Course Syllabus

 

English 0701: Introduction to Academic Discourse

Section 006 CRN 3269
Fall 2025 
Instructor: Alyssa Luck
Syllabus PDF: ENG701.06 Fall 2025 Syllabus

 

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.

  

Course Information

Welcome Message

Welcome to English 0701. This course designed to develop the reading skills, writing skills, and self-awareness you need to understand and participate in academic discourse. Academic discourse is the system of institutions, scholars, texts, and arguments that creates, shapes, and perpetuates knowledge in the university. 

Meeting Time and Location

10:00AM to 11:40AM Mondays and Wednesdays

Mazur Hall 1122

 

My Name:

Dr. Alyssa Luck (Hear pronunciation)
Please call me Alyssa, Professor Luck, or Dr. Luck. My pronouns are she/her/hers.

 

My Contact Information

Please reach out to me at any time for assistance with the course or just to chat about the field or navigating university life. The best way to reach me is to send me a message through the Canvas inbox or email me at alyssa.luck@temple.edu. I will generally respond within 24 hours, Monday-Friday. 

 

My Office and Drop-In Hours

You can find me for conferences and drop-in hours in Mazur 1128. Seeking out individual assistance from the instructor is a normal part of the learning process. I set aside 8:50am to 9:50am and 1:45pm-2:15pm on Mondays and Wednesdays for you to come to my office with no appointment necessary. We can discuss the course content, your progress on the assessments, your future in the field, or anything else you need to talk about. If my regular Drop-In Hours don’t fit your schedule or if you need to meet on Zoom, please email me to make an appointment. I want to help you succeed! 

Back to Top ↑

Course Description and Goals

Overall Purpose

ENG 0701 develops the reading skills, writing skills, and self-awareness you need to understand and participate in academic discourse. Academic discourse is the system of institutions, scholars, texts, and arguments that creates, shapes, and perpetuates knowledge in the university. 

Overview of the Course

From the Undergraduate Bulletin: English 0701 focuses on writing within a single theme, working on ungraded multiple drafts for assignments, developing skills in summary and textual support presented in appropriate context. Students create a portfolio of their work, including at least four sequenced assignments that culminate in a final project that pulls together critical and literary texts. Multiple individual conferences with the instructor. NOTE: Students placed in English 0701 must earn a final grade of C- or higher in order to be eligible to enroll in English 0802 or English 0812. Students cannot receive credit for this course if they have successfully completed any of the following courses: English 0711, 1001, 1002, 1011, 1012, 0040, 0041, C050, C051, or R050.

Course Theme

The theme for our section of English 0701 is advertising and propaganda. Our first unit focuses primarily on how to analyze texts in depth. Our second unit will focus on rhetorical appeals in advertising campaigns: what hidden messages are in play, what cultural assumptions are being made, and what techniques are being used to convince you to buy? Our third and final unit will focus on propaganda: how does what we know about advertising help us understand propaganda in politics, social media, and other discourses?

4 Credit Hours

 

Prerequisites/Corequisites

There are no prerequisites for this course. But please check your First Year Composition placement results to guide you to the right course.

Learning Goals

These are our specific course goals and objectives:

  • To read a variety of challenging texts and participate in academic discourse through college-level discussions and short writing assignments, both in-class and assigned as homework.
  • To learn to employ rhetorical terms and strategies and strengthen your ability to analyze rhetorical techniques in published essays and visual texts.
  • To learn to employ academic evidence and respect the conventions of academic writing.
  • To develop competent academic arguments over multiple drafts and collaborate with classmates in peer-review workshops. You will compile your final drafts into a portfolio that demonstrates your work throughout the semester and is graded by me and a committee of faculty in First Year Writing.
  • To meet with me for at least three one-on-one conferences for intensive, individualized support, and to reflect on the writing process and set goals for continual improvement.

All materials, activities, and assessments of this course are designed to help you achieve these goals. If at any time you feel that you are not making progress towards one of these goals, please reach out to me. It is my job to help you get there!

 

How Class Will Be Conducted

This is an "in person" course that meets twice a week in person for in-class activities, discussion, and to review and plan your writing of our major assignments. In addition to the work we do in class, we will also have several smaller and greater assignments due each week that you will complete through Canvas. This is a four-credit course, which means that you should expect to spend 8-10 hours a week on this course including class time. 

Our Canvas course site organized in weekly modules, each containing a combination of readings, multimedia content, assignments and other instructional materials to support and structure your learning experience. I will post regular announcements to keep you on track and informed.

Back to Top ↑

Required Course Materials

For this class, you will need the following:

  1. Let’s Talk: A Pocket Rhetoric by Andrea Lunsford (2021 edition). ISBN: 978-0-393-44112-3 (ebook) or 978-0-393-42718-9 (paperback). The required book is available from the Follett Bookstore at Temple University. Please note that the Follett bookstore offers a guaranteed price match for course materials. The cost is approximately $28 for eBook or $24-47 for paperback. Additional readings will be free and available through our course Canvas site.
  2. A notebook or loose-leaf paper in a folder and pens, to be brought to every class. You will write for this class every day, and you will sometimes need to turn in that writing for review.
  3. Regular access to a computer with a reliable internet connection: Using Canvas and your Temple email are crucial requirements for this course. You should regularly check both to stay on-track with coursework. See the Technology Guidelines section of the syllabus for more details. 

Back to Top ↑

Grading & Assessment Guidelines

Components of the Semester Grade

 

Table 1: Final Grade Calculation

Grading Item

Due Date

Percentage of Final Grade

Final Portfolio

December 10

60%

Peer Review Workshops

September 15, October 8, November 5

15% (5% each)

First Draft Grades

September 19, October 13, November 10

15% (5% each)

Shorter Assignments and Participation

Continuous

10%

 

Assessment Descriptions

The Final portfolio [60%] consists of four polished writing assignments and the work that it took to create them (including previous drafts and other writing to show your work).

  1. I will provide written feedback for the first three essays so you can revise them for the final portfolio. We will also discuss them in one-on-one conferences.
  2. The 4th essay will not receive written feedback in draft form; instead, you will receive verbal feedback in class or conference.

 

The Revision Process [30%] is a key component of the course and represented by two assessments:

 

Peer Review Workshops [15%]: Peer Review Workshops are important opportunities to get feedback from your peers and practice reading someone else’s work from a kind yet critical perspective. These are required elements of the course, and you must participate in them. Each of our three main peer review sessions will be worth 5%. If you miss one of these peer review sessions, you receive a 0 for that 5%. Unless otherwise announced, peer review will be done in person in class, and it cannot be made up if you are absent. If you do not follow the directions, come to Peer Review prepared, and participate as directed, you will not be eligible to stay for workshop and you will receive a 0.

 

First draft grades [15%]: Your first three papers will receive in-process grades worth 5% each (for a total of 15%). Drafts submitted more than 24 hours late will not receive written feedback from me but can be discussed in office hours or conference. Extension requests should be made by email the day before a draft is due. Extensions of up to a week are generally granted if time allows in the course schedule.    

 

The Shorter Assignments and Class Participation assessment [10%] is made up of:

  1. In-class Writing Assignments, Quizzes, and/or Homework Assignments that will be part of every class and cannot be submitted late, made up, or sent in if you are absent.
  2. A Class Participation grade. To be prepared for class, you must read and annotate all assigned readings, think deeply about our course topics, join in on all class activities and discussions, and listen respectfully to others.

 

Portfolio and Grading Policies

  1. You must receive a C- or better as a final grade to go on to ENG 0802. A D+ and below will require you to retake ENG 0701. You must also receive a C- or better on the final portfolio to go on to ENG 0802. In other words, if your portfolio is D+ or lower, you cannot pass this class even if you completed all the other elements of the course, including peer review, homework, and class participation. Likewise, a passing portfolio grade does not guarantee a passing course grade if you did not complete all the other elements of the course, such as revision process activities and class participation.
  2. An incomplete portfolio, or a portfolio that includes academic honesty violations, will always receive an F (= 0). A portfolio turned in with papers that you have never submitted in draft form may also receive an F (= 0) because you must show your work throughout the semester.
  3. You will receive a Midterm Progress Report at or before the eighth week of the semester, indicating any areas that need immediate improvement.
  4. “Incomplete” semester grades will not be granted except under extraordinary circumstances. 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). 
  5. The grading scheme for this course is as follows:
Table 2: Letter Grade Percentage Breakdown

Letter Grade

Percentage

A

94.0% - 100

A-

90.0% - 93.9%

B+

87.0% - 89.9%

B

84.0% - 86.9%

B-

80.0% - 83.9%

C+

77.0% - 79.9%

C

74.0% - 76.9%

C-

70.0% - 73.9%

D+

67.0% - 69.9%

D

64.0% - 66.9%

D-

61.0% - 63.9%

F

00.0% - 60.9%

 

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.

 

Back to Top ↑

Class Policies and Expectations

Attendance and Lateness

Attendance is required for this course. You must be present at every regular class meeting. There are no “excused” or “unexcused” absences in this class. All absences are equal regardless of the reason they happen. If you have six (6) or more absences, you will receive an F for this class.

The only exception to this policy will be for students who have DRS accommodations that allow a few extra absences or call for other modifications, and you must contact me early in the semester to work out the details of these accommodations. I will do my best to warn you after your 5th absence that you are at the limit, but it is your responsibility to keep track of your attendance. If you do not have a DRS accommodation, you will fail on the 6th absence whether I warned you or not. This policy exists because it is vital that you are present and engaged in this course to receive a passing grade. Missing more than five classes is equivalent to missing more than two full weeks of class, and that is more than enough to put you in unsatisfactory territory.

Similarly, it is expected that students are regularly on time and stay for the entire class period. It's understandable to have one or two unavoidable late arrivals over the course of a semester, but more than that becomes a pattern. Therefore, after your first 2 late arrivals or early departures, additional instances will be equivalent to half an absence. In other words, it is possible to exceed 5 absences with excessive late arrivals or early departures. I will try to warn you when you have been marked as arriving late or leaving early (both will be marked as tardy in our attendance system) but you are responsible for keeping track of your own attendance.

 

Required Conferences

You will have a minimum of three scheduled, one-on-one meetings with me to discuss specific assignments. To facilitate these meetings, we have three classes during the semester where no class meeting will be held. You can see these three dates on the course schedule. Conferences can be scheduled during these canceled classes or during other mutually convenient times. More information about the process will be available on Canvas. Failing to schedule or missing any of these appointments counts as an absence.

 

Classroom Professionalism

Civil behavior is always expected. In this course, we may have conversations that involve issues that some may find challenging and uncomfortable to discuss. When we can have these discussions in a productive and respectful way, they help us consider viewpoints that may be different from our own. In this class, 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. 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. Penalties against the final grade for subsequent violations will be at the instructor’s discretion, up to and including failure of the course.

Back to Top ↑

Accessibility

Inclusive Learning

It is important to me that every student has the opportunity to succeed at this course. All students learn in different ways. I will try to include a range of activities and learning strategies to make the course work for everyone, and your feedback will help enormously. If there are specific strategies that work for you—for example, if you would like help setting up voluntary deadlines to avoid last-minute panic—I encourage you to reach out to me. Please also reach out to me if you are running into specific obstacles to success during the semester. Please reference the University Resources section of the syllabus for additional avenues of support available to you.

Accommodations

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.

 

Back to Top ↑

Technology Guidelines

Technology Requirements

To participate in this course, you will need the equipment, software, and internet access necessary to reliably use Canvas as well as “productivity tools” like word processors and slide show creators. You are solely responsible for accessing course materials and using word-processing and other software successfully. The Tech Center may be able to help if you need it. If computer issues cause you to miss a deadline, it is on you. I suggest using Microsoft 365, Google Docs, or other back-up systems so that you do not “lose” drafts. You can download a free copy of Office 365 through TU Portal, and it is also available on all TU-owned computers. If you use Google Docs, you will need to learn how to convert your document into Word to submit your papers. Feel free to consult Temple’s Information Technology Services for support: Temple Information Technology Services website. You may need to occasionally use headphones or speakers in a private location for some course materials.

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 webpage. 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.

 

Technology Usage

Excellence in any endeavor requires attention. To that end, we need to be mindful of the unnecessary use of technology in the class. To avoid distracting yourself or others, please only use your laptop, phone, or other device for activities relevant to the course. If you find yourself needing to take a call or participate in a text, please excuse yourself from the classroom and return as soon as you are able. If your devices regularly distract you or others, your class participation grade will suffer.

 

Class and Meeting Recording

Recordings of class meetings, office hour meetings, or conferences are only allowed with faculty permission except where required by an accommodation from Temple DRS. Any recordings 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 a class session or meeting 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.

 

Attending Zoom meetings using an AI proxy is not allowed.

 

Back to Top ↑

Academic Policies

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 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.

This course includes extensive consideration of many issues pertaining to academic honesty. We will discuss the meaning of the word “plagiarism,” in particular, as well as the rules professors and universities in the United States require their students to follow. Ultimately, however, you alone are responsible for understanding (1) Temple’s policies on academic honesty and (2) the definition of plagiarism. For more on this topic, consult the relevant portions of Temple Bulletin and the Student Conduct Code.

 

Generative AI Use

Generative AI tools such as ChatGPT are technologies 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, provides ideas within incorrect contexts, and spread disinformation and other harmful ideas. Human writing is the purpose of English 701, and we expect to see your genuine, human writing 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.

In addition, you must include a note at the end of any submitted work where you used AI that explains (1) the specific source/tool, (2) how it was used, and (3) why it was useful. For example: “AI Note: I submitted my paragraph topics to ChatGPT and asked it to help me organize my ideas. I used the structure it suggested while writing the draft because it seemed like a clear way to present my points.” This site gives some directions for citing AI in your papers if you’re using it as a source. Even with acknowledgement, you are responsible for the information you submit based on an AI query (for instance, that it does not violate our academic honesty policy, intellectual property laws or contain misinformation or unethical content). Work that does not include a note will be considered an unpermitted use of AI.

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.

Penalties for academic dishonesty of any kind will result in failure of the course in all cases. Moreover, all instances of academic dishonesty will be reported to the First-Year Writing Program. In serious cases, Temple’s Disciplinary Committee will also be asked to investigate the matter.

 

Back to Top ↑

University Resources

Writing Resources

For this course, the Student Success Center’s writing tutoring services and the Library are two primary resources available to you on campus.

Temple’s Student Success Center (SSC) offers many services including tutoring for writers. Writing 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 scheduled appointment.

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.

 

Additional 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.

Student Success Center

University Libraries

TUhelp IT Support

Undergraduate Research Support

Career Center

Tuttleman Counseling Services

Disability Resources and Services

Student Health 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.

Back to Top ↑

Course Schedule

  1. Pay close attention to the following schedule. It includes due dates for assessments as well as what you should prepare before attending each class.
  2. Lunsford chapters are in Let’s Talk, all other readings are available in our Course Reserves on Canvas.
  3. Bring your textbook and/or readings, a notebook or paper and a pen to every class.
  4. This schedule is subject to change according to the needs of the class, but I will try to keep changes to a minimum. I will notify you of changes in a Canvas announcement and (if possible) in class.
Table 3: Readings and assessments organized by week

Week

Dates

Prepare for Class Meeting 1 (Monday)

Prepare for Class Meeting 2 (Wednesday)

Assessments Due

1

8/25-8/31

·       Nothing to prepare.

·       In class: Review syllabus, do introductions, and complete a first day activity related to Essay #1

Read syllabus and review the course Canvas site

Read Lunsford, Chapters 4 and 5 (“Developing Academic Habits of Mind” and “Reading to Understand”)

 

2

9/2-9/7

No Classes on Labor Day
  • Review Essay 1 Assignment and last week’s notes on rhetorical analysis
  • Read Channing Reed “Why Leisure Matters”
  • Complete Canvas and Syllabus Quiz

 

3

9/8-9/14

·       Read Garvin and Margolis “The Art of Giving and Receiving Advice”

·       Skim Lunsford, Chapter 2 (“Thinking Rhetorically”) and bring to class

·       Read Lunsford, Chapters 12, 18 and 20 (“Summarizing and Responding,” “Quoting, Paraphrasing and Summarizing,” and “MLA Style”)

 

4

9/15-9/21

·       Complete three-page draft of Essay #1 for Peer Review Workshop 1

·       Read Lunsford, Chapter 7 (“Writing Processes”)

·       Review Assignment for Essay #2

·       Draft for Peer Review 1 Workshop due 9/15

·       Complete Essay #1 due 9/19

5

9/22-9/28

No Class. Attend your scheduled conference.

Review Conference 1 Preparation on Canvas.

·       Read Luntz, “The Ten Rules of Effective Language”

·       Read Lunsford, Chapter 9 (“Analyzing”)

·       Attend Conference 1

·       Essay #1 Self-Reflection due at conference

 

6

9/29-10/5

·       Read Vos “Semiotics in Marketing”

·       Begin pre-writing for Essay #2

·       Read Halloran “Romance and the Brand”

·       Bring at least one ad campaign to share with the class

 

7

10/6-10/12

·       Work on Essay #2

·       Bring materials to make progress on Essay #2 in class

·       Review notes on Luntz, Vos, and Halloran

·       Bring 3+ page draft of Essay #2 to class for required Peer Review 2

·       Draft for Peer Review 2 Workshop due 10/8

 

8

10/13-10/19

·       Revise Essay #2 and submit to Canvas

·       Review assignment for Essay #3

No Class. Attend your scheduled conference.

Review Conference 2 Preparation on Canvas.

·       Essay #2 due 10/13

·       Attend Conference 2

·       Essay #2 self-reflection due at conference

9

10/20-10/26

 

 

 

·       Read Schill, “The Visual Image and the Political Image”

·       Read Lunsford, Chapter 17, “Synthesizing Ideas”

·       Read Freedman, “Thirty Second Democracy”

 

10

10/27-11/2

·       Read O’Connor & Weatherall, “The Social Media Propaganda Problem is Worse Than You Think”

·       Read Lunsford, Chapter 6 (“Recognizing Facts, Misinformation & Lies”)

 

11

11/3-11/9

·       Make progress on Essay #3

·       Bring materials to work on planning and completing Essay #3 in class

·       Bring 3+ page draft of Essay #3 to class for Peer Review 3

·       Draft for Peer Review 3 Workshop due 11/5

12

11/10-11/16

·       Review Assignment for Essay #4

 

No Class. Attend your scheduled conference.

Review Conference 3 Preparation on Canvas.

·       Essay #3 due 11/10

·       Attend Conference #3

·       Complete Essay #3 self-reflection

·       Revise Essay 2

13

11/17-11/23

·       Read Giles, “Reflective Writing and the Revision Process” (PDF on Canvas)

·       Review the requirements for a passing Final Portfolio

·       First draft of Essay #4 due on Canvas 11/21

14

11/24-11/30

No Class for Fall Break

No Class for Fall Break

 

15

12/1-12/7

·       Bring a revised draft of Essay #4 to class for an informal Peer Review Workshop (not as intense as the usual ones, and not factored into your final grade, but very important nonetheless)

·       Bring a copy of Essay #1, #2, or #3 for an informal Peer Review workshop.

 

16/

Finals

12/8 is the last day of classes

·       Keep working on final revisions

·       Bring questions about the final portfolio to class
  • n/a

Final Portfolio is due 12/10

Back to Top ↑