Beruflich Dokumente
Kultur Dokumente
of English
and Philosophy
1
Drexel University Dept. of
English and Philosophy
First-Year Writing Program Learning Outcomes
A comprehensive description of outcomes for English 102 is located at
the end of this syllabus.
Course Requirements
Bullock, Richard. The Norton Field Guide to Writing. 3rd ed. New York:
Norton, 2013. Print.
Composition Projects
You will have three major composition projects in this course (see
descriptions below). These projects should demonstrate the following,
in line with the course learning outcomes:
A clear understanding of audience and purpose
A well-articulated and clear main point or thesis
A commitment to revising your project from inception to
completion
Research and evidence appropriate for the project, incorporated
correctly and cited accurately
Clear organization
Attention to grammatical and stylistic elements appropriate for
college-level writing
Adherence to the conventions and guidelines of the project (due
dates, length, format)
Informal Writing
Informal writing assignments are a major component of your grade in
this course. Each week, you will be required to write several hundred
words in response to readings, professor questions, conversations with
colleagues, and ongoing discussion of your projects. These informal
writings may include discussion threads on Blackboard Learn, blogs,
notebooks, journals, peer reviews, and in-class writings.
Class Participation
You are expected to attend all classes (see Course Policies, below).
Class participation means being present, prepared, and actively
engaged with discussions, readings, and writing.
Grading
Academic Integrity
All students must abide by Drexels academic integrity policy. The
Student Handbook 2013-2014 states:
If an act of academic dishonesty is determined to have occurred,
one or more of the following sanctions will be imposed,
depending on the severity of the offense:
Reduction of a course grade
An F for the assignment or exam
Failure for the entire course
Other action deemed appropriate by the faculty member
Any of the above sanctions with the inability to withdraw
Examples of other action deemed appropriate include, but are
not limited to, requiring the student to re-take the exam, re-
complete an assignment, or complete an assigned exercise. The
decision of the faculty member and the department head shall
be reported to the Office of Student Conduct and Community
Standards, which is responsible for maintaining student conduct
records. The incident will result in an official conduct record for
the student(s). Students may also be required to attend or
complete an educational activity as determined by the Office of
Student Conduct and Community Standards. (Student Handbook
2013-2014)
A violation of academic integrity is not limited to copying a passage
from a source word for word. If you acquire specific information from a
source, you must acknowledge that source, even if you have used your
own words and paraphrased that information. You must also refrain
from fabricating source material, stealing or buying compositions, or
being complicit in a violation of academic integrity (e.g., writing a
peers paper for him/her) (Student Handbook 2013-2014). You should
also refrain from submitting the same paper to more than one course,
or multiple submission (unless you have permission from your
instructor).
The Student Handbook 2013-2014 states that a second academic
integrity offense may result in suspension or expulsion, in addition to
any sanction issued from the list above. For further questions about
Drexels academic integrity policy, please talk with your instructor, and
consult the Student Handbook 2013-2014, which may be found here:
Drexel University Dept. of
English and Philosophy
http://drexel.edu/studentaffairs/community_standards/studentHandboo
k/general_information/code_of_conduct/
Being on time is also important. Students who are often late to class
may be marked absent at their professors discretion.
Add/Drop/Withdraw
You will have until the end of the 2nd week to add or drop a course.
Please note that you are responsible for any work you miss in the late
addition of a course. For more information on Add/Drop, please visit
http://drexel.edu/drexelcentral/courses/adjustments/Adding%20and
%20Dropping%20Courses/. Undergraduates have until the end of the
7th week of the term to withdraw. For details on the withdrawal policy,
Drexel University Dept. of
English and Philosophy
see http://drexel.edu/drexelcentral/courses/adjustments/course-
withdraw/
Library Skills
In order to engage in the research-based inquiry of this course, you
must know how to use the Libraries resources. Be sure to view the
Research Skills 101 Tutorials at
http://library.drexel.edu/tutorials/getting-started. You may also contact
your Personal Librarian for guidance.
Inclement Weather
If the University is required to close because of severe weather, please
continue to check your email and/or Blackboard Learn regularly for
instructions from your professor.
Drexel University Dept. of
English and Philosophy
Descriptions of Composition Projects
With one of its major focuses on both textual and visual rhetoric,
English 102 invites you into an in-depth analysis of how text and image
work together. In politics, product advertising, education, business, and
many other contexts, we see words, pictures, and even sound coming
together in campaigns to send messages to their audiences. Your
increasingly sharp ability to analyze the rhetorical situations of such
campaigns not only contributes to the strength of your communication,
but it also helps to strengthen your ability to read and critique the
world around you. This first project invites you to analyze and
evaluate a campaign that interests you. In this project, here are
important steps to take:
Your Audience
Your instructor and your peers are part of your audience. But the
message you send with this analysis is likely to be of interest to
audiences in and out of your field. Thus, it is up to you to decide who
you want your audience to be, based on your purpose, message, and
context.
Form
Depending on your audience, purpose, message, and context, this
composition may take any one or a hybrid of textual forms: e.g., an
opinion piece, a letter, a memo, a report, a blog, etc.
Specifications:
1,000-1,200 words
Proper documentation of sources (see The Purdue OWL,
http://owl.english.purdue.edu/)
The Composition
1. Choose a topic. Brainstorm and identify issues that you care
about at Drexel, in Philadelphia, or beyond. Uncover a problem
that is most pertinent to your groups interests.
2. Write a proposal. Together, your group will compose a brief
topic proposal in which you make a case for the importance of
the problem you want to explore, discuss your research
strategies, and describe the intended audience for your
composition.
3. Gather sources and compose an annotated bibliography.
You and your group members will work together to gather
Drexel University Dept. of
English and Philosophy
sources and compose an annotated bibliography. Your sources
should include your own primary research (interview, survey,
observation report), secondary research (journals, newspapers,
film, music), and at least one type of visual (chart, graph, photo,
drawing).
4. Choose a form and begin composing: Your group will decide
on the form that your project will take (report, Website, blog,
brochure, article for a specific publication, TV or radio
commercial, podcast, advertising campaign, short film, grant
proposal, etc.). Audio/visual projects with minimal text should be
accompanied by a 750-word rhetorical analysis in which you
discuss the rhetorical situation, role of the writers in the project,
and reason for the chosen format.
Project Reports
Four times over the course of this collaborative project, individual
students will email the professor a brief report about how the project is
going thus far. These reports, part of your informal writing in the
course, will reflect on how the group is working together toward their
goal: Successes? Challenges? Questions?
Group Presentation
Once your final product is completed, your group will present it to the
class. Keeping in mind that written and multimedia compositions and
oral presentations can be very different rhetorical situations, your
group will decide on the best format for your presentation to your
peers and professor.
Reflection on Project 2
At the completion of the project (final product and presentation),
members of your group will each compose an informal reflection, in
which you look back on the project, think about its many facets, and
discuss how it has impacted you, your learning, and your perspective
on collaboration. You will share these reflections with one another in
class.
You will select one of the FWP Outcomes that resonates with you, and
you will use reflective analysis as a tool to closely examine a variety
of your own compositions over a period of time.
As you move through the FWP sequence, you will gain lots of practice
in doing reflective analysis, which will help you to work toward two of
the FWP Outcomes (and others, too):
1. Students will reflect on their own and others writing and
communication processes and practices. They will learn that
the term writer applies to themselves and their peers.
2. Students will use writing to embrace complexity and think
about open-ended questions.
The skills you gain by closely examining your compositions, and by
making larger claims about your writing abilities based on the
compositions you include, will help to prepare you for the reflective
analysis you will be asked to do later in your academic and
professional life.
Works Cited
Last name, First name. Title of Project. Course Title. Professor ______
_______. Department,
Institution. Date project was submitted. Form of Media (Print,
Web, etc.).
---. Title of Project. Course Title. Professor ______ _______. Department,
Institution. Date project was submitted. Form of Media (Print,
Web, etc.).
And so on
Keep in Mind
Your reflection is not a place to try to make your professor feel good
about your growth as a writer; it is a space for your honest reflection
about your own work. Keep your focus on the argument you have
established and use the compositions you have provided as evidence.
Drexel University Dept. of
English and Philosophy
Course Schedule
(Syllabus is subject to change)
WEEK 1 Thinking and seeing rhetorically: What is the message here?
1/9-1/15 Class orientation
Introduce Composition Project 1
For discussion: What does it mean to analyze rhetorically? What is kairos? What is
the difference between inductive and deductive reasoning? Where do we find
logical fallacies in the rhetoric around us? How do Ciceros strategies help to
IN CLASS: prepare us to address specific audiences? What is a campaign ?
Informal writing #1: What methods of persuasion does Martin Luther King use in
the famous letter that he wrote on a paper bag while in jail. Who is his
audience? According to Cicero, what type of audience was King
speaking to?
Watch: TED Talk, Annie Lennox: Why I am an HIV/AIDS Activist and the SING
Campaign:
http://www.ted.com/talks/annie_lennox_why_i_am_an_hiv_aids_activist.html
Toms campaign
DUE: http://www.youtube.com/watch?v=7MV3HWQHl1s
Stand up to cancer
http://www.standup2cancer.org/
Veronica Scott http://dumpest.com/she-gave-a-homeless-woman-a-coat-and-got-
yelled-at-her-response-is-brilliant-and-inspiring/
Read "95,000 Words, Many of Them Ominous, From Donald Trumps Tongue,"
The New York Times, December 6, 2015
http://act.moveon.org/go/105?t=4&akid=160315.11446499.PfgAvU
Informal writing #3 - Since these campaigns deal with trying to help people, did
you notice a difference in persuasive approaches in comparison to the
advertising product campaigns? Which socially significant campaign
Drexel University Dept. of
English and Philosophy
moved you the most and why?
Project 1 final draft due
DUE: Writing Spaces: Haller, Walk, Talk, Cook, Eat: A Guide to Using Sources
http://writingspaces.org/sites/default/files/haller--walk-talk-cook-eat.pdf
Drexel University Dept. of
English and Philosophy
Annotated Bibliographies due
Project Report #2 (informal writing #7) due to professor by email
WEEK 7 Composing together: technologies and social change
2/20 2/26
IN CLASS: In-class work on collaborative compositions
For discussion: How do you respond to these different visions of the future of
human collaboration? How have collaborative technologies changed the ethos of
journalism and consumption for better or worse?
Watch TED Talk, Rachel Botsman: The Case for Collaborative Consumption:
http://www.ted.com/talks/rachel_botsman_the_case_for_collaborative_consumption
?language=en
Writing Spaces: Allen, The Inspired Writer vs. the Real Writer
http://writingspaces.org/sites/default/files/allen--the-inspired-writing-vs-the-real-
DUE: writer.pdf
Reading
16) Students will reinforce their understanding that good reading is
connected to good writing
and good thinking.
Assessment/Deliverables:
Drexel University Dept. of
English and Philosophy
Students will read a variety of challenging texts.
Students will read a substantial amount of their peers
writing in the course, and will provide advice on improvement
(i.e., peer review) to their peers.
Students will demonstrate the ability to analyze selections
from the course readings that exemplify various modes and
styles of writing.
17) Students will continue to see texts as ongoing discussions that
they are invited to join.
Assessment/Deliverable:
Students will discuss and reflect on readings in assignments
and discussions.