Tag Archives: writing

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social annotation with students using hypothes.is

At today’s department meeting, Donna Paparella and I talked about hypothes.is, an online tool for annotating texts of all kinds (Word docs, .pdfs, web pages, etc.). I’ll keep things short here but wanted to share a few things for folks … Continue reading

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DPLA and teaching literary/historical research

The Digital Public Library of America (DPLA) “amplifies the value of libraries and cultural organizations as Americans’ most trusted sources of shared knowledge.” In practice this means it’s a hub linking many disparate sources of online documents and multimedia objects. … Continue reading

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engaging students semi-synchronously: the “puzzle” approach

After listening to Donna Masini and others in our faculty meeting this week, I’ve been thinking about how to hang onto the dynamism of synchronous discussion while getting away from my droning at everyone or even being the emcee at … Continue reading

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Participation and Grading: a guide

Last week in our department meeting, Mark Bobrow walked us through some of the issues around attendance, participation, and grades. As you may know, as of summer 2018, CUNY has declared itself a “non-attendance-taking institution,” meaning that we faculty are … Continue reading

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Teaching Writing with ENGL 220 in the Rear-View Mirror

[guest author: Austin Bailey] Many instructors make their foray into college-level English instruction by teaching within first-year composition (FYC) programs. While literature is often taught within the composition sequence, it is also typically the case that pedagogical priority is given–and … Continue reading

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Everything you Always Wanted to Know about the Library Visit (But Were Afraid to Ask)

As you probably know, all 252 sections should include a session in the library devoted to research skills. Ideally, this visit should take place in about 4-6 weeks, when you’ve gotten beyond the midpoint of the term and are thinking … Continue reading

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