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Dr. Sheena Gillespie, Chairperson
Humanities Building, Room 428
Telephone: 718 631-6302 / 6303 / 6304
Table of Contents
Introduction
Section I
- Courses
- Classroom Procedures, Attendance, Etiquette
- Grades
- Sources of Assistance
- Avoiding Plagiarism
Section II
- Departmental Extracurricular Opportunities
Section III
- List of English Department Courses
Section IV
- List of Full-time Faculty and Office Numbers
- List of Long-term Adjunct Faculty and Office Numbers
Introduction
A college is an intellectual community. Campuses reflect this ideal in their open quads and connected buildings, public dining halls and libraries. At a commuter school like QCC, where people often rush from work to their classes to the bus they catch home, the community isn't always perceptible. With this handbook, we've attempted to make clear how the college, and particularly, the English Department, supports an environment for sharing information and ideas.
Section I answers questions students frequently ask about courses, grades, and where to go for help. We've also explained how students can communicate with their professor and what students should do to make the classroom a place where they can learn. Section II describes opportunities for exploring literature and writing outside of the classroom — the Humanities Club, the publications Mementoes and Communiqué — as well as our awards for excellence. Section III, the list of English Department courses, makes students aware of options among required courses and choices among literary topics they may want to pursue in future semesters. In Section IV we've listed the names and office numbers of our English Department professors and secretaries.
Students should refer to this handbook for as long as they take courses in the English Department. We hope it will prevent confusion and frustration, so that students and professors can effectively work together. Also, we hope that it suggests the rich opportunities for studying literature, film, and writing at QCC.
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Courses
1. Which English courses are required?
All students must take two English courses for graduation: EN-101 and EN-102. Students enrolled in the New Media Technology, Digital Art and Design, and Music Electronics curricula should take EN-103 in place of EN-101. In addition, if you are enrolled in the liberal arts and sciences, you must choose a third course from the EN-200, EN-300, or EN-400 series. If you intend to major in education at QueensCollege, you should consult the section on the LASAR Program in the college catalog for a third course that meets Queens College requirements.
2. Which English courses do I have the option to take?
All students, after completing EN-101 and EN-102, may take additional English courses as electives (EN-600-815/816). See Section III for a list of all advanced and elective courses offered in the English Department and see the college catalogue for course descriptions.
Note: A student in the LA curriculum may use a course from the EN-200 series to fulfill the third English requirement if he or she meets the criteria for a waiver. (See the Department chairperson.)
3. Are there any writing tests I have to take?
The ACT Writing Exam
Students may register for EN-101 if they have demonstrated that they are prepared to do college-level work in reading and writing. There are three alternative ways to demonstrate this: Achieve a score of 480 or higher on the verbal section of the Scholastic Aptitude Test (SAT). Achieve a score of 75 or higher on the English Language Arts Regents Examination. Achieve passing scores on the ACT Asset Tests in Reading and Writing.
The ACT Writing Exam requires students to write an effective argument. They must take a position on a given subject, offer logical reasons and detailed examples in support of their position, and explain their position with grammatical and mechanical competency. Students who do not pass the exam on their first try must take a Basic Skills course to help prepare them for retesting. The Instructional Support Services Center (ISSC) also offers workshops to help students prepare for retaking the ACT Writing Exam.
The College Proficiency Exam (CPE)
All students must pass the CUNY College Proficiency Exam before they can graduate from QCC and/or move into their junior year at a senior college in CUNY. The exam, which must be taken by students once they have earned 45 credits, is in two parts.
Part 1 asks students to summarize a six to eight page essay that they have been given to study in advance. The essay may be on any academic subject. On the day of the exam, the student is given a second, shorter selection (half a page) to read and asked to write a unified, coherent essay that draws a relationship between the ideas in the two selections, demonstrates an understanding of the reading through summary and explanation, supports his/her thoughts with appropriate references to the reading material, and communicates in clear and effective prose.
Part 2 asks students to identify the main claims in a short paragraph and indicate how data in two separate charts or graphs either supports or challenges those claims.
EN 101 offers students preparation for the CPE, as do other Writing Intensive courses at QCC. The ISSC also offers workshop preparation.
An information booklet about the CPE is available from the College Testing Office,
L-430.
4. How do I know which courses will transfer to another college?
The courses at Queensborough are comparable to courses at most colleges and universities. In order to transfer courses from Queensborough to another college, see the transfer counselor in Student Services (4th floor, Library). Generally, only grades of "C" or better will transfer to another college; however, within the CUNY system, "D" grades will also transfer. (See #3 regarding the ACT and CPE examinations.)
5. Why is there a fourth hour for English courses?
The "recitation hour" exists to provide extra time for instructors to assist students with their writing. Many instructors will use this time for group work or in-class writing.
6. How do I resolve scheduling conflicts?
In the event that you discover a conflict in your program, you may resolve it by dropping one class and adding another. In order to make the necessary change, you must fill out an Add and Drop form (which is available in the English Department or the Registrar's Office in the Administration Building), have it signed by your professor or an English Faculty member and bring it to the Registrar's Office by the date stipulated in the catalog. A fee of $10.00 is usually required to add and drop a course. However, if you drop a course without a replacement, no fee is required. In some cases the fee can be waived. Ask one of the English department secretaries if you are entitled to a waiver.
7. What if I decide to withdraw after the withdrawal date?
If for some reason you decide that you cannot successfully complete your English course or your professor suggests that you withdraw from the course, it is essential that you do so before the withdrawal deadline. If you fail to officially withdraw from the course before the last day of withdrawal (usually the eighth week of the semester), you will receive a grade of WU (unofficial withdrawal). This grade is assigned for excessive absences and is counted as an F. It may not be converted to a W without permission of the Faculty Committee on Course and Standing. If you feel that you have an academic problem that deserves consideration because of special circumstances, you may put your appeal in writing and file it with the Registrar's Office. It is helpful to provide documentation to the committee that will explain the special circumstances of your problem. Before you write an appeal to the Committee it usually helps to discuss the situation with your English teacher, faculty advisor, or counselor.
8. What happens if an emergency prevents me from completing a course?
A grade of Incomplete (INC) may be assigned if your work has been passing. If because of an emergency you are unable to complete all the work in a course, you should speak to your instructor to explain the nature of your situation and provide documentation if possible and request an Incomplete. A grade of Incomplete allows you until the end of the following semester to complete the unfinished assignments and/or exams. However, you should avoid waiting until the last minute to submit your completed work to your instructor for evaluation and grading since this may jeopardize the change of your grade from INC to a letter grade being entered before the deadline. If you fail to complete the unfinished course work by the end of the following semester, the grade of Incomplete will automatically be converted to an F.
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Classroom Procedures/Attendance/Etiquette
1. What is the proper format for a college essay? What should a final draft look like?
Generally, essays, whether handwritten or typed, should observe certain conventions: one-inch margins on all four sides, double-spacing, numbering of pages, a title page with your title in the middle of the page and your name, the class, the instructor's name, and the date in the lower right-hand corner. Your instructor may have other requirements, however, so always check to make sure. Always make a copy of your essay before you submit it to your instructor.
2. What do I do if I can't turn in a paper or assignment on the due date?
If for any reason, you cannot submit a paper on time, you should notify your instructor before the due date and make arrangements. If you can't hand the paper to your instructor in person, put the paper in your instructor's mailbox in H-428. (Always, make a copy of the essay for yourself!)
3. What should I do if there's an emergency or I'm ill and will be absent for an extended period?
If an emergency or health problem means you will have a long-term absence, notify your instructor ahead of time. You may need to try to withdraw from the class, but depending on your instructor and the circumstances, you might be able to make arrangements to make up the work you'll miss.
4. Why is it important that I be in class every time? What if I can't be?
Class participation is important in English courses. You should make every effort to come to class each time it meets. You should attend classes you've registered for, beginning on the first day of the semester. If you are absent more than four times in a class that meets twice a week, or more than twice in a class that meets once a week, you risk failing the course. At the very least, your instructor may significantly lower your final grade or ask that you drop the course.
5. What if I am late?
When you enter a classroom late, you not only miss the discussion or assignment, but also interrupt your instructor's lecture, or distract your classmates from their discussion or work. This is an imposition for the entire class. Make every effort to come to class on time. Your instructor may decide to lower your grade for repeated latenesses.
6. What is proper behavior in the classroom? Can I bring along a visitor?
In the classroom, you should respect the needs of others and make every effort not to distract your classmates or instructor. You should put Walkmans and radios away before class begins, and cell phones and pagers should be turned off. Check with your instructor before bringing a visitor. Eating and drinking are not permitted. Unless it's an emergency, wait until the break or until after class to leave the classroom. Some teachers don't mind if you use a recording device to record a lecture or class discussion, but always ask first.
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Grades
1. How are grades for English essays determined?
Essays are generally graded so that no one aspect of writing (grammar, punctuation, originality, style, organization) is weighed more than any other in the final determination of a letter grade. Rather, the paper is judged as a whole.
Letter grades represent the following:
- A=Excellent
- B=Good
- C=Satisfactory
- D=Below average
- F=Failure
2. What does a grade of W, WU, ABS, or INC mean?
In circumstances when you haven't completed the course work, your instructor may issue one of these grades:
- W=official withdrawal
- WU=unofficial withdrawal
- ABS=absent from final exam
- INC=incomplete
(See section I, questions 6 and 7)
3. What happens if I receive a "D" or an "F" grade in a course?
If you receive a "D" or an "F", you may re-enroll in the course for a higher grade. The original grade will remain on your record, but will not be counted in your overall grade point average.
4. What if I have a question about my final grade?
Decisions about disputed grades are made by the English Department faculty. If you dispute your final grade you should first consult your English instructor. If you are not satisfied and have further questions, you may request an appointment to speak to the Department Chairperson. She may then refer your case to the departmental Academic Review Committee, which will review your work and make a decision. You must put your appeal in writing.
5. What if I have a complaint about the course or instructor?
First, speak to your instructor about your concerns; you may be able to make arrangements to improve the situation. If for some reason you need to address someone other than your instructor, contact the chairperson of the English Department, Dr. Sheena Gillespie, and make an appointment to speak with her.
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Sources of Assistance
1. Where is the English Department? What kinds of assistance are available there?
The secretarial staff and faculty of the English department, located in H-428, will be happy to assist you by answering any questions you have regarding your English courses. You are welcome to walk in or telephone the office at (718) 631-6302, 6303, or 6304. If you wish to speak to the Chairperson, you may request an appointment to see her during her office hours. The department secretaries are available Monday through Friday during the hours of 9 A.M.-5 P.M. The evening secretary will assist evening students Monday through Thursday during the hours of 5:30 P.M.-8:30 P.M. The office hours of the English department instructional staff are posted outside the door of H-428.
2. How do I contact my English instructor?
You may request an appointment to speak to your instructor during his or her scheduled office hours (posted in the department office and in the hall outside) or at a mutually arranged time that is convenient for both of you. Scheduling an appointment insures that your teacher will allow ample time to address your questions and concerns. You also have the option of leaving a written message for your instructor in his or her office mailbox, which is located to the left of the main entrance to the English Department, in the slot above the instructor's name. When you are not on campus you can telephone the English office after 9 A.M. to leave a voice-mail message for your instructor, or you may send an email (see the English Department’s Web page). When you expect to be absent from class you may find it helpful to notify your instructor by telephone and discuss the assignments you will be responsible for during your absence. If possible, call your instructor during his or her office hours.
3. What if I have a medical emergency in class?
If you should have an accident or suddenly become ill during your English class, go to the English office for assistance. A member of the staff will telephone the nurse at the Health Services office and request medical assistance for you.
4. What if I'm having trouble concentrating or completing my work because of personal problems?
Make an appointment with Counseling Services, on the fourth floor of the Library building, Room L-428, where a professional counselor is available to help you resolve personal conflicts.
5. How do I get extra help with writing essays?
- Your instructor can give his or her personal attention to your individual needs during an office conference. Request an appointment to discuss the help you need. In order to use this time most efficiently, it is useful to bring any notes, preliminary outlines or drafts (works in progress) with you, so that you and your instructor can discuss and clarify the guidelines for the assignment.
- Instructional Support Services, located in the ISSC Building, provides free assistance when you write papers, reports or journals for your English classes. You can also get help in preparing for the ACT and CPE. Your instructor can refer you or you may make an appointment on your own. For best results, you should come prepared for each session since you will decide what you want to work on with your tutor. On your first visit you must bring your student identification card and a copy of your program in order to register for weekly 50-minute tutoring sessions. The Center also provides computers which you may use if you are registered for tutoring sessions, to compose, revise, edit, save, and print your work.
6. Where can I get help writing a research paper?
- If your instructor assigns a research paper, it is important to begin your work on it as soon as possible. You should begin by consulting your instructor about your choice of topic and get his or her approval before you begin your research. Also make sure you understand the requirements and time schedule for the project.
- The QCC College Library offers many resources of information for research. Your instructor may make an appointment for a class orientation or you may visit the library on your own. In order to enter the library and use its many resources you must present your validated student identification card.
- A librarian will be happy to explain electronic resources, including the CUNY+ system, which provides access to the library collections at the various CUNY units, and licensed resources, which provide full text articles that you can print out or email to yourself.
- You can check out a laptop computer on the main floor and use it to access the Library’s wireless network anywhere in the building. (Review the Library’s laptop use policy.)
- You can find circulating books on open shelves on the third floor and an extensive collection of reference books is available on the main floor.
- The Reserve Desk, located on the first floor, has copies of textbooks that you may check out for two hours at a time.
- You can obtain back issues and microfilms of selected magazine and newspapers at the Periodicals Desk, also on the main floor. You may ask the librarian at the Periodicals Desk for help using the microfilm reader/printers.
- The Reference Desk on the main floor should be your starting point for specific information and bibliographic assistance.
- If you wish to make copies of selections in non-circulating or reference books, the library provides photocopy machines which you can use. It is useful to bring change with you if you want to make copies on the reader/printers or photocopy machines.
- It is essential that you begin your research early because if you wait until the last minute, your library research can be very frustrating, since the materials you need may be checked out of the library and unavailable to you within the time remaining for the project.
Note: When you are preparing to write your research essay, you can receive assistance at the ISSC. Ask your tutor to help you with your writing and if necessary with your search for library sources. (See Avoiding Plagiarism below)
7. Where can I type my paper if I don't have a typewriter or computer at home?
The Academic Computing Center (Room L-117) is located on the first floor of the college library. You may use the computer facilities on Monday through Thursday from 9 A.M. to 9 P.M., on Friday from 9A.M. to 5 P.M., and on Saturday from 10 A.M. to 4 P.M. The center is equipped with both Apple computers and PCs.
In order to use the computers, you must present your college student identification card at the ACC. You may use a computer for two hours, but if you need more time, you may go back to the front desk and sign in again if a machine is available.
If you want to save your work, you will need to provide your own 3-1/2" high density floppy disk, which may be purchased at the campus bookstore.
You will usually find a computer available for your use during the scheduled hours, but on Wednesdays during club hours (1-3 PM), you may have to wait for one, since this is a time when most students choose to use the center's resources. It is also not a good idea to wait until almost the end of the semester to complete a project because you may find the center very busy, and there may not be a computer available for you to use. Therefore, it is to your advantage to start your writing assignments early and allow enough time to compose and revise your work on the computer. If you need assistance using the computers, the ACC staff will be happy to help you.
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Avoiding Plagiarism
The best writers are able to convey what they've learned from reading and experience in a voice that is distinctly their own, a voice with a particular rhythm and diction, formed from years of writing practice. Almost no idea is really "new," but a skillful writer can make an idea his own by expressing it in language colored by his own experience and personality. This is not only how lively and interesting writing is created, but also how many ideas are born. In an academic community especially, a writer must be able to express what he or she has learned from others in his or her own words, and from his or her own perspective. In fact, learning to do this is one of the crucial lessons of college, and you can never develop your writing voice if you try to pass off someone else's voice as your own.
To copy someone else's words or to use someone else's idea without admitting that you are doing so is to steal from another writer. This is called plagiarism, and it is the most serious academic offense. All students should become familiar with the College’s policy on academic integrity, which appears on page 33 of the catalog.
Of course, all writers borrow from the writers and thinkers who have come before them, but these words and ideas are loans, and they must be acknowledged. To do otherwise is to lie, to represent yourself as having a voice and/or idea other than your own. Most often, this dishonesty is glaringly obvious: the words suddenly do not sound like the words you've used in other writing; or the idea could not possibly come from anything you've personally experienced or studied. Any time you try to pass off something from another writer as your own, you are violating basic academic principles.
The consequences can be serious. Teachers have the right to automatically fail a plagiarized essay or give you a failing grade for the course, and you could also be suspended, or have a note of the incident in your permanent record. A few writers and scholars have faced lawsuits and seriously damaged their careers by plagiarizing work. If you plagiarize, not only are you unlikely to produce satisfactory, engaging writing — but you're also taking a big risk.
To avoid plagiarism: 1) always put quotation marks around someone else's words and make clear whose words they are; 2) when you paraphrase information or an idea from another source (unless it is accepted and common knowledge), make sure all the words and sentence structures are your own, and make it clear where you are borrowing the material from. It's a good idea to close the book and write the thought in your own words, so that you don't feel trapped by the writer's manner of expression. Then you can open the book to check for accuracy.
The following examples illustrate types of plagiarism, as well as writing that successfully "borrows" from other sources.
I. BLATANT PLAGIARISM
SOURCE—
Love is a great force in private life; it is indeed the greatest of all things: but love in public affairs does not work. It has been tried again and again: by the Christian civilisations of the Middle Ages, and also by the French Revolution, a secular movement which reasserted the Brotherhood of Man. And it has always failed.
(E.M. Forster, "Tolerance," as reprinted in Across Cultures, Second Edition, Ed. Sheena Gillespie and Robert Singleton, 533)
STUDENT PAPER—
Love is a powerful force in private life; it is the greatest of all things: but love in public affairs doesn't work. It has been attempted by the Christian civilizations of the Middle Ages, and by the French Revolution, a movement which asserted the Brotherhood of Man. And every time it failed.
In this example, the student changed some of E.M. Forster's words: "great" to "powerful," "does not" to "doesn't," "tried" to "attempted," "always" to "every time." The student also omitted certain words. Nonetheless, the student is only disguising E.M. Forster's sentences and trying to deceive others into thinking they are his own.
If the student had acknowledged E.M. Forster with quotation marks and a parenthetical note, the passage would not be considered plagiarized. Here is one way of incorporating Forster's words without damaging the integrity of the writing:
Altruism doesn't necessarily bring about the most effective public policy. The novelist E.M. Forster argues, "Love is a great force in private life; it is indeed the greatest of all things: but love in public affairs does not work. It has been tried again and again: by the Christian civilisations of the Middle Ages, and also by the French Revolution, a secular movement which reasserted the Brotherhood of Man. And it has always failed" (534).
II. INADVERTENT PLAGIARISM
Many students inadvertently plagiarize, because they do not understand how to properly document their sources. Documentation can occur in three ways: directly in the text, with parenthetical notes, or in the list of Works Cited.
You do not need to document your own experiences, opinions, or interpretations, nor do you need to document common or accepted knowledge (for example, the fact that T.S. Eliot was a poet, or the names of all of the campuses in the CUNY system). Sometimes, it's difficult to tell the difference between new information and common knowledge, but if you're in doubt, acknowledge your source. It's better to over-document than to omit a necessary acknowledgment.
Begin preparing for documentation when you take notes at the library. In addition to taking note of the source, make sure you separate the author's exact words from your own summary or comment.
Ideas, details, and examples are all part of the author's work, and if you don't document them, you are stealing from the author. You must also document the theories, insights, little known facts, and opinions you borrow from a source, or else you will be plagiarizing them. Sentence structure, or the way an author builds a sentence with particular kinds of phrases and shapes, also belongs to the author, and you should create your own shape for the sentences you write. Here's an example of accidental plagiarism.
SOURCE—
My purpose is not so much to put down white-collar people as to stress the importance of blue-collar people to this country. Lawyers, politicians and bureaucrats are necessary parts of the process, but this great skilled work force is so taken for granted it is rarely seen as the luxury it truly is. Our plumbing works, our phones work and repairs are made as quickly as humanly possible. I don't think this is true in all parts of the world. But this blue-collar resource is becoming endangered. Being a tradesman is viewed with such disdain these days that most young people I know treat the trades like a temporary summer job. I've seen young guys take minimum wage jobs just so they can wear suits.
(Steve Olson, "Year of the Blue-Collar Guy," Across Cultures, Second Edition, Ed. Sheena Gillespie and Robert Singleton, 293)
STUDENT PAPER—
It's not that white-collar people are bad, and blue-collar people are good. We need both types of workers in our society, and the problem is, blue-collar workers are taken for granted. They shouldn't be, because the truth is, they're a vanishing breed. For now, our plumbing works, our phones work, and we don't have to wait too long for things to be repaired. But so few people have respect for blue-collar trades these days, this may soon no longer be the case. Some young men take minimum wage jobs just so they can wear suits.
The student hasn't acknowledged that she has paraphrased Olson's analysis in her own essay, and she may have inadvertently repeated his exact words. She could have avoided plagiarism, if she had either quoted Olson directly or paraphrased him in her own words, and in either case, had said that she was borrowing Olson's ideas.
Here's another example of accidental plagiarism:
SOURCE—
Hamlet's tragedy is the forced triumph of filial duty over sensitivity to his own heart. To fulfill various fathers' commands, he has to deny his self-awareness, just as Gertrude and Ophelia have done. That denial is equivalent to suicide as the language of the last act shows.
(David Leverenz, "The Women in Hamlet: An Interpersonal View," as excerpted in Literature Across Cultures, 1029)
STUDENT PAPER—
Comparing Hamlet to Ophelia and Gertrude, David Leverenz argues that Hamlet has to deny his self-awareness, in order to obey the various fathers' commands. He goes so far as to say that this denial is equivalent to suicide.
Though the student acknowledges Leverenz as his source and makes it clear the ideas are his, he doesn't make it clear when he's using Leverenz's exact words. To omit the plagiarism, he could either paraphrase the exact words he's copied, or put those words in quotation marks, so the passage reads like this:
Comparing Hamlet to Ophelia and Gertrude, David Leverenz argues that Hamlet has to "deny his self-awareness," in order to obey the numerous fathers in the play--Claudius, Polonius, and the ghost. He goes so far as to say that this "denial is equivalent to suicide"(1029).
The most important thing to remember when using other sources in your writing is this: Don't allow your own voice to be overwhelmed with quotation. An essay of long quotations patched together will not effectively present any idea. Work on maintaining your own voice, with its unique response to the ideas you are presenting.
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Departmental Extracurricular Opportunities
Communiqué
Communiqué, the campus newspaper, is published monthly during the fall and spring semesters by the students in EN-214: Introduction to Journalism. The class offers members a hands-on workshop approach as students learn how to report for, edit, and publish a newspaper by doing just that. We print 4,000 to 6,000 copies per edition, reaching a substantial audience of students, faculty and staff at QCC, and we have an electronic version of the newspaper made available through the QCC web site.
Communiqué's staff investigates and reports on noteworthy campus events; student government; administration and faculty; arts and sports on campus as well as in the metropolitan area; local and state issues that impact on QCC. The newspaper provides a wide range of writing experiences—from news stories to feature and opinion pieces; staff members also contribute photography and art work as well as conduct the newspaper's business operations. In addition, students are invited to attend media conferences and other related news events that occur off campus.
Students who wish to pursue journalism beyond EN-214 are encouraged to continue working for Communiqué and to consider enrolling in the Journalism Internship program, through which they earn credits working for local newspapers, such as the Queens Tribune and the Bayside Times.
Writers' Club and Mementoes, Student Literary Magazine
The Writers' Club is devoted to the fostering of writing and film on campus. One of the regular activities of the Club has consisted of periodic meetings providing a forum where students can discuss their writings with one another in an informal, relaxed and mutually supportive atmosphere. Other activities have included: invitation of noted writers and critics who have spoken on relevant aspects of the writing craft, the showing of films that students believe have artistic merit and cultural significance, and writing competitions open to all college students. The Club provides support for the literary magazine Mementoes (one of the three official publications of the school), which showcases the writings of students in all genres (fiction, poetry, essay), and provides opportunities for students interested in other aspects of magazine publication (production, layout, graphics). It is hoped that students will find in these a genuine resource for self-development and curricular involvement. For further information, contact Dr. Eli Merchant, H-420, Extension 6302, or Dr. Christine Atkins, H-425, Extension 5484.
Awards
Each year, the English Department honors several outstanding students.
- The Arnold Smithline/Simon Trefman/Harold Stolerman Fund, instituted in memory of three former faculty members, provides four awards for outstanding achievement in English courses (first and second honors in each category, Literature and Writing).
- The Reginald and Eileen Keizs Award, provided by Marcia Keizs, who was a member of the English Department for several years, honors two education majors (L.E. students) who have done exceptional work in English courses (one award in each category, Literature and Writing).
- The Dr. Arnold Asrelsky Award for Achievement in Writing and Literature by an Evening Student
- The Robert D. Crozier Memorial Fund for Outstanding Achievement in Literature and Writing
To be eligible for these awards, a student must have completed at least three courses in English, although most winners have completed four or more courses. The Juan Otero Memorial award, instituted by Prof. Allen Lanner in memory of one of his former students, is given to the author of the best essay written in EN-101. Each award includes a Certificate of Merit, as well as a small monetary prize. The awards are presented at an Awards Luncheon hosted by the department in the spring. In addition, during graduation week, winners take part in an Awards Convocation honoring all the College's award recipients.
Humanities Club
The goal of the Humanities Club is to offer Queensborough students access to the diverse cultural experiences available to them because of our proximity to Manhattan. Through low cost tickets obtained at student group rates, students can enjoy theater, museums, cinema, and ballet with each other, their families, friends and faculty. Events are chosen by the members of the club and reflect their own interests. The club meets in H-208 during club hours on specific dates only. If you are interested, please contact Prof. Jean Darcy at 631-6302 (H-424).
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List of English Department Courses
- English 101: English Composition I
- English 102: English Composition II: Introduction to Literature
- English 103: Writing for New Media
Advanced Writing Courses
- English 201: Creative Writing: Fiction
- English 202: Creative Writing: Poetry
- English 213: Advanced Prose Writing
- English 214: Introduction to Journalism; Editing Principles and Practices
- English 215: Journalism II: Feature and Magazine Article Writing
- English 216: Popular Culture
- English 217: Reading and Writing Autobiography
- English 218: Interpersonal and Group Communications
- English 219: and Writing About New York
- English 220: Film and Literature
- English 221: Documentary Film: The New Journalism
- English 222: New Media Journalism
- Types of Literature
- English 301: Readings in Prose Fiction
- English 302: Readings in Drama
- English 303: Readings in Poetry
Literature in History
- English 401: English Literature I: Anglo-Saxon Period through the Eighteenth Century
- English 402: English Literature II: Nineteenth Century to Present
- English 411: American Literature I: Colonial Period to American Renaissance
- English 412: American Literature II: Civil War to Present
- English 444: World Literature I: Ancient through Renaissance
- English 445: World Literature II: Masterpieces from the Eighteenth to the Twentieth Centuries
- English 446: Contemporary Literature in English
Elective Offerings
Genres
- English 601: The Novel
- English 602: Modern Drama
- English 611: Shakespeare in Elizabethan Drama
- English 621: The Bible as Literature
- English 641: Folklore and Literature
- English 651: Children's Literature
Special Topics in Literature
- English 815, 816: Special Topics in Literature
- Women in Literature
- Afro-American Literature
- Asian-American Literature
- Love and Sexuality
- The Experience of War
- Growing Up: The Search for Identity
- Literature of Madness and the Irrational
- Views of Aging in Literature
- The Individual and the Community
- The Literature of Revolt
- The City in Literature
- The Immigrant Experience
- The American Dream
English 901, 902: Cooperative Education in Journalism
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English Department Secretaries (H-428)
- Ms. Kathy Howard
- Ms. Patty Gorton
- Ms. Gladys DeBuccio
Full-time Faculty
- Christine Atkins, H-425
- Robert Becker, H-419
- Beth Counihan, H-424
- Jean Darcy, H-424
- Terezinha Fonseca, H-421
- Sheena Gillespie, H-428
- Peter Gray, H-423
- Susan Jacobowitz, H-425
- Kathyrn Kleypas, H-421
- Eli Merchant, H-420
- Jan Ramjerdi, H-423
- Linda Reesman, H-419
- David Shimkin, H-417
- Linda Stanley, H-416
- Karen Wunsch, H-417
Long-term Adjunct Faculty
- Ann Agranoff, H-423
- Roslyn Andela, H-417
- Mary Bernardez, H-421
- Thea Callender H-424
- Cynthia Chase, H-424
- Elise Denbo, H-426
- Beverly Fenig, H-421
- Joan Ferro, H-425
- Les Homelsky, H-424
- Edmund Janko, H-417
- James Kenney, H-418
- Gene Mann, H-426
- Carol McHugh, H-421
- Joan Moretti, H-423
- Lydia Nagel, H-418
- Richard Petrone, H-424
- Marc Prinz, H-421
- Marceline Rogers, H-425
- Paul Salerni, H-420
- Benyonne Schwortz, H-421
- Mahwash Shoaib, H-426
- Sidney Stiebel, H-426
- William Tilley, H-426
- Gene Mann, H-426
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