Course Syllabus

Jump to Today

PSYCH 307 Writing Within Psychology

Syllabus

Course Learning Outcomes

These learning outcomes have been created for all students who take Psychology 307, whether they are in class, semester-online, or Independent Study.

Write Clearly and Appropriately

  1. Students will be able to write clearly, focus on a well-defined purpose in writing, use conventions of format and structure appropriate to their discipline, and adopt a voice, tone, and level of formality suited to multiple purposes and audiences. Measurement: Informal in-class writing will be given, and formal writing will be assigned in multiple drafts with peer- and instructor-review. Genres could include a personal writing journal, letter of intent, letter to the editor, literature review, research proposal, book review, and poster presentation. Explicit focus on the Publication Manual of the American Psychological Association.

  2. Measurement: Informal in-class writing assignments will be given and formal writing assignments will be assigned in multiple drafts with peer- and instructor-review. Genres could include a personal writing journal, letter of intent, letter to the editor, literature review, research proposal, book review, and poster presentation. Explicit focus on the Publication Manual of the American Psychological Association.

The Role of Writing in the Discipline

  • Students will demonstrate an understanding of the roles that writing plays in their particular discipline, major, or career as a way of learning, as a way of demonstrating and evaluating what one has learned, and as a way of communicating with others.
  • Measurement: See (1).

Productive and Flexible Collaborative Writing Processes

  • Students will be able to develop productive and flexible individual and collaborative writing processes
  • Measurement: See (1).

Library Research

  • Students will demonstrate the ability to use appropriate research tools and processes of research within their particular discipline, including library research. Students will be able to identify and evaluate sources, retrieve and evaluate data, take notes, and follow conventions of quoting, paraphrasing, and summarizing. They will cite sources properly and demonstrate an understanding of ethical issues related to research, including how to avoid plagiarism. Measurement: Complete the library-usage module provided by the Lee Library.
  • Measurement: Complete the library-usage module provided by the Lee Library.

Genres, Forms, Styles, and Documentation Conventions

  • Students will understand the genres, forms, styles, and documentation conventions of writing for their discipline. They will also demonstrate knowledge of edited syntax, grammar, punctuation, and spelling.
  • Measurement: See (1).

GE Learning Outcomes

Since this course is certified to fulfill the GE Advanced Written & Oral Communication requirement, you should gain the skills listed below (note the similarity to the specific Course outcomes). To get the course GE credit and to pass the class, students must complete the literature review and oral presentation:

Disciplinary Writing

Students will demonstrate rhetorical knowledge by writing clearly; focusing on a well-defined purpose; using conventions of format and structure fitting the discourse community; arguing appropriately; and adopting a voice, tone, and level of formality suited to specialized academic, professional, or public audiences. Students will produce, among other assignments, a substantive single-authored research paper, and they will show rhetorical flexibility by writing at least once for a general audience. 

Academic Research

Students will use appropriate research tools and processes, including library research. Students will identify and evaluate sources, retrieve and evaluate data, take notes, and follow conventions of quoting, paraphrasing, and summarizing. They will cite sources properly and demonstrate an understanding of ethical issues related to research, including how to avoid plagiarism.

Writing Processes

Students will prewrite, draft, revise, edit, and proofread. The course should support these skills with instruction in some of the following processes: collecting data, finding and synthesizing evidence, and creating sound arguments; organizing the material for a paper; writing successive drafts of the same paper; writing collaboratively; peer reviewing; revising; improving style; editing grammar, usage, and punctuation; and using conventional formats. These processes will reflect practice of inquiry within the appropriate discourse community.

Oral Communication

Students will effectively give a formal oral presentation that requires public speaking skills, presentation media, and a prepared message. Students will focus on a topic, adapt it to the understanding of a particular audience, organize the main points coherently and support them with adequate detail, and deliver a message effectively using appropriate visuals. The delivery could occur in a poster conference, an in-class presentation, as part of an undergraduate research conference or professional conference, or as part of a public presentation.

Knowledge of Conventions

Students will understand the genres, forms, styles, and documentation conventions of writing for their discourse community. They will also gain skills in editing, syntax, grammar, punctuation, and spelling.

Prerequisites

Prerequisites for this course are:

  • Psychology 111
  • Writing 150 (or equivalent)

Required Materials

Only one text is required for the course:

  • Publication Manual of the American Psychological Association: The Official Guide to APA Style (7th Edition), published by the American Psychological Association. ISBN: 978143383216-1 (or you may want the hardcover or spiral-bound versions) 

Course Requirements

The course requirements include (a) readings with quizzes, (b) short research and writing assignments, (c) a final literature review with an oral and slide presentation, and (d) a final exam. Each of these assignments is thoroughly described in the course, along with the due date for submission. Following along with the course and reading all online written materials will help ensure that you receive all necessary instruction and direction to help you find success in this rigorous writing course. The video segments include more than 15 different people, including professors of psychology, past psychology 307 TA’s, past students, and special guests from many areas of the field of psychology to provide you with a rich and varied experience. Please take time to access the valuable information found in these video segments. 

Short Research and Writing Assignments

The small assignments for this course are designed as a way to scaffold your experience in writing the lengthy literature review project. In a step-by-step fashion, they help you build the skills you will need and help pace your progress on the literature review. If you are conscientious about completing these assignments on time, you will be well prepared to do well in your literature review. Complete each assignment according to the instructions provided. Please format all papers with 1-inch margins, left justified, double-spaced, and in Times New Roman, 12-point font. (Even though the 7th edition of APA offers the use of several different fonts and sizes, for grading purposes please use only 12 pt Times New Roman font.) Although most of these assignments are completed individually, you will have the opportunity to participate in groups of 4-6 online. These groups will allow you to develop your oral presentation skills and make friends with other members of our online community.

Literature Review

The major assignment for the course is the literature review, which includes a title page, 8-10 full pages of body text, and a reference list. Since this may be one of the longest and most in-depth papers you write in your college career, you should be sure to maintain pace with the reading, research, and writing necessary to complete this assignment well. Becoming engaged in this assignment and learning the skills to achieve excellence on this paper will build the critical thinking, writing, and presentation skills needed to do well in your future courses in psychology, graduate school, and professional settings. The literature review will be accompanied by an opportunity for you to present your findings to a small group of your peers.

Final Examination

The final exam will be open-book format and is designed to help you reflect on your experience in the course. The exam will be open and available for you to take during the university’s regularly scheduled final exam period.

Grading Policies

Due to the number of writing assignments required in this course, please plan ahead, keep pace with the course, and submit each assignment on time.

No late assignments will be accepted for

  • quizzes
  • discussion board assignments
  • the final literature review
  • final exam

Other late assignments may be turned in up to 3 days after the original due date. After 3 days, no late work will be accepted. All work turned in during the 3-day late period will be subject to a 30% deduction. 

Please bring any situation to the attention of the TA or instructor that might be seriously impeding your progress in the course.

Grading Scale

Grades Percent
A 95%
A- 92%
B+ 87%
B 83%
B- 80%
C+ 77%
C 73%
C- 70%
D+ 67%
D 63%
D- 60%
E 0%

Technology

Occasionally malfunctions will occur with Canvas or with the Internet. If you are submitting a time sensitive assignment and for some reason experience a malfunction of Canvas or the Internet that prevents you from submitting your assignment, you may email me immediately and provide a detailed explanation of the issue as well as attach your assignment. If you email me before the deadline with the assignment and explanation of the issue attached, you will not be subject to the 30% late deduction. Please contact Tech Support and have them assist you in resolving your issue. 

BYU Online Technical Support

Hours: M-F 8am – 5pm (MST) 
Canvas Phone: 1-801-422-4000 

Zoom

  • If you experience problems logging in, contact the BYU Support Desk at 801-422-4000.
  • If you experience problems after logging in, contact Zoom Support at 888-799-9666.

Copyright Notice

The materials used in connection with this online course are only for the use of students enrolled in this course for purposes associated with this course and may not be retained or further disseminated. Any copying or further dissemination of these materials may be subject to applicable U.S. Copyright Laws. For questions or more information, please visit the BYU Copyright Licensing Office (Links to an external site.) website.

“Members of the BYU community who willfully disregard this Copyright Policy or the BYU Copyright Guidelines place themselves individually at risk of legal action and may incur personal liability for their conduct. The unauthorized use or distribution of copyrighted material, including unauthorized peer-to-peer file sharing, may subject individuals to civil and criminal liabilities, including actual and statutory damages, costs and fees of litigation, fines, and imprisonment…

Violations of the Copyright Policy may result in university disciplinary action including termination of university enrollment or employment.” (Emphasis added. Excerpt taken from the BYU Copyright Policy (Links to an external site.))

University Policy - Title IX Statement

Preventing and Responding to Sexual Misconduct

In accordance with Title IX of the Education Amendments of 1972, Brigham Young University prohibits unlawful sex discrimination against any participant in its education programs or activities. The university also prohibits sexual harassment—including sexual violence—committed by or against students, university employees, and visitors to campus. As outlined in university policy, sexual harassment, dating violence, domestic violence, sexual assault, and stalking are considered forms of "Sexual Misconduct" prohibited by the university.

University policy requires all university employees in a teaching, managerial, or supervisory role to report all incidents of Sexual Misconduct that come to their attention in any way, including but not limited to face-to-face conversations, a written class assignment or paper, class discussion, email, text, or social media post. Incidents of Sexual Misconduct should be reported to the Title IX Coordinator at t9coordinator@byu.edu or (801) 422-8692. Reports may also be submitted through EthicsPoint at https://titleix.byu.edu/report (Links to an external site.) or 1-888-238-1062 (24-hours a day).

BYU offers confidential resources for those affected by Sexual Misconduct, including the university’s Victim Advocate, as well as a number of non-confidential resources and services that may be helpful. Additional information about Title IX, the university’s Sexual Misconduct Policy, reporting requirements, and resources can be found at http://titleix.byu.edu (Links to an external site.) or by contacting the university’s Title IX Coordinator.

Accessibility Notice

BYU is committed to providing a working and learning atmosphere which reasonably accommodates persons with disabilities who are otherwise qualified to participate in BYU's programs and activities. In this spirit, BYU Independent Study aspires to improve web accessibility for users. While not required by law, the Web Content Accessibility Guidelines (WCAG) 2.0 Levels A and AA provide a wide range of helpful recommendations to make Web content more accessible. BYU Independent Study strives to apply WCAG 2.0 recommendations where feasible, but may deviate from any recommendations that would result in an undue hardship to BYU Independent Study or alterations to program and course content and objectives. If you have questions about accessibility, or if you need to report problems with any accessibility features please see our Accessibilities and Accommodations Web Page (Links to an external site.).

FHSS Diversity and Inclusion Syllabus Statement

In the College of Family, Home, and Social Sciences, our classroom participation and behavior are guided by our mission statement[i], the BYU honor code[ii], and principles of Christian discipleship[iii]. It is imperative that we value and respect every person as a child of Heavenly Parents who has divine worth. Consequently, we need to take steps to listen to, learn from, and love one another by striving to consider thoughtfully the opinions of others and use language that is polite, considerate, and courteous even when we strongly disagree. It is essential to create an educational environment that ensures "the gift of personal dignity for every child of God”[iv]. This includes embracing one another compassionately and “eliminat[ing] any prejudice, including racism, sexism, and nationalism[v]…regardless of age, personal circumstances, gender, sexual orientation, or other unique challenges.” [vi] It is vital to delight in individuality and welcome diverse perspectives and experiences as we “work tirelessly to build bridges of understanding rather than creating walls of segregation.”[vii] To accomplish these goals we seek unity in higher principles of equity, charity, collaboration, and inclusiveness in order to build an environment in which all students, faculty, and staff can participate in, contribute to, and benefit equally from the academic community. 

[i] “provide an education that helps students become informed citizens and thoughtful leaders who make the communities and families in which we live more just, equitable, and happy.”

[ii] "[we live] in accordance with the principles of the gospel of Jesus Christ and strive to maintain the highest standards in [our] personal conduct regarding honor, integrity, morality, and consideration of others.”

[iii] “The Creator of us all calls on each of us to abandon attitudes of prejudice against any group of God’s children.” President Russell M. Nelson, News Release, 2020; https://newsroom.churchofjesuschrist.org/article/president-nelson-shares-social-post-encouraging-understanding-and-civility; https://medium.com/@Ch_JesusChrist/locking-arms-for-racial-harmony-in-america-2f62180abf37

“he inviteth them all to come unto him and partake of his goodness; and he denieth none that come unto him, black and white, bond and free, male and female; and he remembereth the heathen; and all are alike unto God, both Jew and Gentile.” (2 Nephi 26:33)

[iv] Elder Jeffrey R. Holland, “A Perfect Brightness of Hope”, April, 2020

[v] Elder M. Russell Ballard, “The Trek Continues”, October, 2017

[vi] President Russell M. Nelson, “The Love and Laws of God”, September, 2019

[vii] President Russell M. Nelson, “The Love and Laws of God”, September, 2019

Course Summary:

Date Details Due