Course Description

Welcome to English 802! This course will introduce you to the challenges and pleasures of college-level reading and writing. Once you have completed English 802 with a C- or better, you will have completed one of the required foundational courses in the General Education program. These are our course goals and objectives:  

• identify key arguments in published texts and the writing of your peers; 

• create and defend arguments of your own through effective rhetorical strategies and synthesis of others’ ideas; 

• use the conventions of academic discourse, including 

• coherent and logical organization 

• Standard English grammar and syntax 

• correct citation and evaluation of research sources; 

• revise your writing through multiple drafts and reflect on your own writing process. 

 

GenEd

This course fulfills the GW requirement for GenEd.

You can read more about it here: https://bulletin.temple.edu/undergraduate/general-education/#GenEd_Courses

 

GenEd Program Competencies 

https://bulletin.temple.edu/undergraduate/general-education/#Program_Competencies

Please note all courses must instruct students to develop critical thinking, written/oral communication, and information literacy.

    

GenEd Area Goals

https://bulletin.temple.edu/undergraduate/general-education/#GenEd_Courses

Course Materials

Required course materials are available in the Canvas Site entitled, Summer 2025: Charles Reserve Readings for English 802. There are no resources to purchase. 

 

Instructional Methods

This is an asynchronous course. You will work in weekly Modules at your own pace without meeting at a scheduled time.

Possible Instructional Methods: Readings, video-based lectures, individual activities, discussion boards, and assignments. 

  

Course Communications

Rhianon.Visinsky@Temple.edu

My preferred method of communication is through email. During the semester, I will generally respond to emails within 24 hours of receiving them during the week and within 48 hours on weekends.

Students can generally expect assignments to be graded within 5 days of submission. 

   

Course Technology Requirements

You will need the following to participate fully in the course:

• A computer and/or tablet with high-speed Internet access. A smartphone alone will not be sufficient.

  Recommended Internet Speed: 8mbps download & 5mbps upload. You can test your connection at https://www.speedtest.net. Please note: Hard-wired connections are more consistent than Wi-Fi for Zoom sessions.

• A web-enabled video camera and microphone.

• Access to Temple University’s Canvas site and email server.

• Microsoft Office. A free copy is available to you at https://its.temple.edu/office-365

  

This course requires the use of Canvas, including access to materials and assignment submission. Some videos posted via Canvas will require the use of speakers. The instructor may utilize web-conferencing tools to deliver synchronous material. In order to participate in synchronous sessions (should they exist), you should have a computer, a webcam, headphones, and a microphone.

This course requires the use of Microsoft Office (i.e., Word, Excel, PowerPoint). To access these materials, please log in to TUportal and look for the Microsoft Download link under TUapplications within the My Portal tab.

Students should check their Temple email daily for course updates. 

All students are required to comply with  Temple University’s Computer and Network Security Policies.

 

Limited resources are available for students who do not have the technology they need for class. Students with educational technology needs, including no computer or camera or insufficient Wi-Fi access, should submit a Student Technology Assistance Application in TUPortal and linked from the Dean of Students Support and Resources webpage. The university will endeavor to meet needs, such as with a long-term loan of a laptop or Wifi device, a refurbished computer, or subsidized internet access. The Affordable Connectivity Program is available to purchase discounted internet services and devices for qualified individuals. 

 

On-campus computer labs are available for student use. Here is a list of all of these labs: https://its.temple.edu/computer-labs.

Note that technology resources are available for students, including laptop and battery share. Some software is available for free download on the ITS Academic Support page. Other specialty software may be available for remote access through ITS.

  

Statement on the Use of Generative AI in This Course

Acceptable and Unacceptable Use of Generative AI Tools in This Course 

Generative AI such as ChatGPT are exciting new tools that you may find useful in this class. As such, I have not banned them outright, and we may even use them occasionally class ctivities. But AI cannot replace real human thinking and writing, and you should never use AI generated writing in place of your own work. Even in its most updated forms, AI has been known to reproduce biases, generate fake research sources, provide ideas within incorrect contexts, and spread disinformation and other harmful ideas. Human writing is the purpose of English 802, and we expect to see your genuine, human writing throughout the semester and in your final portfolios.  

Generative AI tools are permitted in this course for the following activities: 

• brainstorming and refining your ideas; 

• coming up with a variety of prompts for library research; 

• drafting outlines; 

• suggesting alternate perspectives or adjacent ideas; 

• organizing your thoughts.  

If you use AI in any form, you must acknowledge having done so in writing on anything you submit for this course. This site gives directions for citing AI in your papers, and if you use it for weekly coursework or other assignments, you must include a note at the end explaining how you used AI and why it was useful. Also, you are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws or contain misinformation or unethical content).  

Generative AI tools are not permitted in this course for the following activities:  

• To complete assignments or other writing that requires self-reflection or personal experience. 

• To generate full sentences or paragraphs that you incorporate into your own writing without acknowledgement.  

• To do group work unless I have specifically directed you to do so.  

• To peer review a classmate’s draft. 

• To generate full drafts or revisions (even if the revision is on your own, original draft). 

If you are found to have used AI without acknowledgement on a small assignment, the penalty will range from an Incomplete on the assignment to an F for the course depending on the severity of the situation. If you are found to have used AI without acknowledgement on a draft submitted for peer review or my feedback, you will have one week to revise and resubmit or you will receive an F for the course. If you are found to have used AI without acknowledgement in your final portfolio, the penalty will be an F for the course.  

\Grading Scale

A Range	B Range	C Range	D Range	F Range
A  93 - 100	B+ 87 - 89	C+ 77 - 79	D+ 67 - 69	F 0 - 59
A- 90 - 92	B  83 - 86	C  73 - 76	D  63 - 66
	B- 80 - 82	C- 70 - 72	D- 60 - 62

C- or better is required to fulfill the GenEd area requirement. 

Weighting Details

• Weekly Assignments: 20%
• Peer Review: 10%
• Revisions: 10%
• Final Portfolio: 60%

Total = 100%

 

Assignment Descriptions

Most of your final grade is determined by your final portfolio, worth 60%. The quality of your revisions and participation in peer review are each worth 10%, and weekly coursework is worth 20%.  

 Your final portfolio will include fully revised, versions of each paper along with one or more of your previous drafts to show your progress and document how you got from the first to the final draft. What I expect to see in your final portfolio is that your writing has improved over time and that you have met our course goals and objectives. To complete this course and get ARW credit in GenEd, you must receive a final grade of C- or above; a grade of D+ or below will require you to repeat the course.  

 Final portfolios are graded by committees of faculty from First Year Writing called Teaching Circles. We use a standard rubric (included below) to ensure that portfolios are read by more than one person and that grades across multiple sections are fair and consistent. That is, this system ensures that a C in one section of English 802 is equivalent to a C in another section of English 802, and all students can be assured that their work has been reviewed fairly and free from intentional bias. All faculty in First Year Writing participate in Teaching Circles, and this system of grading has been used successfully for decades at TU and in many other writing programs around the world.    

You may occasionally feel frustrated with our grading system because unlike other courses where you can check Canvas and receive an immediate projected final grade, you will not receive a binding grade on your biggest assignments until the final portfolio is submitted. But try to remember that our system works to your advantage. You are the one who ultimately decides your grade through completing (or not completing) weekly coursework, participating (or not participating) in peer review, and revising (or not revising) your papers for the final portfolio. Your final portfolio is being graded not on where you began the semester but on the cumulative result of your work since the first day of class. If you think about it, giving early binding grades would be quite unfair in a course designed to see progress over time. There is some other good news, too: you may encounter a similar style of grading later in your coursework, such as in advanced major-specific Writing Intensive courses or senior capstone courses, and if so, we hope you’ll think back to all you learned in English 802. If you are ever feeling completely unsure of where your grade might be heading or how you’re doing in the course, please check in with me at conferences, at office hours or by appointment. I am always happy to talk about your papers in person or on Zoom, and I never want you to feel like your entire grade is up in the air or uncertain. 

Course Minimum Grade

Although D- is a passing grade, a minimum grade of C- is required in General Education courses and, in many programs, courses required by the major.

For more information, please see Temple University's Academic Policies on Grades and Grading.

     

 

General Policies

All Temple University Academic Policies will be upheld.

The General Education Policies and Requirements details program expectations.

   

Attendance and Your Health

Students must attend and participate in classes according to their instructors’ requirements to achieve course learning goals. If you feel unwell or are under quarantine or in isolation because you have tested positive for the coronavirus, you should not come to campus or attend in-person classes or activities.

It is the student’s responsibility to contact their instructors to create a plan for participation and engagement in the course as soon as they can do so and to make a plan to complete all assignments in a timely fashion when illness delays their completion.

 

Incomplete

A student will be eligible for a grade of “Incomplete” only if the student: 1) has completed at least 51% of the work at a passing level, 2) is unable to complete the work for a serious reason beyond their control, and 3) files a signed agreement with the instructor outlining the work to be completed and the time frame in which that work will be completed. The student is responsible for initiating this process and all incomplete forms must be sent to the Associate Dean for Academic Affairs prior to the start of study days in that semester.  

Please refer to the following for further details: Temple University’s Incomplete Policy. (Policy #02.10.13). 

  

Withdrawal from the Course

If a student wishes to withdraw from a course, it is the student’s responsibility to meet the deadline for the last day to withdraw from the current semester.

See Temple University's Academic Calendar for withdrawing deadlines and consult the University policy on Withdrawals (Policy # 02.10.14). 

  

Statement on Academic Rights & Responsibilities

Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has a policy on Student and Faculty Academic Rights and Responsibilities (Policy #03.70.02).

   

Academic Honesty

According to the University Student Code of Conduct, students must not commit, attempt to commit, aid, encourage, facilitate, or solicit the commission of academic dishonesty and impropriety including plagiarism, academic cheating, and selling lecture notes or other information provided by an instructor without the instructor’s authorization. Violations may result in failing the assignment and/or failing the course, and/or other sanctions as enumerated in the University Code of Conduct.

 

 

Netiquette and Class Conduct Expectations

Whenever we are engaged in online work through Canvas, we must be as appropriate and collaborative as we are in person. The term “netiquette” refers to standards of behavior appropriate for an online learning environment. The netiquette policy for this course is adapted from these core rules:  

• Remember the Human: When you aren’t face-to-face it can be easy to forget that you are communicating with a person who has feelings and emotions just like any other person. Please show respect for your instructor and for your classmates by being courteous in all written communication. Avoid sarcasm, which can be difficult to interpret in cyberspace.  

• NO YELLING, PLEASE: Using all capitals letter is often considered yelling online.  

• Read First, then Submit: Make sure you take time to carefully read instructions before beginning an assignment. Similarly, please read what you typed before submitting an assignment to check for grammar, typos, and other errors. Reading aloud before submitting is highly recommended.   

• Find Answers: Before asking a question, read the syllabus, check Canvas, and conduct an Internet search to see if the answer is easy to find. If these do not provide you with an answer, do not hesitate to contact me.  

It is important to foster a respectful and productive learning environment that includes all students in our diverse community of learners. Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Therefore, all opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.

Treat your classmates and instructor with respect in all communication, class activities, and meetings. You are encouraged to comment, question, or critique an idea, but you are not to attack an individual. Please consider that sarcasm, humor, and slang can be misconstrued in online interactions and generate unintended disruptions. Profanity should be avoided as should the use of all capital letters when composing responses in discussion threads, which can be construed as “shouting” online. Remember to be careful with your own and others' privacy. In general, have your behavior mirror how you would like to be treated by others.

For more information, please visit https://diversity.temple.edu/.

  

Disability Disclosure Statement

Any student who has a need for accommodation based on the impact of a documented disability should contact Disability Resources and Services (DRS), Ritter Annex 100, (215) 204-1280 or 215-204-1786 (TTY) or drs@temple.edu, to make arrangements.  If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact the instructor as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. Accommodations are not retroactive. All discussions related to your accommodations will be confidential.

 
Information regarding accessibility for additional technologies is provided below:  

• Canvas
• Zoom
• VoiceThread
• ProctorU
• Proctorio
• GoogleDrive
• Outlook
• Sharepoint

    

Technical Support 

For a listing of technical support services available to Temple University students, see the Tech Support page.

 

Live Chat or Request Help:  tuhelp.temple.edu.

Phone: 215-204-8000

Email:  help@temple.edu

Website: its.temple.edu

Location: The TECH Center, Room 106

 

 

Academic and Support Services

Temple University provides a variety of services to support you throughout your studies. Please take a moment to view these by visiting the Academic Support Services page.

The following academic support services are available to students:

• Student Success Center
• University Libraries
• Undergraduate Research Support
• Career Center
• Tuttleman Counseling Services
• Disability Resources and Services

  
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, theTemple University Cherry Pantry and the Temple University Emergency Student Aid Program are in operation as well as a variety of resources from the Division of Student Affairs. 

      

Continuity of Instruction in the Event of Emergency

Students are to register for the TUAlert System to be made aware of University closures due to weather or other emergency situations and follow all additional university-wide emergency instructions. Students can register for this system on the Campus Safety Services website. Students registered for the class will be alerted to any alternate testing procedures and submission of assignment requirements from the instructor via email.

Please note that online classes are generally not affected by campus closures.  

  

Privacy Policy

Please see the links below to become familiar with the privacy policies for each of the following: 

• Temple University
• Canvas Instructure
• Zoom

    

Course Schedule

Key Dates:

 https://registrar.temple.edu/academic-calendar

Thursday, May 15th: First day of classes Summer I

Tuesday, May 20

Last day to add or drop a Full Term 6-week (1) course

Monday, May 26

Memorial Day (no classes held)

Thursday, June 19

Juneteenth (no classes held )

Friday, July 4

Independence Day (no classes held)

 

Sample Class Schedule

Module	Date	Topics	Readings & Activities Thursday	Readings & Assignments Tuesday
Module 1	5/15	Unit One: Inclusivity in public space	Online Introductions (discussion board)  Complete syllabus quiz   Read about Unit 1 topic and purpose  View Burke’s TED Talk https://www.youtube.com/watch?v=RD_SLJG7oi8   Post response in Canvas assignments	Read Gay, “Some Thoughts on Mercy” https://www.thesunmagazine.org/issues/451/some-thoughts-on-mercy   Review the assignment for Paper #1   Online discussion on the reading
Module 2	5/22	Unit One: Inclusivity in public space	Read Logan, “Street Harassment: Current and Promising Avenues for Researchers and Activists” (in Course Reserves)  Online discussion on the reading	Brainstorm and post ideas for Paper 1 in Canvas assignment
Module 3	5/29	Unit Two: Surveillance in public space and in the public sphere	Submit Paper #1 to for peer review   Sign up for a Conference for next week  Read Foucault, “Panopticism” (in Course Reserves)   Review assignment for Paper #2  Unpack Foucault with activities	Submit a revised Paper #1 to Canvas Assignments for instructor feedback   Submit self-reflective journal response   Read Gray, “Urban Surveillance and Panopticism: Will We Recognize the Facial Recognition Society” https://ojs.library.queensu.ca/index.php/surveillance-and-society/article/view/3343  Read Gans & Mann, “When the Camera Lies: Our Surveillance Society Needs a Dose of Integrity to be Reliable” https://theconversation.com/when-the-camera-lies-our-surveillance-society-needs-a-dose-of-integrity-to-be-reliable-35933   Discussion on readings
Module 4	6/5	Unit Two: Surveillance in public space and in the public sphere	Meet in conferences to discuss Paper 1 feedback and your plan for Paper 2  Complete the first library module  Read Watters, “Pearson, PARCC, Privacy, Surveillance & Trust” http://hackeducation.com/2015/03/17/pearson-spy   Read Mann, “What’s Your Emergency?: White Women and the Policing of Public Space”   Discussion on readings	Activity: brainstorm topics for Paper #2 and start searching for articles in your topic for Paper #2
Module 5	6/12	Unit Three: The public sphere and social change	Submit Paper #2 for a peer review   Watch TED Talks to introduce Unit 3:   Eli Pariser “Beware Online ‘Filter Bubbles’” https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles?language=en    Kaphar, “Can Art Amend History?” https://www.ted.com/talks/titus_kaphar_can_art_amend_history?language=en#t-21760   Review Paper #3 Assignment	Submit a revised Paper #2 to Canvas for instructor feedback   Read Bishop, “Americans Have Lost Faith in Institutions. That’s Not Because of Trump or ‘Fake News’” https://www.washingtonpost.com/posteverything/wp/2017/03/03/americans-have-lost-faith-in-institutions-thats-not-because-of-trump-or-fake-news/   Read Mitchell , Jurkowitz, Oliphant & Shearer, “Americans Who Mainly Get Their News on Social Media are Less Engaged, Less Knowledgeable” https://www.journalism.org/2020/07/30/americans-who-mainly-get-their-news-on-social-media-are-less-engaged-less-knowledgeable/   Read Grygiel, “Political Cartoonists Are out of Touch—It’s Time to Make Way for Memes” https://theconversation.com/political-cartoonists-are-out-of-touch-its-time-to-make-way-for-memes-116471    Discuss readings
Module 6	6/19	Unit Three: The public sphere and social change	Read Simmons, “Race and Racialized Experiences in Childish Gambino’s ‘This is America’” (in Course Reserves)  Read Alexandra “Artists Fight Coronavirus-Related Racism on Instagram.” www.kqed.org/arts/13877013/artists-fight-coronavirus-related-racism-on-instagram  Read Rowland & Ingraham, “How Google Street View Became Fertile Ground for Artists” https://theconversation.com/how-google-street-view-became-fertile-ground-for-artists-77845  Discuss readings and potential paper topics for Paper 3	Complete second library online module  Submit Research Proposal for Paper #3
Module 7	6/26	Unit Three: The public sphere and social change	Participate in a peer review of Paper #3	Submit draft of Paper #3 to Canvas for instructor feedback
Module 8	7/3	Unit Three: The public sphere and social change	Q&A about the final portfolio and grading; Review the process for completing and uploading your final portfolio; Work on reflective Paper #4   Other final reflective activities   Complete SFFs	There is no final exam for this course. Once you submit the final portfolio, you have completed your work for English 0802. I will grade your final portfolio and calculate your final grade off Canvas, and then I will enter final grades on Banner before the end of the grading period.     Please note that I do not upload comments on final portfolios because you’ll have already gotten plenty of feedback from me throughout the semester, and usually students can anticipate their final portfolio grade on their own. But if you want some brief feedback on your final portfolio or if you have any questions about your final grade, you may contact me via email. I will do my best to respond to you in a timely manner.

 

 

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