First-­‐Year  Writing  Seminar:  Fall  2016  

Section:  LinC101  J:  TRF  10:20  AM  -­‐  11:30  AM,  Location  TBA  
 
Instructor:  Dr.  Crystal  N.  Fodrey  
   
General  Information  
Office:                                                         Zinzendorf  Hall,  Room  307    
Office  Hours:                               Tues.  1:00  -­‐  2:30  PM,  Wed.  9:30  -­‐  11:30  AM,  and  by  appointment  
Telephone:                                         610-­‐861-­‐1511  
E-­‐mail:                                     fodreyc@email.moravian.edu    
Course  Web  Site:                        https://canvas.moravian.edu/    
 
Writing  Fellow:     Jenna  Bayrasli    
E-­‐mail:               stjlb23@moravian.edu                                
 
Course  Description  
First-­‐Year  Writing  Seminar  (FYWS)  introduces  students  to  academic  literacy  practices  central  to  success  
in  any  discipline  at  Moravian  College.  The  course  is  designed  to  help  students  transition  to  college  
expectations,  generate  research  questions,  find  and  evaluate  sources,  and  make  informed  decisions  
about  how  best  to  achieve  their  purposes  in  various  writing  situations.  The  subject  area  focus  of  each  
section  of  First-­‐Year  Writing  Seminar  varies,  but  all  sections  are  similar  in  their  approach:  students  
develop  the  skills  of  critical  reading,  research,  argumentation,  revision,  and  reflection;  and  students  
work  collaboratively  with  classmates,  the  instructor,  and  the  Writing  Fellow  to  improve  writing,  build  
community,  and  explore  available  campus  resources  to  achieve  academic  and  personal  success  during  
their  time  at  Moravian.      
 
Section  J  Topic:  Analyzing  Public  Spaces,  Making  Public  Arguments    
How  does  one’s  gender,  race,  socioeconomic  status,  (dis)abilities,  sexual  orientation,  education  level,  
religion,  and  other  aspects  of  an  individual’s  identity  affect  how  one  experiences  (and  possibly  
contributes  to  the  inequalities  found  in)  various  public  spaces?  To  investigate  this  and  other  related  
questions,  students  in  this  FYWS  section  study  spatial  rhetoric.  Specifically,  we  explore  how  the  location,  
materiality,  and  discourse  of  public  spaces  contribute  to  sometimes  subtle,  sometimes  blatant  
arguments  that  welcome  some  people  while  silencing  others.  Examples  of  possible  discussion  and  
writing  topics  include  the  characteristics  of  “safe”  spaces,  power  dynamics  in  classrooms,  American  
border  issues,  and  gender  discrimination  in  online  gaming.  Emphasizing  the  development  of  college-­‐
level  critical  thinking,  research,  and  writing  skills,  this  course  asks  students  to  rhetorically  analyze  and  
digitally  map  local  public  spaces,  research  spaces  that  exhibit  compelling  and/or  controversial  public  
arguments,  and  create  podcasts  related  to  those  spaces.  
 
Course  Outcomes  
In  First-­‐Year  Writing  Seminar,  students  will  cultivate  and  apply  critical  thinking  about  the  course  topic  in  
order  to:  

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1.   Develop  a  clear  and  cohesive  argument  with  persuasive  appeals  using  evidence  from  critical  
reading  and  research.  
2.   Implement,  and  subsequently  reflect  upon,  writing  strategies  and  conventions  suited  to  a  
variety  of  purposes,  audiences,  and  context-­‐appropriate  genres  and  media.    
3.   Demonstrate  ability  to  generate  and  pursue  a  line  of  inquiry;  search,  collect,  and  select  sources  
appropriate  to  writing  project(s);  and  document  according  to  context-­‐appropriate  standards.  
4.   Provide  substantial  and  useful  revision  suggestions  to  other  writers,  and  revise  writing  using  
responses  from  others,  including  classmates,  Writing  Fellows,  Writing  Center  tutors,  and  
instructor.    
5.   Collaborate  with  faculty  and  Writing  Fellows,  and  engage  with  the  College  community—
students,  faculty,  and  staff—to  promote  personal  success  at  Moravian  College.  
6.   Reflect  on  learning  to  make  interdisciplinary  connections  among  course  topic,  education  in  the  
liberal  arts,  and  both  individual  and  community  identity.  
   
Required  Texts  &  Supplies  
Texts:  
●   Arola,  Kristin  A.,  Sheppard,  Jennifer,  &  Ball,  Cheryl  E.,  eds.  Writer/Designer:  A  Guide  to  Making  
Multimodal  Projects.  New  York:  Bedford/St.  Martin’s,  2014.  
●   Leonard,  Annie.  The  Story  of  Stuff:  The  Impact  of  Overconsumption  on  the  Planet,  Our  
Communities,  and  Our  Health.  New  York:  Free  Press,  2010.  
●   Writing  Commons:  The  Home  for  Writers,  n.d.      
●   Additional  readings  available  on  Canvas  
 
Other  Materials:    
●   Reliable  daily  access  to  the  Internet  
●   Your  MacBook  Pro  and  iPad.  You  should  bring  these,  fully  charged,  to  every  class  meeting  unless  
otherwise  noted.    
●   Accounts  on  Twitter  and  Instagram.  These  accounts  can  be  separate  ones  that  you  create  for  the  
class  if  you  do  not  want  to  post  class  assignment-­‐related  material  on  your  personal  accounts.    
●   At  least  two  different  colored  highlighters;  You  should  bring  these  to  every  class  meeting  unless  
otherwise  noted.    
●   Specific  apps  (like  Evernote,  GarageBand,  and  others),  which  we  will  download  together  as  a  
class  to  use  for  various  assignments.    
 
Required  Coursework  and  Grades  
It  is  within  the  instructor’s  purview  to  apply  qualitative  judgment  in  determining  grades  for  any  
assignment  and  for  the  final  course  grade.  Grades  will  consider  some  combination  of  the  following  
aspects  of  writing,  in  the  context  of  a  particular  assignment:  purpose,  audience,  content,  organization,  
idea  development/analysis,  ethos,  design,  mechanics/readability/view-­‐ability/audibility/accessibility,  
and  maturity  of  thought.    
 
 
 

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Assignment   Due  Date   Percentage  

Assignment  #1  –  Rhetorical  Analysis  of  a  Local  Spaces   Week  5   15%      

(Collaborative  Google  Map)*    

Research  Portfolio  –  (Local  to  National,  Global)  Research   Weeks  6-­‐9   10%  
Portfolio  on  a  Spatial  Inequality  or  Controversy  

Short  Presentation  Critically  Reflecting  on  an   Week  8   5%  

Interdisciplinary  Insight  from  Your  Research  

Assignment  #2  –  Academic  Argument  on  Spatial  Inequality   Week  11   25%  
or  Controversy*    

Assignment  #3  –  Multimodal  Public  Argument  (Podcast)  +   Week  14   20%  

Rhetorical  Listening  Sessions*  

Final  Digital  Portfolio  Design  +  Reflective  Introduction     Week  15   5%  

Short  Compositions   Ongoing     15%  

Academic  Extracurricular  Events  (3)   Ongoing   5%  

Total       100%  
*Grade  not  final  until  submission  of  Final  Digital  Portfolio  in  Week  15.  
 
Letter  Grades    
A  93-­‐100     A-­‐  90-­‐92     B+  87-­‐89     B  83-­‐86     B-­‐  80-­‐82     C+  77-­‐79      
C  73-­‐76     C-­‐  70-­‐72     D+  67-­‐69     D  63-­‐66     D-­‐  60-­‐62   F  0-­‐59    
 
Explanation  of  Assignments  
In  this  course  you  will  practice  analytical  and  argumentative  writing  for  academic  audiences  as  well  as  
multimodal  composing  for  a  public  audience,  each  with  multiple  drafts.  Short  assignments,  in-­‐class  
writing,  and  your  interdisciplinary  insight  presentation  are  meant  to  provide  additional  outlets  for  
response,  brainstorming,  drafting,  and  delivery  of  ideas  related  to  the  topic  of  the  course.  While  drafts  
must  be  submitted  of  all  majors  assignments  on  the  dates  listed  in  the  schedule  in  order  to  be  eligible  
for  full  credit,  final  grades  are  not  awarded  to  Assignments  #1,  #3,  or  #4  until  you  submit  them  in  your  
final  ePortfolio  at  the  end  of  the  semester;  this  is  meant  to  emphasize  the  recursive  nature  of  the  
writing  process—an  idea  we  will  discuss  at  length  in  class.    
 
ePortfolio.  Throughout  the  semester,  you  will  develop  an  FYWS  ePortfolio  on  Google  Sites  or  on  another  
free,  template-­‐based  web  design  platform.  Your  site  is  where  you  will  submit  Assignments  #1,  #3,  and  
#4  on  separate  pages  of  the  site.  (We  will  set  all  of  this  up  in  class.)  The  grade  for  the  final  ePortfolio  will  
include  the  individual  final  grades  of  Assignments  #1,  #3,  and  #4  plus  a  separate  grade  for  your  overall  
design  and  reflective  introduction  to  your  ePortfolio  readers.    

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Assignment  #1—Rhetorical  Analysis  of  a  Local  Spaces  (Collaborative  Google  Map).  For  this  unit  you  will  
learn  to  read  and  respond  to  various  local  spaces  as  texts—specifically  looking  at  how  certain  spaces  
include  some  people  and  silence  others  based  on  issues  of  class,  race,  gender,  sexual  orientation,  etc.  in  
order  to  demystify  how  space  functions  as  a  form  of  unequally  distributed  power—and  then  write  a  
spatial  rhetorical  analysis  of  a  local  public  space  of  your  choosing.  You  will  also  be  required  to  include  
self-­‐taken  photographs  and/or  video  of  the  space  in  the  essay  to  help  provide  evidence  to  support  your  
analytical  claims.  All  essays  produced  in  the  class  will  be  shared  on  a  collaborative  Google  Map  
connecting  your  images  and  analysis  to  the  locations  of  the  local  public  spaces  you  analyzed.  After  the  
final  draft  of  this  is  completed  at  the  end  of  the  semester  as  part  of  your  portfolio  work,  the  
collaborative  map  will  be  shared  out  to  the  campus  community.    
 
Assignment  #2—(Local  to  National,  Global)  Research  Journal  on  a  Spatial  Inequality.  For  this  research  
journal,  you  will  conduct  and  analyze  both  library  and  field  research  in  order  answer  a  research  question  
regarding  a  larger  local/national/global  issue  connected  in  some  way  to  the  space  you  chose  to  analyze  
for  Assignment  #1.  This  will  include  recording  an  interview  on  your  iPad  with  someone  knowledgeable  
about  the  space  and/or  larger  issue  and  then  transcribing  the  interview.  Note:  The  final  grade  for  this  
assignment  will  be  based  on  the  quality  of  your  sources  and  your  analysis  of  them,  and  the  grade  for  this  
assignment  (unlike  #1,  #3,  and  #4)  will  stand  based  on  what  you  submit  to  Canvas  during  week  8.    
 
Short  Presentation  Critically  Reflecting  on  an  Interdisciplinary  Insight  from  Your  Research.  Each  
student  will  sign  up  for  a  date  during  week  8  on  which  to  make  a  brief  oral  presentation  (about  3-­‐5  
minutes)  of  an  interdisciplinary  insight  you  made  during  the  research  process.    An  interdisciplinary  
insight  will  be  information  or  an  understanding  about  some  aspect  of  your  research  question  from  the  
perspective  of  a  combination  of  multiple  academic  disciplines.    Both  value  of  information  and  quality  of  
communication  will  be  considered  in  assigning  a  grade  for  this  presentation.    
 
Assignment  #3—Academic  Argument.  Using  the  research  conducted  and  analyzed  for  Assignment  #2,  
you  will  come  to  a  conclusion  regarding  the  best  answer  to  your  research  question,  and  argue  that  
position  in  an  academic  argument  essay  in  which  you:  
●   Define  an  issue,  demonstrating  your  awareness  that  you  are  entering  a  conversation  that  
contains  multiple  perspectives  on  the  issue.  
●   Make  a  focused  claim  about  your  issue  (i.e.,  state  an  arguable  thesis  that  locates  your  stance  
among  the  multiple  perspectives.  
●   Provide  reasons  that  support  your  thesis/claim.  
●   Provide  evidence  for  each  of  your  reasons.  
●   Anticipate  objections  from  people  with  other  perspectives  and,  when  necessary,  provide  
refutations,  negotiations,  and  concessions.  
●   Illustrate  an  awareness  of  the  unspoken/unwritten  ideological  assumptions  (values  and  beliefs)  
underlying  your  claim  and  reasons  as  well  as  those  underlying  your  audience’s  claims  and  
reasons.  
 
Assignment  #4—Spatial  Justice  Podcast  +  Rhetorical  Listening  Sessions.  Using  the  same  research  from  
Assignment  #2  and  a  similar  argumentative  stance  as  you  did  in  unit  3,  you  will  translate  your  academic  
argument  into  a  multimodal  public  argument  for  which  you  will  use  the  audio  you  recorded  for  
Assignment  #2,  as  well  as  other  assets  to  create  a  podcast  that  you  will  share  with  the  class  and  they  
larger  campus  community.  This  podcast  will  be  approximately  2-­‐3  minutes  long.  For  the  rhetorical  
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listening  sessions  in  week  14  you  will  give  some  brief  context  surrounding  your  spatial  justice  podcast  
and  then  play  it  for  classmates,  teacher,  and  possible  community  guests.  Your  classmates  will  listen  
closely  and  record  observations  about  and  responses  to  your  podcast,  which  they  will  share  with  each  
participant  in  real  time.    
 
Short  Compositions  (SC).  This  grade  category  includes  summer  assignments  (for  which  you  have  already  
received  credit,  or  not),  short  writing  assignments,  peer  reviews,  and  other  in-­‐class  writing.  These  short  
assignments,  worth  15  points  (15%)  of  your  grade,  will  help  you  prepare  for  each  major  assignment  
described  above;  SCs  will  be  written  in  response  to  prompts  posted  in  the  “Announcements”    and  
“Assignments”  areas  of  Canvas,  and  you  will  post  your  responses  to  Canvas.  SCs  &  in-­‐class  writings  
(including  peer  review  workshop  responses)  are  pass/fail.  You  receive  “pass”  credit  as  long  as  you  meet  
the  minimum  requirements  for  the  SCs  and  in-­‐class  writings.  If  you  do  not  have  an  SC  submitted  to  
Canvas  by  class  time  on  the  day  it  is  due,  you  will  get  a  failing  grade  for  the  SC.  Late  SCs  will  not  be  
accepted  under  any  circumstances.  Note:  In-­‐class  writing  is  tied  to  attendance  and  cannot  be  made  up.  
 
Attendance  at  Three  Academic  Extracurricular  Events.  For  each  event  listed  below,  you  must  attend,  
obtain  photographic  evidence  of  your  attendance  at  the  event  (pics  or  it  didn’t  happen),  and  write  a  300  
to  500  word  reflective  response  that  critiques  the  event  and  your  participation  in  it—due  within  48  
hours  of  attending  the  event:    
1.   Full  day  participation  in  Heritage  Day  on  Wednesday,  September  21.  More  details  forthcoming.  
Note:  most  classes  across  campus  will  be  cancelled  on  this  day  so  that  as  many  students  as  
possible  can  participate  in  this  service  event;  there  will  be  a  special  reflective  writing  assignment  
to  do  in  conjunction  with  this.  
2.   “Writing  Across  Moravian:  Faculty  Roundtable  Discussion”  on  Thursday,  October  20  from  11:45  
to  1:00  PM  in  Prosser  Auditorium  as  part  of  the  National  Day  on  Writing  celebration.  (If  you  
have  a  scheduling  conflict  for  this  one,  let  me  know  ASAP,  and  I  will  come  up  with  an  alternative  
event.)    
3.   Another  academic  event  of  your  choosing.  I  will  announce  many  possible  events  in  class.    
 
 
First-­‐Year  Writing  Seminar  Policies  
 
Academic  Code  of  Conduct  
All  work  that  you  submit  or  present  as  part  of  course  assignments  or  requirements  must  be  your  original  
work  unless  otherwise  expressly  permitted  by  the  instructor.  This  includes  any  work  presented,  be  it  in  
written,  oral,  or  digital  form  or  in  any  other  technical  or  artistic  medium.  When  you  use  the  specific  
thoughts,  ideas,  writings,  or  expressions  of  another  person,  you  must  accompany  each  instance  of  use  
with  some  form  of  attribution  to  the  source.  Direct  quotes  from  any  source  (including  online  sources)  
must  be  placed  in  quotation  marks  (or  otherwise  marked  appropriately)  and  accompanied  by  proper  
citation,  following  the  preferred  bibliographic  conventions  of  your  department  or  instructor.  In  this  class  
you  will  be  using  MLA  for  Assignment  1  and  APA  for  assignment  2.  Student  ignorance  of  bibliographic  
convention  and  citation  procedures  is  not  a  valid  excuse  for  having  committed  plagiarism.  To  reiterate:  
When  you  use  the  specific  thoughts,  ideas,  writing,  or  expressions  of  another  person,  you  must  

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accompany  each  instance  of  use  with  some  form  of  attribution  to  the  source,  regardless  of  the  genre  
or  medium  in  which  you  are  working.  
 
You  can  familiarize  yourself  with  all  aspects  of  Moravian  College’s  Academic  Code  of  Conduct  policy  
here:  http://www.moravian.edu/static/studentLife/handbook/academic/academic2.html    
 
Attendance  
Attendance  is  mandatory.  First-­‐Year  Writing  Seminar  is  a  course  that  includes  engaged  discussion,  in-­‐
class  writing,  peer  group  work,  and  conferences.  Therefore,  students  should  not  be  late  and  should  not  
miss  class.  Any  in-­‐class  work  missed  as  a  result  of  tardiness  or  unexcused  absence  cannot  be  made  up.  
Students  enrolled  in  this  course  cannot  miss  more  than  a  week  of  classes—three  class  meetings—
without  penalty.  For  each  class  meeting  missed  thereafter,  your  final  course  grade  will  be  reduced  by  
1%.  
 
All  holidays  or  special  events  observed  by  organized  religions  will  be  honored  for  those  students  who  
show  affiliation  with  that  particular  religion.  A  dean’s  note  or  other  official  Moravian  College  document  
justifies  absences  for  Moravian  functions  but  must  be  presented  to  your  instructor  before  the  scheduled  
event.  Doctor’s  appointments,  job  interviews,  and  other  important  appointments  do  not  count  as  
excused  absences.  If  you  have  a  legitimate  conflict  or  an  extreme  emergency,  discuss  the  situation  with  
your  instructor.    
 
Student  Affairs  Sessions  
Your  engagement  and  work  for  both  the  classroom  component  and  the  Student  Affairs  component  of  
FYWS  are  essential  to  your  successful  completion  of  FYWS.  In  order  to  earn  credit  for  FYWS,  you  need  to  
show  sufficient  engagement  both  in  participation  and  in  reflection  regarding  the  Student  Affairs  
sessions,  assignments,  and  activities.  That  means  you  have  to  be  present  at  every  Student  Affairs  Friday  
session.  Attendance  will  be  taken  via  card  swipe  each  week  before  you  enter  Prosser  Auditorium.  
 
Class  Conduct  
Students  in  this  class  are  encouraged  to  speak  up  and  participate  during  class  meetings.  Because  the  
class  represents  a  diversity  of  individual  beliefs,  backgrounds,  and  experiences,  every  member  of  this  
class  must  show  respect  for  every  other  member  of  this  class.  Additionally,  all  Moravian  College  
students  are  responsible  for  upholding  the  Community  Standards,  which  can  be  read  online  in  the  
Student  Handbook:  http://www.moravian.edu/static/studentLife/handbook/standards/standards.html    
 
Late  Work  
Late  work  will  not  be  accepted  without  penalty  unless  students  make  arrangements  for  an  extension  
before  the  due  date.  Major  assignments  that  are  turned  in  late  will  incur  a  5%  penalty  per  24-­‐hour  
period.    
   
 
6  
  

Conferences  
First-­‐Year  Writing  Seminar  instructors  may  cancel  a  class  session  to  host  individual  or  small  group  
conferences.  Students  should  come  to  conferences  prepared  to  discuss  their  work.  If  your  class  has  been  
cancelled  to  hold  student-­‐teacher  conferences  and  you  miss  your  assigned  conference  time,  it  will  be  
counted  as  an  absence  by  your  instructor.    
 
Peer  Review    
We  improve  as  writers  by  responding  to  input  from  readers.  To  that  end  your  essay  drafts  will  go  
through  extensive  peer  review.  You  are  expected  to  take  the  input  from  your  classmates  seriously  and  
respond  to  their  feedback  when  you  revise.  You  are  likewise  expected  to  take  your  job  as  a  reviewer  
seriously.  Critique  others’  work  as  you  wish  to  be  critiqued.  Treat  each  other  with  respect,  and  give  
helpful  constructive  criticism.  Each  of  us  has  areas  to  improve  in  our  writing.    
 
Resources  for  Students  
Office  Hours    
You  are  encouraged  to  stop  by  during  office  hours  or  make  an  appointment  with  Dr.  Fodrey.  She  is  also  
part  of  the  Safe  Zone  Ally  community  network  of  trained  Moravian  College  faculty/staff/students  who  
are  available  to  listen  and  support  you  in  a  safe  and  confidential  manner.  As  a  Safe  Zone  Ally,  your  
instructor  can  help  you  connect  with  resources  on  campus  to  address  problems  you  may  face  that  
interfere  with  your  academic  and  social  success  on  campus  as  it  relates  to  issues  surrounding  sexual  
orientation/gender  identity.  Your  instructor’s  goal  is  to  help  you  be  successful  and  to  maintain  a  safe  
and  equitable  campus.  
 
Writing  Fellow  
The  Writing  Fellow  for  this  FYWS  section  is  Jenna  Bayrasli.  She  is  a  great  resource  to  help  guide  you  
through  this  transition  to  college  life  as  well  as  help  you  with  your  writing  during  the  semester.  Jenna  is  
also  in  charge  of  leading  the  discussion  meetings  that  follow  the  Student  Affairs  sessions  on  selected  
Fridays.    
 
Reeves  Library  
All  FYWS  students  are  required  to  conduct  and  document  their  research.  In  addition  to  the  physical  
resources  available—books,  magazines,  journals,  newspapers,  and  digital  resources—Reeves  Library  has  
the  invaluable  resource  of  reference  librarians.  Our  librarians  are  always  interested  in  helping  you  with  
any  questions  you  may  have  on  research  and  resources.  All  sections  of  FYWS  attend  a  special  library  
session  to  learn  more  about  how  to  navigate  the  library’s  many  resources.  
 
Writing  Support  and  Academic  Support  
The  Writing  Center  is  a  resource  for  Moravian  College  students.  At  the  Writing  Center,  a  trained  peer  
tutor  will  work  individually  with  you  on  your  writing,  at  any  point  in  the  process  from  brainstorming  to  
editing.  All  FYWS  students  visit  the  Writing  Center  at  some  point  during  the  semester  to  learn  more  
about  this  resource  and/or  to  attend  tutoring  sessions.  The  Writing  Center  is  located  on  the  second  floor  
7  
  

of  Zinzendorf  Hall,  a  building  that  is  not  accessible  to  persons  with  mobility  impairments.  If  you  need  the  
services  of  the  Writing  Center,  please  call  610-­‐861-­‐1592.  If  you  need  other  academic  support,  such  as  
assistance  with  time  management,  learning  strategies,  or  a  tutor  for  a  content  area  other  than  writing,  
please  contact  Dana  Wilson,  Tutor  Coordinator,  in  the  Academic  and  Disability  Support  Office  at  610-­‐
861-­‐1401.      
 
Accommodations  for  Students  with  Disabilities  
Moravian  encourages  persons  with  disabilities  to  participate  in  its  programs  and  activities.  If  you  
anticipate  needing  any  type  of  accommodation  or  have  questions  about  the  physical  access  provided,  
please  contact  the  event  sponsor  at  least  one  week  prior  to  the  event.  Students  who  wish  to  request  
accommodations  in  this  class  for  a  disability  should  contact  the  Academic  Support  Center,  located  in  the  
lower  level  of  Monocacy  Hall,  or  by  calling  610-­‐861-­‐1401.    Accommodations  cannot  be  provided  until  
authorization  is  received  from  the  Academic  Support  Center.  
 
Counseling    
Counselors  at  the  Counseling  Center  help  students  deal  with  the  stresses  of  college  life.  They  are  a  great  
resource  for  all  students.  You  can  give  them  a  call  at  610-­‐861-­‐1510  or  stop  by  at  1301  Main  Street.    
 
Information  contained  in  the  course  syllabus,  other  than  the  grade  and  absence  policies,  may  be  
subject  to  change  with  reasonable  advance  notice,  as  deemed  appropriate  by  the  instructor.  
 
 
   

8  
  

FYWS  DAILY  COURSE  SCHEDULE    

Be  aware  that  a  daily  schedule  is  occasionally  subject  to  change  due  to  time  constraints,  unexpected  
disruptions,  or  needs  of  the  class.    Therefore,  pay  attention  to  announcements  of  any  changes  in  
assignments  or  due  dates.  These  changes  will  be  announced  in  class  and  on  Canvas.  The  most  up  to  date  
homework  will  ALWAYS  be  posted  as  an  announcement  on  the  class’s  Canvas  page,  and,  depending  on  
your  Canvas  Notification  settings,  you  should  receive  a  push  notification  when  those  announcements  
are  posted.  Also  note  that  whatever  is  listed  for  a  specific  day  is  DUE  that  day.  
 
Student  Responsibilities  
●   Read  the  syllabus  schedule  on  a  daily  basis,  check  Canvas  for  announcements  on  a  daily  basis,  
finish  appropriate  assignments,  and  bring  your  materials  (homework/essays/books)  to  class.  
(“For  class”  means  “prepare  this  work  before  you  come  to  class.”)    
●   Be  alert  to  any  schedule  changes  that  may  impact  your  work  in  the  class.  
●   Remember  computers  can  crash  and  flash  drives  can  be  easily  lost.  Backup  your  files!  Ideally,  
keep  all  drafts  in  a  Google  Drive  folder  titled  LinC  101  J.  Pro  Tip:  Keep  a  separate  Google  Drive  
folder  for  each  class  you  take  a  Moravian  College.    
 
Textbook  and  File  Location  Abbreviations  
Writer/Designer:  A  Guide  to  Making  Multimodal  Projects  (WD),  The  Story  of  Stuff:  The  Impact  of  
Overconsumption  on  the  Planet,  Our  Communities,  and  Our  Health  (SOS),  Writing  Commons  (WC)  or  
files/links  on  course  website  (C)  in  the  “course  documents”  area  unless  otherwise  noted.    
 
Canvas  
To  access  the  course  website,  go  to  https://canvas.moravian.edu/  then  click  on  LinC  101  J.  I  will  use  this  
site  to  distribute  the  syllabus,  detailed  essay  assignments  and  rubrics,  handouts,  readings  for  you  to  
download/print  and  read,  and  other  multimodal  files.  It  is  your  responsibility  to  make  sure  you  can  
access  the  course  site.  If  you  are  having  problems  accessing  it  or  finding  documents  on  the  site,  let  me  
know.  Please  check  Canvas  regularly  for  updates  and  announcements.  
 
Unit  1  –  Analyzing  Arguments  in  and  Mapping  Local  Public  Spaces    
Week  1  
Date For  Class In  Class
Tues.  8/30   Go  over  policies  on  syllabus;  
discuss  “What  are  the  qualities  
of  good  writing?”;  analyze  
classroom  space;  brainstorm  
public  spaces  of  personal  
significance  
Thurs.  9/1 Read:  Syllabus  (C);  “Theoretical   Create  “Public  Spaces  of  
Considerations  of  Space  and  Place”   Personal  Significance  Map”  on  
(C);”Why  Write”  and    “Think   Google  Maps  as  a  class  and  
Rhetorically”  (WC)   share  narratives;  introduce  
Create:  SC#3  Short  narratives  of  three   concepts  of  analysis  and  
public  places  of  personal  significance.   rhetoric  
See  Canvas  for  details  (for  this  and  all  
other  short  composition  assignments)  

9  
  

Fri.  9/2 Show  up  to  Prosser  Auditorium—in   Prosser  Auditorium:  Counseling  
the  HUB—by  10:20  AM.  You  will  meet   Center/Health  Center/Religious  
here  instead  of  in  our  classroom  for   Life—Student  Affairs  Session.  
the  first  six  Fridays  of  the  semester   Find  Writing  Fellow,  Jenna  
and  check  in  with  Jenna.  After  that,   Bayrasli,  and  sit  together  as  a  
our  class  will  meet  in  the  classroom   class.    
three  times  per  week.      
 
Week  2  
Date For  Class In  Class
Tues.  9/6 Read:  Herrick,  “An  Overview  of   Introduce  unit  1  essay  
Rhetoric”(C);  Fodrey,  “Applying   assignment  and  introduce  
Spatial  Analysis”  (C);  “Establish  a   analytical  writing  via  rhetorical  
Comfortable  Place  to  Write”  (WC)   and  spatial  analysis  concepts    
Write:  SC#4  Practice  spatial  rhetorical    
analysis  of  a  public  space  on  campus  
where  you  have  decided  is  a  
“comfortable  space  to  write”  (details  
on  Canvas)    
Thurs.  9/8 Read:  Verzosa  and  Crump,  “Visual-­‐ Meet  at  Writing  Center—
Spatial  Analysis”  (C);  Juarez  and  Haley-­‐ Zinzendorf  Hall,  2nd  Floor.  Dr.  
Brown,  “Rhetorically  Analyzing  Graffiti   Fodrey  and  Jenna  will  take  you  
as  a  Visual-­‐Spatial  Public  Medium”  (C);   on  a  spatial  analysis  walking  
Silvester,  Chaterdon,  and  Bentley,   tour  of  main  campus.    Be  sure  
“Conducting  a  Spatial  Analysis   to  bring  your  iPad  or  a  cell  
through  the  Lens  of  Universal  Design”   phone  to  take  pictures  and  
(WC)   video.    
Write:  SC#5  Explain  what  it  means  to  
analyze  a  public  space.  Quote  from  
Fodrey;  Verzosa  and  Crump;  Juarez  
and  Haley-­‐Brown;  and/or  Silvester,  
Chaterdon,  and  Bentley  to  
substantiate  your  claims  (details  on  
Canvas)  
Fri.  9/9   Prosser  Auditorium:  Academic  
Support  and  Tutoring—Student  
Affairs  Session    
 
Week  3  
Date For  Class In  Class
Tues.  9/13 Read:  “Active  Reading”  (WC);  hooks,   Discuss  rhetorical  précis  of  
“Architecture  as  Cultural  Practice”   readings  and  podcast;  respond  
(CW);  Foucault,  “Panopticism”  (CW)   to  spatial  theories;  analyze  the  
Listen:  “Doreen  Massey  on  Space”   spatial  rhetoric  of  architecture    
(podcast)    
Write:  SC#6  Rhetorical  Précis  of   Guest  speaker  Dana  Wilson  
10  
  

Readings  and  podcast  (details  on   gives  a  brief  introduction  to  

Canvas)   campus  tutoring  
 
Thurs.  9/15 Read:  Excerpt  on  Ideology  (C);  recent   Meet  at  South  Campus.  
articles/podcasts  that  discuss  spatial   Practice  ideological  rhetorical  
inequalities  (C)   analysis  by  applying  that  
Write:  SC#7  Make  a  connection   analytical  lens  to  spaces  in  the  
between  the  concept  of  spatial   community.  Be  sure  to  bring  
inequality  and  the  environmental   your  iPad  or  a  cell  phone  to  
concerns  written  about  in  The  Story  of   take  pictures  and  video.  
Stuff  (details  on  Canvas)    
Fri.  9/16   Prosser  Auditorium:  Common  
Read/In  Focus  Discussion  on  
The  Story  of  Stuff—Student  
Affairs  Session    
 
Week  4  
Date For  Class In  Class
Tues.  9/20 Read:  “Empirical  Research,”   Continue  to  practice  spatial  
“Ethnography,”  and  “Developing  Field   analysis;  prewrite,  outline,  and  
Notes”  (WC)     begin  drafting  Assignment  #1  
Write  SC#8  Practice  spatial  analysis  of   essay  
a  local  public  space  outside  of    
Moravian  College  (details  on  course   Guest  speakers  Camie  
blog)   Modjadidi  and  Liz  Kleintop  
discuss  their  mission  to  address  
spatial  inequalities  on  Moravian  
College’s  campus  
Wed.  9/21 Heritage  Day—All  FYWS  students   9:00  AM:  Report  to  Johnston  
must  participate  in  this  day-­‐long   Hall    
campus-­‐wide  service  event;  all  classes   10:00  AM  to  1:00  PM:  Engage  
(except  those  that  start  after  4:00  PM)   in  community  service      
are  cancelled  for  the  day   1:00  to  3:30  PM:  Back  in  
  Johnston  Hall  for  lunch  and  
reflection  on  service  activity  
Thurs.  9/22 Read:  Sample  spatial  analysis  (C);  “The   Heritage  Day  debriefing  and  
Thesis”  and  “Formulating  the  Thesis”   reflective  writing  activity  
(WC)   connecting  service  experience  
Write  SC#9  Drafting/Planning  Activity   to  course  topic  (SC#10)  ;  thesis  
(details  on  Canvas)   workshop—To  be  led  by  Jenna  
B.  
Fri.  9/23   Prosser  Auditorium:  
Intercultural  Advancement  and  
Global  Inclusion—Student  
Affairs  Session    
 
11  
  

Week  5  
Date For  Class In  Class
Tues.  9/27 Read  Everything  under  the  “Organize”   SC#11  In-­‐class  workshop  letters  
tab  plus  “Writing  Processes,”  “MLA   to  classmates  to  be  completed  
Checklist,”  “Works  Cited  Page   in  class.  
Checklist”  (WC)    
Write  Assignment  #1  Draft  #1—  
Complete  rough  draft  due  in  class  
today.  See  class  blog  for  details    
Thurs.  9/29 Read  “Writers  on  Revising,”  “Navigate   Sentence  editing  workshop;  
Reader  Suggestions  Wisely”,  and   watch  short  documentary  (time  
“Proofreading”  (WC)   permitting)  
Write  Assignment  #1  Draft  #2—
Complete  rough  draft  with  substantial  
revisions.  Bring  a  printed  copy  and  
pen/pencil  for  line  editing.    
Fri.  9/30 Write:  Assignment  #1  Draft  #3,   Prosser  Auditorium:  Student  
revised  and  ready  for  preliminary   Involvement—Student  Affairs  
assessment  from  Dr.  Fodrey  (submit   Session  
to  Canvas  by  class  time)    
Write:  SC#12—Reviewer  Memo  
(details  on  Canvas)  
 
 
Unit  2:  Research  and  the  Academic  Argument    
Week  6  
Date For  Class In  Class
Tues.  10/4 Read  “Research  Primer,”  “Demystify   Introduce  Assignment  #2;  
Research  Methods,”  and  all  tabs  under   brainstorm  and  narrow  ideas  
the  “Textual  Research”  category   for  research  project.    
Write:  SC#13—”What  is  Good  Writing?”  
(details  on  Canvas)  
Thurs.  10/6 Read:  “Library  and  Internet  Research”   Meet  in  Reeves  Library  for  
and  “Understanding  Library  Resources”   library  research  session.  Details  
(WC)   TBA.    
Write  SC#14  5  possible  research  
questions  with  explanation  (details  on  
Canvas)    
Fri.  10/7   Prosser  Auditorium:  Career  and  
Student  Engagement  —Student  
Affairs  Session    
 
 
 
 
 
12  
  

 
Week  7  
Date   For  Class   In  Class  

Tues.  10/11   FALL  BREAK   CLASS  CANCELLED  

 

Thurs.  10/13   Review  posts  from  “Textual  Research”as   Learn  and  practice  research  
  needed   strategies;  begin  to  gather  and  
  Write  SC#15—Research  Topic  Proposal   analyze  background  info  and  
(details  on  Canvas)   multiple  credible  perspectives  
Bring  to  Class:  Printed  copy  of  one   on  your  space  of  inquiry  
source  that  you  think  provides  a  timely,  
relevant  perspective  related  to  your  
chosen  research  question.  
   

Fri.  10/14   Read  “Critical  Reading  Exercises”  and   Feedback  on  proposals;  
  “Double  Entry  Response  Format”  (WC)   discussion  on  dialectic  
  journaling  as  a  textual  research  
methodology;  Reeves  Library  
scavenger  hunt  for  quality  
sources  
   
Week  8  
Date   For  Class   In  Class  

Tues.  10/18   Review  posts  from  “Textual   Continue  to  gather  and  
    Research”as  needed   analyze  sources;  workshop  
Read  “Documenting  Sources:  APA”     sections  of  Library  Research  
Skim  Purdue  OWL  APA  Formatting   Portfolio;  discussion  
and  Style  Guide  so  you  know  what  is   regarding  interview  source  
there   for  unit  3  podcast  
Gather  sources  
Read  your  sources  carefully  with  an  
eye  for  what  you  feel  is  most  
important  in  each  
Write  SC#16—Drafts  of  first  three  
annotated  bibliography  pages  for  
Assignment  #2  Research  Portfolio  
(details  on  class  blog)  

13  
  

Thurs.  10/20   Read  Moravian  College  Plagiarism   Presentations  on  

    Policy  in  the  Academic  Code  of   interdisciplinary  insights;  
Conduct  and  other  related   workshop  sections  of  Library  
documents  (C)   Research  Portfolio  (time  
Write  SC#17—Drafts  of  next  two   permitting)  
annotated  bibliography  pages  for    
Assignment  #2  Research  Portfolio   After  class:  “Writing  Across  
(details  on  Canvas)   Moravian:  Faculty  
Prepare  presentation  on   Roundtable  Discussion”  from  
11:45  to  1:00  in  Prosser  
interdisciplinary  insight  (group  1)    
Auditorium.  (Mandatory  
  event  unless  you  can  prove  
you  have  a  scheduling  
conflict.)  

Fri.  10/21   Write  SC#18—Draft  of  final   Presentations  on  

annotated  bibliography  page  for   interdisciplinary  insights;  
Assignment  #2  Research  Portfolio   workshop  sections  of  Library  
(details  on  Canvas)   Research  Portfolio  (time  
Prepare  presentation  on   permitting)  
interdisciplinary  insight  (group  2)    
   
Week  9  
Date   For  Class   In  Class  

Tues.  10/25   Read  “Synthesizing  Your  Research   Introduce  Assignment  #3;  

    Findings”  (WC)   move  from  research  to  
Write—Assignment  #2  Research   synthesis  
Portfolio  Due  to  Canvas  

Thurs.  10/27   Read  “Positioning  Yourself  in   Move  from  synthesis  to  claim  
    Academic  Writing”  (WC)   building—Discuss  concepts  
Review  posts  on  Thesis  building     related  to  academic  
Write  SC#19  Come  to  class  with  the   argumentation;  begin  outline  
Assignment  #3  Source  Connection   of  “traditional”  argument  with  
Sheet  completely  filled  out.  Then   thesis,  warrant,  and  reasons  
answer  the  following  questions  from  
the  second  page  of  the  Source  
Connection  Sheet:  
After  you  have  finished  filling  out  
your  chart,  you  will  need  to  go  back  

14  
  

and  examine  your  findings.    As  you  

do,  note  places  where  you  see  
connections  happening  among  the  
texts—draw  arrows  to  note  these  
connections  if  you  need  to.    Where  
do  positions  parallel  one  another?      
Where  do  positions  drastically  
diverge?    What  kinds  of  
relationships  are  being  formed?    
These  are  the  kinds  of  questions  
that  will  help  you    to  engage  in  a  
conversation  among  texts;  engaging  
in  a  conversation  with  multiple  texts  
is  about  noticing  and  identifying  the  
relationships  among  those  texts.  

Fri.  10/28   Read  Synthesis  Notes:  Working  With   In-­‐class  work  drafting  
Sources  To  Create  a  First  Draft”  (WC)   interview  questions  for  unit  3  
plus  select  posts  from  “Integrate    
Evidence”  tab  (WC—TBA)   Move  from  claim  building  to  
Review  everything  under  the  APA   drafting;  make  sure  you  can  
tab  (WC)   access  your  research  portfolio  
Write:  SC#20  See  last  page  of  the   so  that  you  can  integrate  
PowerPoint  from  Friday's  class  for  all   sources  into  your  writing  
of  the  instructions  you  will  need  for  
this  assignment.  In  class  on  Tuesday,  
we  will  workshop  thesis  statements  
and  work  on  the  best  ways  to  
integrate  sources  into  body  
paragraphs.  We  will  also  analyze  the  
structure  of  some  sample  essays.    
 
 
Week  10  
Date   For  Class   In  Class  

Tues.  11/1   Advising  Lunch.  Class  will  run  from   Use  AMOS  to  decide  upon  a  
    10:20  until  12:20.  I  will  provide   preliminary  schedule  for  the  
drinks  and  pizza  while  we  work  on   spring  and  bring  that  to  your  
our  schedules.    
meeting  with  Dr.  Fodrey  

Thurs.  11/3   Read:  Rogerian  Argument  and   Drafting  day;  make  sure  you  

15  
  

    review  posts  in  the  Organize   can  access  your  research  

category  (WC)   portfolio  so  that  you  can  
Write:  Assignment  #3—Draft  1—3+   integrate  sources  into  your  
pages  due  
writing  

Fri.  11/4   Read:  Peer  Review  and  Revision   SC#16  In-­‐class  workshop  
    Articles  on  Writing  Commons  (read   letters  to  classmates  to  be  
all  of  the  posts  on  this  page,  please)     completed  in  class.  
Write:  Assignment  #3—Draft  2—6+   Peer  Review  Workshop  of  
pages  due   first  6  pages  of  Assignment  #3    
   
Week  11  
Date   For  Class   In  Class  

Tues.  11/8   Read:  “Consider  Feedback,”  “Writers   Style  workshop  of  revised  
    on  Revising”  and  “Proofreading”   drafts;  introduce  Assignment  
(WC)   #4  
Write:  Assignment  #3—Draft  3—  
complete  draft  with  complete  APA    
References  page.  Bring  two  printed  
copies  plus  highlighters  and  to  class  
for  sentence-­‐level  style  and  editing  
work  

Thurs.  11/10   Read:  “Audiences  and  Opportunities:   In  class  activity  on  ethos,  
    How  to  Use  Research  and  Rhetorical   pathos,  logos,  and  kairos  
Analysis  to  Get  Your  Voice  Heard”;   (using  pages  on  WC);  begin  
“Seeking  Spatial  Justice”  (C)     planning  work  on  Assignment  
Write:  Please  upload  Assignment  #3   #4,  translating  the  academic  
Draft  5,  a  completed,  revised  draft  of   argument  into  a  multimodal  
your  academic  argument  essay,  to   public  argument  via  podcast  
Canvas.  When  you  upload  your    
essay,  please  include  a  list  of  three    
questions  or  concerns  for  me  to  
concentrate  on  as  I  read  through  it.  
This  will  receive  a  preliminary  grade  
and  reviewer  comments  from  Dr.  
Fodrey.  
Write:  SC#17  Process  comment  +  
definition  of  “good  writing”  update    

16  
  

Fri.  11/11   Read  “Analyzing  Multimodal   Discuss  qualities  of  successful  

Projects”  (WD  20-­‐30)   podcasts  
Listen/View:  to  any  three  podcasts    
of  your  choosing  that  you  get  to   Podcasting  Workshop.  Come  
from  following  links  available  on  this   to  class  prepared  to  learn  
list.  Remember  that  you  are   technologies  to  help  you  
producing  a  relatively  short  podcast,   create  your  podcast  
so  try  to  concentrate  on  podcasts    
that  are  less  than  10  minutes  long.     Finalize  interview  info  in  class  
Write:  SC#18  Rhetorical  analysis  of  
three  podcasts  (see  Canvas  for  
details)  
 
Unit  3:  Spatial  Justice  Podcast  
   
Week  12  
Date   For  Class   In  Class  

Tues.  11/15   Note:  Conduct  interview  for   Continue  discussion  of  public  
    podcast  at  some  point  this  week.   argumentation;  begin  drafting  
  podcasts  
Read:  “Designing  and  Writing  Visual-­‐
Spatial  Public  Arguments”  and  
“Ideas”  excerpt  from  Out  on  the  
Wire  (C);  ”Rhetorical  Appeals:  A  
Checklist  for  Writers”  (WC)  
Watch:  All  videos  under  “Getting  
Started”  and  “Planning  Your  
Podcast”  tabs  
https://www.lynda.com/GarageBan
d-­‐tutorials/Podcasting-­‐
GarageBand/495274-­‐2.html    
Bring  assets  (and  earbuds)  to  
produce  podcast  if  needed.  Today  
will  probably  be  dedicated  to  
outlining  and  planning.  

Thurs.  11/17   Watch:  All  videos  under  “Recording   Draft  podcasts  

    Your  Podcast”  tab  prior  to  recording  
anything  

17  
  

https://www.lynda.com/GarageBan
d-­‐tutorials/Podcasting-­‐
GarageBand/495274-­‐2.html    
Bring  assets  (and  earbuds)  to  
produce  podcast.  This  means  you  
should  probably  come  to  class  with  
some  some  audio  clips  already  
recorded.  

Fri.  11/18   Watch:  All  videos  under  “Editing   Draft  podcasts  

Your  Podcast”  tab  prior  to  recording  
anything  
https://www.lynda.com/GarageBan
d-­‐tutorials/Podcasting-­‐
GarageBand/495274-­‐2.html    
Bring  assets  (and  earbuds)  to  
produce  podcast  
 
Week  13  
Date   For  Class   In  Class  

Tues.  11/22   Create:  Draft  #1—Rough  Cut—of   In-­‐class  work  day;  Dr.  Fodrey  
    Assignment  #4  podcast  due  to   and  Jenna  will  be  giving  
Canvas  by  10:20  AM  (details  on   feedback  on  podcast  drafts  
Canvas)  

Thurs.  11/24   Thanksgiving  Break   No  class  meeting  today.  

   

Fri.  11/25   Thanksgiving  Break   No  class  meeting  today.  

   
Week  14  
Date   For  Class   In  Class  

Tues.  11/29   Read:  WD  110-­‐118  (start  with   SC#20  In-­‐class  workshop  
    “Preparing  for  Rough  Draft   letters  to  classmates  to  be  
Feedback”)   completed  in  class.  
Rewatch  “Editing  Your  Podcast”  on      
lynda.com  if  need  be  
Create:  Assignment  #4  Draft  #2  link  

18  
  

to  podcast  to  be  shared  on  Class  

blog  so  other  students  in  the  class  
can  access  (details  on  class  blog).  
   

Thurs.  12/1   Read  WD  Chapter  8—”Putting  Your   ePortfolio  “Reflective  Letter  
    Project  to  Work”  (119-­‐125;  132-­‐133)   to  Readers”  assignment  
  discussed;  in  class  work  day  
Watch  “Publishing  Your  Podcast”  
videos  “overview,”  “export,”  and  
“publishing  through  soundcloud”  
https://www.lynda.com/GarageBan
d-­‐tutorials/Podcasting-­‐
GarageBand/495274-­‐2.html    
 
Come  to  class  prepared  to  write  
reflective  letter,  revise  work  for  
ePortfolio,  and  work  on  ePortfolio  
design  OR  finish  making  revisions  to  
podcast  

Fri.  12/2   Listen  to  podcast  on  “Rhetorical   In  class  work  day;  by  the  end  
Listening”       of  class  today  we  will  have  all  
  podcasts  ready  to  be  added  to  
Come  to  class  prepared  to  write   the  class  playlist  on  
reflective  letter,  revise  work  for   soundcloud.com    
ePortfolio,  and  work  on  ePortfolio  
design  
 
Week  15  
Date   For  Class   In  Class  

Tues.  12/6   If  you  are  scheduled  to  share  your   Presentations  of  podcasts  +  
    podcast  today,  come  to  class   rhetorical  listening  activity  
prepared  to  do  so.  Additionally,  
come  prepared  to  engage  in  the  
rhetorical  listening  activity.    

Thurs.  12/8   If  you  are  scheduled  to  share  your   Presentations  of  podcasts  +  
    podcast  today,  come  to  class   rhetorical  listening  activity    
prepared  to  do  so.  Additionally,  

19  
  

come  prepared  to  engage  in  the  

rhetorical  listening  activity.    

Fri.  12/9   Come  to  class  prepared  to  eat  a   Last  Day  Celebration/ePortfolio  
late  breakfast  and  revise   revision  day  
ePortfolios  together.  
   
Week  16:  Finals  
Date   For  Class   In  Class  

Wed.  12/14   Write:  Final  ePortfolio  due  no  later   No  class  meeting.  Have  an  
    than  1:00  PM.  Post  the  URL  for  your   excellent  Winter  Break!  
ePortfolio  to  Canvas,  and  Dr.  Fodrey  
will  begin  grading  your  ePortfolio  at  
that  point.    Note:  You  can  submit  
this  well  in  advance  of  Wednesday  if  
you  want.  
 

20