Course Syllabus

English 0902: Honors Analytical Reading and Writing

Section 3, Fall 2025

 

Instructor: Thomas Leslie “Les” Robinson (he/him)

Office hours: M/W 12:00–1:30 and by appointment. To see me during office hours please email to request an appointment – suggest a few times to avoid back-and-forth - and I will write back with a Zoom link and confirm which time you’ve requested works best. If you are not available during these hours, email me with other suggested times - I’m available many T/R/F afternoons - and we’ll try to find a time that works for both of us.

Email: tlrobinson@temple.edu : Email is the best way to reach me. I will aim to respond within 24 hours of your email Monday through Friday. If you write over the weekend, I might not get back to you till Monday.

Class Meetings: 2:00-3:40 Mondays & Wednesdays in Tuttleman Hall room 203AB

 

Course Description

Welcome to English 902! This course will introduce you to the challenges and pleasures of college-level reading and writing. Once you have completed English 902 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.

 

Course Theme

The theme of this class is misinformation and misrepresentation in the public sphere as well as public art and space, and many of our readings apply this theme within the context of higher education. We do not presume that you are experts on these topics, and we have chosen them because they are somewhat familiar and yet they are also academically complex. They are also interdisciplinary topics, and students from all majors should be able to find connections between their interests and the work of this course. In fact, we strongly encourage you to use your own perspectives and interests to develop research topics.

 

In this class, there are no right or wrong answers or opinions in most cases. As we will discuss, academic discourse involves weighing evidence and presenting a strong, well-argued position, and you will get lots of practice doing so in English 902. When you complete this course, you will have strengthened your critical thinking, reading and writing skills and will have established a set of good practices and habits that should be useful throughout your college career and beyond.

 

Required Course Materials and Technology Specifications

You will not need to purchase books for this course, and we will not require any fees or other expenses. All readings and videos will be posted on Canvas through the Charles Library course reserves.

 

Using Canvas and your Temple email are required for this course. Please familiarize yourself with our Canvas course site so that you understand where and when readings are posted. Please note that readings will often be available if you want to read ahead, but if you read ahead, you won’t have the benefit of getting more context or trigger warnings in advance. Please check the technology specifications for using Canvas from computers and networks off campus. You will be submitting work online through Canvas for this course, and you must have regular access to Microsoft Word which you can download for free through TU Portal (Microsoft Office 365) or use in any Temple computer lab. If you use Google Docs, you will need to learn how to convert your document into Word in order to submit your papers (it’s easy!). Feel free to consult Temple’s Information Technology Services for support: https://its.temple.edu/. Limited resources may be available for students who do not have the technology they need for class. Check the Dean of Students Support and Resources webpage for details.

 

Course Mode and Expected Student Workload

This course meets twice a week in person for in-class activities, discussion of readings, and to review and plan to write the major papers of the course. We will occasionally have Canvas assignments in addition to the work we do in class. Students in all sections of English 902 regardless of course mode should expect to spend a minimum of 8-10 hours a week on this course including class time.

 

Course Requirements

  1. Attend every class meeting.

Being present and engaged in this course is vital to your development as a college-level writer and thinker. Thus, you must attend every class meeting. To allow for illness or other emergencies, you may miss up to four (4) classes without penalty. This may seem like a generous policy, but I recommend you save your absences as long as possible because you cannot predict when and how often you might become ill as the semester goes on. In fact, I would strongly prefer that you not use any absences at all, as our class is intended to function as a cohesive writing community. But I do not want you to come to class if you are unable to participate and/or potentially infectious with COVID, the flu, or other transmissible illness. If you miss class, you should do all weekly coursework and get notes about what you missed from a classmate. Doing weekly coursework does not substitute for a missed class, and any activities done in class while you are not present cannot be made up, but at least you will be less likely to fall behind. There will be no Zoom option if you’re absent because watching class on Zoom is not the same as participating in class. If you miss more than 4 absences, it will mean automatic failure for the course.

 

Please note that one-on-one conferences are considered equivalent to a class meeting for the purposes of the attendance policy; if you miss a scheduled conference it will count as a full class absence.  Arriving late or leaving early will be counted as a half-absence, and thus two of these will equal one full absence. Also, if you are not prepared for class or not paying attention and it is distracting or detrimental to our community, I may ask you to leave and take an absence. This is especially true on peer review days where you must have a completed draft to participate.

 

I do not distinguish between “excused” or “unexcused” absences, and I do not wish to see doctor’s notes or other documentation of your illness. Why you miss class is your business, and I don’t need to know about it. If you have DRS accommodations that allow extra absences, you must confer with me early in the semester so we can come to an agreement about how many additional absences are right for this course.

 

  1. Read and annotate our assigned readings before class.

Every paper you write in this class derives in part from our assigned readings and the discussions we have about them. When you read, take notes in the margins and/or keep a list of thoughts and questions to bring up in class. Sometimes, you may need to read a paragraph or a section more than once before it makes sense, and this is completely normal when reading dense academic publications or other types of long readings. I recommend that you talk to friends and family about our readings, too. I dislike giving reading quizzes, but I will do so as needed if it seems that too many of us are reading too quickly or aren’t thinking carefully about the readings before coming to class. As noted above, if you come to class unprepared, I may ask you to leave and take an absence, particularly if your inability to participate in class activities is disruptive to our activities. Also, interacting with others respectfully is important, and a full policy on how to interact in class and on Canvas is included below. 

 

  1. Complete all weekly coursework as announced in class or assigned on Canvas.

Weekly coursework consists of small assignments and activities that we do on Canvas or in class meetings, and may include in-class writing, small group work, quizzes, and Canvas discussion posts or journal entries. Weekly coursework is essential for learning, and it will be graded as Complete (full credit) or Incomplete (no credit). Together, these activities will be worth 20% of your final grade. In general, I will give you a grade of Complete if you’ve met the basic requirements outlined by the assignment, and if you do not follow directions or submit your work on time, you will get a grade of Incomplete. A full policy about late weekly coursework is included below.

 

  1. Write and revise four substantial papers through multiple drafts.

You will write four papers and submit them to me for feedback and guidance. Then, you will revise these drafts into final versions due in a final portfolio at the end of the semester. I will give you feedback for Papers 1, 2 and 3, and this feedback will be formative and intended to help you revise. You will not receive a binding grade on these drafts because I want you to revise them as many times as possible before the final portfolio.

 

My feedback will also give you an idea of where your grade might stand on a draft if it were submitted in the final portfolio as is and without any revision, and it will give you a baseline of your progress. It is relatively normal for students to receive feedback that indicates a draft is not yet passing in its current condition, and I do not want you to be discouraged by this. It simply means you have work to do, and because draft grades are not binding, there is no penalty for having a draft that is not yet passing. If you ever feel discouraged, talk to me, and I can help you plan for revision and feel hopeful about making improvement in your writing.

 

I give feedback on each draft only once if it is submitted on time, but we can talk about your drafts and revisions as many times as you wish if you bring them to me to discuss during conferences and office hours. Keep in mind that you may also bring your papers to the Writing Center at any stage in the writing process, and I encourage everyone to visit the Writing Center on a regular basis for this and other classes. More information about this is included below.

 

  1. Participate in peer review workshops.

Peer review workshops allow you to read each other’s papers and practice giving suggestions for improvement that may result in deeper insights for your own writing process. We will do at least three peer review workshops (for Papers 1, 2, and 3), and these are clearly marked in the course schedule. The 10% of your final grade reflects whether or not you participated in these workshops, and like weekly coursework, peer review is assessed with either a Complete or Incomplete as follows: if you meet all deadlines and expectations for peer review, you will get a grade of Complete for a workshop, but if you miss a deadline in the workshop process or if you do not complete the required steps in giving feedback to your peers, you will get a grade of Incomplete for a workshop. For the 10% that represents peer review in the final grade, three Completes will be an A, two Completes will be a B, and one Complete will be a C. Three Incompletes will be an F (or 0 credit) for the 10% that represents peer review in the final grade. If we do additional peer review workshops, they will be included in weekly coursework and not in the peer review portion of the final grade.

 

  1. Meet with me twice for individual conferences outside of class.

We will meet for conferences in my office or on Zoom to discuss your progress, and I will offer you an optional conference at the end of the semester in case you need it. Dates, times, and modes for our conferences will be mutually arranged. I will let you know in class what you need to prepare for each conference, and if you arrive without it, I reserve the right to cancel our conference and give you an absence. If you fail to show up at a scheduled conference, it counts as an absence for the attendance policy. If I can reschedule a missed conference, I will, but even if we meet for a rescheduled conference, the initial absence will still apply.

 

  1. Reflect on your writing process and your progress towards our course goals.

Evidence shows that self-reflection enhances learning and improves outcomes, and I will assign many opportunities for you to reflect on your work in this course. Short reflections will also be used in Paper 4 and will be important in our assessment of your final portfolio.

 

  1. Submit a well-revised final portfolio at the end of the semester.

Your final portfolio will consist of four papers that you have revised multiple times. The grade on your final portfolio (60%) and the grade on the quality of your revisions (10%) are the majority of your final grade in the course. A rubric for final portfolios is included below, as is a detailed explanation of my grading process.

 

When you revise, you should do so as thoroughly as possible, which means addressing the issues noted in my feedback on your drafts and going above and beyond to address all of the ideas and suggestions that we discuss throughout the semester. For instance, our class readings serve as models of good writing to emulate and use as inspiration. Your weekly coursework, our in-class activities and my mini-lectures and explanations will give you ideas and plenty of practice for successful college writing. Individual conferences and peer review workshops will allow you to reflect on your progress and grow as a reader, writer and thinker. Final portfolios in which revisions only “fix” simple errors or address only things mentioned in my feedback are unlikely to result in grades of A or B for revision in your final grade, and a lack of serious revision will prevent final portfolio grades from being in the A range altogether.

 

How To Succeed in This Course

Be respectful when interacting with others in class and on Canvas.

Some of our readings include ideas that you might find controversial or uncomfortable. In college, students are meant to build critical thinking skills in a variety of contexts, and we want you to feel appropriately challenged and inspired by our course materials. We recommend that you use our classroom and Canvas site as a space where we can collaborate to examine ideas and arguments for mutual learning. As such, we all have a responsibility to try to make others feel comfortable learning, participating, and asking questions. Here are some ground rules for respectful interaction with me and your classmates:

 

  • Everyone may have an opinion, but everyone must recognize that an opinion is not a fact.
  • Everyone may write or say something that “comes out wrong.” If you do so, simply admit that what you said or wrote wasn’t quite what you meant and try again.
  • Everyone may change their mind (including me!).
  • Everyone has the responsibility to challenge others or disagree in a respectful, polite way:
    • “I respectfully disagree....”
    • “I hear you, but you might not have considered every perspective….”
    • “In my experience, that hasn’t been true….”
    • “Can you share your evidence to support that?”
  • Everyone must accept that their opinion may be challenged without getting defensive or upset (this can be hard!). When someone challenges your opinion, take a deep breath and consider what the other person is saying carefully before you respond.

 

Our differences, some of which are outlined in the University’s nondiscrimination statement, will add richness to this learning experience. We are all here to learn and work with others, and any activity that runs contrary to the spirit of learning and collaboration will not be tolerated. I am here to help foster a respectful and accountable space, and if a student seems not to participate in this space as described above, I will speak with them about it. However, explicitly hostile or hateful language, discrimination or abuse will not be tolerated.

 

Netiquette

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.

 

Lastly, we will sometimes use devices (phones, laptops) in class, and I expect you to use devices respectfully, which means staying on task and avoiding disruption to your classmates.

Consult with me during office hours and practice good time management.

I welcome you to visit me during office hours as listed on the first page of the syllabus. You can come see me for many reasons, including to say hello, to talk about one or more of your papers, and to discuss readings or ideas that have come up in class. Or, if you are struggling in the course and need help setting voluntary deadlines or figuring out how to approach an assignment, I encourage you to talk to me and see if I can help. If you are unavailable during my office hours, email me and we’ll try to find another time.

 

You may find that one of the biggest challenges in college is keeping track of your assignments and budgeting your time. I strongly recommend using a non-Canvas calendar, whether paper or digital, to keep track of due dates and course requirements. The calendar built into Canvas may seem helpful at first, but do not rely on it! Many students have made the error of assuming that the Canvas calendar is comprehensive only to find that they’ve missed an assignment or fallen behind in a course. Don’t make this mistake—trust me and use a secondary calendar.

 

Take advantage of campus resources.

Did you know Temple’s Student Success Center (SSC) offers tutoring for writers at the Writing Center? Writing Center tutors can help you understand and get started on your assignments, and they can also provide you with engaged, kind, and critical feedback on drafts of your work. The tutors are graduate and undergraduate students who are successful writers and experienced readers; all tutors have completed training in effective methods of coaching writers. Tutoring is free of charge and available by same-day session or pre-scheduled appointment. More information about the Writing Center, as well as other resources offered by the SSC by clicking the links above, by calling 215-204-0702, or visiting our “Front Desk” Zoom room via the Meeting ID at 929-916-654. You can also get help (even through live chat) with your research from the Charles Library.

 

Also, it is common for your first year at a new school to be stressful, and I want you to know you’re not alone and there are resources here at the university, such as Tuttleman Counseling Services and the Dean of Students. The Dean of Students offers a wide range of support for students who do not have enough food, who struggle with access to secure housing, who need emergency student aid, who are dealing with sexual assault, and who have similar problems and are unsure where to turn. Further, the Dean of Students provides specific forms of outreach and support for LGBTQIA students, international students, and veterans, among others. I strongly encourage you to seek out help from the Dean of Students when needed, and if you’re having trouble connecting to the proper resources, let me know and I’ll do my best to help by filing a CARE TEAM report or asking the team in First Year Writing for assistance.

 

Late Policies

Weekly Coursework and Peer Review Workshops

Weekly coursework deadlines are firm because we sometimes use it as the basis for in-class discussions and activities. Also, weekly coursework is intended to build skills and habits over time. I will do my best to make deadlines clear on Canvas and to post announcements and other reminders on a regular basis. But ultimately, you are responsible for checking Canvas often and keeping track of weekly coursework.

Drafts Submitted During the Semester for My Feedback

Drafts of your papers must be submitted on time. If an extreme situation or sudden crisis arises that prevents you from submitting a draft for feedback on time, you may ask me for a one-week extension and I will say yes, no questions asked. However, your final portfolio must contain revisions of papers I have seen in draft form during the semester, and if you have not submitted a draft on time or within one week (using the extension), your final portfolio will receive a failing grade and you will have to repeat English 902, even if your other work is of passing quality or was marked complete.

 

I know this sounds harsh, but the reason for this strict policy is that I must see your drafts in a timely manner so that I can encourage continual improvement. Much like faculty in a math course, writing faculty need to see how you get from point A to point B to be sure you understand the process of writing that we are teaching in this course. The only possible exception to this late policy for drafts would be if you have a situation so significant that the Dean of Students or the CARE Team have reached out to me to ask for extra time or if you have already alerted me to a DRS accommodation that requires me to give you longer than one week extension; in these cases, we will work out arrangements and you will still be subject to the above policy using the newly agreed-upon revised due dates.

 

Also, if you decide to re-write a paper from scratch after I have seen a version of it and given you feedback, you must submit the new draft to me before it goes into your final portfolio. If you do not, your portfolio will violate the above policy for having one or more papers I have not seen in draft form during the semester. If you are ever in doubt that you are working on a draft that is fundamentally “new” and unlike the one I gave feedback on, contact me to discuss. The purpose of this is to prevent plagiarism and to ensure, as stated above, that I can see your progress with a draft over time. If a paper appears to be wholly new and does not show how you got from point A to point B, the portfolio cannot be passing even if the quality of the new paper is satisfactory or above. I will not necessarily give you written feedback if you produce a wholly new draft, nor will we need to meet or discuss it unless I see a problem with what you’ve done. But I will be glad to support you starting fresh or improving a draft so much that it is unrecognizable from a first draft as long as you keep me in the loop and show me what you’re doing before the final portfolio is due.

The Final Portfolio

The final portfolio due date is listed on the schedule, and I have already incorporated an automatic, no questions asked, extension if you need it.  But after the due date and the automatic extension date have passed, I cannot accept final portfolios and you will be given a failing grade for the course. The reason for this policy is that I need time to read final portfolios, to discuss final portfolios with other faculty in First Year Writing, and to calculate and enter final grades in TU Portal.

 

Occasionally, a student who had been making good progress has a true medical emergency at the very end of the semester that would make it impossible to complete a final portfolio on time. In cases like these, contact me to discuss an Incomplete, which is an arrangement that requires formal documentation of the emergency and approval of the Dean and other university officials. To qualify for an Incomplete, you must be in good standing in the course and have submitted drafts of Papers 1, 2, and 3 (that is, you must have completed the equivalent of more than 50% of the coursework and must be able to complete the remaining revisions on your own without guidance). If you believe you qualify for an Incomplete, you must speak to me about it before Monday, December 11 (the last day of classes) so that I can send you the paperwork and start the process of getting formal approval. Again, an Incomplete is not a casual arrangement and it does not apply in situations that are not true emergencies. It is not possible to arrange an Incomplete after the semester is over. For more information, see the full policy in the Undergraduate Bulletin.

Calculating Your Final Grade

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 902 is equivalent to a C in another section of English 902, 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 902. 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 grading scheme:

 

A 93-100%

A- 90-92%

B+ 87-89%

B 83-86%

B- 80-82%

C+ 77-79%

C 73-76%

C- 70-72%

D+ 67-69%

D 63-66%

D- 60-62%

F 0-59%

 

University Policies

Policy on Recording Class Meetings or Conferences

This course will not meet on Zoom unless mandated by the university, which is highly unlikely. But we may meet on Zoom for conferences, and this is the official policy from the university that is applicable to conferences, which are official class business and similar to a class meeting: “recordings of class meetings will be allowed at [faculty] discretion [and particularly if a student in the class has an accommodation requiring such recordings]. Any recordings permitted in this class can only be used for the student’s personal educational use. Students are not permitted to copy, publish, or redistribute audio or video recordings of any portion of the class session to individuals who are not students in the course or academic program without the express permission of the faculty member and of any students who are recorded. Distribution without permission may be a violation of educational privacy law, known as FERPA as well as certain copyright laws. Any recordings made by the instructor or university of this course are the property of Temple University.”

Disability Accommodations Policy

Any student who has a need for accommodation based on the impact of a disability should contact Disability Resources and Services at 215- 204-1280 or in 100 Ritter Annex to coordinate reasonable accommodations for students with documented disabilities.

 

If you are not sure whether or not you qualify for accommodations, go to DRS to get more information. DRS understands that some students may not arrive at Temple University with documentation for their accommodations, and they will work with you to figure out how best to proceed. It is up to you whether you want to send me your accommodations, but keep in mind that accommodations cannot be applied retroactively. It is highly advisable to reach out to me about your accommodation so that we can discuss it. Students should seek out assistance from DRS.

Student and Faculty Academic Rights and Responsibilities Policy

Freedom to teach and freedom to learn are inseparable facets of academic freedom. Please read the university’s policy on Student and Faculty Academic Rights and Responsibilities (Policy #03.70.02).

Policy on Academic Honesty

To protect yourself from engaging in academic misconduct, please read Temple University Statement on Academic Honesty for Students in Undergraduate Courses.

 

In general, all sources of information that you use in your papers must be identified as clearly, accurately, and thoroughly as possible. Plagiarism occurs when sources are used but not acknowledged and appear to be presented as your own original ideas. Of course, we do not want to discourage you from using other people’s ideas or data. Our aim is exactly the opposite – academic writing often involves a conversation with other writers. But you must always make clear your sources and you must always be sure that the work you submit is your own. Academic cheating, in general terms, is the breaking of the general rules of academic work and/or the specific rules of individual courses. It includes falsifying data or sources; submitting work in one course that was done for another course without the instructor's approval; having someone else complete your papers or any of your course work for you; or actually doing another person’s work.

 

If you plagiarize on a draft of a paper submitted before the final portfolio, I will give you one very serious warning and you will have a chance to revise the paper right away so that I can re-read it and see that you’ve corrected the errors. But if you plagiarize a second time or if plagiarism is found in your final portfolio, you will fail the course and will be reported to the University for academic misconduct. This policy is not negotiable. If you are uncertain about what constitutes plagiarism, ask BEFORE you hand in the work. It will be too late afterwards.

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 in class activities. 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 902, 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.

 

Additionally, studies have shown that students who use AI to complete schoolwork typically retain 90% less information than students who complete the work themselves. If your goal is to find the easiest path to a degree, okay, but if your goal is to learn and grow your abilities in effective research, critical analysis, and information synthesis, tools vital to truly understanding the world in which you live, using AI to complete work cheats yourself of building these skills. Such skills are also important tools in the workplace of tomorrow – if you can’t complete more novel and innovative work than what AI can generate, then why would any employer want to pay for your services?

 

 

 

 

Course Schedule

This schedule is subject to minor changes, though we should remain close to what’s listed here; all changes will be announced on Canvas, where homework will be posted with dated Discussions.

 

Unit One: Misrepresentation in the Media

In this unit we will explore the ways various media manipulates our ideas and beliefs about basically everything, beginning with exploring our Logical Fallacies & Cognitive Biases, then tying these ideas to conspiracy theories and social media. We’ll explore ideas about how viewers and the public are manipulated to the benefit of various actors in society, as well as exploring some of the more egregious examples of this disinformation and misinformation. Your goal is to cut through these representations to discover what’s really going on. (See assignment prompt for further details.)

 

(Note: Homework assignments will be posted on Canvas in Discussions or Assignments with the due date and time on them – all readings/videos will be attached to the Canvas post, but if the links don’t work, all reading can be found in the Modules section of Canvas. All online activities in each Canvas Discussion post are due before class starts to be considered on time. Give yourself plenty of time and please post early whenever possible.)

 

Week 1 (August 25-29)

Meetings: Introductions / Q & A about the syllabus / Discuss Unit 1 topic and purpose

 

Online:

View introduction to the course if you haven’t

Review course syllabus

Complete Week 1 online activities posted in Discussions on Canvas.

These include reviewing Logical Fallacies and Cognitive Biases

 

Still deciding about staying in this course? Check the Registration Deadlines for drop/add here.

 

Week 2 (September 2-5, no classes on Labor Day)

Meeting: Questions/concerns/problems

Participate in class activities based on readings/other coursework

 

Online:

Watching the short video Why Do People Believe in Conspiracy Theories?, reading the article "A Game Designer's Analysis of QAnon,” picking a conspiracy theory to discuss, researching in the TU Library databases, and complete a short response writing. (Sounds like a lot, the video is short, and the article is a pretty easy read which I found fascinating.)

 

Week 3 (September 8-12)

Meetings: Questions/concerns/problems

Participate in class activities based on readings/other coursework

Review Paper #1 Assignment

 

Online:

Complete Week 2 readings/video in Discussions on Canvas.

These include the film The Social Dilemma (2020) and the articles “Truth Dies First” by Gleeson, “How Disinformation Hacks Your Brain” by Beasley, and “The Social Media Propaganda Problem is Worse than You Think” by O’Connor and Weatherall.

Complete response writing in Discussions, including responding to at least two of your classmates’ posts.

 

Week 4 (September 15-19)

Meetings: Questions/concerns/problems

Library Session 9/15 – Meet in Charles Library classroom

Participate in class activities based on readings/other coursework

Present your topic for Paper #1

Review Thesis/Intro for Paper 1

 

Online:

Complete 1st Library Module before class 9/15

Post an Introductory Paragraph with Thesis Statement for Paper 1 in Discussions

 

Week 5 (September 22-26)

Meetings: Peer review workshop of Paper #1

Other class activities

Work on revising Paper #1 to submit next week for instructor feedback

Submit a revised Paper #1 to Canvas Assignments for instructor feedback

Introduction to Unit 2

 

Online: Complete Paper 1 and submit it for Peer Review Activity.

Complete Unit 1 Self-Reflection in Canvas Discussion

 

Unit Two: Misrepresentation in the Media: Identity, Environment, and Public Health

This unit continues our look into misrepresentation in the media but will change direction to look at presentations of identities in public discourse as well as the various ways companies use when attempting to manipulate public impressions of products, companies, and industries that may not be as positive as presented, including through product placement, greenwashing, and other deceptive methods.

 

Week 6 (September 29-October 3)

Before class:

Meetings: Questions/concerns/problems

Participate in class activities based on readings/other coursework

 

Online: Complete Week 3 readings/video/writing in Discussions on Canvas including the film Miss Representation and the articles “Why I Won’t Stop Saying White Supremacy” by DiAngelo and “Media Portrayals and Black Male Outcomes”

 

Week 7 (October 6-10)

Meetings: Questions/concerns/problems

Review Paper 2 Assignment

Participate in class activities based on readings/other coursework

 

Online:

Complete Unit 1 Self-Reflection in Canvas Discussion

Complete Week 5 readings/video/writing in Discussions on Canvas including the Spurlock Ted Talk and the chapter from Lindstrom’s book Buy*ology.

 

Week 8 (October 13-17)

Meetings: Questions/concerns/problems

Participate in class activities based on readings/other coursework

 

Online: Complete Week 7 readings/video/writing in Discussions on Canvas including the articles “Greenwashing Overview” by Dahl and “Greenwashing Hydropower” by Imhof and Lanza as well as the short video. Also, the film Sugar Coated and the article “How the Sugar Industry Shifted the Blame to Fat” by O’Connor. Start searching for articles in your topic for Paper #2.

 

Week 9 (October 20-24)

Meeting:

Full Class Meeting Cancelled 10/20 for Individual Conferences via Canvas Zoom: A sign-up sheet for conference times will be posted on Canvas. Please be on time and prepared for your meeting. Missing your conference will be counted as an absence from class.

Class will meet as usual on 10/22 - In-class writing activity: Synthesis/Intertextuality

 

Online:

Post an Introductory Paragraph with Thesis Statement for Paper 2 in Discussions

 

 

Week 10 (October 27-31)

Meeting: Questions/concerns/problems

Peer Review Activity – split into small groups

Review Paper #3 Assignment

 

Online:

Submit a revised Paper #2 to Canvas Assignments for instructor feedback

Complete Unit 2 Self-Reflection in Canvas Discussion

 

Unit Three: Public Art & Public Space

This unit takes a turn in our critical analysis, looking at the world we pass through with the goal of looking at the space and the art contained in it with new eyes. When we experience public art or move through public space, our opinion typically stops at whether we like what we’re experiencing or not. Here we’ll move beyond that to look at what this space and art really does, who controls it, and how people work to change attitudes and ideas about what we see. Next, we’ll critically analyze art and/or space for how well the goals and parameters for these endeavors are achieved.

 

Week 11 (November 3-7)

Meetings: Questions/concerns/problems

Participate in class activities based on readings/other coursework

 

Online: Complete Week 10 readings/video in Discussions on Canvas including the film Exit Through the Gift Shop and the short articles “Percent for the Arts”, “Public Art” by Greene, and “Life Liberty and the Pursuit of Public Art in Philadelphia by Rice.

The last day to submit a revised Paper 1 for instructor review is 4/7.

 

 

Week 12 (November 10-14)

Meeting: Questions/concerns/problems

Participate in class activities based on readings/other coursework

Name your topic for Paper 3 – Review Paper 3 Writing Ideas

 

Online: Complete Week 11 readings/video in Discussions on Canvas including readings by Baker and Labode/Levin and several short videos.

 

 

Week 13 (November 17-21)

Meetings: Share your Paper #3 proposal in small groups in class.

 

Online: Complete Week 12 reading in Discussions on Canvas, a portion of the book Philadelphia Murals and the Stories They Tell

Post an Introductory Paragraph with Thesis Statement for Paper 3 in Discussions

 

Week 14 Fall and Thanksgiving Break (November 24-28—No classes held.)

 

Week 15 (December 1-5)

Online

Submit draft of Paper #3 for Peer Review activity

 

Class Meetings

Participate in a peer review of Paper #3

Finish preparing your final portfolio

Other final reflective activities

 

 

Monday, December 8: Final Portfolios are due on Canvas by midnight. If you need a few extra days, you may submit your final portfolio any time until Wednesday, December 10 at midnight, no questions asked and no late penalty applied. After Wednesday, December 10 at midnight, it is too late to submit your final portfolio.

 

There is no final exam for this course. Once you submit the final portfolio, you have completed your work for English 0902. I will grade your final portfolio and calculate your final grade, 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. 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.

English 902 Portfolio Grading Criteria

 

A-range portfolios:

  • The writer demonstrates facility in making nuanced, original, and well-researched arguments addressed to the course theme.
  • The writer accurately represents others’ ideas and constructs subtle and complex arguments in relation to others’ ideas in all three papers.
  • The writer demonstrates full awareness of academic audience in all three papers, the papers are well-organized and the research is well-integrated.
  • There are virtually no errors in syntax, grammar, mechanics, usage, style, and documentation.
  • The portfolio demonstrates that the writer has improved over the course of the semester, and it is clear that the writer worked hard to revise and edit their papers. The writer is reflective about their progress and demonstrates an excellent understanding of their own writing process and development as a writer.

 

B-range portfolios:

  • The writer demonstrates facility in making thoughtful and well-researched arguments addressed to the course theme.
  • The writer accurately represents others’ ideas, with only minor exceptions, and constructs clear and sometimes complex arguments in relation to others’ ideas in all three papers. Occasionally, the writer may make reductive or black-and-white analyses in one or more of the three papers, but these are minor and do not negate or seriously undermine the arguments.
  • The writer demonstrates good awareness of academic audience in all three papers, and the papers are generally organized well and the research is nicely integrated, though one or two sources may be not credible.
  • There may be a few errors in syntax, grammar, mechanics, usage, style and documentation, but none of these errors impede the reader’s understanding of the writer’s arguments.
  • The portfolio demonstrates that the writer has improved over the course of the semester, and there may be indications that the writer of the portfolio worked hard to revise and edit their papers. The writer is reflective about their progress and demonstrates solid self-awareness about their development as a writer.

 

C-range portfolios:

  • The writer makes good arguments addressed to the course theme.
  • The writer accurately represents others’ ideas, though the articulation of these ideas may be limited or confusing in one or more of the three papers.
  • Research for the arguments is generally done at an adequate level, meeting requirements for the assignments, and the writer may show some difficulty in connecting research to their own arguments in one or more of the papers. There may also be one or more papers in which some sources are not credible.
  • The writer demonstrates some awareness of academic audience in all three papers, and the papers are organized well enough to follow the arguments, but the organization of one or more of the papers may be reductive, simplistic, confusing, and/or under-developed. Sometimes C-range portfolios contain one or more papers that include padding or sections in which the writer has made leaps of logic.
  • There may be one or more papers in which there are serious errors of syntax, grammar, mechanics, usage, style and documentation, but these errors should not seriously undermine the comprehensibility of the arguments.
  • The portfolio demonstrates that the writer has improved over the course of the semester, but there may be indications that the writer of the portfolio did not pay close enough attention to revision or editing of all three papers. The writer is at least somewhat reflective about their progress and development as a writer, but it may be lacking in quality and possibly quantity.

 

Failing (D and F) portfolios:

  • The writer demonstrates an inadequate ability to make arguments addressed to the course theme.
  • The writer has not represented others’ ideas correctly in one or more of the three papers, and it is likely that the writer makes reductive or black-and-white analyses. The writer may demonstrate some awareness of academic audience, but there are serious organizational problems in one or more of the three papers that make it difficult or impossible to follow the arguments, and one or more papers includes simplistic, confusing, or under-developed ideas.
  • Research for the arguments is generally done at a basic or level, possibly meeting requirements for the assignments. But with respect to research, the writer cannot adequately connect others’ ideas to their own arguments in one or more of the papers. There may also be one or more papers in which the required number of sources is missing and/or in which sources are not credible.
  • One or more of the three papers may not show basic formal achievement in sentence structure, transitional words and phrases, appropriate pronoun use, and other elements of writing necessary for full comprehensibility of the writer’s arguments.
  • The portfolio may demonstrate that the writer has improved over the course of the semester, and the papers may show considerable improvement from first drafts, but the writer may not yet be able to revise or edit well enough to complete the papers at a C-range or above level.
  • The writer may be reflective about their progress, but it is lacking in quality and possibly quantity.
  • Sometimes, failing portfolios themselves are inconsistent and contain two passing-level papers and one failing paper, but in these cases, the entire portfolio receives a failing grade because all three papers must be at or above a C- grade to pass the course.

 

 

English 902 Writing Assignments for Fall of 2025

 

Writing Assignments (to be revised and collected into your Final Portfolio)

 

Assignment for Paper 1: Media Literacy

 

The purpose of this assignment is to use critical analysis to interpret the cultural significance and influence logical fallacies, cognitive biases, illusory truth effects, and frequency illusion in beliefs in conspiracy theories or disinformation/misinformation from media sources, especially social media.

 

To fulfill this assignment, you will need to:

  • Summarize accurately what is presented in the subject you have chosen – work with the assumption that your reader is completely unfamiliar with the topic at hand.
  • Present your critical analysis of the subject under discussion using the methodology of examples and sources you present and quote.
  • Evaluate the academic worth and strength of the arguments about cultural significance contained within the texts by assessing the effectiveness of their evidence and support.
  • Analyze new visual texts (your topic) by applying sources’ ideas to your own examples.

 

Your paper will be evaluated according to how well you meet these objectives. This paper, and all the others that you write, should also be coherent, well organized, and written in standard academic English.  Each of your papers will need to include in-text citations and lists of works cited in MLA format.

 

Choose one of the topic options listed below.

 

Option 1: The first week’s readings and video discussed conspiracy theories. Dig more deeply into this by finding a compelling and widespread conspiracy theory to reveal and discuss. How and why do people believe this theory? Is it provably incorrect or more clever in its inability to be completely disproven? Research the background/history, who believes it and why, then deconstruct the theory using methodology from sources you find discussing conspiracy theories. Use ideas we have discussed about cognitive bias, logical fallacies, illusory truth effect, and frequency illusion to show how easily people can believe that which is either unproven, unprovable, or provably incorrect. Use sources from class and academically credible sources from the library databases to support your analysis. Don’t forget to mention the detrimental effects this can have on individuals and society. You should also discuss ideas regarding our 1st Amendment right to free speech and where limits might be draw regarding disinformation and its harmful effects on people and society.

 

Remember, Paper 1 needs to have a clear argument and for this option your argument needs to be that this theory is NOT something people should reasonably believe.

 

Option 2: In our discussions of social media, we looked at the way people’s beliefs can be manipulated through disinformation of misinformation and how the algorithms used to decide what content pops up on a user’s thread can contribute to the narrowing of views and opinions. Explore this further by finding specific examples of social media content that present misleading or false information, describe the content clearly and any details involved in the instance, and discuss in your own analysis the negative effects of this. Consider logical fallacies, cognitive biases, illusory truth effect, and frequency illusion when dissecting the social media content. Use sources from class and academically credible sources from the library databases to support your analysis. You will likely need to use several examples to have enough content to reach the minimum page length for the paper. This topic can be used together with ideas around conspiracy theories that spread rapidly through social media platforms. 1st Amendment free speech could also be considered. Should people be able to say whatever they want regardless of the consequences? What limits do we have and what limits should we have in public venues and forums?

 

Option 4: Develop your own academic argument in support of a claim regarding any issue we have discussed in this unit.  If you choose this option, you must clear the topic and specifics of your idea with me prior to writing.

 

Details:

  • The audience for this paper would be an undergraduate student like yourself, but who has not been in our course and so will need explanation for what we have been discussing.
  • Paper 1 needs to be 1200-1600 in length (not counting the works cited page).
  • Include quotes from at least 5 sources with MLA formatted in-text citations.
  • Your sources should include at least one article from class or supplemental materials and 4 outside source articles of which 2 should be peer-reviewed outside source article from the library databases.
  • Summarized material also needs in-text citations to show where the information was found – this protects the author from mistaken information, plagiarism, and copyright infringement.
  • All sources must be documented in MLA format including in-text citations and work cited page.
  • MLA works cited pages must be alphabetized and use hanging indentations.
  • Please use Times New Roman 12 pt. font, double space the essay, provide page numbers, a title, and a header including your name, course, teacher, and date of submission.

 

Resources

If you would like to discuss ideas and get help on this assignment:

Assignment for Paper 2: Misrepresentation in the Media

 

The purpose of this assignment is to use research and analysis to interpret the cultural significance of various methods of advertisement and other means used to influence public opinion regarding products, companies, or industries.

 

To fulfill this assignment, you will need to:

  • Summarize accurately what is presented in the subject you have chosen – work with the assumption that your reader is completely unfamiliar with the topic at hand.
  • Present your critical analysis of the subject under discussion.
  • Evaluate the academic worth and strength of the arguments about cultural significance contained within the sources by assessing the effectiveness of their evidence and support.
  • Analyze new visual texts (your topic) by applying the authors’ ideas to your own examples.

 

Your paper will be evaluated according to how well you meet these objectives. This paper, as with all your papers, should be coherent, well organized, and written in standard academic English.  Your papers will need to include in-text citations and lists of works cited in MLA format, as well as a counter argument and integration of source materials/synthesis (these aspects will be discussed in detail during class).

 

Option 1: The readings and films from this unit discuss the presentation of stereotypes in the media and advertising. Explore this idea further by finding examples of any media using misrepresentations or stereotyping of any group, culture, religion, etc.

Choose the subject for evaluation, comparison, and analysis, which should discuss specifically:

  1. how the stereotypes and/or misrepresentation intentionally or unintentionally influences the audience through placement, content, and design, and
  2. what affects these messages might be having on viewers and society.

Be sure to thoroughly describe specific examples of stereotypes and/or misrepresentation before moving on to your analysis. Without clear examples, your paper will likely be too vague to succeed effectively demonstrating the problem you are trying to expose.

 

Option 2: In his book, Lindstrom discusses “product placement” and “product integration” in the media.  Explore these ideas further by finding one to three tv shows, films, or other media that use product placement or integration. These examples should be evaluated, compared, and analyzed, discussing specifically: a) how the placement/integration is designed to influence audience through placement, content, and design, and b) what affects these messages might be having on viewers and society. Be sure to thoroughly describe the placement/integration before moving on to your analysis. The biggest problem students have with this option is finding social relevance – simply saying “this is an effective advertising technique” will not get you a high grade. Dig deeper. How does this type of advertising affect viewers consumption behaviors and attitudes about society? Look closely at Lindstrom’s chapter, especially his discussion of “emotional associations” and find at least one outside source showing potential problems of this advertising tactic. Do some research on this in the library databases. Also think about the characters and stories to which these products are attached: are these positive influences on viewers or do they carry anti-social or demeaning ideas? Discuss this clearly for strong social relevance.

 

Option 3: Our readings/video on greenwashing and misrepresentation of products and industries discuss the public relations industry’s ability to control language and debate to change public opinion about potentially hazardous activities and/or materials. Explore these issues further by finding an example of greenwashing, the repositioning or renaming of a product or company with the intention of overcoming a negative opinion or stigma, or misrepresentation of a product, company, or industry by shifting the narrative (like with the sugar industry) or other duplicitous means. (This paper could again be a good spot to discuss ideas around disinformation and free speech.)

 

Evaluate and analyze your topic and relate it to the appropriate text from class, which should discuss specifically a) how the media has been designed to influence people through placement, message, and goals, and b) what affects these messages might be having on individuals and society.  Provide some discussion of deliberate misinformation or disinformation if that is what you uncover. The social relevance of your argument should be clear in your thesis and throughout your paper.

 

Suggested topics (through there are many, many other possibilities): Nuclear Energy, Clean Coal, Fracking, Ethanol, High Fructose Corn Syrup, Artificial Sweeteners, Political Campaign Ads, Political Platforms Used to Push Untrue Information, Oil Company Ads, Car Fuel Efficiency Ads, Health & Beauty Products, Health Food, Diet/Low Fat Foods & Drinks, Processed Foods, Food Additives, Energy/Sports Drinks, Bottled Water, Corporate Control of Media, Corporate Front Groups.

 

Option 4: Develop your own academic argument in support of a claim regarding any issue we have discussed in this unit.  If you choose this option, you must clear the topic and specifics of your idea with me prior to writing.

 

Details:

  • The intended audience for your Paper is an educated, but non-specialist audience.
  • Paper 2 should be 1600-2200 words long, not counting the works cited page.
  • Include at least six (6) relevant and valid sources that are not on the course syllabus, including at least two (2) peer-reviewed academic sources from the library databases.
  • At least one paragraph needs to exhibit a synthesis of source materials – see the synthesis/intertextuality Canvas Discussion for details on this.
  • Summarized material also needs in-text citations to show where the information was found – this protects the author from mistaken information, plagiarism, and copyright infringement.
  • All sources must be documented in MLA format including in-text citations and work cited page.
  • MLA works cited pages must be alphabetized and use hanging indentations.
  • Please use Times New Roman 12 pt. font, double space the essay, provide page numbers, a title, and a header including your name, course, teacher, and date of submission.

 

Potential Problems: Advertising and public opinion manipulation works on you whether you believe it or not, so figure this into your writing.  Assume media is saying what they are actually saying AND what you unmask with your analysis. (Ads especially are rhetorical statements and can say both.)

 

Resources

If you would like to discuss ideas and get help on this assignment:

 

 

Assignment for Paper 3: Public Art & Space

 

The purpose of this assignment is to use critical analysis to interpret the cultural significance and influence of public art and public space in Philadelphia.

 

To fulfill this assignment, you will need to:

  • Choose a work of public art or architecture, a public space, or a local organization that deals with public art or public space issues.
  • Research the history of your chosen subject.
  • Develop an argument regarding your chosen subject, such as how the subject servers the public interests, how well the subject is situated in the surrounding community, and/or how well the subject achieves the stated goals of the creators/developers of the subject.
  • Analyze new visual texts (your chosen subject) by applying the ideas of the authors we have read to your own examples.

 

Your paper will be evaluated according to how well you meet these objectives.

 

Choose one of the topic options listed below.

Option 1: Choose a work of public art or architecture, research the history, the artist or organization responsible for the work, and the placement of the work in the urban setting.  Does the art enhance the urban environment at its location?  Is it appropriate in the context it is set?  How and why? Why did the artist/organization choose to place the work in this specific location?  Is the work achieving the stated goals of the artist/organization responsible for it?  How and why? 

Develop an argument around this issue.  Be sure to include a clear description of the work of art, the story of its creation and display, as well as the location where it is to be found.  If you find it difficult to obtain adequate information on a single work of art, you are welcome to compare/contrast two works, but you must clearly establish in your argument that one piece of art is better achieving its goals than the other and how and why this is so.

 

Option 2: In class we will/have discussed the re-envisioning of public space, particularly the Benjamin Franklin Parkway, Love Park, and FDR Park. Work with this notion to explore an area that is of interest to you. Research the history of the location and the efforts made to change and adapt the space to various uses over time.  Next evaluate the goals, methods, and outcomes of the changes to the location under discussion.  Does the space meet the needs specified by the designers?  Is the current usage working to benefit the public in some way?  Do other interests benefit in some way by the reconfiguring of the space?  Choose a stance regarding the space to create an academically credible argument regarding this.

 

Option 3: Choose an organization active in work to change public space and analyze their efforts and goals. (There are a LOT of these groups out there; find one that interests you.) Research the history and objectives of the organization and develop an argument regarding the benefit of the goals they espouse, the effectiveness of their approaches to reach these ends, and the cost/benefit ratios of the organizations.  If you choose this topic, you should contact the organization and attempt to interview someone there if possible (make sure you read up on the group ahead of time and take specific, clear questions with you), if not they should at least be able to provide you with useful information.  Analyze the organization in your argument.  Are they serving the public good?  Are there other interests at work?

 

Option 4: Develop your own academic argument in support of a claim regarding any issue we have discussed in this unit.  If you choose this option, you must clear the topic and specifics of your idea with me prior to writing.

 

Details

  • Your Paper’s intended audience is a scholarly or university-level academic audience.
  • Paper 3 should be 2000-2500 words in length, not counting the works cited page.
  • Use at least eight (8) relevant and valid sources, including at least one source from our course readings in Unit 3 if possible, and at least two (2) peer-reviewed scholarly articles you find in the library databases.
  • Your papers will need to include a counter argument and integration of source materials/synthesis.
  • Summarized material also needs in-text citations to show where the information was found – this protects the author from mistaken information, plagiarism, and copyright infringement.
  • All sources must be documented in MLA format including in-text citations and work cited page.
  • MLA works cited pages must be alphabetized and use hanging indentations.
  • Please use Times New Roman 12 pt. font, double space the essay, provide page numbers, a title, and a header including your name, course, teacher, and date of submission.
  • Your paper will have better descriptions and analysis if you go visit the space or art you are writing about during the process of writing the paper, so please do so if possible.

 

 

Potential Problems: Research is the key for a good paper here—more sources make for a better paper! Check out the Urban Archives in Charles Library—they have a ton of great historical information about Philadelphia, most likely including the area you’ll be working to analyze.  Ask a librarian for assistance via the “Chat” tab on the TU Library home page.

 

Remember, the goal here is NOT to find someone else’s analysis of the space or art, but INSTEAD to find sources discussing what this type of public space or public art is supposed to do, how it might be effective or fail, and apply these ideas to your specific topic in your own analysis. This is the difference between a well-written paper that gets a B or B+ and getting a solid A.

 

Resources

If you would like to discuss ideas and get help on this assignment:

 

 

Assignment for Paper 4: Reflection

 

Description

Write a paper of two to three (2-3) pages in which you present a clear, comprehensive, and candid account of your progress towards our course goals this semester. Your audience is very specific: university faculty who teach in First Year Writing. 

 

If Paper 4 is missing or incomplete in your final portfolio, your portfolio will be incomplete and not eligible for a passing grade even if the other papers are passing (C- or above). This paper may be shorter than the others, but it is no less significant.

 

Format

This paper should not cite any sources other than your own writing, and you must write in the first-person (using “I”). Before you start writing, re-read your own reflective journal responses for each paper, read over my feedback on each of your drafts, and look through the work you’ve submitted on Canvas. If you wish, you may introduce yourself briefly (your major, your educational and career goals, and any challenges you faced in achieving these goals now or in the past). You are also strongly encouraged to use examples in this paper to show readers how you have improved, how you have met course goals, and to share the elements of your work about which you feel most proud. Examples can take many forms, including quoting from your own papers or reflective responses, describing your writing process in detail, and referring to places in your final portfolio where we might see improvement most clearly.

 

While I always enjoy hearing positive feedback on my work as an instructor, this paper should not be used for that purpose. Your feedback and compliments will be much more effective if you put them on your Student Feedback Forms because SFFs are anonymous and completely disconnected from the grading process.

 

Process

This assignment may or may not go through peer review depending on time, and I will collect it once to ensure that you are making progress. However, I will only provide feedback on your draft of Paper 4 if it is seriously off-track; if you do not receive feedback on it within a few days, you may feel assured that your paper is heading in the right direction and is at least in the C range. Revise this paper as many times as possible before putting it into your final portfolio.

Resources

To discuss ideas and get help on this assignment: