English 16/16X is to help students become critical readers and writers to prepare them for academic and workplace success. By critically analyzing broad, cross-disciplinary themes such as food, work, and culture, students are able to reflect on their own experiences in light of literature, social criticism, and cultural analysis to enter into the “conversation” at the heart of academic discourse.
Learning Outcomes
Reading
By the end of English 16/16X, students should be fluent, critical readers of academic and literary genres, with strategies for researching and learning new concepts as well as appropriating other discipline-specific discourses. On the continuum from English 13/13X to Core Seminar, English 16/16X students should be able to:
- re-read and mark a text to develop an interpretation with an emphasis on critical analysis;
- identify several genres, including fiction and various kinds of nonfiction, such as analytical, argumentative, and informative essays;
- use increasingly sophisticated texts both as source material and writing models;
- select appropriate information sources such as databases, and evaluate primary and secondary sources for their credibility and usefulness.
Writing
By the end of English 16/16X, students should be able to write college-level, clear, reasonably correct, critical-analytical essays, and use writing as a tool for thinking and learning. On the continuum from English 13/13X to Core Seminar, English 16/16X students should be able to:
- demonstrate knowledge of rhetoric—purpose, audience, context, and voice—across several genres;
- use writing for expression, inquiry, analysis, argumentation, research, and communication;
- demonstrate an understanding of writing as a multi-step process involving invention, drafting, revising, collaborating, editing, and proofreading;
- apply research skills to the development of a thesis, and integrate primary and secondary sources into an analysis or argument;
- apply appropriate formatting conventions and standard English usage;
- understand and take advantage of the differences between print and electronic composing processes.
All the above goals will be adapted with sensitivity toward students whose first language is not English.
Writing Requirements
- 14-20 pages of finished academic writing to consist of: one 4-6 page evidence-based essay (a model for the later, more advanced research essay; 2+ sources from course readings); one 4-6 page research proposal and annotated bibliography (research question; plan of development; annotated bibliography with summary, evaluation, and proposed use of each source; 3+ sources, including at least one from library); one 6-8-page research essay (based on course's thematic focus; 4+ sources from research proposal and annotated bibliography).
- 6-12 pages of marked, evidence-based writing exercises and self-assessment, comprising some combination o the following recommended exercises: summary and analysis (including citations), sythesis (including citations), in-class essay (including citations), reflective/self-assessment letter (introducing portfolio, based on earlier reflective writing about evidence-based essay, research proposal, research essay).
- Participatory writing to include diagnostic essay (based on one short reading of college-level caliber), exercises in writing from sources (practice in summary, paraphrase, quotation, integrating sources, documentation; based on course readings), formal writing (journals, in-class writing, free-writing, blogging; based on course readings).
Portfolio Requirements
- Midterm Portfolio (optional): evidence-based essay, with drafts; evidence-based writing exercises
- Final Portfolio (required): reflective/self-assessment letter; evidence-based writing exercises; evidence-based essay with drafts; research proposal with drafts; research essay with two drafts attached.
First Year Writing Program, English 14, English 14X
English 14 students develop their reading, writing and formal rhetorical skills. Not only do students learn to read and write about a variety of texts, they also learn to compose rhetorically sophisticated essays that take into account purpose, context, and audience. Students learn strategies for creating effective written arguments. English 14X is a course parallel to English 14 for nonnative speakers who need additional work in English as a Second Language.
Philosophy & Goals
English 14/14X, the second course in our developmental writing sequence, both builds on the rhetorical activities and skills students learn in English 13/13X and orients students who place between 13/13X and 16/16X to the requirements of academic and workplace writing. Generally, students placed into English 14/14X demonstrate fluency and clarity in narrative and descriptive writing but still exhibit some difficulties with the fundamental conventions of academic discourse, including reading comprehension, knowledge of rhetorical elements such as audience, genre, context, purpose, and modes, and awareness of Standard English, syntax, grammar, and mechanics.
English 14/14X seeks to help students go beyond personal narrative to engage with more complex academic discourse through intensive reading and writing of critical and creative texts. Students read a variety of genres, including poetry, editorials, short stories, novels, essays, and nonfiction. They are introduced to rudimentary research skills of evaluating, integrating, and citing sources. By the end of the semester, they should be able to write a thesis-driven essay that integrates at least two course readings using MLA-style parenthetical documentation.
Students continue to learn different invention strategies, such as free writing, clustering, process writing, and informal writing; they review rhetorical strategies learned in English 13/13X and add others to them such as definition, division, and classification; and they review basic grammar and punctuation in relation to their writing assignments. They present their writing in a full class workshop on a regular basis. All essays should go through a process of drafting, revising, editing, and proofreading. Twice in the semester, students submit a portfolio of their work that includes formal essays with drafts and revisions, in-class essays, and reflective/self-evaluative writing.
Although better prepared for college-level work than students who place into English 13/13X, English 14/14X students remain at risk for academic failure, and student retention continues to be a primary course goal. English 14/14x promotes critical literacy with an emphasis on the thesis-driven essay. It combines acquisition of academic discourse through practice of reading and writing skills with a meta-cognitive focus on language, the writing process, and rhetoric.
By critically examining themes such as language and literacy that encourage meta-cognitive awareness of texts and their own experiences, students are primed to improve both their writing skills and their chances of academic success.
Learning Outcomes
Reading
By the end of English 14/14X, students should be fluent, critical readers of several genres, with strategies for appropriating new language, concepts, and discourses. On the continuum from English 13/13X to Core Seminar, English 14/14X students should:
- continue to build on skills of fluency, comprehension, and interpretation, with an increasing emphasis on analysis;
- understand the need to reread and appropriately mark and annotate a text to develop a “reading”;
- be conversant with several genres, including fiction, nonfiction narrative, and the analytical essay;
- have practice using texts both as source material and writing models;
- practice close reading strategies such as paraphrasing, summarizing, marginal notation, and locating key words; and
- have practical knowledge of library, Internet, and research skills, including evaluating, analyzing, and synthesizing primary and secondary sources.
Writing
By the end of English 14, students should be able to write clear, reasonably correct, thesis-driven, expository essays. On the continuum from English 13 to Core Seminar, English 14 students should:
By the end of English 14, students should be able to write clear, reasonably correct, thesis-driven, expository essays. On the continuum from English 13 to Core Seminar, English 14 students should:
- gain rhetorical knowledge of purpose, audience, context, voice across genres, including personal narrative and the expository essay;
- use writing for inquiry, learning, thinking, and communicating;
- understand writing as a staged process involving invention, drafting, revising, and editing;
- learn to use rhetorical strategies of definition, division, and classification;
- engage in peer editing and writing workshops;
- learn basic library, Internet, and research skills and concepts, including thesis development, integration of primary and secondary sources, citation, documentation, and how to avoid plagiarism;
- develop control over the conventions of format and writing, including syntax, grammar, mechanics, and punctuation; and
- become acquainted with a variety of writing technologies, including basic word processing and computer skills, Web navigation, and multi-media tools like PowerPoint.
All the above goals will be adapted with sensitivity toward students whose first language is not English.
Writing Requirements
- 3 formal (4-6-page) essays with drafts, including 1 critical narrative and 2 thesis-driven essays utilizing a range of rhetorical strategies
- 2 in-class essays (minimum), one of which will be a 2-stage essay
- Reflective/self-evaluative writing for each formal essay or twice a semester
- Practice in summary/paraphrase/quotation
- Informal writing (e.g., journals, in-class writing, free-writing, blogging)
Portfolio Requirements
- Midterm Portfolio (optional): one finished essay, with drafts attached; in-class essay
- Final Portfolio: two finished essays, with drafts attached; two-stage, in-class essay
First Year Writing Program, English 13, English 13X
English 13 concentrates on improving the student's ability to read carefully and critically and to write basic narrative and expository prose that adheres to the conventions of standard edited English. Students read and write about a variety of essays, stories and poems, as well as one longer text. Students learn what it means to read and write in an academic context. Editing skills--including the language of basic grammar, syntax, usage, and punctuation--are introduced. English 13X is a course parallel to English 13 for nonnative speakers who need additional work in English as a Second Language.
Philosophy & Goals
English 13/13X, the first course in our developmental writing sequence, engages under-prepared students in the rhetorical activities and skills necessary for success in the academy and the workplace. Generally, students who place into English 13/13X exhibit difficulties with the fundamental conventions of academic discourse, including reading comprehension, knowledge of rhetorical elements such as audience, genre, context, purpose, and modes, and awareness of Standard English, syntax, grammar, and mechanics.
English 13/13X, the first course in our developmental writing sequence, engages under-prepared students in the rhetorical activities and skills necessary for success in the academy and the workplace. Generally, students who place into English 13/13X exhibit difficulties with the fundamental conventions of academic discourse, including reading comprehension, knowledge of rhetorical elements such as audience, genre, context, purpose, and modes, and awareness of Standard English, syntax, grammar, and mechanics.
English
13/13X seeks to help students understand academic discourse through intensive
reading and writing about critical and creative texts. Students read a variety
of genres, including poetry, editorials, short stories, novels, essays, and
nonfiction. By the end of the semester, they should attain a reasonable degree
of fluency and grammatical correctness and be able to write idea-driven
personal narratives in preparation for more analytical writing in English
14/14X.
Students learn invention strategies such as free writing, process writing, and informal writing; and rhetorical strategies such as narration, description, and exemplification. They review basic grammar and punctuation in relation to their writing assignments. They present their writing in a full class workshop on a regular basis. All essays should go through a process of drafting, revising, editing, and proofreading. Twice in the semester, students submit a portfolio of their work that includes formal essays with drafts and revisions, in-class essays, and reflective/self-evaluative writing.
Because of social inequities, lack of familiarity with English, segregated discourse communities, and/or poor schooling, many English 13/13X students speak and write in non-standard English. Although students need to learn Standard English, they should not be taught to devalue or abandon their first languages or nonstandard dialects. Instead, students should understand that they can acquire Standard English used in academic discourse and retain their primary languages and cultures. In addition to Standard English, some English 13/13X students lack academic focus and preparation, which often results in poor retention rates and academic failure.
Given that English 13/13X is designed to promote academic success among under-prepared students, increasing student retention is a major course goal. By critically exploring themes such as education that stress the relationship between their own experiences and texts, students are primed to improve their academic awareness, motivation, and writing as they learn to compose idea-driven personal narratives.
Learning Outcomes
Reading
By the end of English 13/13X, students should be more fluent, critical readers with strategies for appropriating new language, concepts and discourses. On the continuum from English 13/13X to Core Seminar, English 13/13X students should:
- develop skills of fluency, comprehension, and interpretation;
- understand the need to reread and appropriately mark and annotate a text to develop a “reading”;
- be conversant with diverse genres, including fiction, nonfiction narrative, and the personal and academic essay;
- have practice using texts both as source material and writing models;
- have practice using close reading strategies such as paraphrasing, summarizing, marginal notation, and locating key words; and
- regularly access a dictionary for vocabulary acquisition.
Writing
By
the end of English 13/13X, students should be able to write clear, reasonably
correct, idea-driven essays. On the continuum from English 13/13X to Core
Seminar, English 13/13X students should:
- gain rhetorical knowledge of purpose, audience, context, and voice in writing idea-driven personal narratives and impromptu essays;
- use a process approach—drafting, revising, and editing—to write formal and in-class essays;
- learn rhetorical strategies of narration, description, and exemplification;
- practice heuristics such as free-writing, informal journals, brainstorming, and clustering to create and develop ideas;
- engage in peer editing and writing workshops;
- develop control over the conventions of format and writing, including syntax, grammar, mechanics, and punctuation; and
- study and practice editing strategies through review of student writing and formal and informal grammar exercises.
All
the above goals will be adapted with sensitivity toward students whose first
language is not English.
Writing Requirements
- 3 formal (3-5-page) essays with drafts, including critical narrative and one idea-driven essay
- 2 in-class essays (minimum)
- Reflective/self-evaluative writing, for each formal essay or twice a semester
- Informal writing (e.g., journals, in-class writing, free-writing, blogging)
Portfolio Requirements
- Midterm Portfolio (optional): One finished essay, with drafts attached; in-class essay
- Final Portfolio: Two finished essays, with drafts attached; in-class essay; informal writing
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