english 102 assignments

ENGL 102 - Composition II - Dr. Shehi Herr: Common ENGL 102 Assignments

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General Information on Common Assignments for ENGL U102 - Composition II

While every professor is free to modify assignments to fit their particular section of  ENGL  102, there are some common assignments that may be assigned in your section.  This top-level page provides resources that may be helpful for a common final assignment.  On sub-pages, you will find additional information and resources for other assignments commonly used in ENGL 102. 

PLEASE REFER TO YOUR SPECIFIC COURSE SYLLABUS AND YOUR PROFESSOR FOR DETAILS REGARDING YOUR PARTICULAR ASSIGNMENT.  

**POSSIBLE Final Assignment** - Research-based Argument of Proposal

Below is an overview of the suggested final assignment; PLEASE REFER TO YOUR COURSE SYLLABUS AND YOUR PROFESSOR FOR THE SPECIFICS OF YOUR ASSIGNMENT.   

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For the final research paper, you need to identify a contemporary, real, local problem and its causes, and then propose feasible solutions that address those causes.  Here is an abbreviated description of the assignment:  

• You will need to provide a clear and descriptive summary of the problem, including evidence for its existence. 
• Then, you will need to identify for whom, specifically, this is a problem. 
• Then, you will need to sort among the various causes of the problem, tracing the relationship among those causes.

You can find local resources to use for research listed in other boxes on this page.    

Who are the local experts?

When researching topics more focused on your local community, sometimes it can be harder to know where to begin. Clearly agencies and organizations are getting information from somewhere, but who has it and how can you go about accessing it?

Some of the richest sources of local community information can be found in county and city government websites. Often, they will have links to many different departments throughout the city or county, and can provide you with insight into current issues the city or county is dealing with.

Additionally, local non-profit agencies are frequently on the front lines addressing local issues.  However, obtaining data from non-profit organizations may not be as straightforward as looking on their websites; in many cases, you may need to call the agency directly to gather information.    

Local Newspapers

Several upstate-area newspapers are accessible to a greater or lesser degree online, either through their current website, or via online archives.  See the links below for access.  

• GoUpstate.com Not a library database but a free website providing fulltext of articles from the current issue of the local Spartanburg Herald Journal, along with some indexing to and fulltext of older articles.
• Greenville News This link opens in a new window Full text to The Greenville (SC) News from 1999 to present.
• Spartanburg Herald Journal Sep 26, 2007 - Sep 26, 2016

Web Resources that support local research

• ACLU of South Carolina The ACLU protects your freedom through a nationwide network of staffed offices in every state, Washington, D.C., and Puerto Rico.
• American Red Cross of the Palmetto SC Region The Palmetto SC Region of the American Red Cross provides vital services to the residents of South Carolina including disaster relief, health and safety classes, blood collection for hospitals and services to the armed forces.
• Boys and Girls Club of America Boys & Girls Clubs are a safe place to learn and grow – all while having fun. It is the place where great futures are started each and every day.
• City-Data By collecting and analyzing data from numerous sources, we're able to create detailed, informative profiles of all cities in the United States. From crime rates to weather patterns, you can find the data you're looking for on City-Data.com.
• NAACP of South Carolina The South Carolina State Conference is the leading civil rights organization in the state of South Carolina. The organization was chartered in 1939 and now operates through a network of branches, youth councils and college chapters located across the forty-six counties of the state. The NAACP is driven by volunteers committed to the mission of the oldest civil rights organization in America.
• SC.gov - Agency List (A-Z) The official listing of all state Agencies for the state of South Carolina.
• SC Lieutenant Governor's Office on Aging The Lieutenant Governor's Office on Aging is South Carolina's "State Unit on Aging" and administers federal funds received through the Older Americans Act. The Lieutenant Governor's Office on Aging works with a network of regional and local organizations to develop and manage programs and services to improve the quality of life of South Carolina's older citizens, and to help them remain independent in their homes and communities.
• South Carolina Association of Counties The South Carolina Association of Counties (SCAC) is the only organization dedicated to the statewide representation of county government in South Carolina. Access to Chambers of Commerce can be found on this website.
• Spartanburg County Public Library Upstate students can get a public library card by bringing their Upstate ID to the library.
• United Housing Connections UHC is an organization that works together with other agencies in our area to provide affordable housing. We are dedicated to ending homelessness through programming, advocacy, and building safe, decent, and affordable housing for homeless or at-risk families and individuals. Our goal is to help fill the gaps in services for homeless and at-risk persons. UHC coordinates the Continuum of Care throughout a 13 county area in Upstate South Carolina.
• Urban League of the Upstate The National Urban League is a historic civil rights organization dedicated to economic empowerment in order to elevate the standard of living in historically underserved urban communities. The Urban League is the oldest and largest community-based organization of its kind in the nation. more... less... In 1970, a small group of citizens from Greenville met in the basement of Springfield Baptist Church with one goal in mind. To create a community-based organization committed to the principle of equal opportunity for all citizens in housing, education, employment and economic development without regard to race or socioeconomic status. From these meetings, the Greenville Urban League was established in 1972 with Theo Mitchell as its first President. In 1997, understanding the needs of the Upstate Region, the name was changed to reflect the population served to Urban League of the Upstate.

Other Databases that support local research

• Census.gov This link opens in a new window Population statistics from the U.S. Census Bureau.
• Newspaper Source Plus This link opens in a new window Newspaper articles and television and radio news transcripts.
• Statistical Abstract of the U.S. This link opens in a new window Comprehensive collection of statistics on the social, political, and economic conditions of the United States, dating back to 1878.
• U.S. Southeast Newsstream This link opens in a new window Also includes limited runs of Spartanburg Herald-Journal (2007-2016), Atlanta Journal-Constitution, and Asheville Citizen-Times. For title list, please click "more." more... less... Title list: https://search.proquest.com/southeastnews/publicationbrowse?accountid=28698
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Teaching Writing at LaGuardia

Resources for Faculty

ENG 102–Composition II: Writing Through Literature

Course Description

3 credits; 3 hours

Fulfills “Pathways: Required Core”

This course extends and intensifies the work of Composition I, requiring students to write critically and analytically about culturally-diverse works of literature. Students are introduced to poetry, drama, and fiction, employing close-reading techniques and other methodologies of literary criticism. Students will utilize research methods and documentation procedure in writing assignments in varying academic formats, including a research essay that engages literary critics or commentators. Admission to the course requires completion of Composition I.

Prerequisite : ENA/ENC/ENG/ENX101 and CSE099

Pathways Student Learning Objectives:

• Read and listen critically and analytically, including identifying an argument’s major assumptions and assertions and evaluating its supporting evidence.
• Write clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using standard English and appropriate technology to critique and improve one’s own and others’ texts.
• Demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources.
• Support a thesis with well-reasoned arguments, and communicate persuasively across a variety of contexts, purposes, audiences, and media.
• Formulate original ideas and relate them to the ideas of others by employing the conventions of ethical attribution and citation.​

Course Learning Objectives:

• Reinforce the practice of writing as a process that involves pre-writing, drafting, revising, editing, proofreading, critiquing, and reflection.
• Reinforce students’ skill​ s  at writing clearly and coherently in varied academic formats (such as response papers, blogposts, formal essays, and research papers) with an emphasis on writing as a critical thinking process. Essays will vary in length between ​ 600  and ​ 2000  ​words, using standard written English (SWE).
• Familiarize students with poetry, drama, and fiction, and introduce students to techniques of literary criticism including the close reading of literary texts.
• Introduce students to methodologies of literary analysis, such as biographical context, historical context, and critical theory.
• Reinforce critical reading and analytical skills by guiding students to identify an argument’s major assumptions and assertions and evaluate its supporting evidence and conclusions.
• Reinforce students’ skills in creating well-reasoned arguments and communicating persuasively over a variety of contexts, purposes, audiences, and mediums.
• Reinforce students’ research skills including the use of appropriate technology and the ability to evaluate and synthesize primary and secondary sources, while employing the conventions of ethical attribution and citation and avoiding plagiarism.
• Reinforce writing strategies to prepare students for in-class writing.

Program Learning Objectives

PLO 1: Evaluate and synthesize sources using summary and/or paraphrase and/or quotation.

PLO 2: Engage critically and analytically with a text’s major assumptions and assertions.

Course Resources 

Faculty-facing introduction to sheet–about teaching this course.

Click below to download the faculty introduction sheet.

Student-Facing Introduction To Sheet–About Taking This Course

Click below to download the student introduction sheet.

Optional Syllabus Template

Rachel Boccio and Tara Coleman created this accessible ENG 102 Syllabus and Course Schedule. You can personalize the template to include your specific section information. Some slight modi

Sample Syllabi

Leah richards.

Engaging tone, very clear presentation

Leah Richards–ENG 102 Syllabus

Bethany Holmstrom

A non-traditional organization that really works! Very useful coupled with a traditional syllabus.

• Bethany Holmstrom–ENG 102 Syllabus

Excellent example of a clear and concise syllabus

Paul Fess–ENG 102 Syllabus

Sample Syllabus Sections

This link will take you to sample syllabus sections you might use for inspiration in writing your own syllabus:

Sample Sections include:

• Attendance/Engagement Policies
• Class Environs policies
• Explanations of synchronous and asynchronous meetings
• Statements of Support
• Grade Breakdowns
• Journal Entries/Weekly Responses
• Revision Policies
• Assignments Sequences
• Miscellaneous 

Sample Assignments

Julianna ryan: introductory video.

Introductory Course Video and Blackboard Walk Through

Leah Richards: Research for Closer Reading

An analytical writing assignment on Ernest Hemingway’s “The Revolutionist” designed for an ENG 102 Hybrid course. Easily adaptable to a fully asynchronous 102 course.

• Leah Richards–Researching Context to Enhance Close Reading

Lauren Navarro: What is Point Of View?

This 7-minute instructional video on POV serves as a model for designing student-facing videos for asynchronous ENG classes.

https://drive.google.com/file/d/16bqDBceZdgiyKWatNlKAYXLEqH8HVkt-/view?usp=sharing

Lauren Navarro: Point Of View Exercise

This exercise on point of view in Charlotte Perkins Gilman’s “The Yellow Wallpaper” is easily adapted to online synchronous or asynchronous classes.

• Lauren Navarro: Point of View

Latest ENG 102 Posts

• Voice of Reason Creative Writing Assignment based on “The Lottery” for ENG 102 by Ellie McGurty
• In-Class Research and Writing Assignment on Susan Glaspell’s Trifles for ENG 102 by David Sibbitt
• “I’m From” Poetry Activity, Lecture, and Lesson Plan by Caron Knauer
• OER Freewriting Activity in conjunction with James Baldwin’s short story, “Sonny’s Blues,” developed by Alice Rosenblitt-Lacey for either ENG 102 or ENG 103
• Keeping a Reading Log for a Play and Reading an Abstract in ENG 102 by Caron Knauer
• Transitioning from ENA 101 to ENG 102: A Low Stakes Writing Assignment by Anita Baksh
• Spring 2022 Syllabus Updates

Need help with the Commons?

Email us at [email protected] so we can respond to your questions and requests. Please email from your CUNY email address if possible. Or visit our help site for more information:

• Terms of Service
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• Creative Commons (CC) license unless otherwise noted

Environmental Rhetoric

Christine Jones

Welcome to English 102 Open

This textbook is an English 102 text that includes a focus on contextualized topics while using rhetoric and approaches to research.

There are hundreds of wonderful, free writing resources available online, yet most college writing classes still use expensive textbooks. Students have been frustrated by textbook prices for longer than most instructors have noticed. Your instructor, like many others at the campus, has been actively working to lower that barrier to instruction and learning.

This course uses OER Materials.

OER stands for Open Educational Resources. OER materials are free or low-cost. This book focuses on freely available works under a Creative Commons license. All works here are adaptable; all works here are printable and downloadable for free.  This book CAN be printed if you feel the need for a physical textbook.  Speak to your instructor about how to make that possible or reach out to any  “print on demand” company.

Materials have been organized into “Chapters” which connect to the Modules of the course. They are NOT in the same order that the modules are. However, there are no extra chapters.  You should completely read the textbook by the end of the semester.  The materials include text, videos, and interactive activities that were developed under Creative Commons licensing.

You are expected to read the texts, watch the videos, and participate in interactive activities.  You should complete the reading before coming to class, as I will be teaching with the expectation that you have completed the reading. It is best if you complete your Cornell Notes before the classes so you will be familiar with the information and be able to use them in class.  Many of the in-class assignments are directly related to the information you will find in the book.  Some of the in-book activities will be requested in class!

You may work ahead at any time.

H5P Activities

The videos and activities that are in the book are graded automatically.  If you are reading the textbook for information, you can do that in any format you like, even printed.  If you want the credit for completing the activities, you need to access the textbook using the  “reading” page in Canvas.  This is only required for completing the graded activities.  Here is an example of a graded activity that should show up in Canvas.

Be sure to click “Submit” if there is a submit button.  If there is a print button available, be sure to save a copy to your Google Drive.  I recommend having a folder for the textbook activities in case of technical issues.  Mac, Ipad, and Phone access of the textbook does not always record the grades. Keep that in mind as you plan your study time.

Why, What, When, Where, How, Who?

 by Sybil Priebe

Why Do I Have to Take This Class? Why Do I Have to Improve My Writing?

Students ask me why they have to take my class. They ask me this a lot. A LOT.

Now, I could be a typical teacher and roll my eyes, but I usually try to connect these questions with the REAL WORLD. College instructors are supposed to prepare students for that big scary REAL WORLD, right? So, often, I’ll explain it like this:

“Do the people around you communicate well? Everyone always knows what the other one is saying, thinking, feeling at any given moment? Or, perhaps this is a better question: The people around you never fight or argue?”

Rarely can anyone say they haven’t seen people fight. Here’s a key to why English is important at all levels – communication is super tricky. We create slang on a daily basis, we text people with acronyms, and we still have people not understanding other people even when we don’t use slang or a text message! And don’t forget that if we can’t speak well, we probably aren’t writing well – what does that mean in our future jobs? For our future customers? What does that mean for us as people in relationships, friendships, etc.?

WHAT is Writing All About?

What is composition what is rhetoric what is literature what is linguistics.

These are terms you might only get quizzed on during Jeopardy, but if we start from the smallest level and work our way to the largest, it goes like this: Linguistics is the study of words, Composition is the study of arranging those words into sentences and paragraphs and essays, and then Literature is the study of fully composed pieces of work that may or may not be true (Nonfiction vs. Fiction). That weird word Rhetoric? Yeah, that’s the study of Argument.

At the heart of rhetoric is argument. At the heart of argument is persuasion. Truly understanding rhetoric presents the understanding that it is dependent on the individual judging the argument and finding themselves persuaded.  It is a process of internal deliberation that utilizes the rational, emotional, and deliberative faculties.   Understanding rhetoric also helps refine the mental pathways to recognize and renounce manipulation. It teaches us ethical ways of communicating and a process to improve judgment.  Rhetoric is directly tied to critical thinking, a necessary skill in ALL majors.

WHEN Should We Write? WHERE Should We Write?

All the time and everywhere.

HOW Can You Get Started with Writing?

With this amazing book!

WHO Am I Writing This For?

Okay, so typically, you might only be composing an assignment for your teacher’s eyes only, but if you participate in Peer Review, or will be showing the final product to the public, your audience is more than one person.

Some Comparisons

The keys to success.

Planning Strategies

Time management.

• Setting aside enough time
• Breaking Assignments into manageable chunks

Setting a purpose for reading

• How did my instructor frame the assignment?
• How deeply do I need to understand the reading?
• How does this assignment relate to other course readings or to concepts discussed in class?
• How might I use this text again in the future?

Comprehension Strategies

Reading for information.

• Magazines, newspapers, the latest book in our favorite series, a book about our favorite subject
• Reading is not challenging and can be done passively

Reading for Understanding

• College textbooks and assignments
• Reading is more challenging and requires more effort/deliberate action

Active Reading

• Reading for understanding cannot be done passively
• How much understanding you gain from a text depends on how much activity you put into it
• Active readers engage with a text: ask questions and demand answers
• Active readers can organize the reading and record answers to any questions
• Connect what you read to what you already know. Look for ways the reading supports, extends, or challenges concepts you have learned elsewhere.
• Relate the reading to your own life. What statements, people, or situations relate to your personal experiences?
• Visualize. For both fiction and nonfiction texts, try to picture what is described.
• Pay attention to graphics as well as text. Photographs, diagrams, flow charts, tables, and other graphics can help make abstract ideas more concrete and understandable.
• Understand the text in context. Understanding context means thinking about who wrote the text, when and where it was written, the author’s purpose for writing it, and what assumptions or agendas influenced the author’s ideas
• Plan to talk or write about what you read. Jot down a few questions or comments in your notebook so you can bring them up in class.

Annotate a Text

Develop a system and stick to it!

• I generally underline the Thesis and Topic Sentences
• I use vertical lines in the right margin of a paragraph for important supporting details–note the word, important; I do not highlight small details because annotations should be used for the main ideas and should point you toward what you need to read further.
• I circle unfamiliar words and write their definition above the word or next to it.
• I write notes in the margin if I want to connect the information to something else I have read or an essay I am writing.
• I use an asterisk or exclamation point for startling facts/ statistics or surprising information.

Continuously Monitor Your Comprehension

Summarize the main points

• Topic Sentences

Ask questions and then answer them

Prepare questions for class discussion

Use the SQ3R Strategy

• Survey the text in advance.
• Form questions before you start reading.
• Read the text.
• Recite and/or record important points during and after reading.
• Review and reflect on the text after you read it.

Key Takeaways

• College-level reading and writing assignments differ from high school assignments not only in quantity but also in quality.
• Managing college reading assignments successfully requires you to plan and manage your time, set a purpose for reading, practice effective comprehension strategies, and use active reading strategies to deepen your understanding of the text.
• College writing assignments place greater emphasis on learning to think critically about a particular discipline and less emphasis on personal and creative writing

This textbook was compiled by Mrs. Christine Jones for her English 102 course using multiple OER and Creative Commons licensed materials. A complete guide to the texts used can be found in the Appendix, with links to the Pressbooks and source materials pages. Specific citations and attributions can be found at the bottom of each chapter.

**The memes used in this book are NOT creative commons and are used in a “Fair Use” educational capacity only, intended for this edition of the online textbook.  If you are making a copy of this text, please remove the memes before use.

Media Attributions

• My desk, while writing a paper © Guðmundur D. Haraldsson

Introduction Copyright © 2021 by Christine Jones is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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English 102: College Writing and Research

Uwm libraries support english 102, library instruction rooms, visual representation of the rhetorical situation, rhetorical situation help.

• Start Your Research
• Information Cycle
• Stakeholders
• Multimodal Remix Resources
• Where to Search
• Accessing Library Materials
• Citation Resources
• In-Class Activities

College of General Studies English 102

• UWM at Waukesha English 102
• UWM at Washington County English 102

Research Help

This guide is designed to support you as you:

apply course concepts like rhetorical situation, information cycle, and stakeholders 

craft a search strategy by organizing what you know 

find sources to use in your projects, tips for the genre you're composing, and details about opportunities to publish your work

Room A and B: These classrooms are located on the first floor in the North end of the Daniel M. Soref Learning Commons.

After entering the library, follow the long desk, take a slight left past the bathrooms, and Classroom B will be to your left and Classroom A will be in front of you. 

From the Justin Jory chapter "The Rhetorical Situation" from the book "Rhetoric: How We Examine Writing in the World"

• "The Rhetorical Situation" by Justin Jory Book chapter on rhetorical situation; provides basic definitions of key components

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• Last Updated: Mar 11, 2024 4:12 PM
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English 102

Discussion Questions

About Wikipedia, SparkNotes, and Databases

DO NOT cite Wikipedia in academic essays. Since it is not edited by reputable experts, it often has errors and isn't reliable. It's okay to use it as a starting point for your own research, but go on and find other sources to verify the information, and cite those in your essay.

Also avoid SparkNotes, ENotes and similar sites. Teachers hate them since they provide only the most superficial analyses. Avoid citing them in academic papers; instead, go find analyses from more reputable academic sources: university and scholarly websites, peer-reviewed journals in library databases, and books. Don't be scared by that word "databases." The databases are just collected electronic versions of articles published in print magazines, journals, and newspapers. They also sometimes contain e-books. You can search them and find tons of good material. There's more about how to use the databases below, on this page, and also on the Writing About Literature page.

How to submit your work

Use correct MLA format for the appearance of your essay and your documentation.

Eliminate spelling, grammar, and other mechanical errors from your writing.

Send your e-mail to me at [email protected] .

NOTE : always keep copies of all of your assignments. If there is a problem with e-mail, you will need that copy to re-send for credit.

Writing Assignment 1--The Short Story

Choose ONLY ONE of the following 4 topics and write a complete, considered answer. Your thesis statement must be clear, precise and explicit. Support your thesis with specific details, examples, and direct quotes from the stories. An essay which does not include direct quotes from the story cannot receive a grade higher than a C. Required length: 2-5 pages (500-1250 words). Be sure to include a Works Cited list. Use correct MLA format and citation techniques in your essay and your Works Cited list. Maximum points possible: 100.

Just to clarify, you should choose only ONE of the four topics below, and then choose only ONE story to write about relating to the topic. So you will be writing only about one story for this assignment.

This assignment is due Monday, June 21 .

• "The Tell-tale Heart"
• "A Rose For Emily"
• "This is What it Means to Say Phoenix, Arizona"
• "The Things They Carried"
• "Persepolis"
• "Two Questions"

4. Some critics argue that graphic fiction cannot be considered "literary" literature; that its purpose is only entertainment. Others disagree. Reread the first part of Lecture 1, on the differences between literature with a little "l", and Literature with a capital "L". Then choose one of the graphic stories we read ( Maus , Persepolis , or Two Questions ) and explain why it should be considered literature with a little "l", or Literature with a capital "L".

For help writing this assignment, go to Writing About Literature , or contact me.

Writing Assignment 2--The Station Eleven Museum Project

Read the directions carefully. There are several steps; be sure you don't miss anything.

This assignment is worth up to 220 points per student. It is the major assignment of the semester. You cannot pass the class if you do not complete this project. Start early; work smartly and steadily.

Welcome to Concourse C

In Station Eleven , Clark began The Museum of Civilization because he wanted to preserve the memory of what came Before. His goal with The Museum of Civilization was to preserve civilization, and he put the artifacts in context--that is, he explained their role in life Before.

A museum is an institution that cares for (conserves) a collection of artifacts and other objects of artistic, cultural, historical, or scientific importance and makes them available for public viewing through exhibits that may be permanent or temporary.

Museums are different from collections. A museum displays its items to the public. A collection may be kept private.

An artifact is an object made by a human being, typically an item of cultural or historical interest.

A curator is a keeper or custodian of a museum or other collection. A curator is more than someone who dusts off the objects and artifacts, however. A curator's job is to assemble, catalogue, and decide how to display the items to the public. The curator researches the field to see what is important and what is available, chooses what to buy, arranges for funding, applies for loans and grants, negotiates sales, arranges for any necessary restoration of the artifacts or objects, chooses how to exhibit the items, arranges for security, hires employees, promotes the exhibit, and anything else that needs to be done. In other words, a curator is the person who is ultimately responsible for the success of the museum.

Once you start looking for them, museums are everywhere. Some are the ones we usually think of: the L.A. County Museum of Art; the Metropolitan Museum of Art in New York City; the Art Institute in Chicago; the Louvre in Paris; and more.

Others are smaller or less traditional, and some are downright strange:

• the Potato Museum in Blackfoot, Idaho.
• the International UFO Museum and Research Center in Roswell, New Mexico.
• the Condom Museum in Nonthaburi, Thailand.
• the Bunny Museum in Pasadena, California.
• the Salabh International Toilet Mueum in New Delhi, India.
• the Museum of Clean in Pocatello, Idaho.
• the National Mustard Museum in Mount Horeb, Wisconsin.
• the Burlingame Museum of Pez Memorabilia just outside of San Francisco.
• Leila's Hair Museum in Independence, Missouri.
• The Thing Museum in Dragoon, Arizona.

And there are hundreds more. People of all types create and maintain museums which express and exhibit their interests. I have been to many, but my one of my favorites is The Museum of Jurassic Technology on Venice Blvd. in Culver City, CA (I will mention it again, and possibly again).

The Museum Project: To Begin

You don't actually have to lease a property, collect items and display them; this will be a virtual museum. But you need to plan the museum as if it were a real brick-and-mortar museum, a museum which will preserve and display some set of artifacts that represent some aspect of civilization.

Choose the topic for your museum. Do you love old cars? Musical instruments? Rocks and minerals? Gems? Dolls? Stuffed animals? Tractors? Noodles? Nail polish? It can be anything.

To make this project interesting, you should choose something you have a genuine interest in, an interest you want to share.

Aside from that, you may find that the term "museum" has a lot of latitude. Is a collection of wax replicas of famous human beings a "museum"? Is the Rock 'n' Roll Hall of Fame in Cleveland a museum? Is a library a museum? Is Graceland a museum? These may be questions you need to consider, depending on what you choose to exhibit.

The Various Steps

• Visit a museum. Due date: any time before Monday, June 28. Points: 10. Obviously, with Covid still an issue, some museums are closed. So you have the choice to visit either a regular museum or a virtual museum. If you choose to visit a virtual museum, below is a link to instructions and a list of virtual museums. YOU select the museum you want. Virtual Museum Tours

The Proposal is REQUIRED

Before you spend a great deal of time on the research, the invention, the writing, you will need to get a Project Proposal approved by me. Be sure you check the due date on the Class Schedule.

THIS IS VERY IMPORTANT: I will not accept your final project if you have not had the Project Proposal approved. Then things roll down hill in a very unfortunate way--you will not get a score for the 100-point Research Paper, or for the 100-point Museum Project; you will not pass the class.

The proposal itself is not hard, but it does require you to have given some serious thought to the subject of your museum, and to have done some research into the possibilities, so you know what is available. It must include:

• A project title (it can certainly change)
• An overview of your project as you envision it.
• The museum's Mission Statement.
• Preliminary research into the artifacts you will display.

A Sample Museum Proposal can be found by clicking on the following link: Sample Museum Proposal and also in the "Files" section on Canvas. Be sure to look at this before you turn in your own proposal.

• Create a Research Paper showing what you researched and how you will use the information. Due date: Wednesday, July 7. Points: 100. For example, if you are going to create a museum on nail polish, you'll need to do some research on nail polish: who invented it? Where? Are there any examples or pictures of ancient nail polishes? How did nail polish change over the years? What is different about today's nail polish? And so forth. You will turn this in before the final project, so be sure to check the Schedule for the due date. The research paper should be a minimum of four pages and use at least three secondary sources (nothing like Wikipedia, please). The last (fifth) page of the research paper will be an MLA-format Works Cited page. This is worth a maximum of 100 points.
• Create a Final Project. Due Date: Thursday, July 15. Points: 100. This will include an overview of your museum, including a floor plan, a list of key artifacts in different sections of the museum, and a guided tour. This is worth a maximum of 100 points. You may present this project in several ways: you may write a traditional paper with the necessary illustrations; you may create a PowerPoint presentation with audio and video, as appropriate; you may create a website or Wordpress site with audio and video, as appropriate; you may create a video (with a written script which you'll turn in, along with a Works Cited list). If you have some other idea for the presentation, please check it with me first. Your research and all sources must be documented, and you must include a Works Cited list. (This may be in the form of credits at the end of a video, but it has to be there in some form.)

Sample Projects

Sample projects can be found in the "Files" section on Canvas. None of these samples is perfect, but they are all student work, and show you some of what can be done.

Research in General

In general, research begins with a search for information on your topic and your particular focus. For instance, you may search "museum funding," "museum curation," etc. What can you find on the internet? What can you find in books in libraries? In journals and databases? At this point, you aren't choosing the information you'll use; you are simply surveying the information that is available. Look at all sources. You will not be able to read everything that's been written, but read as much as you can, to get an idea of the range of information that is available to you.

Although you are not allowed to use Wikipedia in your essay, you can read it for ideas and information at this point. Wikipedia is often a good place to start, just to get ideas. But then move on from there to more reliable, professional sources. There are plenty of such resources available to you on the Internet and in the college's books and databases. There are also public libraries. Although they tend not to have much academic research information, they might just have what you are looking for on the topic you have chosen for your museum, for instance.

LAHC Library Research

As long as you're registered at LA Harbor College, you have access to a number of databases through the Harbor College library. Those databases have tons of articles on all subjects from many periodicals, including professional and scholarly journals. You can access the databases from the following link; from there, just follow the directions to log into the system:

Los Angeles Harbor College Databases

The most effective way to search these databases is to use the "keyword" option at first, to get the broadest search results.

For example: let's say I want to create a museum about old cars, from 1968 back to the beginning.

I would go to the databases main page and try one of the unspecialized databases, "All EBSCO Databases." This would take me to a page which asks which database I would like to use. I would click "Select All" and then click "Continue." This would take me to a page with search boxes. In the main search box, I would type in "antique cars" and leave everything else blank. The first search would produce over 10,000 results. Lots of these will be useless, of course, but some may be of help. There's an article on a classic car museum in Canton, Ohio, for example, and articles on classic car auctions in various places (that could help with acquisitions). To narrow your results, you can add search words to the other boxes as well. You will probably find many more articles than you need. That's okay--it just gives you lots of choices.

Don't forget books; books are good!

Depending on your topic, there may have been books written about your area of interest, as well. To find books on your subject, search the LAHC book catalog. Go to the LAHC Library page and click on the "Search Library Catalog" link. (There's also a link to click if you're off-campus.)

Please feel free to contact me or the librarians if you need help navigating the databases or catalog.

Writing About Literature

ENG 102:Composition II (Fall 20)

Writing through literature.

Category Archives: Assignments

For this paper you should choose one of the topics below and write a 500-word essay with a central thesis. 

Prompts (Choose one):

• The play A Raisin in the Sun is often talked about for the ways it represents intersections of social class and race. One large part of this discussion involves the American dream, a concept that is loosely imagined as the desire for every American to attain middle class status, which is itself a vague category that signifies different things to different groups of people. If you choose this prompt, I would like you to detail your interpretation of how A Raisin in the Sun represents the American dream. How does Lorraine Hansberry depict social mobility? How does this depiction represent the crossroads of race and social class? And, how does this depiction of the American dream resonate with today? Don’t feel like you need to answer all or any of these questions. They are meant to get you thinking.Be sure to include a thesis statement in your first paragraph that states your central point and use textual examples throughout to make this point.  
• This semester we have used two social annotation platforms: hypothes.is and Manifold. Using these platforms, you have annotated several poems and a digitized copy of Herman Melville’s Benito Cereno. In doing these activities you have hopefully gained a better sense of yourselves as readers. For this prompt, I would like you to reflect on the annotations you made. Do you notice any trends in what kinds of questions you had about the texts? Do you notice any trends in the kinds of observations you had about the texts? Do you notice any changes to the ways you read throughout the semester? Did the chapters from Jonathan Culler’s book influence your reading over the semester? Don’t feel like you need to answer all or any of these questions. They are meant to get you thinking.Be sure to include a thesis statement in your first paragraph that states your central point and use textual examples throughout to make this point.  
• Typed, double-spaced
• Friday, December 11th
• Turn it in to Blackboard under “Paper 3: A Raisin in the Sun/Annotation Assignment”

For this assignment, I would like you to write a 1200-word essay with a thesis that makes a claim about the depiction of race in Benito Cereno . 

Scholars have long concerned themselves with this novella’s representation of the problem of racial slavery. H. Bruce Franklin, for example, argues that Melville creates a character in Amassa Delano who, like the founding fathers, “fails to see the disparity between his ‘republican impartiality’ and his racist, hierarchical behavior.” Similarly, Caroline Karcher writes that Benito Cereno is a response to the “menacing gains racism was making” in the name of what constituted science and genealogy during the 1800s.  C.L.R. James is even more expansive when he writes that in the story Melville, “itemized every single belief cherished by an advanced civilization […] about a backward people and then one by one showed that they were not merely false but were the direct cause of [Captain Delano’s] own blindness and stupidity.” 

I’m interested to know what you think. Does the novella give us an antiracist representation of enslavement that opposes the slave trade? Or does it paint enslaved Africans in a negative light? What about whiteness? Are we on Amassa Delano’s side or should we be suspicious of his assumptions about what he perceives while on board the San Dominick ? 

Typed, double-spaced, 1200 words

11/29 by midnight

Annotations

• Pointing out a detail of the text and describing what you think it means
• Asking questions about the text’s meaning or an element that is confusing
• Reflecting on the historical context (you may choose to include a link to another web page for this and describe the information)
• Connecting to personal experience, class discussion, or other course materials
• Answering other students’ questions or adding on to their observations

Paper 1 Rubric

ENG 102 

For this paper I would like you to choose either “The Sea is History” by Derek Walcott or “Diving into the Wreck” by Adrienne Rich and write a paper with a thesis that responds to the corresponding prompt below. Address one of the prompts by analyzing the poem itself; do not use any outside sources or material. (Choose only one of the prompts below.)

• Derek Walcott’s poem “The Sea is History” is an extended metaphor about the meaning and significance of history. Walcott, a poet, playwright, and painter from the island of Saint Lucia, often reflected on colonialism and postcolonialism in his work, and “The Sea is History” is a good example of this theme. In the poem, he takes up the question of the role of history for a place that is often said to have no history, especially in the context of euro-centric understandings of world history. Here, Walcott uses the image of the sea–often thought of as a blank void–as the location of his island’s history. Write a paper that discusses Walcott’s representation of history. In the context of the poem, what makes historical events significant? How does he depict his island’s history and how does he recover this history’s significance?
• Adrienne Rich’s poem “Diving into the Wreck” uses the imagery of a deep sea exploration of a ship wreck to represent how one comes to gain knowledge, about oneself and the world. Maps, a compass, a camera are some of the tools the poem discusses for the attainment of knowledge about the wreck. Rich, a feminist poet, often explored themes of sexuality that questioned gender norms. In addition to representing the production of knowledge in general, this poem also destabilizes gender norms as the speaker of the poem becomes disidentified from these norms by the poem’s end. Write a paper that discusses how Rich represents the attainment of knowledge or the act of exploration. What does she show us about these activities? Do they clarify the subject they study–does the speaker of the poem gain knowledge about the wreck? Or, does she gain some understanding of herself? Or is it both? And what is the significance of Rich’s representations of this process?

Warning: Both of these poems are very popular and are widely discussed on the Web. I know about these sites and I will know if you get information or, more importantly, analysis from them. Be sure that you are reading the poems in isolation and basing your paper on your own interpretation.

10/18on Blackboard

Typed, double-spaced, 12-point font

Making Annotations

There are different kinds of annotations that you can add yourself. All annotations should be around 50 words. Some kinds of annotations you can write include:

• Answering other students’ questions
• Reflecting on the historical context (you may choose to link to another web page for this and describe the information)

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ENG102: First-Year Composition

• About this Guide
• What is a scholarly article?
• Find Video/ Images
• Google: Enhanced Searching
• Primary Versus Secondary Sources

Assignments & Essay Structure

• Annotated Bibliography
• APA Practice (Veihdeffer)
• Argument/ Persuasion
• Art Research (Jones)
• Cause & Effect
• Compare/ Contrast
• Disaster/Disease Research (Burns)
• Literature Research (Roderick)
• Local Issues Sources
• Position Papers (Whiting)
• Proposal Papers (Whiting)
• Purpose of Art (Angelucci)
• Short Story Resources
• Rhetoric Types
• Searching for Information (Moore)
• Citation Help This link opens in a new window
• Ask a Librarian

Browse the subpages on the left for research advice on specific types of writing (i.e argument, cause and effect) or to find resources and instructions for specific sections of ENG102, listed by assignment title and instructor's last name.

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• Next: Annotated Bibliography >>
• Last Updated: Apr 7, 2024 5:11 PM
• URL: https://guides.gccaz.edu/English102

All guides are available under the CC-BY-NC-SA license .

English 102 (Writing About Literature) Research Guide: Assignment Tips

• Getting Started
• Shakespeare
• Common Assignment tips (Fall 2023)
• Bohn poetry criticism
• Mira Foote - Short Story Essay
• Jenna Bohn - Short Story Essay
• Keyes Essay 2
• Wallace Common Assignment
• Fences essay (August Wilson)
• A Raisin in the Sun
• Historical/Cultural Assignment
• Citing Sources
• Streaming Video
• For Faculty

Recommended Resources for Specific Assignments

Use the drop-down arrow on the tab for Assignment Tips to view pages of recommended resources for specific assignments.

• << Previous: Shakespeare
• Next: Common Assignment tips (Fall 2023) >>
• Last Updated: Apr 15, 2024 1:46 PM
• URL: https://library.carrollcc.edu/eng102

ENGL 102 Composition and Literature

• Course Description

Composition and Literature continues the emphasis on writing. Two analytical papers—based upon studies of the short story, poetry, and drama—and a research paper, sequentially developed, are required.

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

Course Guide

View this course’s outcomes, policies, schedule, and more.*

Requires a student login to access.

*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.

English 102 continues the development of college-level writing skills and practice, providing the student with opportunities to: evaluate literature from a biblical worldview; examine structure, aesthetics, and issues; and organize thinking in written form. In addition, the research paper requirement strengthens the student’s skills in investigating, analyzing, synthesizing, and evaluating the ideas of others while also sharpening the student’s expression of his/her own conclusions. The introduction to literature enriches the student’s general understanding of human experience, which will assist him/her in subsequent courses and in life.

Course Assignment

Course requirements checklist.

After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in Course Overview.

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the student will create a thread in response to the provided prompt for each Discussion. Each thread must demonstrate course-related knowledge. In addition to the thread, the student will reply to at least 1 classmate’s thread. For Discussion : The Importance of Literature to the Christian, the thread must be 250–300 words and the reply must be 250–300 words. For Discussion: Christian Worldview Assignment, the thread must be 100–150 words and the reply must be 75–100 words. Both the thread and the reply must demonstrate correct, formal writing style. (CLOs: A, B, C, D, G, H, I)

Fiction Essay Assignment

The student will compose a 750-word essay (3–4 pages) that compares and contrasts 2 stories from the Fiction Unit. The essay must focus on 1 or more of the elements of fiction that is covered in the course. The essay must include a title page, thesis statement, and outline followed by the essay. The student will have the opportunity to receive instructor feedback by submitting the thesis and outline prior to the essay. (CLOs: A, B, C, D, F, G)

Poetry Essay Assignment

The student will compose a 750-word essay (3–4 pages) that analyzes 1 piece of poetry covered in the Poetry Unit. The essay must include a title page, thesis statement, and outline followed by the essay. The student will have the opportunity to receive instructor feedback by submitting the thesis and outline prior to the essay. (CLOs: A, B, C, D, F, G)

Research Paper Assignment

The student will compose a final research paper of at least 1,500 words (5–7 pages) that incorporates a minimum of 6 citations, including the primary source and at least 5 secondary, scholarly sources. The research paper must have a title page, thesis statement, and outline followed by the paper and a correctly documented works cited page. The student will have the opportunity to receive instructor feedback by submitting the thesis, outline, draft, and bibliography prior to the research paper. (CLOs: A, B, C, D, E, F, G)

Quiz: Pre-Quizzes (3)

In the module before each Quiz, the student will take a pre-quiz that will help him/her prepare for the subsequent quiz. Each pre-quiz will be open-book/open-notes; consist of 20 multiple-choice, true/false, and matching questions; and have a 1-hour time limit. The student may take each pre-quiz as many times as he/she likes until the due date. The final attempt will be counted toward the final grade. (CLOs: C, F, H, I)

Quizzes (3)

The student will take 3 quizzes. Each quiz will be open-book/open-notes; consist of 50 multiple-choice, true/false, and reading comprehension questions; and have a 1-hour and 30-minute time limit. Unlike the pre-quizzes, the student may only take each quiz once. (CLOs: C, F, H, I)

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ENG 102: Writing through Literature

Writing through literature, category archives: assignments, transcendent kingdom paper topic.

Assignment Link

Transcendent Kingdom Project Entry #2

Quitting my addiction for chips was difficult because I like eating chips especially my favorite chips. Quitting this was difficult I mostly eat them during the weekend when I’m craving for it or when I watch a show or a movie on my phone. I struggled through the time period of quitting this addiction. It was struggling because I always saw around chips when I got to the market or store I always see chips around I also have younger siblings who eat chips. So it was very difficult to try and not grab one.  My experiences connect to the novel because like the addiction of Gifty’s brother It was very tempting for me to buy a bag of chips and it was struggling not to do so.

Experiential Learning Activity: Transcendent Kingdom by Yaa Gyasi

Link to assignment

Click here for larger view of assignment

Sheridan Baker Thesis Machine

The Sheridan Baker Thesis Machine

Annotations

To sharpen our critical reading skills, we will collaborate on creating a custom edited version of our course texts that reflect our classroom discussions and interest. We will add media resources and annotations in the form of questions, observations, links, and images/ videos that will enrich our understanding of these texts.

For this assignment you will use the tool hypothes.is tool through the CUNY Academic Commons site. The goal of the project is to work on your habits of mind as they relate to reading and analysis and, along the way, gain a sense of how each other reads and interprets the literature from the syllabus on the pages of the actual texts we will be reading and discussing. This will additionally give you a platform to ask questions and make observations immediately, as you read the text. 

I would like you to annotate course readings-before the due dates marked on the syllabus -with questions, comments, and observations. These could be based on media resources that enrich your understanding of the text from the Web and/or your own typed comments.

For the dates marked on the syllabus, each of you should post at least three thoughtful, substantive annotations. These should be posted at least three hours before we meet to discuss a given text.

Annotation quality:

The annotations you post should perform at least one of four tasks :

• A close reading of a line or passage of text that conveys the section’s significance.
• Ask important questions that the passage raises.
• Provide historical/cultural context of the text under study. (This would be a good place to use multimedia elements.)
• Give a sense of relevant, interesting contemporary connections that the text under study raises in your mind.

Ground rules:

• As stated above, each annotation should perform one of those four jobs.
• Each person in a keyword working group should make at least three substantial annotations per text.
• Multimedia: Try to incorporate images, links, and videos into your annotations. Additionally, post primary or archival material from the Web if you come across it.

ENG 102 

Literature in general, but especially poetry, asks us to look at something we either think we understand or something that we have not thought a lot about, and to see it in a new light. It asks us to realize that its topic is more complicated, more ambiguous, and more beautiful than we realized.

For this paper I would like you to choose a poem from the syllabus  and write a paper that answers the following question: what does this poem ask you to think about differently? In approaching this question, I would like you perform a close reading of the poem you choose and make reference to at least one feature of literature Jonathan Culler discusses in  A Very Short Introduction to Literary Theory . 

What is a close reading?

Things to keep in mind: .

• word choice, 
• figurative language, 
• stanza, 
• rhyming, 
• and tone. 
• Remember that language is tricky in poetry on purpose. The poet uses language in ways it isn’t used in everyday speech in order to have a particular effect on the reader/ to make a point/ open up possibilities of meaning. Your job here is to explain how the author is using language in strange ways to achieve particular effects or meanings.
• Notice strangeness, patterns, word choice, rhyme scheme, stanza and line shape, and analyze how those elements relate to or produce meaning
• When you introduce an author, use their first and last name the first time you reference them. When you use their name afterward, you only use the last name.
• Be as specific as possible. Do not say, “the author uses diction to set a happy tone” – say what kind of diction specifically and what it does –  give an example i.e. “Whitman’s use of exclamation marks sets a celebratory tone.”
• Remember “the speaker” speaks in a poem, not the author. Say “the speaker says,” not the author says – the author wrote the poem, but the speaker speaks in it – this is a convention of literary criticism

Sample Outline:

• Introduce the topic that the poet is asking us to think differently about
• Introduce the poem and the poet
• Provide the topic sentences of your body paragraphs
• End with your thesis or overarching argument – this will be the answer to the question of what the poet is asking us to think differently about and perhaps why
• Provide textual evidence to illustrate your argument
• Introduce and contextualize quotes
• Close read the quotes – explain how details in the quote relates to the meaning
• Use in-text citations for all quotes
• Tie details back to argument
• Tie everything together
• Make connections to your own experience, broader issues

Warning: These poems are very popular, and they are widely discussed on the Web. I know about these sites and I will know if you get information or, more importantly, analysis from them. Be sure that you are reading the poems in isolation and basing your paper on your own interpretation.

Due Date: 04/05, (deposit your paper in this Google Drive Folder )

• double-spaced

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ENGL 102: Butler M. (Spring 2024): Articles

• Evaluating sources
• Background sources
• Annotated bibliographies

Article databases

Why use article databases.

The Library has some journals, magazines, and newspapers in print -- but we have thousands more stored electronically in research databases, also called "library databases" or "article databases." Here are some reasons to use article databases:

• Looking for articles in library databases can help you find more specific information .
• Almost all library databases -- including all the ones featured below -- have built-in citation tools to help make the citation process easier.
• And to help save time, you can also narrow down your results to " peer-reviewed " articles, when you are looking for more authoritative information.

Try searching the following multidisciplinary article databases for articles about your topic:

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A History of Moscow in 13 Dishes

Featured city guides.

Teach English in Moscow, Russia

The heart of Russia, Moscow , stands as a proud emblem of the country's rich history and its ambitious stride towards the future. Stretching its vast expanse across the banks of the Moskva River, the city boasts iconic landmarks like the Kremlin, St. Basil’s Cathedral, and the Bolshoi Theatre, all of which narrate tales of Russia’s tsarist past, Soviet era, and its contemporary significance. But beyond the historical and political importance, Moscow is a vibrant metropolis, bustling with modernity while still deeply rooted in its traditions. As a juxtaposition of the old and new, it offers a unique setting for English teachers looking to immerse themselves in a culture that's both familiar in its urban dynamics and intriguingly foreign in its customs and nuances.

Reasons to Teach English in Moscow

Demand for English : With Moscow's status as a global city and a significant business hub, there's a growing demand for English proficiency. Businesses, students, and even tourists seek English language skills, creating ample opportunities for English teachers.

Experience Rich Culture : Moscow is a treasure trove of arts, music, and literature. From the classical ballet performances at the Bolshoi Theatre to the literary legacy of writers like Tolstoy and Dostoevsky, teachers can immerse themselves in a deeply enriching cultural experience.

Competitive Salaries : The demand for native English speakers often comes with attractive salaries and benefits. While the cost of living can be high in the city center, smart budgeting and living slightly outside can offer a comfortable lifestyle.

Learning Russian : While teaching English, educators also get the chance to learn Russian, a language spoken by over 250 million people worldwide. It's not just an addition to your skill set but a window into understanding the Russian psyche and culture better.

Architectural Beauty : Moscow is an architectural paradise. From the onion domes of St. Basil’s to the modern skyscrapers of Moscow City, the urban landscape is a constant source of awe and wonder.

Gateway to Explore Russia : Moscow's extensive railway network and air connectivity make it a perfect base to explore the vast expanse of Russia, from the cultural streets of St. Petersburg to the natural wonders of Siberia.

Diverse Student Base : Teachers often find themselves instructing a mix of students, from young learners and university students to business professionals and retirees. This diversity makes the teaching experience varied and rewarding.

Experience Four Seasons : Moscow showcases all four seasons in their full glory. The snow-covered winter landscapes are iconic, but the spring blossoms, summer warmth, and autumn hues are equally mesmerizing.

Local Cuisine : Dive into the world of Russian gastronomy! From the hearty borscht and pelmeni to the sweet blini and syrniki, Moscow offers a culinary journey that's both diverse and delightful.

Unique Teaching Environment : Moscow has a mix of international schools, language centers, and private tutoring opportunities. This allows teachers to choose a teaching environment that aligns best with their preferences and expertise.

Understanding Moscow's Education Landscape

Moscow, being the capital city of Russia and its major economic, cultural, and scientific center, naturally has a dense concentration of educational institutions. The education landscape here is diverse, ranging from state-run schools and prestigious universities to private institutions and language centers. English is a sought-after language, and with Moscow's aspiration to be an influential player on the global stage, the emphasis on learning English has grown significantly.

There's a notable presence of international schools, catering primarily to expatriates and the elite class, which offers International Baccalaureate or British curricula. Additionally, language centers scattered across the city cater to various age groups and professions. Here, the focus might range from general English to more specialized courses like Business English. There's also a growing trend of private tutoring, where teachers offer personalized lessons to students, either one-on-one or in small groups.

Eligibility and Requirements to Teach English in Moscow

The requirements to teach English in Moscow will be similar to the standard requirements for teaching English in Russia , however, here are the specific requirements for Moscow:

Bachelor's Degree : A bachelor's degree in any field is typically required, though those with degrees in education or English might have an edge.

TEFL/TESOL/CELTA Certification : Most employers prefer candidates with a teaching certification, with a minimum of 120 hours of training.

Native English Speaker : Preference is often given to teachers from native English-speaking countries. However, non-native speakers with strong proficiency and credentials can also find opportunities.

Experience : Previous teaching experience, while not always mandatory, can significantly boost job prospects, especially in more esteemed institutions.

Background Check : A clean criminal record is essential, and a background check is standard procedure for most teaching positions.

Understanding of Russian Culture : While not a formal requirement, having an appreciation and understanding of Russian culture can be beneficial, both in the classroom and in day-to-day life.

Visa and Work Permit : It's crucial to secure the appropriate visa and work permit. Employers often assist with this process, but it's essential to ensure everything is in order.

Salary and Benefits for Teaching English in Moscow

Competitive Salaries : Depending on qualifications, experience, and the type of institution, monthly salaries can range from 60,000 to 120,000 Russian rubles. International schools and prestigious language centers tend to offer higher salaries.

Contract Completion Bonus : It's common for institutions to offer bonuses upon successful completion of a contract.

Health Insurance : Comprehensive health insurance is usually provided, which is a significant benefit given the varied quality of healthcare in Russia.

Paid Vacations : Teachers typically receive paid vacations, especially during significant public holidays and school breaks.

Professional Development : Some institutions offer or subsidize courses and workshops for teachers to further enhance their skills.

Contract Flexibility : Contracts can range from a few months for summer camps to a full academic year. Some contracts also offer the option for renewal.

Living in Moscow

The majestic and historical city of Moscow is Russia's pulsating heart, offering an eclectic blend of ancient traditions and modern urbanism. Living in Moscow presents a unique experience that's both challenging and rewarding. The city’s juxtaposition of centuries-old architecture with contemporary skyscrapers is a testament to its rich history and its eyes set firmly on the future.

1. Cultural and Historical Hub: Moscow is home to some of the world's most iconic landmarks, including the Kremlin, Red Square, and the Bolshoi Theatre. The city's museums, like the State Historical Museum and the Pushkin Museum, offer deep dives into Russia's intricate history and art.

2. Cost of Living: While salaries for English teachers are competitive, Moscow is one of the more expensive cities in Russia. Rent, dining out, and entertainment can be pricey, especially in the city center. However, with smart budgeting and by leveraging local markets and public transportation, it's manageable.

3. Transportation: Moscow boasts one of the world's most extensive metro systems. Not only is it efficient and affordable, but its stations are also often hailed as architectural masterpieces, adorned with mosaics, chandeliers, and sculptures. Buses and trams supplement the metro, making it easy to navigate the city.

4. Climate: Moscow experiences a continental climate, with cold winters where temperatures can drop below -20°C and warm summers that can reach up to 30°C. Snowfall during winters transforms the city into a winter wonderland, especially around the New Year when it's festively decorated.

5. Language: While Russian is the predominant language, younger generations and professionals often have a basic understanding of English. Still, learning basic Russian phrases can immensely help in daily life and is appreciated by locals.

6. Local Cuisine: Moscow offers a diverse culinary scene. Apart from international cuisines, traditional Russian dishes like borscht, pelmeni, and blinis are must-tries. The city also has a growing café culture, perfect for those who love their coffee.

7. Social Scene: The city is bustling with theaters, clubs, bars, and live music venues. Whether you're into classical performances at the Bolshoi or contemporary gigs at a local club, Moscow has something for every taste.

8. Safety: Like any major city, it's essential to be cautious, especially during the night or in less populated areas. However, Moscow generally has a low crime rate, especially concerning violent crimes against foreigners.

Teacher Stories

Sarah from usa:.

"When I first landed in Moscow, the cold was the first thing that hit me. But soon, the warmth of the people melted away all my apprehensions. Teaching English here has been an enriching experience. My students, eager to learn, showed me the true spirit of Russia. Plus, weekends exploring Red Square and trying out Russian cuisine have been nothing short of magical."

Liam from UK:

"I've always been intrigued by Russian literature. Living in Moscow, walking the streets that inspired writers like Tolstoy and Dostoevsky, has been surreal. Teaching English here has been challenging, given the language barrier, but it's equally rewarding. The joy in my student's eyes when they construct their first English sentence is unparalleled."

Anele from South Africa:

"I initially came to Moscow for a short stint, but the city's energy drew me in. Teaching here is different from back home. The methodology, the emphasis on grammar, and the sheer enthusiasm of students is commendable. And, of course, there's nothing like a warm bowl of borscht on a cold Moscow evening."

Siobhan from Ireland:

"I've taught in various countries, but Moscow stands out. The blend of history, culture, and the modern hustle is unique. The students here are disciplined and eager to grasp the nuances of the English language. On a personal note, the ballet performances at the Bolshoi are something I'll cherish forever."

Moving Towards Teaching English In Moscow

Moscow, with its sprawling landscapes, rich history, and vibrant urban life, promises an unparalleled experience for English teachers. While there are challenges, as with any foreign country, the rewards far surpass them. Not only does one get the opportunity to shape the global perspectives of young minds, but teachers also immerse themselves in a culture that is both profound and exhilarating.

For those considering taking the leap, Moscow awaits with open arms. The city offers more than just a job; it provides a journey through time, a deep dive into a rich tapestry of art, literature, and traditions, and memories that last a lifetime. As you stand on the brink of this exciting adventure, remember that teaching in Moscow is not just about imparting knowledge but also about growing, learning, and building bridges between cultures.