FAS1102 Module Overview and Syllabus 19/20 S1

What is FAS1102: Public Writing and Communication about?

FAS1102 Introductory video

FAS1102 complements the academic writing module FAS1101 by focusing on students’

development of the rhetorical knowledge, composing practices, and critical thinking skills
that are necessary to communicate effectively across different public communication
contexts to different target audiences.

As a first-year module, FAS1102 develops the writing and oral communication skills that
FASS undergraduates like yourselves require to engage with the public effectively. As the
conventions and practices of writing and communicating with the public differ from those
of academic writing and communication, this module provides you with the opportunity to
apply the appropriate language, tone, structure and approaches necessary for engaging with
the public effectively, enhancing your ability to adapt and adjust your writing and speaking
to different contexts and target audiences.

You will engage with two main rhetorical frameworks, Bitzer’s (1968) Rhetorical Situation
and Aristotle’s (350 B.C.) widely applied Rhetorical Appeals of logos, ethos and pathos, to
develop an understanding of how public communication is shaped. You will critically analyse
current public communication practices and content, and learn to produce persuasive
and engaging public communication content yourselves by adopting a social issue of your
choice, writing about your issue in an online opinion piece, and speaking about it in a public
presentation.

By the end of this course, you will be able to:

 Critically analyse and produce public writing and presentations for various
communication contexts, purposes and target audiences;

1
 FAS1102 Module Overview and Syllabus 19/20 S1

 Apply targeted and persuasive writing strategies for various rhetorical situations and
audiences;
 Apply targeted and engaging speaking strategies and active listening skills for
successful public speaking;
 Conduct research and apply the information gathered to effectively persuade public
audiences;
 Thoughtfully, succinctly and clearly document your personal communication
development.

Pre-requisites

If you are required to read ES1000 Basic English and/or ES1103 English for Academic
Purposes, you will need to pass these modules first before you can read FAS1102.

Teaching Modes

This module is presented in a flipped classroom mode and comprises an online component
followed by a face-to-face tutorial each week. It is taught using a combination of mini-
lectures, tutorials and workshops, and class participation is an essential component of the
continual assessment.

Students are expected to read the Student Notes and prepare responses to the Tutorial
Activity or other activities as instructed by their tutors before each week’s class. Both the
Student Notes and Tutorial Activity handouts can be downloaded from the weekly lesson
plans found in the Module Overview.

2
 FAS1102 Module Overview and Syllabus 19/20 S1

Schedule
Note: This schedule is subject to revisions, adjustments, and other updates during the semester.
Do stay informed of any changes by referring to this schedule and staying alert to your tutor's
notifications.

Week Lesson
1 IMPORTANT NOTICE

*FAS1102 lessons start on week 2, from Monday 19 August 2019.

2 Tutorial 1: Why is public writing and communication relevant to you?

Lesson Components:
 Public writing and communication in the world today: The Good, The Bad and The
Ugly
 Definition of a social issue
 Brief overview of module and assessments
o Writing Assessment Details
o Group Email Tutorial Task
 *Individual quick sharing of preferred social issue (*please think about it before
coming to class)

Learning Objectives:
 Understand the current context, purpose and challenges of public writing and
communication
 Define what constitutes as a social issue
 Recognise fundamental techniques of writing to engage and persuade
 Understand the module’s objectives, structure, tasks and assessments

Quick reads to think about:

1. Why depicting ‘brownface’ characters is no joke
2. How Millenials Use Social Media to Make Social Change
3. Commentary: Taking wellness advice from influencers isn't a good
idea
4. Ways social media has changed our society

Readings:
Plugged in: Social Action on Social Media
Writing Assessment Task Description and Rubric

3
 FAS1102 Module Overview and Syllabus 19/20 S1

3 Tutorial 2: Why do we communicate with the public? And how should we go about it?

Lesson Components:
 Bitzer's Rhetorical Situation
 Group email task peer review and class discussion
 Beyond email template writing: Emails as a form of persuasive and
interpersonal writing and communication
 Aristotle's Rhetorical Appeals: Logos, Ethos, Pathos
 Discussion of articles: Different aspects/perspectives and claims of an issue
 Next task: Group Writing Proposal

Learning Objectives:
 Understand key elements of the rhetorical situation and explain how they apply to
public writing and communication
 Recognise the importance of the audience and engagement in public
communication
 Understand Aristotle’s rhetorical appeals and apply them as strategies for
persuasive communication
 Identify and evaluate the different aspects/perspectives and claims of an issue
 Identify the rhetorical situation of your selected social issue Apply rhetorical
situation and rhetorical appeals in Group Email and Group Writing Proposal

Reading:
 Student notes
 Bitzer’s Rhetorical Situation
 Writing Assessment Task Description and Rubric
 Group Writing Proposal Task Description

Watch: How to use rhetoric to get what you want

DUE: Group email

4 Tutorial 3: Language and Rhetoric: Writing to be understood

Lesson Components:
 Principles of good writing
 Structure of an argumentative article
 Group feedback and consultation on proposed social issue* (*Issues are not to be
replicated within each class)

Learning Objectives:
 Understand the importance of clarity, conciseness, coherence and cohesion in good
writing

4
 FAS1102 Module Overview and Syllabus 19/20 S1

 Understand the importance of structure and organisation in putting forth a

coherent viewpoint

Reading: Student notes

DUE: Group Writing Proposal

5 Tutorial 4: Credibility and the Public Communicator

Lesson Components:
 Credibility and the public communicator
 Credibility in research and information sources
 Citations and hyperlinks as methods of demonstrating credibility
 Group feedback and consultation on Group Writing Proposal for Writing
Assessment

Learning Objectives:
 Understand and apply various strategies for achieving credibility in public writing
and communication
 Recognise the need for public communicators to offer credible sources, well-
supported arguments and clear organisation to gain credibility
 Avoiding the pitfalls of plagiarism, defamation and copyright infringements

Reading: Student notes

DUE: Completion of Plagiarism Quiz

6 Tutorial 5: Writing, editing and reviewing your work for your target audience

Lesson Components:
 Peer review of group articles using Rhetorical Situation, Rhetorical Appeals and
Principles of Writing
 Assessing your written piece using the Writing Assessment Rubric

Learning Objective:
 Utilise Rhetorical Situation, Rhetorical Appeals and Principles of Writing
to review the drafts of your peers
DUE:
 Draft of individual writing assessment article for peer review
 Group’s blog site to be set up and link to be submitted to tutor
RECESS DUE: Writing Assessment on day before your tutorial, 23:59
WEEK To be submitted individually via LumiNUS Turnitin and also on your group's online portal
as an online post
7 Tutorial 6: Principles of Persuasive Presentations

Lesson Components:
 Principles of persuasive public speaking

5
 FAS1102 Module Overview and Syllabus 19/20 S1

 Ethical communication
 Logos, pathos and ethos in public speaking
 Writing Assessment feedback and consultation

Learning Objectives:
 Understand and apply the principles of persuasive presentations
 Recognise the importance of ethical communication
 Understand how rhetorical appeals are applied in speeches

Readings:
 Oral Presentation Task Description and Rubric
 Student notes

8 Tutorial 7: Organising Content in a Speech

Lesson Components:
 Motivated Sequence Pattern (MSP)
 Group consultation on proposed oral presentation outline
Learning Objective:
Structure a persuasive presentation using Motivated Sequence Pattern (MSP)

Reading:
Student notes

DUE: Proposed Group Presentation Outline on speech topic, occasion and audience
profile
9 Tutorial 8: Soft Skills for 'Soft' Persuasion: Active Listening and Empathy in Public
Communication

Lesson Components:
 Practising and demonstrating active listening
 The importance of empathy in communication

Learning Objectives:
 Identify and utilize active listening strategies
 Demonstrate empathy in a presentation as speaker and listener

Reading: Student notes

10 Tutorial 9: Enhancing the Sensory Experience in Presentations: Visuals and Props

Lesson Components:
 Effective use of visuals and props
 Group feedback on Writing Assessment and consultation on oral presentation
target audience, speech occasion and purpose

Learning Objective:
 Utilise slides and props effectively in a presentation

6
 FAS1102 Module Overview and Syllabus 19/20 S1

Readings:
 Zimmer, J. (25 Sept 2011). How do props help a presentation? Manner of Speaking.
 10 tips on how to make slides that communicate your idea, from TED’s in-house
expert. (15 July 2014). TEDBlog.
DUE: Presentation outline or storyboard
11 Tutorial 10: Enhancing Speaker's Credibility and Audience Engagement: Nonverbal
Communication and the use of Voice

Lesson Components:
 Nonverbal Communication
 Voice

Learning Objectives:
 Utilize gestures and other nonverbal behaviour to increase comprehension,
interest, persuasiveness and credibility
 Incorporate vocal qualities that increase comprehension, interest, persuasiveness
and audience engagement

Reading:
 Toastmasters Intl. (2011). Your speaking voice. Zimmer, J. (25 Sept 2011).

Note: Monday 28 Oct is a public holiday. Be alert to your tutor’s plans to make up for the
lesson missed.
12 Tutorial 11: Group Presentation week

Lesson Component:
 Delivery of group presentations

DUE: Presentation slides (Note: no changes to slides to be made after presenting)

13 Tutorial 12: Reflecting on your public communication learning journey

Lesson Components:
 Reflection
 Letter format
 Oral presentation feedback and consultation

Learning Objectives:
 Understand the purposes and benefits of writing reflections
 Apply the same persuasive and engaging interpersonal communication to letter
writing
 Apply letter format

Reading: Reflection Task Description and Rubric

7
 FAS1102 Module Overview and Syllabus 19/20 S1

Reading DUE: Reflection Letter due on Monday 18 November 2019 of Reading Week, regardless of
Week your usual lesson time.

Assessment

Evaluation is based on continual assessment (CA). There are three main projects for the course: a
persuasive article posted to an online portal, a group presentation, and a reflection letter. Other
requirements that constitute the CA are class participation and tutorial tasks such as an email,
group proposal paper, and group presentation outline. Student contributions to class discussions,
performance in group activities, and class preparation will be the basis for assessing class
participation.

Graded Assessments Overall %

Writing Assessment* 35%
Group Presentation* 35%
Reflection Letter 10%
Class Participation 20%
*Some assessments will include collaborative elements

Workflow of Tutorial Tasks and Assessments

1. Group Email Task

 Students will write an email to their tutors on their preferred social issue for the
Persuasive Writing Assessment.
 Students observe the conventions of email writing and write using appropriate language,
tone and level of formality, to present relevant content and persuade their tutor about
the pertinence of their social issue.
 The group email is limited to 250-300 words.

2. Group Writing Proposal

 Students will submit a group proposal paper outlining the:
- Exigency, target audience and purpose of this public communication
- Various aspects/perspectives of the social issue to be covered in a series of
persuasive articles supporting the same coherent stand on the issue.
- Key arguments to be made in each article.
 Each proposal should be between 400-500 words.

3. Writing Assessment (35%)

 Students will form groups of 3 to 4 members and choose a social issue to write about.
 Students will research the social issue and each contribute an individual persuasive post
to share on a collaborative online portal.
 Each article is between 600-800 words.

8
 FAS1102 Module Overview and Syllabus 19/20 S1

4. Group Presentation Outline/Storyboard

 Students will submit a group presentation outline stating clearly the speech topic/angle,
speech occasion and audience profile, as well as the key content areas to be covered.
 The outline should be between 250-300 words.

5. Group Presentation (35%)

 Students will prepare a group presentation on the same social issue but re-purpose it for
a specific audience, speech occasion and purpose.
 Students will record their presentation and post it to their collaborative online portal.

6. Reflection Letter (10%)

 Students reflect on how the principles of public writing and communication, together
with the lessons and insights gained in the module, will prepare them for future public
communication situations.
 Students are expected to draw evidence and experience from work done throughout the
module.
 Each reflection is to be between 400-500 words.

Submission Deadlines
*All tasks and assessments are due one day before your tutorial at 23:59, except for the Writing
Assessment Draft, Group Presentation video and Reflection Letter.

Assessment and Tasks Due Where

Email task Week 3, day before tutorial, 23:59 LumiNUS submission folder
(Turnitin)
Group Writing Proposal Week 4, day before tutorial, 23:59 LumiNUS submission folder
(Turnitin)
Plagiarism Quiz Week 5, day before tutorial, 23:59 LumiNUS
*Writing Assessment Week 6, 2-3 days before tutorial, Email to group mates for peer
(First draft) 23:59 review
Writing Assessment Recess week, day before tutorial, 23:59 LumiNUS submission folder
(Final) (Turnitin) + Upload to blog.nus
platform
Group Presentation Week 8, day before tutorial, 23:59 LumiNUS submission folder
Outline/Storyboard (Turnitin)
Group Presentation and Week 12, tutorial day Upload slides to LumiNUS
presentation slides submission folder (Turnitin) before
tutorial begins
*Group presentation Week 12, day after tutorial, 23:59 hrs Upload on blog.nus platform
video
*Reflection letter Monday of Reading Week, 23:59 hrs LumiNUS submission folder
(Turnitin)

9
 FAS1102 Module Overview and Syllabus 19/20 S1

Penalties

 Word count: One mark deducted for every 25 words exceeding the word limit.
 Late submission: 5 marks deducted for every 24 hours past submission deadline.
 Late submission by one week: ‘0’ marks.
 Non-completion of Plagiarism Quiz: 5 marks deducted from Participation, Tutorial
Tasks component.
 Non-participation in Writing Assessment peer review: 5 marks deducted
from Participation, Tutorial Tasks component.
 No submission to LumiNUS or online portal for Writing Assessment: 5 marks
deducted.
 Group presentations exceeding time limit: One mark deducted from Content and
Organization component for every extra two minutes, for all group members.
 No submission of group presentation slides or video: 5 marks deducted from
Participation, Tutorial Tasks component, for all group members.

Academic Integrity

All students are expected to know and observe the guidelines for academic integrity stated in the
NUS Code for Student Conduct. The Code applies to all students even if they have not read it. You
can access the Code here at the Office of Student Affairs website. Here are two important excerpts
taken from the website:

3. The University is committed to nurturing an environment conducive for the exchange of

ideas, advancement of knowledge and intellectual development. Academic honesty and
integrity are essential conditions for the pursuit and acquisition of knowledge, and the
University expects each student to maintain and uphold the highest standards of
integrity and academic honesty at all times.
4. The University takes a strict view of cheating in any form, deceptive fabrication,
plagiarism and violation of intellectual property and copyright laws. Any student who
is found to have engaged in such misconduct will be subject to disciplinary action by the
University.

Important: All FAS1102 students are to complete the plagiarism quiz and score a full 100% by
week 6 before submitting their Writing Assessment.

10
 FAS1102 Module Overview and Syllabus 19/20 S1

Course Readings

Students can access course materials and optional resources through LumiNUS. Materials used
for this module include:

Academic ethics. (2006). Academic culture e-module. National University Singapore.

http://emodule.nus.edu.sg/ac/launch.htm * Students taking this course in their first
semester will be required to take a quiz on plagiarism which can be accessed via IVLE.

Aristotle (350 B.C.), Rhetoric (W. R. Roberts, Trans.).

http://classics.mit.edu/Aristotle/rhetoric.1.i.html

Bitzer, L. F. (1968). The rhetorical situation. Philosophy & Rhetoric, 1(1), 1-14.
http://sites.psu.edu/fa2014vicarocas201/wp-
content/uploads/sites/15238/2014/08/40236733.pdf

Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The craft of research (3rd ed.). Chicago
Guides to Writing, Editing, and Publishing. http://rampages.us/univ200watson/wp-
content/uploads/sites/7575/2015/06/The-Craft-of-Research-From-Topics-to-Questions-
by-Wayne-C.-Booth.pdf

Marwick, A. E. & Boyd, D. (2011). I tweet passionately: Twitter users, context collapse, and the
imagined audience. New Media & Society.
https://pdfs.semanticscholar.org/0ee2/da37957b9d5b3fcc7827c84ee326cd8cb0c3.pdf?_g
a=2.17045562.26993124.1565162671-459526068.1565162671

Ten tips on how to make slides that communicate your idea, from TED’s in-house expert. (15
July 2014). TEDBlog. http://blog.ted.com/10-tips-for-better-slide-decks/

Toastmasters Intl. (2011). Your speaking voice. http://www.toastmasters.org/199-

YourSpeakingVoice

Zimmer, J. (25 Sept 2011). How do props help a presentation? Manner of Speaking.
http://mannerofspeaking.org/2011/09/25/how-do-props-help-a-presentation/

Other Resources

Students who need assistance with their writing or oral presentations are encouraged to make
use of the Writing and Communication Hub.

11