Drexel University Dept.

of English
and Philosophy

English 102: Composition and Rhetoric II: The Craft of Persuasion

Course Catalog Description: Teaches terminology and rhetorical strategies of

persuasive writing. Advances students development in the writing process,
and promotes their critical evaluation and integration of varied sources as
they research complex and open-ended problems. Engages them in the act
and study of collaboration, rhetorical awareness of images and design, and
an understanding of how genres shape writing. Continues to promote their
critical reading of challenging texts. Supports students in ongoing reflective
analysis about writing and their writing development.

Professor: Jill Moses Office Location: GL

32
Classroom: GL 19 Office Hours: Wed
10-1
Class days/times: T/Th 9:30, 12:30 Email:
jrm378@drexel.edu

2:00, 3:30 Phone: 760-815-

3753

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.

The First-Year Writing Program (FWP) at Drexel is a three-course,

yearlong sequence that fundamentally supports Drexels Student
Learning Priority of Communication, which states that students will
employ an understanding of audience, purpose and context to
communicate effectively in a range of situations using appropriate
media.* In your FWP courses (ENGL 101, 102, and 103), you will
develop your ability to
1. Use writing and reading for inquiry, thinking, and communicating
2. Craft messages for different kinds of rhetorical situations and
purposes
3. Use research to develop, support, and enhance your ideas
4. Understand writing and revision as processes
5. Critique your own and others works
6. Use writing technologies to address a range of audiences
7. Cite sources correctly using documentation styles such as MLA
format
8. Understand and use correct grammar and mechanics

Course Requirements

Required Texts You dont need to buy any additional texts

this quarter. All texts are from last quarter.

Bullock, Richard. The Norton Field Guide to Writing. 3rd ed. New York:
Norton, 2013. Print.

Sandapen, Sheila, Kathleen Volk Miller, Marshall Warfield, eds. The

33rd: An Anthology. Philadelphia: Drexel Publishing Group, 2015. Print.

Lowe, Charles, and Pavel Zemliansky, eds. Writing Spaces. 2 Vols.

Anderson, SC: Parlor Press, 2010-2011.
Web.

CCC Foundation, Guide to Grammar and Writing. Web.

http://grammar.ccc.commnet.edu/grammar/
Bring in your laptop to each class

** For more information on the Drexel Student Learning Priorities, visit

http://www.drexel.edu/provost/learningpriorities/.
Drexel University Dept. of
English and Philosophy

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.

Course Policies and Resources

Grading

A+: 97-100 B+: 87-89 C+: 77-79 D+: 67-69

A: 93-96 B: 83-86 C: 73-76 D: 60-66

A-: 90-92 B-: 80-82 C-: 70-72 F: below 60

Composition Project 115% Informal Writing

20%
Drexel University Dept. of
English and Philosophy
Composition Project 230% (includes the group
contract, proposal, annotated bibliography, Class
participation20% presentation and final composition.
(attendance, project reports, class
Composition Project 315% discussions,
collaboration, overall

investment on discussion board)

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/

Drexel University Writing Center

The Drexel Writing Center (DWC) is located in 0032 MacAlister (x6633).
Whether you are developing a draft or trying to put the finishing
touches on a well-developed project, peer and faculty readers will help
you evaluate your writing and improve it according to your purpose
and audience. The DWCs Web page has more details:
http://www.drexel.edu/engphil/about/DrexelWritingCenter/

Drexel Office of Disability Resources

Students with disabilities who request accommodations and services at
Drexel need to present a current accommodation verification letter
(AVL) to faculty before accommodations can be made. AVLs are issued
by the Office of Disability Resources (ODR). For additional information,
contact the ODR online at
http://www.drexel.edu/oed/disabilityResources/Overview/. The ODR is
located at 3201 Arch St., Ste. 210, Philadelphia, PA, 19104. Phone:
215-895-1401; TTY: 215-895-2299.

Class Participation and Attendance

Your participation is essential to your success in this class, and thus
you should assume that attendance is mandatory. Students who miss
more than 10% of class meetings due to unexcused absences will have
their grades reduced. Except under extraordinary circumstances, a
student who misses more than 20% of scheduled class time as a result
of unexcused OR excused absences will fail the course. An excused
absence is defined as one that is the result of a condition or
circumstance beyond the students control, such as illness, a family
crisis or emergency, or essential travel; an official university event
(e.g., academics, athletics or performing arts); or a religious holiday.
Normally, an absence will be excused only if there is some
documentation verifying the circumstances that caused the absence.

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.

Technology Expectations and Tech Support

You need to be able to access Blackboard Learn, and you also must
have an active Drexel email account. If you are having problems
accessing Learn, setting up your email, or using iWebfolio, please
contact http://www.drexel.edu/irt/ or call the Help Desk at
215.895.2020. Support for using iWebfolio may also be found here:
http://www.drexel.edu/irt/coursetools/toolList/eportfolios/iWebfolioTutori
als/.

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

Composition Project 1: Campaign Rhetoric

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:

1. Choose a campaign. Use research to get to know some

campaign(s) in the media around you: Web, TV, print, radio,
mobile phone. An anti-drug campaign for teens? A local Senators
campaign for re-election? Starbuckss line of seasonal coffee
drinks? A universitys recruiting campaign?
2. Examine the key elements of the rhetorical situation: the
communicator, audience, message and purpose, context
3. Analyze the rhetorical strategies the campaign is using to send
its message
4. Use this analysis to evaluate this campaign

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.

Research and Evidence:

This is an analysis and an opinion piece so you dont need to do any
research. In fact, I prefer that the analysis is your own. However, your
composition can draw on at least one form of primary research and you
may draw on other sources (journals, newspapers or magazines, Web
Drexel University Dept. of
English and Philosophy
sites, images, popular culture) as your audience, purpose, and
message require.

Specifications:
1,000-1,200 words
Proper documentation of sources (see The Purdue OWL,
http://owl.english.purdue.edu/)

As you draft and revise, utilize peer review feedback, office

hours, and The Drexel Writing Center.
Drexel University Dept. of
English and Philosophy
Composition Project 2: Collaborating to Make Change

Coming together is a beginning, staying together is progress, and

working together is success.
Henry
Ford
Collaboration
The professional world is abuzz with collaborators who use their
intellects and creative energy to solve problems and make change. In
school or in the workplace, each of you has likely participated in
collaboration: you had to work toward a common goal, responsibly and
efficiently distribute the labor, observe one anothers progress, and be
evaluated as a collective. Project 2 will build on the rhetorical
awareness skills you cultivated in Project 1, and help you to
strengthen skills with collaboration as you work in groups to think
about a local or global problem you care about. This problem problem
can be specific to your discipline, to your social lives, or to your
academic lives. Together, your group will:
1. Identify a problem
2. Articulate its importance
3. Analyze causes and effects of the problem
4. Propose a clear solution to an appropriate audience

Here are important components of this composition:

The Group Contract

Your first collaborative project will be to create a group contract. How
will you divide responsibilities? How will you monitor the efforts of your
peers? How will you make sure that all are abiding by the expectations
of deadlines, proper research, and productive communication? This
contract will articulate the ethical practices and commitments of your
group. Your contract should address the following elements:
communication, reliability, effort, quality, adherence to deadlines,
academic integrity.

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.

As you draft and revise, utilize peer review feedback, office

hours, and The Drexel Writing Center.

Composition Project 3: Reflective Analysis

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.

Reflective analysis helps you to make an evidence-based argument

Drexel University Dept. of
English and Philosophy
about yourself, a skill that will benefit you not only here at Drexel, but
also outside of Drexel. In your personal, academic, and professional
life, it will be important to establish and reflect on goals, to periodically
examine what you have accomplished, and to ask critical questions
about your learning: What did I hope to accomplish in this
class/project/ experience? How did I grow as a person, scholar, or
professional? What evidence do I have for that growth? How does this
growth prepare me for what is next? In many contexts, you will be
asked to discuss, either in person or in writing, what kind of student or
employee you will be. In these contexts, it is reflective analysis that will
allow you to examine your experience for the evidence you need to
construct clear and honest answers for yourself and others.

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.

English 102 Reflective Analysis Assignment

Your Reflective Analysis should accomplish four tasks:
1. It should make an argument about your writing
development. Read the FWP Outcomes and choose ONE of the
Outcomes as the focus for your argument. You have lots of
options here.
2. It should use pieces of your own writing as evidence for your
argument. Specifically, you should integrate the following
compositions as sources in your analysis:
a. 1 major project from 101
b. 1 major project from 102
c. 2 informal compositions from either 101 or 102
d. Any other supporting compositions you would like to use
3. It should do meta-analysis of those artifacts as it makes its
argument. Meta-analysis is your examination of your own
work, your writing-about-your-writing.
4. It should be directed to a specific audience: Professional
employer, friend, teacher, parent or guardian, future child,
yourselfyou choose.
Drexel University Dept. of
English and Philosophy

Citing Your Own Writing:

In your Reflective Analysis, you should, of course, provide proper in-
text citation of your sources, just as you would with any other source in
a composition. In this case, however, your sources are your own
compositions; so, youll be citing yourself. Here is an example:

In my second project for English 101, I discuss the impact of

drafting on my writing development: I have always drafted
because I have been required to. But I really wanted to reflect
analytically on how the process of drafting actually impacted my
overall writing development. Was I becoming a better writer?
(Drafting and Development 1).

Additionally, you should include full citations in a Works Cited. Heres

how:

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 ?

JR and his campaign

https://www.ted.com/talks/jr_s_ted_prize_wish_use_art_to_turn_the_world_inside_ou
t?language=en
https://www.ted.com/talks/jr_one_year_of_turning_the_world_inside_out?
language=en#t-368764
Faces of Drexel Project https://prezi.com/_yw_hgykrzcr/faces-of-drexel/
Cicero, From On Rhetorical Invention handout
DUE: Martin Luther King I Have a Dream Speech and text
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

Read your syllabus

Read Letter from Birmingham Jail
http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html

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?

WEEK 2 Analyzing and evaluating rhetoric selling products

1/16 -1/22
IN CLASS: http://foodmatters.tv/content/another-drug-commercial-one-that-might-work-funny-
video

Videos on Go Forth Levis campaign

http://www.youtube.com/watch?v=fsP6XTHBwRw
http://www.youtube.com/watch?v=FdW1CjbCNxw
http://www.youtube.com/watch?v=2YyvOGKu6ds

The three Apple ads --https://www.youtube.com/watch?v=i-yoqIlNS8Y

Campaign for milk - https://www.yahoo.com/style/fairlife-milk-sexist-ads-

104060397943.html
DUE:
Doves Campaign for Beauty
Note: No https://www.youtube.com/watch?v=IHqzlxGGJFo
 Drexel University Dept. of
English and Philosophy
classes on Onslaught https://www.youtube.com/watch?v=9zKfF40jeCA
MLK day 1/16
Explore Composition Project 1 topics
Read Elliott, Carpe Diem, Preferably in a Pair of Jeans:
http://www.nytimes.com/2012/07/25/business/media/levi-strauss-ads-urge-the-
young-to-seize-the-day-in-jeans.html
Read InvestorPlace staff, 5 Reasons Why Everyone Hates the New Apple Ad
Campaign: http://investorplace.com/2012/07/5-reasons-why-everyone-hates-the-
new-apple-ad-campaign/
Informal writing #2 Which ads are effective to you and which ads are not
effective? Which ad is your favorite and why?
http://www.artofmanliness.com/2011/05/26/classical-rhetoric-101-logical-fallacies/
DUE Visual list of logical fallacies
http://www.informationisbeautiful.net/visualizations/rhetological-fallacies/

Composition Project 1 first draft for peer review

WEEK 3 Imagining audience a variety of socially significant campaigns
1/23 1/29
Body shaming campaign
http://www.tarynbrumfitt.com

Thai anti-smoking campaign
https://www.youtube.com/watch?v=lqbLe4EnmEM
IN CLASS: https://www.kickstarter.com/projects/thesimplyco/the-simply-co-3-ingredient-
organic-laundry-deterge
http://finance.yahoo.com/news/this-23-year-old-went-two-years-without-creating-
any-garbage-194730750.html

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

WEEK 4 Collaborative composition: theory and practice

1/30 2/5 Introduce Composition Project 2
Select collaborative groups and compose Group Contracts
For discussion: Who are some famous collaborators? What are some critical
strategies for creating successful collaborative projects? What are some pitfalls of
collaboration, and how can they be prevented? How best can a group divide the
labor of collaborative work? How might your group think collectively about what
you know and what you need to research?
IN CLASS:
Listen: This American Life, Ruining it for the Rest of Us:
http://www.thisamericanlife.org/radio-archives/episode/370/ruining-it-for-the-rest-
of-us

Jacob Barnett 14 year old prodigy

DUE: https://www.youtube.com/watch?v=Uq-FOOQ1TpE

Writing Spaces: Ingalls, Writing Eyeball to Eyeball

DUE: http://www.parlorpress.com/pdf/ingalls--writing-eyeball-to-eyeball.pdf

Informal writing #4 Write about a former experience (good or otherwise) related

to collaborating with a group. How did it work out for you?
Submit copy of your Group Contract to professor by email, and cc your group
members

WEEK 5 Articulating a problem: Invention

2/6 2/12 Group Work and group meetings with Professor

Informal writing #5 Listen to Six short essays This I believe

IN CLASS: http://thisibelieve.org/feature/2014-in-review/
Which one do you like best and why? Write your own shortThis I believeessay.
(under 500 words). What core values do you carry inside yourself?

DUE: Group Topic Proposals due

Project Report #1 (Informal writing #6) due to professor by email
WEEK 6 Proposing solutions: what to propose, how to present it
2/13 2/19 In-class work on collaborative compositions
IN CLASS: Explanation of English 103: where to find theme descriptions
For discussion: As you begin to gather sources, what are some useful strategies
for integrating them? What are some of the key components of a rhetorically
powerful proposal? How should a writer present him/herself in such a proposal?

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

Watch: TED Talk, Howard Rheingold: The New Power of Collaboration:

http://www.ted.com/talks/lang/eng/howard_rheingold_on_collaboration.html

Watch: TED Talk, Paul Lewis: Crowdsourcing the News:

DUE: http://www.ted.com/talks/paul_lewis_crowdsourcing_the_news.html

Composition Project 2 first draft for peer review/conference with

professor
Project Report #3 (informal writing #8) due to professor by email

WEEK 8 Thinking rhetorically about presentations

In-class work on collaborative compositions
2/27 3/5 Introduction to the Writing Portfolio
For discussion: Thinking back to your reading of Cicero, what tips might he offer to
one who is about to do a presentation? How does Boyds discussion of rhetorical
awareness assist you in thinking about how to present your proposal to a live
audience? Of the strategies that Duarte describes, which resonate with you? Which
IN CLASS: pose particular challenges?

Writing Spaces: Boyd, Murder! (Rhetorically Speaking)

http://writingspaces.org/sites/default/files/boyd--murder-rhetorically-speaking.pdf
Watch: TED Talk, Duartes The Secret Structure of Great Talks:
http://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great_talks.html
Top 100 Speeches
http://www.americanrhetoric.com/top100speechesall.html
DUE:
Composition Project 2 final draft
Project Report #4 (informal writing # 9) due to professor by email
Informal writing #10 Choose one of the top 100 speeches and give a short (one
paragraph) analysis of the speech. What makes it so great? What rhetorical
devices does the speaker use? Try to apply Duartes method of analysis. Would
you be able to use some of these devices in your own presentations?
 Drexel University Dept. of
English and Philosophy
WEEK 9 In-class Group Presentations
3/6 3/12 In-class Group Presentations
IN CLASS: For discussion: What are the potential benefits of reflective practice in academic
and professional work?
DUE:
Writing Spaces: Singh-Corcoran, Composition as a Write of Passage
http://writingspaces.org/sites/default/files/singh-corcoran--composition-as-a-
write.pdf
Drexel First-Year Writing Program Learning Outcomes for English 102 (located at
the end of this syllabus)
Informal writing #11 - First paragraph of portfolio reflective analysis (workshop in-
class/online)
Group Presentations due
WEEK 10 Reflections on English 102
3/13 3/19 In-class reflective analysis of Composition Project 2: writing and group discussion
IN CLASS: For discussion: How do the FWP outcomes apply to writing across the disciplines?
To professional writing contexts? What does reflective analysis of writing in 101 and
102 reveal about writing development (thus far)? What myths does Allen try to
dispel about how to think about our writing?

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

reflective analysis due

Group Presentations due

Drexel First-Year Writing Program Learning Outcomes for

English 102

Writing and thinking process

1) Students will learn the terminology, rhetorical ideas, and
practical approaches of writing
persuasively/argumentatively.
Assessment/Deliverables:
Students will demonstrate that knowledge and those skills in
at least two major assignments and several minor writing
assignments.
Through assignments/class discussions, students will
demonstrate an understanding of and fluency with rhetorical
concepts and terms such as argument, persuasion, visual
literacy, logic, logical fallacy, inductive/deductive, and
reflective analysis.
Drexel University Dept. of
English and Philosophy
These terms will appear in course discussions, readings, and
assignments.
2) Students will apply the writing process and revision to the
creation of persuasive projects.
Assessment/Deliverables:
Students will complete at least two major assignments with a
substantive written component.
Students will draft and revise at least one substantive
written composition guided by instructor and peer rough draft
comments (instructors evaluations can be delivered via
written comments, verbal comments, and/or conferencing).
Students will meet with their instructor at least once to
discuss a writing assignment.
3) Students will continue to reflect on their own and others
writing and communication
processes and practices.
Assessment/Deliverables:
Students will conduct in-depth, well-structured peer review
of other students written work. Peer reviews will be graded or
will count in some way in the course grade, demonstrating
the value of the review both to the reviewer and to the
student being reviewed.
Guided by their instructor, students will create a reflective
analysis for a writing portfolio that examines the portfolio
materials in relationship to the FWP Outcomes and
demonstrates their ability to make rhetorical choices about
how they present themselves to external audiences.
4) Students will use course writing and conversations to develop their
critical thinking skills
and their ability to engage open-ended, complex problems.
Assessment/Deliverables:
Students will complete multiple assignments demonstrating
critical thinking skills
5) Students will reinforce their understanding that grammatical and
mechanical errors detract
from achieving their communication purposes.
Assessment/Deliverable:
Students will demonstrate in several assignments their
ability to write with minimal grammatical and mechanical
errors.
6) Students will continue to use writing technologies, i.e., digital
writing and communications
tools, for a variety of writing purposes and to address a range of
audiences.
Assessment/Deliverables:
Drexel University Dept. of
English and Philosophy
Students will complete at least one assignment that uses a
multi-media component, such as a video, podcast, or Web
site.
Students will use digital technologies to compose, edit, and
disseminate their texts.
7) Students will reinforce their understanding of the goals and means
of course assessment.
Assessment/Deliverables:
Through informal writing, portfolio work, conferences, and/or
class discussion, students will articulate the course goals and
how each assignment fits these goals.
8) Students will understand how to create a collaboratively written
document.
Assessment/Deliverables:
Students will work in a team to complete a complex writing
project.
Students will examine collaborative writing as a subject of
study.
Students will demonstrate the ability to create documents to
reflect team progress.

Writing and genre

9) Students will understand how genres, especially professional
genres, shape writing.
Assessment/Deliverables:
Students will study and compose genres such as letters,
reports, essays, and memos.
In assignments, students will respond to diverse audiences;
respond to different rhetorical situations; use format and
structure conventions appropriate to the rhetorical situation;
and adopt appropriate voice, tone, and level of formality.
Students will write about a discipline/profession in which
they are interested.

Use of research and evidence

10) Students will reinforce their understanding of and fluency with the
following citation and
use of research/evidence concepts and terms: attributive
tags, quoting, paraphrasing,
summarizing, annotation, block quotes, ellipses, parenthetical
citations, indirect sources,
integrity.
Assessment/Deliverable:
Several course assignments, quizzes, and/or class
discussions will focus on these concepts, and students will use
terms appropriately throughout the course.
Drexel University Dept. of
English and Philosophy
11) Students will reinforce their understanding and use of annotated
bibliographies.
Assessment/Deliverable:
Students will create an annotated bibliography that will be
graded or evaluated in
some way by the course instructor.
12) Students will continue to demonstrate that they can integrate
their ideas with the ideas of
others.
Assessment/Deliverable:
Through their written work students will demonstrate the
ability to access, evaluate, paraphrase, and use fairly and
effectively information from a variety of sources.
13) Students will reinforce their ability to cite a variety of sources
scholarly, non-scholarly,
print, Webaccurately using a recognized and accepted system
such as MLA, APA, or
Chicago. They will continue to see citation as a choice of using
language appropriate to a
particular audience.
Assessment/Deliverables:
Students will incorporate a correct citation style appropriate
to the type of composition and its audience in at least one
assignment, and they will be able to discuss why they chose a
particular citation style as appropriate to their purpose and
audience.
Students will create a bibliography that includes various
sources (scholarly, non-scholarly, print, Web).

Visual rhetoric and design

14) Students will reinforce their understanding of visual rhetoric.
Assessment/Deliverable:
Some assignments and class conversations will focus on
visual rhetoric.
Students will incorporate visuals responsibly into at least one
major course project.
15) Students will reinforce their understanding of document design.
Assessment/Deliverable:
Student assignments will be evaluated for design and
presentation.

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.