Course Syllabus
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[Delete: Blue text preceded by the word "delete" should be deleted before publishing. Red text preceded by the word "edit" should be edited or used verbatim and changed to black before publishing.
Sections marked with a red asterisk * are required in accordance with Temple policy. [I eliminated these in places where I filled out the content already.]
Sections marked with a blue asterisk * are required for General Education courses. [I eliminated these in places where I filled out the content already.]
You should remove the asterisks prior to making your syllabus available to students.]
English 0701: Introduction to Academic Discourse
Section ###, CRN ###
Fall 2025
Instructor: your name here
Syllabus PDF: downloadable PDF copy of syllabus here
[Delete: Modify the information above with your specific course details, including details on where and when in-person or virtual classes will be held, or indicating that there are no set meeting times (for asynchronous courses). You can add a link to a PDF version of your syllabus as well.]
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.
Navigation Menu
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Basic 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*
Day(s) of the week, time, location, Zoom link
[Delete: Include days and times of any scheduled classes and where they meet. Clarify any classes that meet online with the accompanying Zoom link. (It's a good idea also to provide the Zoom link in Canvas.) If teaching in an asynchronous modality, describe how work in this class will be available and how the instructor will regularly engage with students.]
Emergency Meetings
[Edit or use: In the event that we are unable to meet in person, such as due to bad weather, expect a Canvas announcement directing you to a Zoom meeting or providing other guidance.
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:*
Title and Full Name (Learn how to pronounce it.)
[ Delete: Sign up for a free account at namedrop.io, record yourself pronouncing your name, and edit this link to direct students to the recording.]
Please refer to me as XXXXX. My pronouns are XXX/XXX/XXXX.
[Delete: Sharing your pronouns, especially when they seem obvious, signals an awareness of and sensitivity to gender issues that will reassure some of the students in your course that your course is a welcoming and inclusive space.]
Instructor Biography
[Delete: In addition to spending one or two sentences establishing your credibility/credentials, consider noting how excited you are to be teaching the course and how much you look forward to working with the students. If you can make some comments about your own struggles as a student with the course subject matter, please do so!]
My Contact Information*
[Edit or use: 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 ####@temple.edu. I will generally respond within 24 hours, Monday through Friday. Please do not send a follow-up email before 24 hours have passed.]
My Office*
Building Name #### or Zoom link
Student Drop-In Hours*
[Edit or use: Seeking out individual assistance from the instructor is a normal part of the learning process. I set aside X:XX to X:XX on XXXdays and XXXdays 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, please email me to make an appointment. I want to help you succeed!]
[Delete: This is a rebranding of Office Hours designed to encourage students who may not understand the purpose of Office Hours. Additionally, the sample language is intended to normalize help-seeking behaviors as part of the learning process.
Make sure to designate at least 3 hours/week in person or online/Zoom.
For online or hybrid courses, you may want to offer a Zoom room that will be open on a weekly basis for the benefit of students not otherwise coming to campus.]
Purpose of the Course
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 Firs Year Composition placement results to guide you to the right course.
Learning Goals
Upon successful completion of this course, you will be able…
- 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!
The Learning Environment:
Requirements and Support
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 spend a minimum of 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.
[Delete or edit: Alternate version for online asynchronous classes: 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.]
Required Course 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 class, you will need the following:
- Let’s Talk by Andrea Lunsford. ISBN: 978-0-393-44112-3. The cost is $20 for eBook and $31.25 for paperback. Additional readings will be free and available through our course Canvas site.
- Daily access to a computer with a reliable Internet connection: Using Canvas and your Temple email are crucial requirements for this course. 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 therefore, you will also need to have regular access to Microsoft Word. 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: https://its.temple.edu/. You may need to occasionally use headphones or speakers in a private location for some course materials.
- Resources to assist with costs and technology: Temple wants you to know that 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 request outlining their needs using the Student Tech Assistance Fund. Also, on-campus computer labs are available for student use.
- An 8 ½ by 11-inch 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.
Class Attendance, Participation and Other Requirements
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Attendance is required.
- 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 five (5) 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 4th 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 5th 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 four classes is equivalent to missing more than two full weeks of class, and that is more than enough to put you in unsatisfactory territory.
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Punctuality is required.
- If you are repeatedly late or have a habit of leaving class early your class participation grade will suffer. I will count 2 latenesses/early departures as equivalent to an absence. I will try to warn you when your latenesses convert to absences, but you are responsible for keeping track of your own attendance.
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Conferences are required.
- You will have a minimum of three scheduled, one-on-one meetings with me to discuss specific assignments. Missing these appointments or arriving unprepared counts as an absence. I will schedule make-up conferences if possible, but they do not erase the absence for the missed conference.
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Peer review is required.
- For all major assignments, you will read and comment on peers’ work. Arriving unprepared for peer review and/or missing peer review means zero credit for that activity. Missing peer review is also an absence.
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Basic computer competence is required.
- 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 Google Docs or other back-up systems so that you do not “lose” drafts.
- Laptops, phones, and other electronic devices will be allowed but they must never interrupt your classmates or our class work. If your devices distract you or others, your class participation grade will suffer.
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Civil behavior is expected at all times.
- Uncivil or disruptive behavior will incur a warning letter, and a copy of that letter will be filed with the First-Year Writing Program.
- Penalties against the final grade for subsequent violations will be at the instructor’s discretion, up to and including failure of the course.
- You are always encouraged to ask questions in office hours or via email. My office hours are on the first page of this syllabus. However, many students prefer to email, especially for short questions. Emails will generally be answered within 48 hours, and if you email after 5pm on a Friday you will likely not hear back until Monday morning.
[delete: consider which one of the following 4 sections you find important, relevant to your class and delete the rest of them.]
Additional attendance policies
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.
[Delete: It is in the best interests of the university community if we do not enact policies that make students feel that they must come to in-person classes when they are contagious. Please use common sense and compassion when navigating these issues with students. Please do not send students to Student Health Services for a note confirming reasons for absence.]
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.
Accessibility
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: [add/delete as appropriate]
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.
Course Schedule
- Pay close attention to this schedule, especially the assigned readings and other activities.
- Bring your textbook and/or readings, a notebook or paper and a pen to every class.
- This schedule is subject to change according to the needs of the class, but I will try to keep changing to a minimum. I will notify you of changes in email, on Canvas, and (if possible) in class.
Week 1: Introductions and Starting Essay #1 (August 25-31)
Before class:
- Read syllabus and check out the course Canvas site.
- Read Lunsford, Chapters 4 and 5 (“Developing Academic Habits of Mind” and “Reading to Understand”)
Class meeting 1:
- Review syllabus, do introductions, and complete a first day activity related to Essay #1
Class meeting 2:
- Review the assignment for Essay #1 and discuss rhetorical analysis.
- Discuss the Lunsford chapters and talk about rhetorical analysis (https://owl.purdue.edu/owl/general_writing/academic_writing/rhetorical_situation/index.html).
Week 2: Working on Essay #1 (September 1-7; no classes on Labor Day)
Before class:
- Read Cottom, “We Weren’t Wrong to Love the Cosby Show” (PDF on Canvas)
- Read Park, “I’m Done Being Your Model Minority” (PDF on Canvas)
Class meeting 1:
- Discuss Cottom and practice rhetorical analysis.
Class meeting 2:
- Discuss Park, practice rhetorical analysis, and review Lunsford, Chapter 2 (“Thinking Rhetorically”)
Week 3: Working on Essay #1 and Peer Review Workshop (September 8-14)
Before class:
- Read Lunsford, Chapters 12, 18 and 20 (“Summarizing and Responding,” “Quoting, Paraphrasing and Summarizing,” and “MLA Style”)
- Begin writing Essay #1
Class meeting 1:
- Discuss Lunsford chapters and continue working on Essay #1
Class meeting 2:
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Complete Peer Review Workshop for Essay #1
- IMPORTANT: Your draft must be a minimum of three pages (double-spaced), and it must be a serious attempt at the assignment, or you will be asked to leave class and take an absence. Your first draft does not need to be perfect; it only needs to exist.
- This workshop counts toward your final grade. If you do not complete it as directed, you will get a 0 for this assignment, and it cannot be completed if you are unprepared or absent.
Week 4: Conferences for Essay #1 and Starting Essay #2 (September 15-19)
Before class:
- Revise Essay #1 and submit it to Canvas by DATE.
- Write your 1-paragraph self-reflection about your writing process for Essay #1 and what you learned by doing peer review. Bring this to your conference.
- Check your conference time, and if you have not yet signed up for a conference, contact me asap to do so.
- Read Lunsford, Chapter 7 (“Writing Processes”)
Class meeting 1:
- No class: come to your conference!
Class meeting 2:
- Review Assignment for Essay #2
- Discuss Lunsford
- Begin analyzing logos, advertisements, and branding campaigns.
Week 5: Working on Essay #2 (September 22-28)
Before class:
- Read Twitchell, “An English Teacher Looks at Branding” (PDF on Canvas)
- Read Luntz, “The Ten Rules of Effective Language” (PDF on Canvas)
- Read Lunsford, Chapter 9 (“Analyzing”)
- Begin pre-writing for Essay #2
Class meeting 1:
- Discuss Twitchell and Luntz
Class meeting 2:
- Continue to focus on analyzing advertisements and branding.
- Discuss Lunsford
Week 6: Working on Essay #2 (September 29-October 5)
Before class:
- Read O’Neil, “The Language of Advertising” (PDF on Canvas)
- Begin planning Essay #2
Class meeting 1:
- Discuss O’Neill
- Bring at least one ad campaign to share with the class
Class meeting 2:
- Continue discussing Luntz, Twitchell, and O’Neill
- Continue planning Essay #2
Week 7: Peer Review Workshop for Essay #2 (October 6-12)
Before class:
- Finish writing your first draft of Essay #2
Class meeting 1:
- Work on Essay #2 in class
Class meeting 2:
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Complete your Peer Review Workshop for Essay #2
- IMPORTANT: Your draft must be a minimum of three pages (double-spaced), and it must be a serious attempt at the assignment, or you will be asked to leave class and take an absence. Your first draft does not need to be perfect; it only needs to exist.
- This workshop counts toward your final grade. If you do not complete it as directed, you will get a 0 for this assignment, and it cannot be completed if you are unprepared or absent.
Week 8: Conferences and Starting Essay #3 (October 13-19)
Before class:
- Revise Essay #2 and submit it to Canvas by DATE.
- Write your 1-paragraph self-reflection about your writing process for Essay #2 and what you learned by doing peer review. Bring this to your conference. Also, please bring a revised version of Essay #1 to discuss.
- Check your conference time, and if you have not yet signed up for a conference, contact me asap to do so.
Class meeting 1: No class: come to your conference!
Class meeting 2:
- Review Assignment for Essay #3
- Do an in-class exercise related to Essay #3
Week 9: Working on Essay #3 (October 20-26)
Before class:
- Read Schill, “The Visual Image and the Political Image” (PDF on Canvas)
- Read Lunsford, Chapter 17, “Synthesizing Ideas”
- Read Freedman, “Thirty Second Democracy” (PDF on Canvas)
Class meeting 1:
- Discuss Schill and Lunsford
- Connect ideas from Schill to those we read for Essay #2
Class meeting 2:
- Discuss Freedman and develop ideas of your own for Essay #3
Week 10: Working on Essay #3 (October 27-November 2)
Before class:
- Read O’Connor & Weatherall, “The Social Media Propaganda Problem is Worse Than You Think” (PDF on Canvas)
- Read Lunsford, Chapter 6 (“Recognizing Facts, Misinformation & Lies”)
Class meeting 1:
- Discuss O’Connor & Weatherall
- Practice summarizing an academic debate (not just summarizing a single text or author’s position)
Class meeting 2:
- Discuss Lunsford and work on synthesis and other skills necessary for Essay #3
Week 11: Peer Review Workshop for Essay 3 (November 3-9)
Before class:
- Finish writing your first draft of Essay #3
Class meeting 1:
- Work in small groups on planning and completing Essay #3
Class meeting 2:
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Complete the Peer Review Workshop for Essay 3
- IMPORTANT: Your draft must be a minimum of three pages (double-spaced), and it must be a serious attempt at the assignment, or you will be asked to leave class and take an absence. Your first draft does not need to be perfect; it only needs to exist.
- This workshop counts toward your final grade. If you do not complete it as directed, you will get a 0 for this assignment, and it cannot be completed if you are unprepared or absent.
Week 12: Conferences for Essay #3 and Starting Essay #4 (November 10-16)
Before class:
- Revise Essay #3 and submit it to Canvas by DATE.
- Write your 1-paragraph self-reflection about your writing process for Essay #3 and what you learned by doing peer review. Bring this to your conference. Also, please bring a revised version of Essay #2 to discuss.
- Check your conference time, and if you have not yet signed up for a conference, contact me asap to do so.
Class meeting 1: No class: come to your conference!
Class meeting 2:
- Review Assignment for Essay #4
- Do a self-reflective activity (a chart from step three of http://www.wikihow.com/Write-a-Reflection-Paper) and watch a TED TALK about the value of metacognition
Week 13: Writing Essay #4: Reflecting on the Writing and Learning Process of English 701 (November 17-23)
Before class:
- Read Giles, “Reflective Writing and the Revision Process” (PDF on Canvas)
- Complete a first draft of Essay #4
Class meeting 1:
- Discuss Giles and work on Essay #4
- Review the requirements for a passing Final Portfolio
Class meeting 2:
- Bring a completed first 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)
Week 14: Fall Break (NO CLASS) (November 24-30)
Over break, try to rest, but if you have time and energy, use it to work on revising Essays 1, 2, and 3 for your Final Portfolio
Week 15: Work on the Final Portfolio (December 1-7)
Before class:
- Keep revising and polishing your essays
Class meeting 1:
- Peer Review workshop on Essay #1, #2, or #3 (your choice). Bring three copies to class.
Class meeting 2:
- Wrap up and review the requirements for a passing Final Portfolio one more time
Week 16: Final Portfolios are due (Wednesday, December 8-12)
Final portfolios are due on Wednesday, December 10. If you need a couple of extra days, you may turn in your portfolio any time up to Friday, December 12 at midnight, no questions asked.
After Friday, December 12 at midnight, I will not accept any final portfolios.
There is no final exam for this course. Once you submit the final portfolio, you have completed your work for English 0701. I will grade your final portfolio and calculate your final grade off Canvas, and then I will enter final grades on Banner before the end of the grading period.
Please note that I do not upload comments on final portfolios because you will have already gotten plenty of feedback from me throughout the semester. If you want some brief feedback on your final portfolio after the end of Finals 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.
Grading & Assessment Guidelines
Components of the Semester Grade
- Final portfolio of four polished writing assignments and the work that it took to create them (including previous drafts and other writing to show your work) [60%].
- 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.
- The 4th essay will not receive written feedback in draft form; instead, you will receive verbal feedback in class or conference.
- Revision Process [30%]
- 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 be marked absent and receive a 0.
- First draft grades: Your first three papers will receive in-process grades worth 5% each (for a total of 15%).
- Shorter Assignments and Class Participation [10%]
- In-class Writing Assignments, Quizzes, and/or Homework Assignments will be part of every class and cannot be made up or sent in if you are absent.
- Class Participation: 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
- You must receive a C- (= 70 points out of 100) 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- (= 70) 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.
- 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.
- You will receive a Midterm Progress Report at or before the eighth week of the semester, indicating any areas that need immediate improvement.
- “Incomplete” semester grades will not be granted except under extraordinary circumstances.
- The grading scheme for this course is as follows:
A 94.0% - 100% D+ 67.0% - 69.9%
A- 90.0% - 93.9% D 64.0% - 66.9%
B+ 87.0% - 89.9% D- 61.0% - 63.9%
B 84.0% - 86.9% F 00.0% - 60.9%
B- 80.0% - 83.9%
C+ 77.0% - 79.9%
C 74.0% - 76.9%
C- 70.0% - 73.9%
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.
Assignment #1
Essay #1: Rhetorical analysis
TASK: For this paper you will need to do a rhetorical analysis of a published argument (see list of options below).
APPROACH: An effective analytical essay focuses on one main point. However, it will also seek to establish grounds for credibility and to appeal to the emotions and values of the audience. To evaluate a published argument through rhetorical analysis, you will need to have a clear introduction, containing the following: 1) the author’s name, their credentials, the title of the article, and the venue in which the article was published; 2) the author’s main point, implicit or explicit; 3) a brief 3 sentence summary of their evidence or supporting points; and 4) your own thesis statement (which is a summarized version of your rhetorical analysis that states whether the published argument is effective or ineffective as a result of your analysis).
To organize the body of your essay, you will have to first evaluate the argument’s rhetoric: What is the context in which the argument appears? Who is the writer and are they credible/knowledgeable, do they build a bridge to their audience, and do they demonstrate professionalism? Who is the audience for this argument, and why might they be encountering this argument? What is the author’s purpose, and are they approaching their purpose and topic in a fair and reasonable manner? What is the topic and is it explained well and with sufficient evidence or supporting ideas? Does the writer use personal stories, concrete language, details, and other elements of writing that make the argument especially persuasive and effective?
Remember that this is not a response paper; in other words, your job is not to agree and/or disagree with the author’s argument, points, opinions or claims. You must assess the effectiveness of the author’s argument through rhetorical analysis.
* You will choose one of the following essays for this assignment (all linked on Canvas):
- “I have been Invited to a Destination Wedding at a Plantation. How Should I Respond?”
- “Must Our Plan to Help Our Granddaughter Include her Scary Dog?”
- “The Son my Sister Placed for Adoption Wants to Find her. What Should I Do?”
As you analyze your article of choice, make sure to keep in mind our practice on summarizing, quoting, and paraphrasing to be sure to represent the author’s points accurately.
It is also important to keep in mind that your analysis will likely lead to a position that the published argument is effective or ineffective, and it will be fine to qualify your position: mostly effective, occasionally effective, somewhat effective, somewhat ineffective, or mostly ineffective. You may also wish to separate elements of the published argument that are effective as compared to elements that are not; for example, an argument might be effective in terms of having a clear purpose, being published in a good venue, having a knowledgeable writer, but ineffective in terms of being underwhelmingly supported by examples or evidence and missing out on making a persuasive bridge to help the audience understand their main point.
LENGTH: 900-1100 words in length (about 3-4 pages) plus a properly formatted Works Cited page. The essay must be in MLA style: 1-inch margins, 12-point Times New Roman or Garamond, with a standard essay heading, page numbers in a header at the top right and double spacing.
_
Assignment #2
Essay #2: Evaluating a Rhetorical Strategy
TASK: In this essay, you are going to analyze one advertising campaign. You are free to choose whatever campaign you want, but you must clear your selection with me before you begin to write about it. You are free to analyze the advertising surrounding a single product or a brand more generally. Once you have selected your product or brand, you will have to gather a series of ads (5-10). It is best if you can find ads that have a significant historical range, since this will allow you to analyze how the marketing strategy has evolved over time.
Using two articles from the course, write an essay in which you evaluate the rhetorical and advertising strategy that is deployed in the ads that you select. Your goal in this paper is to get beyond the surface of the image/commercial. Your goal is to reveal, through careful analysis of words and images, what the advertisement is actually selling. Of course, the ad is selling the product. But, as we have noted in class, ads always sell more than products: they sell a series of attitudes and beliefs. Your aim is to show what these attitudes are and how the ads define them.
As we have discussed, advertisements always give visual formation to underlying assumptions about their culture. Looking at ads that have historical range will allow you to assess how ideas about consumption or masculinity (to take two examples) have changed. Although you are gathering a large sample size, you are not required to write about all the ads you find. Instead, you should try to focus your attention on the ads that best exemplify the argument you are trying make. Your collection of advertisements will allow you to speak with authority about the brand/product and focusing your attention on a single ad or maybe two will allow you to demonstrate your ability to close read a visual text.
APPROACH: The first step in this paper is to gather your images and commercials. In selecting them, you should make sure that you chose ads that have interesting images or slogans to work with. The more interesting the ads, the more interesting your paper will be. The paper should aim to show readers something they would not notice on their own. If you are only pointing out what is apparent, the paper will not succeed.
The next step is to return to the course texts and figure out what concepts are useful for describing how the ads make their appeal to the audience. In doing this, you want to look for the key terms that appeared in Luntz, Lutz, and other writers we have examined. Take for example the notion of “weasel words.” Can this notion be used to explain what is going on in the ads that you’ve selected? Does using this key term help you see something in the ad that you might not have seen without it? (Go through the texts and ask these questions of each key phrase/idea that you find.) Once you have gathered these conceptual tools, you can use them to analyze the ads with the aim of revealing both what they are actually selling and how they are trying to sell it.
LENGTH: 1100-1300 words (about 4-5 pages), plus properly formatted Works Cited page. Essay must be in MLA style: 1-inch margins, 12-point Times New Roman or Garamond, with a standard essay heading, page numbers in a header at the top right and double spacing.
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Assignment #3
Essay #3: Writing an Argument about Propaganda and Political Messaging
TASK: Based on our course readings, develop an argument regarding the effects of propaganda and political messaging on American audiences, using three sources. This is our most complex essay of the semester, and you should keep the following goals in mind:
- develop an argument in the thesis paragraph that reflects your idea
- create paragraphs with topic sentences, claims and evidence from the class readings
- connect and synthesize the ideas of multiple texts in developing your argument.
Your argument should be related to our discussions of propaganda and political rhetoric, and you must use three (3) of the class readings from units 2 and 3. You must use one reading from Unit 2, and two readings from Unit 3.
Following are some questions that can help you formulate your main idea and argumentative points. You do not need to answer these questions in your essay directly, but you should think about them as you prepare your material.
- Using the synthesis grid, find the following information:
- Do the articles state or imply the same argument?
- Are they dealing with different ideas but come to the same/similar conclusion?
- What are the concepts, points, key terms that connect these texts?
- Are there any disagreements in the arguments of these readings?
- What aspects of their arguments support/challenge/illustrate/complicate/refute any of the articles you have chosen?
Suggested format
- A thesis paragraph that introduces your argument. It is essential that you are making some argument based on the texts, not just summarizing.
- Summary of the background/context regarding propaganda and related issues.
- Discussion of the claims you have developed from your synthesis grid. This portion of the essay should identify specific rhetorical approaches used in the texts, analyze their effectiveness, and back up all arguments with class sources.
- This portion should make clear connections between the sources
- Be sure you’re always supporting your thesis, not just summarizing three articles
- Conclusion identifying what you think and leaving the reader something to think about.
* Please note: this is not an essay where you are arguing for a specific political belief system. This is an analytical essay, not an opinion paper.
LENGTH: 1500-2000 words (5-6 pages) plus a properly formatted Works Cited page. Essay must be in MLA style: 1-inch margins, 12-point Times New Roman or Garamond, with a standard essay heading, page numbers in a header at the top right and double spacing.
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Assignment #4
Essay #4: Reflecting on the Writing and Learning Process
TASK: Write an essay in which you reflect on your writing process throughout this past semester in English 0701. It is completely appropriate to use “I” in this paper, and you should cite specific evidence to show what you’ve learned and how your writing process has evolved.
Scholars and educators agree that self-reflection is a vital part of the learning process. This essay is not lesser than other essays in the final portfolio. It is a key essay to show us that you have applied the skills you’ve learned in this course, and it helps ensure that you are prepared to move on to English 0802 and more advanced classes at the university.
APPROACH: To write this paper, go through your previous drafts, your in-class work and other short assignments, your feedback from me, and other relevant documents from the semester. Use the chart we did in class to consider which pieces of evidence are most important to discuss. The SKILLS you will use in this essay are direct reference to evidence, clear explanation of your own learning process, and an understanding of yourself as a writer in the context of contemporary academic discourse.
Use your own written texts for this essay, and feel free to quote yourself and give examples from your own essays/drafts. You do not need to cite course texts for this assignment.
LENGTH: Minimum of 600 words (about 2 full pages). Essay must be in MLA style: 1-inch margins, 12-point Times New Roman or Garamond, with a standard essay heading, page numbers in a header at the top right or bottom right, double spacing, etc.
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Final Portfolio
You will submit a Final Portfolio at the end of the semester that includes:
- Paper #4 (Reflective Letter)
- A revised and improved version of Paper #1
- A revised and improved version of Paper #2
- A revised and improved version of Paper #3
In the First Year Writing Program, Final Portfolios are graded holistically, which means that we are not averaging your papers to come up with a grade. Instead, we consider how well your Reflective Letter makes a case for your overall work, and we read your papers to assess how well you understood and practiced the writing process and achieved the course goals.
Please remember that Papers #1, #2, and #3 must be of passing quality for your portfolio to receive a passing grade. A portfolio where one of those papers is a D or F will result in a failing portfolio grade, even if the other two papers are at C- or above. Also, please remember that a final portfolio containing a paper I have not seen before in draft form during the semester will result in an F for the final portfolio and the course, even if your other work has been Complete and/or satisfactory.
Late Policies [delete: change these policies as they suit your class]
Weekly Coursework and Peer Review Workshops
Weekly coursework deadlines are firm and cannot be extended. We use these activities as a basis for in-class discussions, and if I started extending deadlines, we would quickly fall off-track. 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. Similarly, I cannot extend deadlines for individual students during peer review.
Drafts Submitted During the Semester for My Feedback
Drafts of your papers must be submitted on time, and all papers in your final portfolio must be seen in draft form in a timely manner during the semester. If you have an extreme situation or crisis that prevents you from submitting a draft on time, you may ask for a one-week extension and I will say yes, no questions asked. However, I will not accept a paper that is submitted later than one week after the initial date that it was due. If you ask for a one-week extension and do not submit a draft, you should withdraw from the course because you will be getting an F on the final portfolio, and thus, an F for the course, even if your other work was of passing quality or was marked complete.
I know this sounds harsh, but the reason for this strict policy is that I need to see your papers evolve over time. The purpose of this course is not to produce “perfect” final papers but to show your work. The only 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 substantially rewrite a paper after I have given you feedback, you may do so, but you must submit a new first draft before we reach the last day of class. I will not necessarily give you written feedback on your new version, nor will we need to meet or talk about it unless I see a problem with what you’ve done. But this is an important policy. I cannot evaluate a final portfolio with a paper I never saw during the semester because you scrapped your original draft and revised it so much that it is a brand-new paper. If your final portfolio contains one or more papers that I have never seen in draft form, you will receive an F on the final portfolio and an F for the course. If you are ever uncertain about whether your revisions would constitute an entirely new draft, check with me or send it to me, just to be safe. I am always willing to answer questions about these policies because the stakes are so high. And it really is fine to scrap a draft of a paper that isn’t working and start fresh but keep me in the loop.
The purpose of these policies is to prevent plagiarism and to ensure, as stated above, that I can see your progress over time.
The Final Portfolio
The final portfolio due date is listed on the schedule, and I have already incorporated an automatic, no questions asked, extension. But I cannot accept final portfolios after the extension due date, and if you do not submit a portfolio by then, you will be given an F for the course. 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 in the last weeks of the semester, and because our final portfolio comes at the end, such an emergency 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, you must speak to me about it before the last day of classes so that I can 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 also not possible to arrange an Incomplete after the semester is over. For more information, see the full policy in the Undergraduate Bulletin.
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).
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
Privacy and Data Protection
Please see the links below to become familiar with the privacy policies for each of the following:
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
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. See the following for details:
Generative AI tools...
such as ChatGPT are exciting new 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 802, 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.
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 small 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.
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.
Temple University Statement on Accommodations for Disabilities
This course is open to all students who meet the academic requirements for participation. Any student who has a need for accommodation based on the impact of a disability should contact the instructor privately to discuss the specific situation as soon as possible. Such students should also contact Disability Resources and Services at 215-204-1280 in 100 Ritter Annex to coordinate reasonable accommodations for students with documented disabilities.
Accommodation for a documented disability is a right under Federal law. Instructors never discuss a student’s disability with other students, and only consult other Temple University faculty and staff at need. Further information is available at http://disabilityresources.temple.edu/ . If you are not sure whether 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.
University Resources
Inclusive Learning and University Resources
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.
Did you know Temple’s Student Success Center (SSC) offers tutoring for writing 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, is available at https://studentsuccess.temple.edu/, by calling 215-204-0702, or visiting our “Front Desk” Zoom room via the Meeting ID at 929-916-654.
You can get help (even through live chat) with research from the Library: http://library.temple.edu.
There are other resources on campus that first year students may need, including Tuttleman Counseling Services (https://counseling.temple.edu). The first year at a new school can be stressful and challenging, and I want you to know you’re not alone and there are resources for you here at the university, many of which can be provided remotely.
The Dean of Students (https://deanofstudents.temple.edu) also offers a wide range of support for students who are facing challenges securing food or housing, students who need emergency student aid, students dealing with sexual assault, and other such problems. The Dean of Students also provides 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 if needed, and if you’re having trouble connecting to the proper resources, let me know and I’ll do my best to help.
Help Desk: TECH Center
The Help Desk helps with software, hardware and connectivity issues. Drop in, call (215) 204-8000, or make a request online: https://computerservices.temple.edu/#request-help.
Computer Recycling Center: 152 Pearson Hall
Purchase used computers, monitors, printers, and miscellaneous equipment at nominal prices. Only Diamond Dollars are accepted as payment. See website for inventory: https://atlas.ocis.temple.edu/crc_dev/new/webstore/default.asp