Course Information & Contact
Course
- Course
- FYW 1323: What is a cult?
- Term
- Fall 2026
- Meets
- Mon / Wed / Fri, 1:30–2:20 PM
- Location
- Furman Hall 121
Instructor
- Name
- Dr. Tori Montrose
- victoria.montrose@furman.edu
- Office
- Furman Hall 206J
- Office Hours
- By appointment: book a time
Outreach Librarian
- Name
- Patricia Sasser
- patricia.sasser@furman.edu
Response Time
I check email Monday–Friday and will respond within 24 hours on business days. Messages sent over the weekend will be answered by Monday afternoon.
Course Description & Learning Objectives
Course Description
In this first-year writing course, we will learn and employ effective reading, writing, critical thinking, and academic research in an exploration of the question “what is a cult?” While this term has typically been used to pejoratively describe fringe religious movements, it has also been used to describe secular fanaticism for works of art, political movements, and even brands. We will examine historical and current use of this word—and the movements it is used to describe—in art, politics, business, and pop culture, all while learning effective writing strategies and skills that will prepare you to write well in future academic and professional endeavors.
Learning Objectives
By the end of the semester, you will be able to:
- Read and analyze diverse genres and sources — identify how texts about “cults” and mass movements differ across genre (news, scholarship, memoir, polemic) and apply X-ray reading strategies to uncover structure, purpose, and audience.
- Locate and evaluate evidence-based arguments — find credible sources and use research- or data-derived evidence to support claims about how the “cult” label functions in religion, politics, business, and pop culture.
- Use writing as a tool for critical thinking and scholarly conversation — draft to develop ideas, engage sources as a “scholarly dinner table” of voices, and cite/quote effectively to demonstrate the significance of an argument about group identity and fanaticism.
- Write clearly and purposefully for an audience — apply precise language and word choice, and shape prose for the reader's needs, when making arguments about contested terms like “cult.”
Graded Elements & Assignments
How your final grade is calculated, and what each assignment involves.
Grade Breakdown
| Component | Weight |
|---|---|
| Attendance and In-class Engagement | 20% |
| Engagement with Readings on Perusall | 10% |
| Research Proposal (Midterm Assignment) | 30% |
| Final Paper | 40% |
Grading Scale
- A93–100
- A−90–92
- B+87–89
- B83–86
- B−80–82
- C+77–79
- C73–76
- C−70–72
- D+67–69
- D63–66
- D−60–62
- FBelow 60
Assignment Descriptions
Attendance and In-class Engagement — 20%
Every version of this course is unique to the combination of students that comprise it. Your presence is an essential part of the learning experience for yourself and all of us in the room with you. This course requires you to come prepared to share your questions, struggles, and ideas surrounding the readings and content we cover. Each student is expected to actively participate in all activities and discussions. There are several ways to demonstrate engagement including small group discussions, taking notes, large group discussions, polls. See Engagement Rubric.
Engagement with Readings on Perusall — 10%
Readings will be posted to Perusall, which can be accessed through the link on course Moodle page. Prior to class, you will annotate the day’s assigned reading with your comments, questions, observations, and reflections. Perusall comments are time stamped and must be made by 10am the day of class to receive full credit. I value the quality of the annotation more than the quantity of annotations you make. Thoughtful responses to classmates’ comments or questions are also welcomed.
Research Proposal (Midterm Assignment) — 30%
[Add details about this element here.]
Final Paper — 40%
[Add details about this element here.]
Course Policies
Please read these carefully — they explain how the class runs day to day.
Statement on Accessibility and Inclusivity
In the spirit of Universal Design for Learning, I will strive to provide an environment that is equitable and conducive to achievement and learning for all students. I recognize and value the many perspectives students bring to the classroom. Many factors—social identities, visible and invisible disabilities, family circumstances, physical location, mental health, access to the internet—all influence the experiences that every individual can have in this course. I am committed to building an environment to support your learning. I ask that we all be respectful of diverse opinions and of all class members, regardless of personal attribute, and that we all use inclusive language in written and oral work. I encourage persons with Student Office for Accessibility Resources (SOAR) accommodations or other needs that may impact your performance to meet with me promptly to make a plan for the semester.
Name/Pronoun Use
I am committed to an environment that affirms people of all gender expressions and gender identities. I will gladly honor the name or gender pronouns that are correct for you. I will never require you to disclose this information, as I view it as your choice to share if and when you desire. If you choose to share this information, please advise me early in the semester so that I may make appropriate changes to my records.
Policies on Absences and Late Submissions
Students are allowed 4 free absences (roughly 10% of the total number of classes) regardless of the reason. I do not need you to email me or provide an explanation for these absences. These include absences due to illnesses, personal loss, athletics, religious observances, or any other reason. After 4 absences, your attendance and participation grade will be negatively impacted.
Late submissions following absences must be submitted on the day of return to class. Otherwise late submissions of assignments may be accepted for partial credit depending on the circumstances.
Statement on Academic Integrity
Per Section 121.5 of Furman’s University Policy, “All forms of academic misconduct including cheating, plagiarism, misrepresentation, and unacceptable collaboration are violations of Furman’s academic integrity standard. Examples and explanations may be found elsewhere in official university documents (e.g., The Student Handbook and the academic integrity portion of the Furman University website).”
Please note: Students who are suspected of submitting writing produced in any part by an AI system will be subjected to review by the Academic Discipline Committee. For more information on Generative Artificial Intelligence use in this class, see the Generative Artificial Intelligence (GAI) policy below.
It is always better to get a zero on an assignment rather than submitting something that violates the university’s academic integrity policy, which usually results in far worse consequences.
Course Activity Recordings
Furman University prohibits the recording of classes by students without obtaining prior, written permission of the instructor, except in cases where Furman permits a qualified student with a documented disability to record classes as a reasonable accommodation. Students are advised of this policy in the Student Handbook. Under no circumstances should recorded classes be used in any way that denigrates and/or decontextualizes the instructor or any student whose class remarks are recorded. Unauthorized dissemination of any recorded classroom proceedings, including distribution for compensation, is strictly prohibited. The improper sharing of recorded material by students or others may constitute a violation of U.S. copyright law and is a violation of campus policy.
Generative Artificial Intelligence (GAI)
GAI is a subset of AI that utilizes machine learning models to create new, original content, such as images, text, or music, based on patterns and structures learned from existing data. The default policy is that such use is disallowed unless otherwise stated and that any such use will involve specific and explicitly communicated guidelines. As is indicated in the University academic integrity policy, use of GAI must be appropriately acknowledged and cited as you would any other source. For the purposes of this writing class, the use of Grammarly is prohibited. By submitting assignments in this class, you pledge to affirm that they are your own work and you attribute use of any tools and sources. Violations of this policy will be considered academic misconduct and will be reported to the Academic Dean’s Office.
It is your responsibility to assess the validity and applicability of any GAI output that is submitted; you bear the final responsibility. You should be aware that all GAI tools have a tendency to make up incorrect facts and fake citations or confidently reassert factual errors, that code generation models have a tendency to produce inaccurate outputs. You will be responsible for any inaccurate, biased, offensive, or otherwise unethical content you submit regardless of whether it originally comes from you or a GAI tool. Please also note that different classes at Furman may implement different GAI policies, and it is your responsibility to conform to expectations for each course.
Nondiscrimination Policy and Sexual Misconduct
Furman University and its faculty are committed to supporting our students and seeking an environment that is free of bias, discrimination, and harassment. Furman does not unlawfully discriminate on the basis of race, color, national origin, sex, sexual orientation, gender identity, pregnancy, disability, age, religion, veteran status, or any other characteristic or status protected by applicable local, state, or federal law in admission, treatment, or access to, or employment in, its programs and activities.
If you have encountered any form of discrimination or harassment, including sexual misconduct (e.g. sexual assault, sexual harassment or gender-based harassment, sexual exploitation or intimidation, stalking, intimate partner violence), we encourage you to report this to the institution. If you wish to report such an incident of misconduct, you may contact Furman’s Title IX Coordinator, Melissa Nichols (Trone Center, Suite 215; Melissa.nichols@furman.edu; 864.294.2221).
If you would like to speak with someone who can advise you but maintain complete confidentiality, you can talk with a counselor, a professional in the Student Health Center, or someone in the Office of Spiritual Life. If you speak with a faculty member, understand that as a mandated reporter of the University, the faculty member MUST report to the University’s Title IX Coordinator what you share to help ensure that your safety and welfare are being addressed, consistent with the requirements of the law. However, unless there is an ongoing safety risk to you or to the Furman community, you will determine whether the university initiates any formal process. You are entitled to supportive measures (such as a no contact order or academic accommodations) regardless of whether you decide to initiate a formal process.
Additional information about Furman’s Sexual Misconduct Policy, how to report sexual misconduct, and your rights can be found at the Furman Title IX webpage at www.furman.edu/titleix. You do not have to go through the experience alone.
Weekly Schedule
Subject to change — announced updates will always take precedence over this page.
| # | Date | Topic | Pre-class Activity/Assignment | Campus Calendar/Notes |
|---|---|---|---|---|
| 1 | Wed. Aug. 26 | |||
| 2 | Fri. Aug. 28 | |||
| 3 | Wed. Sep. 2 | |||
| 4 | Fri. Sep. 4 | |||
| 5 | Wed. Sep. 9 | |||
| 6 | Fri. Sep. 11 | |||
| 7 | Mon. Sep. 14 | |||
| 8 | Wed. Sep. 16 | |||
| 9 | Fri. Sep. 18 | |||
| 10 | Mon. Sep. 21 | |||
| 11 | Wed. Sep. 23 | |||
| 12 | Fri. Sep. 25 | |||
| 13 | Mon. Sep. 28 | |||
| 14 | Wed. Sep. 30 | |||
| 15 | Fri. Oct. 2 | |||
| 16 | Mon. Oct. 5 | |||
| 17 | Wed. Oct. 7 | |||
| 18 | Fri. Oct. 9 | |||
| 19 | Wed. Oct. 14 | |||
| 20 | Fri. Oct. 16 | |||
| 21 | Mon. Oct. 19 | |||
| 22 | Wed. Oct. 21 | |||
| 23 | Fri. Oct. 23 | |||
| 24 | Mon. Oct. 26 | |||
| 25 | Wed. Oct. 28 | |||
| 26 | Fri. Oct. 30 | |||
| 27 | Mon. Nov. 2 | |||
| 28 | Wed. Nov. 4 | |||
| 29 | Fri. Nov. 6 | |||
| 30 | Mon. Nov. 9 | |||
| 31 | Wed. Nov. 11 | |||
| 32 | Fri. Nov. 13 | |||
| 33 | Mon. Nov. 16 | |||
| 34 | Wed. Nov. 18 | |||
| 35 | Fri. Nov. 20 | |||
| 36 | Mon. Nov. 23 | |||
| 37 | Mon. Nov. 30 | |||
| 38 | Wed. Dec. 2 | |||
| 39 | Fri. Dec. 4 | |||
| 40 | Mon. Dec. 7 | |||
| 41 | Tue. Dec. 8 |
Engagement Rubric
Each class, your engagement will be assessed using the following scale.
A-level
- Prepared to ask and answer questions, in writing or orally, based on assigned readings;
- Prepared with any required assignments;
- Focused on classroom discussions and activities (i.e., not using technology unless it aids in classroom discussion or activities, not conducting side conversations, not engaging in behaviors that disrupt the focus of others);
- Fully engaged in all in-class activities;
- Fully attentive when others are speaking; and
- Fully attentive to your own contributions, which includes…
- giving others the space and time to contribute;
- understanding that others come to our classroom with different experiences than your own; and
- being open to learning, including learning from your own mistakes.
B-level
- Mostly prepared to ask and answer questions, in writing or orally, based on assigned readings;
- Prepared with any required assignments;
- Mostly focused on classroom discussions and activities (i.e., not using technology unless it aids in classroom discussion or activities, not conducting side conversations, not engaging in behaviors that disrupt the focus of others);
- Mostly engaged in all in-class activities;
- Mostly attentive when others are speaking; and
- Mostly attentive to your own contributions, which includes…
- giving others the space and time to contribute;
- understanding that others come to our classroom with different experiences than your own; and
- being open to learning, including learning from your own mistakes.
C–D level
- Arrived more than 5 minutes late and/or left before the end of class;
- Not prepared to ask and answer questions, in writing or orally, based on assigned readings;
- Not prepared with some or any required assignments;
- Not focused on classroom discussions and activities (i.e., using technology in ways other than for use in classroom discussion or activities, conducting side conversations, engaging in behaviors that disrupt the focus of others);
- Not engaged in all in-class activities;
- Not attentive when others are speaking; OR
- Not attentive to your own contributions, which includes…
- Not giving others the space and time to contribute;
- Not understanding that others come to our classroom with different experiences than your own; and
- Not being open to learning, including learning from your own mistakes.