Academic Reading and Writing 101-11 MWF 1:00–1:50
Fall 2024 Log into Canvas

This is a "real time" syllabus that will be regularly 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 review 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 and quizzes 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; 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.

Our main vehicle this semester for course content will be the Course Website, but it is linked to Canvas, which we may use for some things, such as discussion posts or for accessing video. We will not use the Canvas Gradebook; instead, the Grade Sheet on our Course Notes page (on the course website) will help you track assignments and grades.

We will use two texts for the course to help you learn about sports and the writing process. These texts are not superfluous or an unnecessary expense but rather helpful resources. We will use in them class, and you will use them outside of class to help you become a more effective writer.  The following acronyms are used on the Reading Schedule.

TSGW=The St. Martin's Guide to Writing
SL=Sports in Literature

Readings and assignments should be finished for the day assigned. For example, chapter 1 from TSGW should be read (completed) by September 09, when we will discuss it. Check each class period to see what books you need to bring.

September
Monday	Wednesday	Friday
02 Labor Day - No Class	04 Course Introduction: Why Write about Sports? Review Course Website (Syllabus/Policies)/Course Notes/Canvas First-day quiz	06 Review Course Website (Syllabus/Policies)/Course Notes/Canvas Essay 1: Game Story -Before you start writing your game story, you must see your game and complete interviews by 10/6 Preview Course Notes - Watching/Writing about a Sporting Event (Taking Notes, Interviews)
09 TSGW - Ch 1 **Discussion (Have reading notes)  Preview Course Notes - Watching/Writing about a Sporting Event (Taking Notes, Interviews)	11 Guest Speaker: former sports writer Larry Morgan--Taking notes for a game story/interviews Bring 2-3 sample interview questions (in your notebook or laptop) you might use, at least one for a player and one for a coach.	13 TSGW - Ch 1 **Finish discussion Essay 1: Game story: Continue planning.  Choose a game you will go see and set up interviews with players and coaches--See Course Notes Course Notes - Covering/Watching a Sporting Event (Taking Notes, Interviews)
16 TSGW - Ch 13 **Discussion (Have reading notes)	18 TSGW - Ch 13 ** Finish Discussion Final Thoughts, Chpts 1 & 13 ---------------------------------- Introduction: Sports Poetry Analysis Essay - Interpret a poem about sports; choose one poem from below SL--Read these poems: "In the Pocket" (p 24); "The Sprinters" (p 121); "Casey at the Bat" (pp 275-78) Planning:  See cluster diagram, TSGW, pp 426-27.  Try this for the one poem you wish to write about Sample game stories (handouts).  Begin reviewing/annotating these.  See Organizing a Game Story - Course Notes link Reminder: You must see your game and complete interviews by 10/6	20 Sports Poetry Analysis Discuss poems - SL Bring your cluster diagram to class for the poem you will write about TSGW, pp 426-27 Drafting strategies:  Intro/Thesis statement, paragraphing (topic sentences)/supporting points, examples/quotations, formatting Bring draft for Monday's class (quotations - see Course Notes)
23 Sports Poetry Analysis **I will check cluster diagrams and drafts Discuss poems - SL Bring the following to class: **Cluster diagram (TSGW, Chpts 1, 11) **Draft (Bring a hard copy or have a copy on your laptop/tablet.  Even if you bring your laptop, you might bring a hard copy too)         --Focus on intro/thesis statement & supporting points: examples/quotations--analysis TSGW - H-41-42: Coordination & Subordination; Also, H-5 Sample game stories - continue reviewing/annotating these	25 Sports Poetry Analysis SL - Discuss poems TSGW - H-41-42: Coordination & Subordination; Also, H-5 Bring cluster diagram + draft **Body Pars (Topic Sents/Quotations) **Conclusion	27 No Class Meeting - Reading/Writing Day
30 Final Thoughts - Sports Poetry Analysis Essay Grammar: Coordination & Subordination - TSGW: H 41-42/H 5 Bring cluster diagram + draft **Quotations/Body paragraphs **Intro (Thesis) **Conclusion SL: Discuss poems as needed -------------------------------------- Essay 1 - Introduction: Writing a Game Story (**PowerPoint Slides - Course Notes) Preview Course Notes: Essay 1 - All links Planning: Preview these: TSGW - Ch 2: 27-29; Ch 14: 475-82; 485-94; Ch 11, 428-29 (We will refer to these chapters during the next several weeks)	02 October - See Below	04 October - See Below
October
Monday	Wednesday	Friday
30 September - See Above	02 Essay 1:Game Story--Planning Finish Introduction (PPt Notes/Course Notes) Scratch outline (TSGW, 428-29) and audience sheet (Course Notes) TSGW, Chpts 2, 14 (Have reading notes) Organizing a Game Story (Course Notes) **Bring sample game stories (4 handouts) Sports Poetry Analysis Essay Due: print copy at the beginning of class	04 Essay 1: Game Story--Planning Description exercise--in class Review Audience Sheet (Course Notes) and Scratch Outline (TSGW, Ch 11) TSGW, Chpts 2, 14 Course Notes: Organizing a Game Story **Bring sample game stories (4 handouts) Outside Class Begin drafting your scratch outline (TSGW, 428-29) and audience sheet (Course Notes)
07 Essay 1: Game Story--Planning Lecture: History of Sports Journalism (**No make-up lecture if you miss class.)	09 Essay 1: Game Story--Planning Quiz on the History of Sports Journalism (No Make Up Quizzes, Please) Discuss sample game stories (handouts) Audience Sheet (Course Notes) Course Notes: Scratch Outline (Organizing a Game Story) TSGW, Chpts 2, 14 Outside Class **Continue drafting scratch outline (TSGW, 428-29) and draft audience sheet (Course Notes)	11 Essay 1:Game Story--Planning **I'll check drafts in progress of your scratch outline + aud sheet Continue discussing sample game stories: review and annotate ------------------------------- Discuss Readings - SL: [See Course Notes - Write out responses (notes) to questions] In-class group assignment--card Answer all questions on Course notes page.  (You do not have to answer questions at the end of each piece in SL.) Have these read for today: 1. "Ace Teenage Sportscribe" 2. "Johnson is Everywhere" 3. "Great Day for Baseball in the 90s" Make connections to TSGW, Chpt 14 Outside of class **Finish drafting scratch outline (TSGW, 422-23) + audience sheet (Course Notes)  **Start drafting game story ahead of drafting day.  For Wed: Headline + lead
14 Essay 1: Game Story--Planning **Review revised description exercise paragraph (see 10/4) Discuss Essays - SL: [See Course Notes - Write out responses (notes) to questions] In-class group assignment--card due (5pts) Answer all questions on Course notes page.  (You do not have to answer questions at the end of each piece in SL.) Continue discussing pieces in groups: 1. "Ace Teenage Sportscribe" 2. "Johnson is Everywhere" 3. "Great Day for Baseball in the 90s" Make connections to TSGW, Chpt 14 Continue discussing sample game stories: review and annotate Outside of class Continue drafting game story ahead of drafting day.  Wed: Headline + lead. You can draft beyond the lead if you have time	16 Essay 1: Game Story: Drafting (Bring charged taptop) Bring completed scratch outline Bring completed draft of audience sheet  (See Course Notes page) Draft game story (in progress) TSGW: Review chapters 2, 14 Bring game & interview notes, sample (annotated) game stories/SL, other planning docs TSGW - H-41-42: Coordination & Subordination; Also, H-5-6: Comma Splices **Continue drafting for Friday	18 Essay 1: Game Story: Drafting (Bring charged taptop) Bring completed scratch outline Bring completed draft of audience sheet  (See Course Notes page) Draft game story in progress: Everyone should have a minimum of two pages finished TSGW: Review chapters 2, 14 Bring game & interview notes, sample (annotated) game stories/SL, other planning docs TSGW - H 50-51: Commas
21 Essay 1: Game Story: Peer Review - Must Attend Class TSGW: 61 - read intro (top of pg): purpose of peer review.  I will give you a peer review sheet in class with questions tailored to a game story.  Also, see Course Policies on Peer Review Bring to class: 1. Typed, print (hard) copy of Audience Sheet  2. Typed, print (hard) copy of completed game story. Minimum 3 full pages/Max. 4 1/4 full pages. Drafts must have quotations **An electronic version of your draft or audience sheet for peer review is not acceptable Please bring TSGW & SL, sample game stories, scratch outline, notebook	23 Essay 1: Game Story: Return Peer Review Materials - Must Attend Class Revision checklist (handout) Formatting - Columns (See PPt notes) Revision **Stats Editing **TSGW - H 42-46: Concise Sents	25 Fall Break - No Class Meeting
28 Essay 1: Game Story: Revision, Editing, Proofreading 1. Bring/Have "clean drafts" (not peer review drafts) to class of your game story + audience sheet so that you can write on these.  You may want to bring your game story formatted in columns.  (You can, however, also bring your peer review drafts if you wish.) 2. Bring/Have completed revision/editing checklist + scratch outline Revision (TSGW) **Quotations **Lead (SL) Editing **H 42-46: Concise Sents/H 50-53: Commas (Also, Coord & Subord, Comma Splices) Due: Game notes  + interview questions and responses.  Staple or paper clip--no loose pages, please.  Label clearly	30 Essay 1: Game Story: Revision, Editing, Proofreading 1. Bring/Have drafts from Monday on laptop and/or print copies 2. Bring/Have completed revision/editing checklist + scratch outline Revision **Game Summary (TSGW, Chpts 2,14/SL) **Audience Sheet **Conclusion Editing **TSGW - H 42-46: Concise Sents/H 50-53: Commas (Also, Coord & Subord, Comma Splices) Proofreading Due: Game Story Peer review materials: aud sheet draft  + gs draft + notebook paper--responses: paper clip)	01November - See Below
November
Monday	Wednesday	Friday
28 October - See Above	30 October - See Above	01 Introduction - Essay 2: Personal Sports Narrative PowerPt Slides (Course Notes) TSGW: Preview Chpts 2, 14 (pp 475-82; 485-94) Preview Couse Notes links for Essay 2 Topic Selection (TSGW, pp 53-54: four criteria to test topics) Formal sentence outline (TSGW, pp 431-32)/See Course Notes Outside of Class **Start working on two topics with notes Due: Game Story: 1. Game story (in columns) + 2. Revised Audience sheet + 3. Revision/Editing chklist + 4. Scratch Outline (handwritten or typed). Paper clip these items
04 Essay 2 - Planning Finish Introduction: PPt Slides--Course Notes Discuss audience sheet (Course Notes) Formal sentence outline (TSGW, pp 431-32) TSGW, Chpts 2, 14 (Have reading notes - key ideas/strategies) Topic Selection (TSGW, pp 53-54) **Continue working on two topics with notes--bring to class for discussion TSGW, Chpt 2: Discuss sample narratives: 1.) "Mrs. Maxon," p 31; 2.) SL: Discuss "In the Swim"	06 Essay 2 - Planning Topic for your personal sports narrative should be selected. Bring notes about your two topics to class.  I will check these Continue discussing narratives In class **Begin drafting formal sentence outline + audience sheet Planning your essay: TSGW, pp 54-60 TSGW, Chpts 2, 14 (Have reading notes - key ideas/strategies) Outside of Class Continue drafting formal sentence outline + audience sheet	08 Essay 2 - Planning Refine/Adjust topic as needed.  Bring notes about your topics to class, including the topic you will write about SL: Discuss "Finding Myself" TSGW, Chpts 2, 14 In class: **Continue drafting formal sentence outline + audience sheet Outside of Class **Continue formal sentence outline + audience sheet **Prepare for drafting Monday (TSGW, p 60)
11 Essay 2 - Planning/Drafting SL: Finish discussing "Finding Myself." Discuss "The Four-Minute Mile" In class **Continue drafting formal sentence outline + audience sheet as time allows.  Formal sentence outline should be almost finished Planning your essay: TSGW, dramatic arc, pp 54-60 Outside of Class **Continue formal sentence outline + audience sheet **Prepare for drafting Wed (TSGW, p 60). Draft introductory paragraph before Wed's class	13 Essay 2 - Drafting Draft pages 1-2.  Today you will work on drafting and reviewing these two pages.  You should consult and adjust your audience sheet & formal sentence outline while drafting Bring **formal sentence outline **audience sheet **TSGW, Chpts 2, 14 **SL, personal sports narratives SL: Finish discussion "The Four-Minute Mile" Review PPt Slides	15 Essay 2 - Drafting Everyone should have two completed pages of their draft Draft pages 3-4. You should consult and adjust your audience sheet & formal sentence outline while drafting  Bring **formal sentence outline **audience sheet **TSGW, Chpts 2, 14 **SL, personal sports narratives
18 Essay 2: Peer Review - Must Attend Class (See peer review policy on the syllabus)  Bring all books--TSGW, pp 61-62 preview peer review questions)/formal sentence outline Bring 1. Copy of Audience Sheet (typed) 2. Copy of completed draft (typed), minimum 3.5 full pages/max 5.5 full pages **Printing out or photocopying your outline is optional Electronic (laptop/tablet) or handwritten copies of your audience sheet or draft are NOT acceptable for peer review	20 Essay 2: Return Peer Review Documents - Must Attend Class) TSGW, Ch 2: pp 62-65 (Improving the Draft)/54-60; Chpt 14 (pp 475-82; 485-94) Revision Checklist (Handout) Revision **Introduction Editing **TSGW -  Wordiness, Commas, Coord & Subord, Comma Splices	22 Essay 2: Revision & Editing Bring "clean drafts" to class of your essay + audience sheet so that you can write on these, not on your peer review drafts. (You can bring your peer review drafts to look at if you wish.) Bring completed revision/editing checklist, formal sent outline Discuss sample narratives as needed/as time allows Revision **Conclusion (Resolution/Significance, TSGW, Ch 2/PPt Slides) **Description  [Chpt 14 (pp 475-82; 485-94); SL "Finding Myself"] Editing **TSGW - H-34-36: Modifiers Review: Commas, Coord & Subord, Comma Splices, Wordiness
25  Essay 2: Revision & Editing Bring (latest) copies of drafts (or from Friday) Bring scratch outline, revision/editing chart, audience sheet TSGW, Ch 2: pp 62-65 (Improving the Draft)/54-60 Revision (TSGW, p 49-51: Writer at Work) **Description  [Chpt 14 (pp 475-82; 485-94); SL "Finding Myself"] **Conflict - Specific Thoughts, Feelings **Audience Sheet Editing **TSGW - Modifiers, Commas, Coord & Subord, Comma Splices, Wordiness	27 No Class - Reading/Writing Day	29 Thanksgiving Break - No Class
December
Monday	Wednesday	Friday
02 Essay 2: Revision & Editing Bring drafts (12/1) Bring scratch outline & completed revision/editing chart Revision **Audience Sheet (Course Notes) **Organization (Dramatic Arc, TSGW, Ch 2) **SL: Review narratives as needed Editing **TSGW - Modifiers, Commas, Coord & Subord, Comma Splices, Wordiness Proofreading Essay 2: Peer Review Docs Due (Aud Sheet Draft + Essay Draft + Responses on notebook paper).  Paper clip these (do not staple)	04 Assign 1: Introduction:  Sports Short Story Response (Canvas Discussion Forum)  Slides - Course Notes Short Story Choices.  Choose one story from SL for Assign 1.  Preview these: 1.) "The 7-10 Split" 2.) "Raymond's Run" TSGW, Ch 10, p 382; pp 399-403 Note:  You can turn in Essay 2 + supporting docs today or on Friday.  Take the extra time if you need it Essay 2 Docs Due: Revised Audience Sheet + Final Essay + Revision/Editing Checklist + Formal Sentence Outline.  Paper clip these (do not staple)	06 Assign 1: Sports Short Story Response (Canvas Discussion Forum) - Planning You should have your story chosen Freewriting in class: TSGW, Ch 11, p 434.  Bring your charged laptop to class TSGW, Ch 10, p 382; pp 399-403 Plot/Setting & Characterization TSGW - H-10-11: Pronoun Reference Outside Class Begin drafting respones to your story Essay 2 Docs Due: Revised Audience Sheet + Final Essay + Revision/Editing Checklist + Formal Sentence Outline.  Paper clip these (do not staple)
09 Assign 1; Sports Short Story Response (Canvas Discussion Forum) - Planning/Drafting TSGW, Ch 10, p 382; pp 399-403 Pt of View & Theme TSGW - H-10-11: Pronoun Reference/Conciseness, Modifiers, Commas, Coord & Subord, Comma Splices Outside Class Continue drafting respones to your story	11 Assign 1: Sports Short Story Response (Canvas Discussion Forum) Mini peer review (5pts): Must Attend - Bring a print copy of your responses to the two questions to class (PPt notes).  Respnses should be double spaced. Electronic copies are not acceptable SL: Continue discussion of both stories TSGW, Ch 10, p 382; pp 399-403 TSGW (handbook) - Pronoun Reference,Conciseness, Modifiers, Commas, Coord & Subord, Comma Splices	13 Assign 1: Sports Short Story Response (Canvas Discussion Forum) - Revision, Editing, Proofreading TSGW, Ch 10, p 382; pp 399-403 TSGW - Pronoun Reference,Conciseness, Modifiers, Commas, Coord & Subord, Comma Splices Course Wrap Up Assign 1 Due Date: TBA **Discuss article sent via email: The Last Dance https://www.vox.com/culture/2020/5/19/21262308/the-last-dance-michael-jordan-espn-bulls-basketball **Course Review/Final look at SL **Look at quiz from first day of class

Finals Week: Dec 16 - 20
Office Hrs during Finals Week: See website home page

Assign 1 Canvas Posting Due: TBA

Course Grades available on AccessPoint (Not Canvas): TBA

The General Education Program--Written Communication

Introductory writing classes provide an essential foundation of communication skills on which students build throughout the rest of their university study and beyond. These classes 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.

The General Education Program Learning Outcomes for Written Communication (Foundation Level) are as follows:

• Compose an articulate, thoughtful, grammatically correct, and logically organized piece of writing with properly documented and supported ideas, evidence, and information suitable to the topic, purpose, genre, and audience.
• Apply your understanding of elements that shape successful writing to critique and improve your own and others’ writing through effective and useful feedback.

Course Description and Learning Outcomes (which align with the Learning Outcomes above)

This section of Academic Reading and Writing 101 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. 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 cliche--life is like a game (or is it a game?)--underscores the significance of sports for us.

Through sports journalism, popular culture, and literary analysis, we will gain insights into these questions. You will find your own experience with sports--either as spectators, participants, or both--is a key source of your knowledge and understanding about them. 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
• Analyze 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, peer review, editing, revision, and proofreading into the writing process with a focus on grammatical proficiency to acheive effective written communication
• Express an understanding of the ways in which sport is a microcosm of society.

Texts

Text Rental

The St. Martin's Guide to Writing. Axelrod and Cooper. 13th ed., Bedford/St. Martin's P, 2022

Sports in Literature. Bruce Emra. 2nd. ed., National Textbook Co., 2000

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 outside of class and during class. 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.

There will be weekly writing assignments, peer review assignments, and 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 on the effort you make and not on my subjective opinion.

Course Grade	%
Weekly Writing/Quizzes**	25
Peer Review**	10
Essay 1 - Game Story	30
Essay 2 - Personal Sports Narrative	25
Assign 1 - Sports Short Story Response	10
** Will be determined by point values: (Approx Grades): 5pt Assignments: A=5-4.5; B=4; C=3.5; D=3; F=2.5-0//10pt Assignments: A=10-9; B=8.5-8; C=7.5-7; D=6.5-6; F=5-0 See the course Grade Sheet for information about how to calculate grades

All work must be completed on time. It is your responsibility to keep copies of all of your planning work, assignments, and quizzes. Some assignments may be submitted via email or Canvas, and email communication will be required throughout the semester.

Late Assignment Policy: Assignments/essays due on a given day must be submitted at the beginning of the class period. An assignment/essay that is finished but not printed out and ready to hand in is late.

Late weekly 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 Friday by 5pm.) Assignments due electronically or through Canvas must be received by the day and time specified. Late email assignments will be accepted 24hrs from the original due date. Canvas assignments will not be accepted after the assignment submission window closes.  For any special circumstances, please contact me ahead of time.

Hard/Print copy essays or assignments 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 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 a missed peer review class. 

Finally, no incompletes will be given for the course, and there are no extra credit or make up assignments/essays.

Attendance

Regular attendance is your responsibility and is essential for success in the course. As stated in the online UWSP Course Catalog (UWSP Course Catalog pgs 25-26), you should not "cut" classes.

There are no excused or unexcused absences in this course.  The only relevant factor is your number of absences.  However, you have personal days to use and manage as needed: For three-days-a-week classes: 5.  For two-days-a-week classes: 3.  Use personal days for legitimate family situations, emergencies, or illnessness.  Be careful not to squander them.

If you miss a total of two weeks of class (six class meetings for classes meeting three times a week; four class meetings for classes meeting twice a week), you may fail the course.  If you are on a sports team, absences for games still count as personal days.  However, we will adjust your absence limit if absences because of games exceed the absence limit.  The attendance policy begins with the second class meeting. 

*It may be possible to make up missed assignments/quizzes with my approval; therefore, it is your responsibility to contact me immediately to determine work that needs to be completed and to follow up with all logistical requirements.  However, it may not be possible to make up some assignments or quizzes. Make-up quizzes or exams must be made up before the next class meeting or as soon as possible.

If you are absent and have not exceeded your absence limit, you do not need to email me to explain your absence. If you would like to find out about missed information or assignments, it is best to stop by during office hours or make an appointment to see me. You can also email me, but I may not be able to respond before our next class meeting. However, you should email about an absence ahead of the due date if an assignment is due.

For an extended absence, do the following:  Follow the syllabus and keep up with readings/assignments; Stay in contact with me for information/resources/help; Look into getting notes from classmates (I can help with this); See me during office hours when you return to class.

Classroom Etiquette

During class meetings, we will discuss and debate issues about writing and sports. 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, even if you believe you are doing so quietly. Not only is this rude, but also it distracts other students as well as your ablity to focus on and follow class instruction and discussion. It is English Department policy that students cannot and should not record class lectures and discussion without permission from the intstructor. 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. Please see me if you need special accomodations.

Plagiarism (from the Latin "to Kidnap")/Cheating

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. Also, using AI to generate assignments and essays that you turn in as substitute for your own work is cheating and will be treated as a form of plagiarism.