Course Syllabus
Dark Academia
Analytical Reading and Writing
English 902:701 Asynchronous
Fall 2025
Shannon Walters, Associate Professor
Syllabus PDF
General Description:
English 0902 is a foundational course in the General Education program. The goal of this course is to introduce you to the challenges and rewards of college writing. Major learning goals in this class include developing critical reading and writing connections at the university level, shaping meaning and communication, exploring academic writing practices, and engaging in meaningful self-reflection on your writing. This course centers on a specific theme or topic. Reading assignments may include various literary modes, forms, and genres, as well as historical, technological, and social context. Students will read extensively, conduct original research, write multiple drafts of major writing assignments, participate in class discussion, and give feedback to peers.
This course focuses on the same critical competencies as English 0802: Analytical Reading and Writing. Duplicate Credit Warning: English 0902 was previously titled "Honors Literature/Reading/Writing" and "Honors Writing About Literature" and may not be taken for credit by students who have successfully completed English 0802 or equivalent.
The centerpiece of this section is Donna’s Tartt’s The Secret History, arguably the staple “dark academia” text. We will start with earlier works that fit (comfortably or not) the genre of dark academia and then will consider what makes The Secret History such a central text. Then, we will examine works that have followed in Tartt’s success to critically examine the ways in which the genre has evolved.
The course syllabus will provide you with the course schedule, course objectives, explanations of assignments and assessments, grading policies, and instructor contact information. Please read it carefully. You should have a deep familiarity with the schedule and process of the course.
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Basic Course Information
General Education
This course fulfills the General Education area of Analytical Reading and Writing
https://bulletin.temple.edu/undergraduate/general-education/#GenEd_Courses
Meeting Time and Location
Asynchronous
Emergency Meetings
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.
Please note that online classes are generally not affected by campus closures.
Instructor Information
My Name: Shannon Walters, Associate Professor of English
Please refer to me as Prof. Walters; my pronouns are she/her.
Instructor Biography
I have been teaching at Temple since 2009, after receiving my PhD in English and Women's Studies at Penn State and my BA at Rutgers University. I research and teach in writing, disability studies and rhetoric at Temple. I like teaching this course because I proposed and designed it with a colleague in order to respond to the changing and challenging environment of higher education.
My Contact Information
The best way to reach me is via email, directly at skw145@temple.edu . You can email me via Canvas, but Outlook does not enable a direct reply, so it may take longer and lack a subject. Please allow at least 24 hours for a response or 48 hours over the weekend.
My Office
1016 Mazur
Student Drop-In Hours
Seeking individual assistance from instructors in a regular part of the learning process. I set aside time every week on zoom to aid your progress. Please try to let me know that you are planning on logging in. We can discuss course content, your progress, your potential career path or other related academic matters. If you cannot make my office hours, please email me to make an appointment, on zoom, if more convenient.
Purpose of the Course
Overall Purpose
The General Education Analytical Reading and Writing course expands the breadth of your knowledge and skills, adding to the depth acquired in your major. This course emphasizes the critical competencies of critical thinking, oral and written communication and analytical reasoning. This section delves into the assumptions and environment of higher education, including the cultural meanings and personal significance of college life and learning.
Overview of the Course
https://bulletin.temple.edu/undergraduate/general-education/#GenEd_Courses
This course addresses the following competencies:
Critical Reading and Thinking
Students can read for the purposes of careful analysis and critique, evaluate both the evidence and reasoning in an academic text, and see relationships (explicit and implicit) between and among multiple texts; they can raise meaningful questions, compare ideas, and extract underlying assumptions.
Self-reflection
Students are able to reflect, seriously and critically, on their own writing processes as well as their written work.
Rhetorical Strategies
In academic writing, students can:
- Define key terms for specific purposes.
- Summarize the ideas and arguments of others.
- Make meaningful comparisons between ideas.
- Analyze and respond to the needs of a specific task/audience.
Argumentation
Students can take a position, marshal and organize relevant evidence, and respond to opposing views.
Revision
Students can substantively revise earlier written work.
Correctness
In their finished papers, students demonstrate a reasonable degree of both fluency and competence with Standard English, and ESL students should demonstrate marked improvement in these areas. All students should be able to effectively edit their own work.
4 Credit Hours
Prerequisites/Corequisites
https://bulletin.temple.edu/undergraduate/general-education/gq/
Usually none; check with your major guidelines.
Learning Goals
Successful completion of this General Education course requires a C- or better.
These are our course goals and objectives:
- Identify and analyze arguments in published texts and writing by your peers.
- Create and defend arguments of your own through effective rhetorical strategies and synthesis of others’ ideas.
- Understand when and how to employ the conventions of academic discourse, including
- coherent and logical organization,
- standard English grammar and syntax,
- and correct citation and evaluation of research sources.
- Revise your writing through multiple drafts and reflect on the writing process.
If you have any trouble with understanding or achieving these goals, please reach out to me.
General Education Competencies and Area Learning Goals
Competencies: https://bulletin.temple.edu/undergraduate/general-education/#Program_Competencies
Area Goals: https://bulletin.temple.edu/undergraduate/general-education/#GenEd_Courses
The Learning Environment
How Class Will Be Conducted
This is an online asynchronous course with no set meeting times. You can choose when to complete your work throughout the week, but most successful students block off specific times in their schedule to dedicate to the class and log in several times a week.
The course is organized into weekly modules, each containing a combination of readings, multimedia content, and assignments. You can expect a mix of video lectures and interactive activities designed to reinforce the material. I will present Modules in a regular format to enable you to follow the trajectory of the course and will email or post announcements to clarify as necessary. I will check discussion boards regularly to engage with student posts and answer questions. Written or video feedback on assignments is typically provided within two weeks of the submission deadline. I aim to be present and responsive throughout the course, and you are encouraged to reach out with any questions or concerns at any time.
Classroom Civility
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.
In general, we want to make space for each student and create an inclusive environment where we respect each other’s different identities, lived experiences, and perspectives. Our readings may discuss difficult topics. Please do not ever hesitate to reach out to me if I can do something better or differently to support your learning or our collective learning experience.
For more information, please visit the IDEAL website.
Materials
Required course materials are available from the Follett Bookstore at Temple University. Please note that the Follett bookstore offers a guaranteed price match for course materials.
For this course, the cost range, including all books, online access fees, expenses, and other materials, is approximately $50-$60.
Required Materials
The Secret History by Donna Tartt, Knopf, 1992.
Bunny by Mona Awad, Penguin, 2020.
Yellowface by R. F. Kuang, William Morrow Paperbacks, 2025.
Links to other required readings, videos, etc., will be supplied electronically in Canvas in the appropriate module. These items will be provided to you at no additional cost.
You may seek alternate versions/editions of the three required texts but be aware that alternative pagination may make it harder to follow in lectures.
Use PALCI/ILL through Charles library to borrow books, but be mindful of transit time and due dates.
Statement on course content
The material covered in this course can cover potentially disturbing topics. Some readings and other content in this course will include topics that some may find offensive and/or traumatizing. This statement will aim to forewarn students about potentially disturbing content and all course members will work together to help create an atmosphere of mutual respect and sensitivity. Please consult Tuttleman Counseling Services with any concerns.
Software or Other Supplies
If you need access to basic software for creating documents, slideshows, or spreadsheets, you have free access to Microsoft 365.
Whether you use a paper or digital tool, you should have a calendar for managing your schedule. I use a paper calendar and my phone. Software available to you as part of the Microsoft 365 suite of tools. Similarly, I expect you to take notes while reading course materials and during lectures, but the choice is yours whether to use software or paper.
Accessibility
It is important to me that every student has the opportunity to succeed in this course. Please reach out to me if any obstacle is in the way of your success. Personally and professionally, I am interested in issues of access, disability justice and different learning styles. DRS has been very helpful for my students in the past so I encourage you to reach out.
Any student who has a need for accommodations based on the impact of a documented disability or medical condition should contact Disability Resources and Services (DRS) located in the Howard Gittis Student Center South, 4th Floor at drs@temple.edu or 215-204-1280 to request accommodations and learn more about the resources available to you. If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact me as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. All discussions related to your accommodations will be confidential. Students can learn more about the accommodation process and pre-register on the DRS website. Students may register at any time during the semester, but accommodations are not active until you register, so I recommend doing so as early in the semester as possible.
Information regarding accessibility for additional technologies is provided below:
Resources and Support
Sometimes the biggest factors impacting student success are things happening beyond the scope of the individual classroom. Temple provides a wide array of resources both to help you overcome academic challenges and those not directly related to the educational challenges of the course. Please reach out to me if you need help deciding which resources might be right for you.
Undergraduate Research Support
Disability Resources and Services
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, the Temple University Cherry Pantry is in operation, as well as a variety of resources from the Division of Student Affairs.
Library Resources
As a key competency developed in all General Education courses is information literacy, Temple Libraries are an essential partner. Temple University Libraries provide resources to assist Temple students with their class projects and research needs. Visit the Libraries’ website to find millions of articles, books, video, and other resources, both in print and online.
The site also provides tutorials to help you start your research, as well as subject and course research guides to help you identify resources that may be particularly useful for this class.
Contact the library at any stage of the research process. You can chat with a librarian 24/7 or make an appointment with your subject librarian, who can help you explore a topic, craft a research question, and identify and cite sources.
Course Schedule
For add/drop and other important deadlines, see Temple's Academic Calendar for dates.
Reading and Assignment Schedule (subject to change)
Module 1 Backgrounds, Definitions: What is Dark Academia?
Introductions, Review Syllabus Policies and Procedures
Bateman, “What is the TikTok Subculture Dark Academia?”
Paul, “The Season of Dark Academia”
Macro-Micro Discussion Discussion Post (DP) Questions due
Module 2 Dark Academia’s Uncertain Origins and Themes
Shelley, Frankenstein Vol. 1 Ch. I-IV
Frankenstein and DA in Popular Culture DP due
Semester-long Journal Assignment Posted (part of Final Project)
Module 3 Origins and Themes
Plath, The Bell Jar, Ch. 1-10
Stowell and Therieau, “Introduction” to Dark Academia Cluster Post-45
Intellectual Autobiography Assignment Posted
Choose your own article Post due (DP)
Module 4 The Secret History: Essential Text of Dark Academia?
Tartt, The Secret History, Prologue, Ch. 1-2
Individual Reading Questions due (DP)
Working Presentation Posted
Module 5 The Secret History continued, Analysis and Extension
Tartt, Ch. 3-4 and Murray, “Dark Academia: Bookishness, Readerly Self-Fashioning and the Digital Afterlife of Donna Tartt’s The Secret History
Tartt, Ch. 5 and Taylor, “Tweed Jackets and Class Consciousness”
Digital Afterlives Exploration due (DP)
Module 6 The Secret History continued, Analysis and Interpretation
Tartt, 6-7 and Lackey, “Disappointing Attachments”
Tartt, 8 and Epilogue; Mukadam, “A Touch of the Picturesque”
Writing Plan Intellectual Autobiography due (DP)
Module 7 The Edu-Factory
Intellectual Autobiography Rough Draft Due, Peer Review
Reflection + Projection Posted (part of Final Project)
Fleming, “Student Hellscapes” from Dark Academia
Module 8 Bunny and Gender in Dark Academia
Awad, Bunny Ch. 1-15
Awad, Bunny Ch. 16-21
Hellscapes due (DP)
Book Review Assignment Posted
Module 9 Bunny and Campus Spaces
Awad, Bunny Ch. 22-end
Zacharek, “When Sisterhood Gets Slippery” and Li Zhou, “Why College Students Need Their Urban Legends”
Temple Urban Legends due (DP)
Working Presentations due
Module 10 Yellowface and Race and Ethnicity in DA-Adjacent Genre
Kuang, Yellowface Ch. 1-6
Kuang, Yellowface Ch. 7-12
Discussion Post (DP) due
Module 11 Yellowface continued
Kuang, Yellowface Ch. 13-18
Kuang, Yellowface Ch. 19-24
Book Review Assignment Due
Module 12 AI and Academia
Blake, “Pythia”
O’Rourke, “I Teach Creative Writing . . .”
AI Discussion Post due (DP)
Module 13
Reading Buffet of DA Introductory Chapters
Book Club Discussion Posts (DP) and selected readings
Thanksgiving Break
Module 14
Writing Workshop on Final Project
Module 15
Dec. 8—Final Project due (semester-long journal + reflection/projection)
Grading & Assessment Guidelines
Grading Scale
A 100% - 94% C <77% - 74%
A- <94% - 90% C- <74% - 70%
B+ <90% - 87% D+ <70% - 67%
B <87% - 84% D <67% - 64%
B- <84% - 80% D- <64% - 60%
C+ <80% - 77% F <60% - 0%
Course Minimum Grade
A grade of “C-” or better is required in all GenEd courses for you to satisfy a General Education requirement.
I will try to warn you if you are in danger of not meeting the minimum but you are responsible for reaching out if you are worried about fulfilling the requirement.
Assessment Summary
The assessments in this course have been created for two reasons: (1) For you to demonstrate your progress towards the learning goals for the course and receive useful feedback. (2) For you to practice skills and develop ways of thinking that will be of use to you in the future.
|
Grading Item |
|
Percentage |
|---|---|---|
|
Assessment 1 Discussion Posts |
|
20% |
|
Assessment 2 Intellectual Autobiography |
|
15% |
|
Assessment 3 Quizzes |
|
10% |
|
Assessment 4 Working Presentation |
|
10% |
|
Assessment 5 Book Review Assignment |
|
20% |
|
Assessment 6 Final Project (Semester-long Journal + Reflection/Projection) |
|
25% |
More information on each assessment will be provided approximately three weeks before their due date.
When planning your semester, I recommend adding all due dates to your calendar. Canvas is not often suitable for handling all calendar needs.
Also beware of using your projected grade on Canvas as necessarily an indicator of your final grade, as weighting and participation/lateness is not yet factored in.
Late Submissions/Missed Exams & Quizzes
Policies
*Late assignments are deducted 3 points per day, until a week, and then it is at my discretion, up to and including failing the assignment. You are responsible for keeping track.
*Discussion posts or smaller, time-sensitive work may be completed for partial (usually half) credit if late. Missing peer review or collaborative work may require you to find a peer to exchange work with on your own.
*You may request one extension on one assignment per semester in extenuating circumstances if you get in touch with me via email well in advance of the assignment (several days). In this case, your feedback/grade may also be delayed. This is not applicable to the final project.
*You must submit all the assignments to pass the course.
*I will not grade all your assignments if you submit them all at the end of the course.
Class Attendance & Participation
Because this is an online asynchronous course, there are no required meeting times. However, consistent engagement throughout the week is expected and counts as your "attendance" in the course. At a minimum, students should log in at least two to three times per week to view course materials, complete assignments, and participate in discussions. Most assignments will have weekly deadlines, and some activities, such as discussion boards or collaborative projects, may require you to log in more frequently. Staying active and on schedule is essential for your success in the course.
School-Life Conflict
Many unpredictable things can happen over the course of a semester. If you find yourself struggling to balance your education and your other commitments, please reach out to me immediately so that we can work together to build a plan for your success. Some of the resources in the next section may also be of use to you.
Attendance and Your Health
To achieve course learning goals, students must attend and participate in classes, according to the course requirements. However, if you have tested positive for or are experiencing symptoms of a contagious illness, you should not come to campus or attend in-person classes or activities. It is your responsibility to contact me to create a plan for participation and engagement in the course as soon as you can, and to make a plan to complete all assignments in a timely fashion.
Religious Holidays
It is your right to observe religious holidays without impacting your opportunity to learn and succeed in this course. Please reach out to me at the start of the semester so that deadlines can be reviewed in advance of your religious observations. You will still be held responsible for course content and any assignments, but you will not lose points for attendance and participation on days important to your faith.
Caregiver Responsibilities
I have great respect for students who are pursuing their education while responsible for the care of children or other family members. Please contact me if you encounter challenges that require you to miss a class session or if your caregiving responsibilities are interfering with your success in the course. Together, we may be able to find some flexibility to support your learning.
Withdrawal
If you are considering withdrawing from the course after the add/drop date, please don’t make that decision alone! Withdrawing from the course without talking to me first eliminates the possibility of finding a path to success for you. Furthermore, it is extremely important that you consult your academic advisor before withdrawing. They will be able to walk you through how the withdrawal would impact your progress towards your degree and your graduation date.
Please check the academic calendar for the last day to withdraw from a course.
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).
I will not consider last-minute requests for Incomplete.
Technology Guidelines
Technology Requirements
To participate in this course, you will need the equipment, software, and internet access necessary to reliably use Zoom and Canvas, as well as “productivity tools” like word processors and slide show creators.
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 Wifi access, should submit a Student Technology Assistance Application located in TUPortal and linked from the Dean of Students Support and Resources. The University will endeavor to meet needs, such as with a long-term loan of a laptop or Mifi device, a refurbished computer, or subsidized internet access.
Note that there are technology resources available for students, including on-campus computers available for student use, the Tech Center computer labs and free laptop and battery borrowing at Charles Library, software that is available for free download and other specialty software that may be available for remote access through ITS.
Technical Support
For a listing of technical support services available to Temple University students, see the Tech Support page.
Live Chat or Request Help: help.temple.edu
Phone: 215-204-8000
Email: help@temple.edu
Website: its.temple.edu
Location: The TECH Center, Room 106
Class Recording
My Zoom lectures will be recorded, and you will have access to these through the end of the course. These recordings are intended to be for University academic and research purposes only. Individuals are not permitted to record, copy, publish, or redistribute audio or video recordings of any portion of the session to individuals who are not associated with the University without the express permission of the host/faculty member and of any other meeting participants who are recorded. Distribution without permission could be a violation of various privacy laws, including FERPA, as well as the Pennsylvania Wiretapping and Electronic Surveillance Control Act, and possibly copyright law.
Attending Zoom meetings using an AI proxy is not allowed.
For captions, please see Guidelines for Generative Artificial Intelligence
Privacy and Data Protection
Please see the links below to become familiar with the privacy policies for each of the following:
AI Policies
The use of generative AI tools (such as ChatGPT, Gemini, Microsoft CoPilot, etc.) are not permitted in this class; therefore, any use of AI tools for work in this class may be considered a violation of Temple University’s Academic HonestyLinks to an external site. policy and Student Conduct CodeLinks to an external site., since the work is not your own. The use of unauthorized AI tools will result in penalty described below .
Acceptable and Unacceptable Use of Generative AI Tools in This Course
Generative AI such as ChatGPT are exciting new tools. But AI cannot replace real human thinking and writing, and you should never use AI generated writing in place of your own work on any of the assignments in this course. 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 you to produce your own genuine, human writing throughout the semester and in your final portfolios.
We may experiment with generative AI in class, and I may offer you suggestions for using it on a very limited basis for brainstorming or refining your ideas, coming up with prompts for library research, or suggesting counter-arguments. But otherwise, you should not use AI in this course, including the use of integrated tools such as Grammarly.
Do not ever put someone else’s writing into Chat GPT or other AI generator because it can be a violation of intellectual property or copyright laws. This means that you generally should not put any of our course readings into AI on your own. Some of our course readings may be accompanied by AI summaries or chatbots through the library databases, and those will be allowed because I cannot prevent you from seeing them, but remember that they are only helpful in a limited fashion. I cannot overstate that you must never put a classmate’s writing into an AI generator. It is highly unethical to do so, and it is also likely a violation of FERPA.
If I discover that you have used AI when you were expressly told not to in a course assignment, the penalty will range from receiving 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 to write a draft submitted for peer review or for my feedback, you will have one week to revise and resubmit an entirely new paper or you will receive an F for the course. If you are found to have used AI in violation of course policy in your final project, the penalty will be an F for the course and a referral to the university office for academic misconduct.
Remote Proctoring
Proctorio or a similar proctoring tool may be used to proctor exams and quizzes in this course. These tools verify your identity and record online actions. It is the learner’s responsibility to have the necessary government or school-issued ID, a laptop or desktop computer with a reliable internet connection, the Google Chrome and Proctorio extension, a webcam/built-in camera and microphone, and system requirements for using Proctorio or a similar proctoring tool.
Academic Guidelines
Academic Freedom
Freedom to teach and freedom to learn are inseparable facets of academic freedom. I have the freedom and responsibility to design and facilitate our learning environment to best achieve the promise of the course as outlined in its official description. You have the responsibility to engage with the course in good faith and freedom from mistreatment when your opinion differs from mine. Note that it is not an abuse of this freedom for me to require that you support relevant opinions with clear argumentation and solid evidence. For more on academic freedom, consult the official Temple policy on the matter.
Academic Integrity
Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are, therefore, prohibited. All work you submit for assessment should be your own efforts. For more on this topic, consult the relevant portions of Temple Bulletin and the Student Conduct Code.