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Freshman English 101-20 MWF 1:00-1:50
Fall 2017

This is a "real time" syllabus that, unlike a print syllabus, will updated and reflect our progress throughout the semester.  You can easily check it from a mobile device or from any computer. 

The syllabus consists of the Reading Schedule and Course Policies.  You are responsible for understanding and following the schedule and the course policies, which are in effect from the first day of class. Please read them carefully (more than once and throughout the semester).  Please see me if you have any questions about them.

Think of the syllabus as a flexible guide. It will structure our semester, but we will adjust it to fit our needs as the semester progresses. Not all assignments are listed at the beginning of the semester; some will be added throughout the semester. It may also be necessary to finish some readings the following class period, in which case I will update the syllabus after each class. Again, be sure to check the syllabus regularly. 

You do not need to print the syllabus, but if you decide to, be sure to check the online syllabus regularly for new information, added assignments, or reading schedule changes.  The print icon above is for print copies.

We will use three texts for the course to help you learn about the writing process as well as writing about sports.  These texts are not an unecessary expense but rather helpful resources we will use in class and you will use outside of class to help you become a more effective writer.  You will use the grammar book, Rule for Writers, for this course, English 202, and other courses until you graduate.  The following acronyms are used on the Reading Schedule.

TSGW=The St. Martin's Guide to Writing
SL=Sports in Literature
RW=Rules for Writers

D2L (Discussion Forum) Link:  This Forum, which is for students in the course, gives you the opportunity to share thoughts and ideas about the reading and writing we are reading as well as ask questions that other students can answer.  Participation is voluntary, but it's a great way to communicate outside of class in an informal manner.  It's like Facebook, only better! 

Readings and assignments should be finished for the day assigned. For example, chapter 1 from TSGW should be read (completed) by September 8. Check each class period to see what book you need to bring.

September
Monday Wednesday Friday
04Labor Day 06Course Introduction: Why Write about Sports?
08 Review Course Website

TSGW - Ch 1: Composing Literacy
---------------------

For Essay 1: Game Story -You must see your game and complete interviews by 10/2

Essay 1: Preview Course Notes - Taking Notes, Interviews

11Larry Morgan - Taking notes for a game story/interviews

**Sample notes in class

See 9/8


13TSGW - Finish Ch 1; Ch 13: Cueing the Reader 15 TSGW - Final Thoughts, Chpts 1 & 13
(Finish Chpt 13)

Bring sample interview questions--in your notebook
-----------------------

Assign 1: Analyzing sports literature - poetry

SL - Discussion of poems.
Choose ONE for your essay

1. "In the Pocket" (24)
2. "400-meter Freestyle" (54)
3.  "Jump Shot" (50)

Planning work for your poem:
1. Mapping (Cluster) - TSGW, 488-89 - bring to class Monday
2. Paragraph that discusses audience assumptions about the essay you're writing - bring to class Monday. See TSGW, Ch 1 (p 2)
18Assign 1 -  Planning

Discuss poems (SL), Mapping (Cluster) & Audience paragraph (TSGW)(9/15)

Drafting - complete typed draft and bring to class Wed (9/20).  Include audience paragraph at the end of your essay.

**You should be reviewing and perhaps adding to your game and interview notes


20Assign 1 - Revision/Editing

Discuss poems - SL

TSGW (Thesis/Paragraphing), pp. 443-44; 526-30

RW, Ch 14: Coord/Subord


**You should be reviewing and perhaps adding to your game and interview notes
22Due: Print Copy: Assign 1 (with aud paragraph) + mapping (cluster)
-----------------------

RW, Ch 14: Coord/Subord
SL - Final Thoughts, Sports Poetry


Essay 1 - Introduction: Writing a Game Story
(**PowerPoint Slides)

Preview Course Notes:
Essay 1 - All links

Planning: TSGW - Ch 2:
12-17; Ch 14: 538-45; Ch 15: 550-61) (Read by Monday/Wed.  We will refer to these chapters during the next weeks.)


Sample game stories (handouts). Highlight and annotate these for Wed, Fri

Find two complete print sports sections (not just one or two game stories) from a local and national WEEKEND/MONDAY newspaper: by 10/6.  Do not use online newspapers; do not use The Pointer

25
Essay 1: Planning

RW - Coord/Subord: Exercises

Finish intro PPt slides

TSGW - Discuss Ch 14

Review Audience Sheet (Course Notes)

**You should be reviewing and adding to your game and interview notes
27Essay 1: Planning

SL - Final Thoughts Sports Poetry

TSGW - Finish Ch 14/Discuss Ch 15

Discuss Sample Game Stories
(handouts, 9/22)

Audience Sheet (Course Notes)
29Essay 1: Planning

TSGW - Discuss Ch 2

Discuss Sample Game Stories (handouts, 9/22)

Descripition exercise in class: work on this over the weekend (description/coord & subordination)

October
Monday Wednesday Friday
02 Planning - Essay 1

Brief review revisions of description exercise

Discuss Sample Game Stories (handouts, 9/22)
--------------------


Discuss Essays - SL: 
[See Course Notes - Write out responses (notes) to questions]

Focus on question 2 and, if relevant, question 3 for each piece

Have these read for today

1. "Ace Teenage Sportscribe"
2. "Johnson is Everywhere"
3. "Great Day for Baseball in the 90s"
4. "You Don't Imitate Michael Jordan"

Make connections to TSGW, Chpts 14, 15


In-class grp assign - cards (Due at the end of class)

Outside of class


Start outline/draft of audience sheet; scratch outline of your game story (TSGW, 490-91)
04Essay 1 - Planning

Finish SL readings: Cards

History of Sports Journalism - Lecture in class

Outside class:
Drafting audience sheet

Outling/Drafting scratch outline (see TSGW, 490-91): start with headline, lead, and game summary.  Then add quotations, stats, bkgrd

**Use your game and interview notes 

 **See Course Notes - Organizing a Game Story

Be ready for drafting next week

06Essay 1 - Planning

Q
uiz on the History of Sports Journalism

Look at description exercise paragraph

Sample game stories

Analysis of newspaper sports sections--bring yours (two) to class (see 9/22- you don't need to highlight/annotate these). 

Outside class:
Drafting audience sheet

Outling/Drafting scratch outline (see TSGW, 490-91): start with headline, lead, and game summary.  Then add quotations, stats, bkgrd

**Use your game and interview notes 

 **See Course Notes - Organizing a Game Story

Be ready for drafting next week




09Essay 1: Drafting in class

**Use audience sheet and scratch outline

See Course Notes - Organizing a Game Story

1.) Draft headline, lead, and game summary - show, don't tell

2.) Work on blending big plays, stats, bkgrd info, quotations.

3.) RW, Ch 32: 294-303: Commas

**Bring game notes, interview notes, class notes, sports sections, books, sample game stories--everything necessary for drafting
11Essay 1: Drafting in class

**Use audience sheet and scratch outline

You should have two pages of your draft completed by today

Final review revisions of description exercise

See Course Notes - Organizing a Game Story

1.) Draft headline, lead, and game summary - show, don't tell

2.) Work on blending big plays, stats, bkgrd info, quotations

3.) RW, Ch 32: 294-303: Commas

**Bring game notes, interview notes, class notes, books, sample game stories--everything necessary for drafting
13Essay 1: Peer Review--Must Attend

 Turn in sport sections analysis sheet (see 10/6)


TSGW: 48 - 49

Bring to class:

1. Typed, print copy of Audience Sheet 
2. Typed, print (double spaced, 12pt, pg #s - not columns) copy of completed game story.  Minimum 3 full pages/Max. 4 full pages.  Drafts must have quotations

Please bring all books and sample game stories

16Essay 1: Return Peer Review Materials

Formatting - Columns

Revision

**Revision chrt (handout)
**Lead/Game Summary
TSGW, SL

Editing


**RW, Ch 16: Wordiness

Review: Coord/Subord, Commas
18Essay 1: Revision & Editing

1. Bring (hard copy) most recent game story draft-- formatted in columns
2. Bring most recent draft of audience sheet


Revision

**Game Summary, **Quotations, Stats (organization)
**Conclusion

TSGW, SL

Editing

**RW: Wordiness//Subord/Coord, Commas
20Essay 1: Revision & Editing

Assign 1 - Review (bring yours)

1. Bring (hard copy) most recent game story draft-- formatted in columns
(Resources: TSGW, SL, RW)
2. Bring most recent draft of audience sheet
3. Bring revision checklist


Revision

**Game Summary, **Quotations, Stats (organization)
-----------------------
 
Assign 2: Narrating a Personal Sports Experience

Planning work for your narrative:
1. Scratch outline - TSGW, 508 - 09) - bring to class Wed
2. Paragraph that discusses audience assumptions.  See TSGW, Ch 1 (p 2)
3. TSGW, Ch 2

23Essay 1 Due--Game Story + Supporting Docs
---------------------

Assign 2 - Drafting

**Brief review of scratch outline
**TSGW, Ch 2

Readings from SL

Focus on 3

1. "Finding Myself" - 10;
2. "Four-Minute Mile" - 38
3. "Why I Play the Game" - 78

Begin draft - Intro paragraph - bring to class on Wed along with your scratch outline

25Assign 2 - Drafting

**Scratch Outline (10/20)
** Intro Paragraph

Work on

--Intro/Focus (Thesis?)
--Body Pars

--Plan, begin drafting audience paragraph

TSGW, Ch 2
SL Readings

RW, Ch 8: Active Verbs

Due:  1. Game notes due + interview questions and responses; turn in photocopies or print copies (not your original notes & questions)
27Assign 2 - Drafting

Discuss quiz - bring yours

 **Scratch Outline
**Draft in progress

Work on

--Body Pars
--Dialogue if possible
--Conclusion (Significance of event - thesis)

--Plan, begin drafting audience paragraph

TSGW, Ch 2: 14, 41-47

SL Readings - "Four-Minute Mile"


RW, Ch 15: Sentence Variety
30Assign 2 - Revision & Editing

Bring to class: Complete draft + audience paragraph + scratch outline

Read and study sample narratives

1.) SL - "Finding Myself"

2.) TSGW - pp. 22-24 (from An American Childhood)

TSGW: pp. 49-53

RW, Chpts 8, 15/Review previous grammar concepts as time allows
01November 03November
November
Monday Wednesday Friday
30October 01Assign 2 - Revision & Editing

Bring to class: Complete, hard copy of draft + audience paragraph + scratch outline

**Peer review in class (handout)

Read and study sample narratives

1.) SL - "Finding Myself"

TSGW: pp. 49-53

RW, Chpts 8, 15/Review previous grammar concepts as time allows
-----------------------

Essay 2 - Introduction: Literary Analysis about Sports Fiction (PowerPoint Slides)


Preview Course Notes:
Essay 3 - All links


You must read all stories, but you will choose one to write about.

"The 7-10 Split"--SL
"Doe Season" (handout)
"56 - 0" (handout)
"Raymond's Run"--SL
"The Thrill of the Grass"--SL

(You should be reading stories and taking notes--have an organized system of taking notes for each story)

Preview Course Notes:
Essay 1 - All links


Planning: TSGW - Ch 10

RW 20 - 21 (formal outline); TSGW, 492-94


03Assign 2 Due (Essay & Aud Par + Scratch Outline + Peer Review Sheet): Paper Clip these

Essay 2: PPt Slides

TSGW, Ch 10

Reading and Writing about Literature (lecture). We will combine this lecture with preliminary discussion of the stories. TSGW, 456-461/All of Ch 10

Bring all stories. Examples from the reading:

"The 7-10 Split"
"Thrill of the Grass"
"56-0"

**Choose your story by Wed

Course Notes - (Aud Sheet)
06Essay 2 - Planning

Finish PPt Slides
TSGW, Ch 10

Reading and Writing about Literature (Lecture). We will combine this lecture with preliminary discussion of the stories.  TSGW, 456-461/All of Ch 10

Bring all stories.  Examples from the reading:

"Doe Season"
"Raymond's Run"
"The Thrill of the Grass"

RW 20 - 21 (formal outline); TSGW, 492-94

08Essay 2: Planning

Have story choice set (11/3)

Essay 2: In-class Focused Freewriting (TSGW 496) - use short story you are writing about

Freewriting Assessment Chart (handout)

10Essay 2: Planning

Quiz - short stories (all 5 are in play).  Also, lecture on reading and writing about literature

Review freewriting (11/8)assessment chart. Bring freewriting sample (print out) + chart

Aud Sheet (Course Notes)

TSGW, Ch 10 (Introduction, 465; Thesis, 461-62)

RW 20 - 21 (formal outline); TSGW, 492-94

Discuss stories if/as time allows - SL: Bring  reading notes on five stories.  (More detailed notes for your story)
----------------

Outside of Class: Work on 1) Aud Sheet & 2) Formal Outline - Complete by 11/15

13Essay 2: Planning

Essay 2: Work on outline in class - Complete and bring to class on Wed.

TSGW, Ch 10
**(Introduction, 465; Thesis, 461-62; Support, 463-465)
RW 20 - 21
**(formal outline); TSGW, 492-94/Course Notes pg
**Focused Freewriting draft + chart

Complete aud sheet draft

Discuss stories if/as time allows - SL: Bring reading notes on five stories.  (More detailed notes for your story)
**"The 7-10 Split"
**"56-0"
-------------------------

Outside of class - Draft intro/thesis for Wed








15Essay 2: Drafting

Story Choice Paragraph Due (Typed)

Essay 2: Drafting, 1-2 pgs.  You should have your intro/thesis already completed (11/13)

**Complete 2 pages minimum by Friday

**Use Aud Sheet and Formal Outline

TSGW, Ch 10 (Sample Essay, pg 450)

Reading notes, PowerPt notes; Focused freewriting, Stories

Integrating Quotations: See Power Pt Notes; TSGW 644-49
17Essay 2: Drafting

Essay 2: Drafting, 1-2 pgs

**Continue drafting - should have two pages completed already

Use Aud Sheet and Formal Outline  (Continue to modify outline as needed)

TSGW, Ch 10 (Sample Essay, pg 450)

Reading notes, PowerPt notes; Focused freewriting, stories

Integrating Quotations: See Power Pt Notes; TSGW 644-49



20Essay 2: Peer Review--Must Attend

Bring all books

1. Copy of Audience Sheet (typed)
2. Copy of outline (typed or handwritten)
3. Copy of completed draft, including quotations (typed): 3 1/2 pgs min - 5 pages max

Editing: RW, Ch 12
22Essay 2: Return Peer Review Materials to Partner

Revision Chklist (handout)

Bring all books

**Audience Sheet
**Formal Outline

Revision
**Intro/Thesis
**Analysis (Support for thesis)/
**Quotations

Editing: RW, Ch 12

Final look at stories (SL)
TSGW, Ch 10
24Thanksgiving Break
27Essay 2: Revision & Editing

Revision Chart (handout)

Bring "clean" copy of your draft (not peer review copy)

Bring all books

**Audience Sheet

Revision
**Intro/Thesis (sample in class)

Editing: RW, Review

Final look at stories (SL)
TSGW, Ch 10
29Essay 2: Revision & Editing

Revision Chart (handout)

Bring
"clean" copy of your draft (not peer review copy)


Bring all books

**Audience Sheet

Revision
****Analysis (Support for thesis)/
**Quotations (sample in class)


Editing: RW, Review

Final look at stories (SL)
TSGW, Ch 10
--------------------

Assign 3 - Analyzing a Comic Strip: Girls & Sports

1. Assign Grps/Preview Slides

2. Planning work for your narrative:
****Looping - TSGW, 496-97 - bring to class Monday. Each group member does this after you decide on the strip to write about on Friday
****Paragraph that discusses audience assumptions.  See TSGW, Ch 1 (p 2).  Think about this for Monday - notes?
01DECEmBER
December
Monday Wednesday Friday
27NOVEMBER
29NOVEMBER 01Essay 2: Revision & Editing

(Essay 2 due date: TBA)

Revision Chart (handout)

Bring
"clean" copy of your draft (not peer review copy)

Bring all books

**Audience Sheet

Revision
**Quotations ("Doe Season," pp. 392-93, from sample in class)
**Conclusion

Editing: RW, Review

Final look at stories (SL)
TSGW, Ch 10
---------------------------------

Assign 3 - Planning

PowerPt Slides: Purpose and Scope;
Collaboration & Writing (also, TSGW, Ch 31)

**Decide on the strip
**Discuss looping & aud paragraph: (11/29) due Monday

Discuss strips as time allows


04Assign 3: Planning

Essay 2: Final Thoughts,  Considerations: Bring draft, aud sheet, and outline to class
-------------------------------

Assign 3: Planning

Discuss looping (11/29, 30): Bring your looping to class (in your notebook). Discuss strips as time allows

Audience Paragraph: Bring notes

Timeline for completing essay
06Assign 3: Planning

Collaboration & writing: Discuss in class (questions we went over Friday/Mon--TSGW, Ch 31)

Discuss looping: Bring your looping to class (notebook). Discuss strips as time allows

Outline in progress: You chose what kind


Audience Paragraph: Bring notes

Timeline for completing essay
--------------------------
From Essay 2: The following are due
1. Focused freewriting + chart
2. Peer review materials: essay draft + aud sheet draft + responses on notebook paper
***Paper clip loose pages/label docs

08Assign 3: Drafting - Outline and Rough draft

Bring
Outline and Notes

Discuss interpreting comics

**Introduction/Thesis(TSGW, Ch 10, 13)

**Brief background
 **Supporting Reasons/Examples from strips

11Assign 3: Drafting - Rough draft

Bring Outline and Notes

Discuss interpreting comics


**Brief background
**Supporting Reasons/Examples from strips
**Quotations from strips
-------------------------

From Essay 2: The following are due
1. Final Essay (paper clip essay + aud sheet: 1-2)
2. Final Aud Sheet
3. Formal Outline
4. Revision Chklist

Paper Clip all docs: 1-4

13Assign 3: Revision & Editing

Peer Review--Must Attend
**Each group brings TWO typed, print copies of essay (1.5 - 2 pgs) with aud paragraph

**Check thesis/supporting reasons

RW - Ch 9 (parallelism)
15Assign 3: Revision & Editing

Bring peer review drafts and sheets to class. 
Final review before returning

Bring
planning chart
------------------

Revision and Editing
Each group brings "clean" draft(s)--not peer review draft

RW - Ch 9 (parallelism)Grammar Review
----------------------

Assign 3 due date: see below. Turn in two planning charts + at least one example of your planning work (e.g., looping or outline) at our last class meeting

We will meet for a final class meeting during our final exam time slot (see below)

**Comics essay + aud sheet draft
**Bring presemester quiz--first day
**Bring ALL books
**Bring returned assigns

Final Exam Week: Dec 18 - 22

Last Class Meeting: Dec 19 (Tues), 12:30-1:45, in our classroom
Office hours finals week:  See Website Home Page

Assign 3 Due: Dec 20 via email by 5pm

Course Grades posted online: Dec 29

General Education Program Written Communication Learning Outcomes

Introductory writing classes provide an essential foundation of communication skills on which students can build throughout the rest of their university careers and beyond. They develop students’ skills in analyzing audience, structuring written documents, and understanding and applying the conventions of effective writing. Subsequent writing courses build upon these skills by helping students learn to locate sources, critically analyze information, and synthesize their ideas with those of others to write well-supported academic arguments. They also provide an essential starting point for the more specialized writing students will be expected to do in the future within their fields of study.

Upon completing this requirement, students will be able to

  • Identify basic components and elements that shape successful writing such as topic, purpose, genre, and audience.
  • Compose an articulate, grammatically correct, and organized piece of writing with properly documented and supported ideas, evidence, and information suitable to the topic, purpose, and audience.
  • Critique their own and others’ writing to provide effective and useful feedback to improve their communication.
Course Learning Outcomes

This section of Freshman English is a writing-intensive course that will focus on sports, mainly in the United States. Like all writing courses, this course is designed to give you experience writing for various purposes, for various audiences, and in different contexts. More than just a knowledge of "good grammar," effective writing requires a range of activities, from invention and planning to drafting and revising, activities that you will practice throughout the semester.  All of our assignments, however, will examine ideas about the meaning of sport in our society and how sport shapes our culture and our sense of identity.  No one can doubt the central role of sport in our society today, and even throughout the world, so it makes sense to explore why this is the case through reading, thinking, discussing, and writing.  It will be helpful for us to have a basic understanding of play theory when discussing sport, specifically the features of games (a type of play).  Most notably, games are artificial constructions that enhance competition through rules to offer equal opportunity, challenges, fairness, and merit-based reward (e.g.,winning).  The appeal of sport is more than its entertainment value.  Why are we so interested in, obsessed with, and attracted to sport? The appeal of sport has to be more than its entertainment value. Of course, the most notable sports cliché--life is like a game (or is life a game?)--underscores the significance of sports for us. 

Through narrative, sports journalism, and literary analysis, we will try to gain insights into these questions. You will find your own experience with sport--either as spectators, participants, or both--a key source of your knowledge and understanding about it.  In addition to thinking carefully about sport as a subject for writing, you will

  • Understand how writing is a way of sharing information, expressing viewpoints, bringing about social change, and connecting people, all essential for an inclusive democracy
  • Explain the relationship between the writer and his and her audience as well as the contexts that shape the writing about sport as well as other types of writing
  • Integrate reading, planning, drafting, editing, and revision into the writing process with an emphasis on grammatical correctness as a means of effective communication
  • Engage in peer editing sessions during which writers evaluate the essays of others as a way of helping their classmates and of improving their own evaluative skills
  • Express an understanding of the ways in which sport is a microcosm of society.
Texts

Text Rental

The St. Martin's Guide to Writing.  11th ed.  Axelrod and Cooper.  Bedford/St. Martin's P, 2016

Sports in Literature. Bruce Emra. 2nd. ed.

Purchase at Bookstore

Rules for Writers.  Hacker and Sommers. 8th. ed. You will use this handbook for English 202 and throughout your university education.

Requirements

During the semester, you will complete weekly and longer-term writing assignments dealing with the topic of sports. Class discussions will be the most informative and helpful if the reading assignments have been carefully thought over and all students participate and share ideas.   To prepare for class discussions, it will be helpful to take notes. Note key passages or language that points to central concerns or ideas in the reading assignments.  Write out key ideas and concepts along with your thoughts and questions that you have.  Throughout the semester you will be required to complete planning assignments and rough drafts.  Please be prepared to bring these to class to share with classmates so that we can discuss them and make suggestions for improving them.

During the semester, there will be weekly writing assignments, some quizzes (announced and possibly unannounced), peer review assignments, and three essays. The course grade will be determined mathematically using the percentages below. Please remember that your course grade will be based on the work that you submit, not simply the effort you make or my subjective opinion.

Course Grade %
Weekly Writing/Quizzes** 15%
Peer Review 10%
Essay 1 - Game story 25%
Essay 2 - Literary Analysis 25%
Assigns 1, 2, and 3 25%
** Will be determined by point values: A=10-9; B=8; C=7; D=6; F=5-0

Late Assignment Policy: Assignments due on a given day must be submitted at the beginning of the class period. An assignment that is finished but not printed out and ready to hand in is late. Late assignments will be accepted one day after the original due date, but will lose one letter grade or the point equivalent. After that, they will not be accepted. (Assignments due on Friday that are late must be turned in by 5pm.) Assignments due electronically must be received by the day and time specified. Late email assignments will be accepted 24hrs from the original due date.  For any special circumstances, please contact me ahead of time. No incompletes will given in the course.

Essays submitted late will lose 1/3 of a letter grade each day they are late, including weekends (e.g., original grade B.  Two days late, C+).  For any special circumstances, please contact me ahead of time. It may not be possible to make up some quizzes or assignments.

Peer review:  Peer review days are very important because you will receive specific, targeted feedback about your essays and, in turn, provide feedback for a writing partner.  This process will help you become a more effective writer.  Peer review days are mandatory.  If you miss them, you will lose all peer review points. If you do not have all of the required documents, properly prepared, you will lose all points for peer review and your essay grade may be lowered too.

For any special circumstances, please contact me ahead of time. It may not be possible to make up some quizzes or assignments.

Attendance

Regular attendance is your responsibility and is essential for success in the course. As stated in the online UWSP Course Catalog, UWSP does "not have a system of permitted 'cuts.'"  However, in this course you have personal days to use and manage as needed for an illness or when genuine emergencies arise.  There are no excused or unexcused absences.  If you miss a total of two weeks of class (six days for three-days-a-week classes; four days for classes meeting twice a week), you may fail the course.  If you are on a UWSP athletic team, exceptions to this policy will be made if necessary.  If you come to class but leave before class is officially over, you will be marked absent.

You do not need to email me just to explain an absence.
If you would like to find out about missed information/ upcoming assignments, it is best to stop by during office hours or make an appointment to see me. You can email me about missed information/assignments, but I may not be able to respond before our next class meeting.  If you miss a quiz or assignment because of an absence, it is your responsibility to contact me as soon as possible, within a day of the absence.  Regardless of the reason for an absence, it may not be possible to make up a missed quiz or assignment.

Classroom Etiquitte

During class meetings, we will discuss and debate issues about literature.  It is fine to express your views passionately and debate others in class, but do so in a civil, constructive manner.  Please do not use phones and mobile devices during class unless you are making notes. You should also avoid wearing headphones during class.  Also, please get drinks of water or use the washroom before or after class, not during class, so that our classroom does not become a bus station. 

In order to protect everyone's privacy, you may not make audio, video, or photographic recordings of lectures or other class activities without written permission from me. Anyone violating this policy will be asked to turn off the device being used. If you refuse to comply with this policy, you will be asked to leave the classroom and possibly be reported to the Dean of Students.

Plagiarism (from the Latin "to Kidnap")

You will be expected to do your own work throughout the course. Intentionally or unintentionally passing off the ideas, words, or sentences of others (e.g., published authors, website authors, other students) as your own is plagiarism, which will result in failing the plagiarized assignment and possibly the course. Please review the University policy regarding plagiarism.

Anyone caught cheating during quizzes or exams (e.g., looking at someone else's paper or using a cell phone) will fail the quiz or exam and be reported to the Dean of Students Office.