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First-Year Composition 101-23 TTH 12:30-1:45
Fall 2021

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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 reading schedule and the course policies, which are in effect from the first day of class. Please read them carefully (and review them throughout the semester). Please see me if you have any questions.

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/writing assignments 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.

Our main vehicle this semester will be the course website, but we will use Canvas 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.

The course texts are not an unnecessary 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 handbook, Rules 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
RW=Rules for Writers

Readings and assignments should be finished for the day assigned. For example, chapter 1 from TSGW should be read (completed) by January 28, when we will discuss it. Check each class period to see what book(s) you need to bring.

January
Tuesday Thursday
26Course Introduction: Reading, Discussing, Writing

Pre-semester quiz

Course Website (Syllabus)/Canvas site
28 Review Course Website (Syllabus, Course Notes)/Canvas site

TSGW - Ch 1: Composing Literacy
February
Tuesday Thursday
02 TSGW - Finish Ch 1 (essays)/Ch 13

Final Thoughts Chpts 1 & 13







 

04 Essay 1 - Introduction: Personal Narrative - Life with the Coronavirus

PowerPt Slides (Course Notes)

TSGW: Preview Chpts 2, 14 (470-77; 480-89)
Preview Couse Notes links for Essay 1

Choose topic (TSGW, pp 37-38): Have three topics with notes; bring to class

Scratch outline (TSGW, p 422-23)

09 Essay 1 - Planning

TSGW, Chpts 2, 14 (Note key ideas/strategies)

Review Audience Sheet/PPt Slides--Course Notes
Begin drafting audience sheet - in class

Have topic selected (TSGW, pp 37-38)
Planning your topic: TSGW, pp 37-44

Scratch outline (TSGW, p 422-23)
Begin drafting outline - in class


 RW, Ch 14: Coord/Subord (Preview this chapter/Concept: What is Coordination? Subordination?)


11 Essay 1 - Planning

TSGW, Chpt 2: Sample essays: "Calling Home," p 18;
"An American Childhood," p 22.  Discuss these

Bring to class
**Topic list + notes (You should have a topic)
**Rough draft of scratch outline - in progress
**Rough draft of audience sheet - in progress

RW, Ch 14: Coord/Subord.  Discuss examples

Outside of Class
**Begin drafting your essay - introduction (TSGW, p 44)
**TSGW, pp 37-44; Chpt 14


16 Essay 1 - Planning/Drafting:  Bring your laptop to class to work on your draft in the classroom.

TSGW: "Calling Home" and "An American Childhood"
**Am Childhood": pars 1 & 2/final three pars.
**Review both narratives, Final Thoughts
**"Calling Home": rising action - Brandt's thoughts, feelings

RW, Ch 14

Draft pages one and two. 
Today you will work on drafting and reviewing these two pages  You should consult and adjust your audience sheet & scratch outline while drafting.  Finish pages one and two by TH

Bring
**scratch outline - I will go around class and check everyone's outline
**audience sheet - I will go around class and check everyone's audience sheet
**TSGW, Chpts 2 (sample essays) & 14
**RW, Ch 14
18 Essay 1 - Drafting: Bring your laptop to class to work on your draft in the classroom. 

Due: Print copy of scratch outline (5pts).  Either print or photocopy; Do not turn in your original.

Pages 1-2 of your draft should be finished

Today you will work on drafting and reviewing pages three and four. You should consult and adjust your audience sheet & scratch outline while drafting 

Review PPt Slides

Bring

**scratch outline
**audience sheet
**TSGW, Chpts 2 (sample essays, pp 38-44) & 14 (pp 480-489)

RW, Ch 14


23 Essay 1 - Peer Review--Must Attend Class In Person

(See peer review policy on the syllabus) 

Bring all books--TSGW, pp 44-45 (preview peer review questions)/scratch outline

Bring
1. Copy of Audience Sheet (typed)
2. Copy of completed draft (typed), minimum 3.5 full pages/max 4.5 full pages

Electronic (laptop) or handwritten copies of your audience sheet or draft are NOT acceptable for peer review
25 Essay 1 - Return Peer Review Materials to Partner In Class

Revision Chart (Handout)

TSGW, Ch 2: pp 46-49 (Improving the Draft)/38-44.
Chpt 14: 470-77; 480-85

Editing
**RW, Ch 16 (Wordiness)/Ch 14



March
Tuesday Thursday
02 Essay 1 - Revision, Editing

Bring
"clean drafts" (not peer review drafts) to class of your essay + audience sheet so that you can write on these

Bring
completed revision chart, scratch outline

TSGW, Ch 2: pp 15, 46-49 (Improving the Draft)/38-44.
Chpt 14: pp 470-77; 480-85

Revision
**Resolution/Significance (TSGW, Ch 13)
**Conflict - Specific Thoughts, Feelings

Editing
**Topic Sentences (TSGW, Ch 13)
**RW, Ch 16 (Wordiness)/Ch 14
04 Essay 1 - Revision, Editing, Proofreading

Bring
drafts from TH (3/2) or latest copies
Bring scratch outline & completed revision chart

Discuss Coates narrative ("Losing My Innocence"): TSGW, pp 26-28

Ch 14: 470-77; 480-85

Revision (TSGW, p 49-51: Writer at Work)
**Audience sheet
**Organization
**Vivid Description

Editing
**RW, Chpts 14 & 16

Essay 1: Peer Review Docs Due
(Aud Sheet + Draft + Responses on notebook paper).  Paper clip these (do not staple). 

09 Due: Essay 1 (final copy) + Aud Sheet (final copy) + Revision Chart.  Paper clip (do not staple) essay and then all docs together 

Essay 2 - Introduction: Evaluation Essay (Movie Review) of The Way Back

Preview the following
**PPt Notes (Course Notes)
**Audience Sheet (Course Notes)
**TSGW - Ch 8: Note key pages/strategies;
Invention Strategy - Scratch Outline, pp 422-23

Criteria for an evaluation, p 287, 316

Watch The Way Back by 3/15 (Access on Canvas)
Take notes during and after watching the movie.  Do not look up reviews online to avoid plagiarism


11 Essay 2 - Planning

Criteria for an evaluation, p 287, 316.  List criteria for reviewing a movie
in class

TSGW - Invention Strategy - Scratch Outline, pp 422-23
Also, Ch 8, p 320 (Organizing an evaluation)

TSGW - Ch 8: Scott Pilgrim review, pp 292-97; Moana (Disney) review, pp  297-300. Also, pp 289-291; 300-301; 305-306.  Discuss these reviews

**Judgment, p 316
**Reasons, p 317
**Organization, p 320

Over the weekend
**Once you screen the movie, begin working on your scratch outline and aud sheet


16 Essay 2 - Planning

Finish discussing Scott Pilgrim & Moana reviews (see 3/11)

Discuss movie - Bring movie notes

If/As time allows, draft plot summary of TWB in class


For Thursday

**Draft your scratch outline and audience sheet
**You can begin your review before TH if ready--see TSGW, p 322
18 Essay 2 - Drafting in class.  Bring your laptop

**I"ll come around to check your audience sheet and scratch outline

Continue discussion of movie: The Way Back

Bring notes (class/movie), scratch outline, audience sheet, books

Begin draft in class.  Focus on judgment, plot summary, and
reasons

TSGW, Ch 8: pp 315-22

RW - Ch 15 (Sentence Variety)
23 SPRING BREAK
25 SPRING BREAK
30 Essay 2 - Drafting in class.  Bring your laptop

Continue draft in progress--should have at least a few paragraphs completed.  Focus on judgment and
reasons. 

**Share your draft with the class for comments/revision advice

Bring notes, scratch outline, audience sheet, books

TSGW, Ch 8: pp 315-22

RW - Chpts 14, 15, 16
01 April

See Below
April
Tuesday Thursday
30March

See Above
01 Draft of Audience Sheet Due - Hand in typed, print copy
-------------------------------

Essay 2: Peer Review--Must Attend

Review Peer Review Policy (see syllabus)

TSGW, pp 322-24 (preview peer review questions)

1. Copy of Audience Sheet (typed)
2. Copy of completed draft, (typed): 3 pages minimum/3.5 max
3. Bring TSGW & RW

**You can also bring your scratch outline with you

Electronic or handwritten copies of your audience sheet or draft are NOT acceptable for peer review

Discuss assessment with partner if/as time allows after peer review is finished.  Online students can use chat function

Essay 3: You should begin previewing stories (handouts). 
When you start reading, take notes on all stories--have an organized system of taking notes for each story.  See 4/13

06 Return Peer Review Materials to Partner

Essay 2: Revision, Editing, Proofreading

Revision/Editing Chklist (Handout)
TSGW - Ch 8/pp 324-327

Formatting the review into columns (See PPt Notes)

Revision
**Judgment

Editing
**RW - Ch 8 (Active Verbs)

Continue/review discussion of The Way Back as time allows:
**Other sports (dramas) movies to compare to The Way Back
**Themes--Sport as a microcosm of life
**Jack Cunningham (Ben Affleck)
**Other characters/actors
**Other points for discussion you wish to discuss

Essay 3: You should be reading stories (handouts) and taking notes on all stories--have an organized system of taking notes for each story.  See 4/13
08 Essay 2: Revision, Editing, Proofreading

Bring copies (don't use peer review copies) of your aud sheet and draft (formatted in columns) to class for revision and editing.  Bring laptop, too, if you wish

Discuss What College Rankings Really Tell Us (TSGW, pp 307-10)
Discuss "Birds of Prey" movie review (handout)
Discuss Scott Pilgrim revision notes: TSGW, pp 327-28 (Writer at Work).

Also, bring your peer review docs, completed revision/editing chklist

Revision (TSGW, Ch 8)
**Plot Summary
**Reasons
**Organization
**Audience Sheet

Editing
**RW - Ch 8 (Active Verbs)/14, 15, 16

Proofreading









13 Peer Review Materials Essay 2 Due: Essay Draft + Aud Sheet Draft + Partner's Responses (Notebook Paper)

Bring copies of your aud sheet and draft (formatted in columns) to class for revision and editing.  Bring laptop, too, if you wish

Also, bring your scratch outline, completed revision/editing chklist

Revision (TSGW, Ch 8)
**Reasons
**Organization
**Conclusion

Editing
**RW - Ch 8 (Active Verbs)/14, 15, 16

Proofreading
--------------------------------------------

Essay 3: Introduction - Literary Analysis

Preview Course Notes:
Essay 2 - All links

You must read all stories, but you will choose ONE to write about.  (You should have already previewed these and even read one or two).  These four stories are handouts--bring these to class during the next weeks

"Babylon Revisited"
"Brokeback Mountain"
"56 - 0"
 "Slinkers"

**Choose your story for Essay 3 by 4/20.  Once you choose a story, you cannot change it. You should be reading stories and taking notes on all stories--have an organized system of taking notes for each story

Planning: TSGW - Ch 10.  Note key pages/strategies

Formal Outline: RW pp 13-14; TSGW, pp 424-25 


15 Essay 3 - Planning

Reading and Writing about Literature (Lecture). We will combine this lecture with preliminary discussion of the stories. TSGW, pp 391-95 (thesis)/All of Ch 10

Bring four stories

**Formal Outline: RW, pp 13-14; TSGW, pp 424-25
**Audience Sheet (Course Notes)/Also see "Notes on thesis statement," etc)
































20 Essay 2: Revision. Editing, Proofreading

Bring a draft (electronic or hard copy) of your review along with supporting docs
**Reasons
-------------------------------------------

Essay 3: Planning

Story Choice Paragraph Due (Typed)

Finish discussion of Reading/Writing about Literature:  Pt of View, Theme (see 4/15)

**Formal Outline: RW, pp 13-14; TSGW, pp 424-25
**Audience Sheet (Course Notes)/Also see "Notes on thesis statement," etc)

TSGW, Ch 10 (Sample Essays, pp 382 & 386)

TSGW, Ch 10 (Introduction, p 400; Thesis, pp 379-80; Well-Supported Argument, pp 380-81; Organization, pp 381-82.)

Begin working on formal outline + audience sheetAudience sheet must be typed. 









22 Essay 2 Due:  Scratch Outline + Revision/Editing Chklist + Aud Sheets (Graded Copy & Final Copy) + Essay (Final Copy).  Turn in either today or on Tues, 4/27

Essay 3: Planning

Quiz - short stories (all 4 are in play)

Focused Freewriting in class (TSGW p 428) - use short story you are writing about. 
Bring your laptop to class

**Formal Outline: RW, pp 13-14; TSGW, pp 424-25
**Audience Sheet (Course Notes)/Also see "Notes on thesis statement," etc)

TSGW, Ch 10 (Sample Essays, pp 382 & 386)

TSGW, Ch 10 (Introduction, p 400; Thesis, pp 379-80; Well-Supported Argument, pp 380-81; Organization, pp 381-82.)

Discussion of Stories

Use reading notes + all stories
Be prepared to discuss stories/ask questions

We will discuss "Babylon Revisited" & "Slinkers" 

Continue working on formal outline and audience sheet.  Audience sheet must be typed













27 Essay 3: Discussion of Stories

Focused Freewriting Chart (handout)

Use reading notes + all stories
Be prepared to discuss stories/ask questions

Continue discussion of "Babylon Revisited" &"Slinkers" as time allows

We will then discuss "56-0" and "Brokeback Mountain."

Bring drafts in progress of your formal sent outline & aud sheet.


Continue working on formal outline and audience sheet.  Audience sheet must be typed.  Complete both docs for TH's class.  You may want to draft your intro/thesis for TH's class







29 Essay 3: Planning/Drafting

Formal Sentence Outline & Aud Sheet--Bring to class

Continue discussion of stories: "56-0" & "Brokeback Mountain" as time allows

Begin drafting in class: Bring your laptop
We will quick draft the introduction to your essay in class.  (TSGW, p 400/sample essays)

**Use Aud Sheet draft and completed Formal Sentence Outline.  (Revise your formal outline as you draft)
Discuss audience sheet (Course Notes), Q 1: Profile your average reader.  Discuss formal sentence outline: content and structure

Drafting Resources: TSGW, Ch 10

Thesis: pp 396-97
Support: pp 397-98
Sample Essays: pp 382 & 386

Consult Reading notes, PowerPt notes (RW pgs), Focused Freewriting, Stories

Integrating Quotations: See Power Pt notes; also TSGW, pp 546-51/RW - See PPt notes
May
Tuesday Thursday
04 Essay 3: Drafting 

Discussion of stories: TBD

**Use Aud Sheet draft and completed Formal Sentence Outline.  (Revise your formal outline as you draft)
You should have 1-2 pgs of your draft completed.  We will work on pgs 3-4 as time allows

Drafting Resources: TSGW, Ch 10

Thesis: pp 396-97
Support: pp 397-98
Sample Essays: pp 382 & 386

Consult Reading notes, PowerPt notes, Focused freewriting, Stories

Integrating Quotations: See Power Pt notes; also TSGW, pp 546-51/RW - See PPt notes
06 Essay 3: Peer Review--Must Attend

Before peer review
1. Discuss stories as time allows
2. Using quotations--RW
3. Look at body paragraph - sample essay in TSGW, Ch 10
------------------------------------------------------------

TSGW, pp 401-402 (preview peer review questions)

1. Copy of Audience Sheet (typed)
2. Copy of completed draft, including quotations (typed): 3.5/4 pages min - 5 pages max

Bring your formal outline - your partner may want to look at it.  You can make a copy for your partner to use outside of class if you wish.

Electronic or handwritten copies of your audience sheet or draft are NOT acceptable for peer review


11 Essay 3: Return Peer Review Materials to Partner

Revision Chklist (handout)

Revision (TSGW, Ch 10/Stories)
**Conclusion

Editing
**RW, Ch 12 Modification/Review of chpts 14, 15, 16, 8











13 Essay 3: Revision, Editing, Proofreading

Use a "new" draft of your audience sheet and literary analysis; do not use/write on your peer review drafts

Completed Revision Chklist
Formal Sent Outline

Review stories

Revision (TSGW, Ch 10/Stories)
**Audience Sheet
**Intro/Thesis
**Reasons (Support)/Quotations

Editing
**RW, Ch 32, a-b/Ch 12.  Review of chpts 14, 15, 16, 8

-------------------------------------------------------
Final Class TH May 20

**Course Review
**Grammar competition for extra pts!
**Look at quiz from first day of class

Turn in Essay 3 + Supporting docs--see below 

Finals Week: May 17 - May 21

Office Hrs during Finals Week: See website home page
Final Class Meeting: May 20, TH, 12:30-1:40, in our usual classroom

Essay 3 (essay + audience sheet + formal sentence outline + revision/editing chklist) Due: Final class meeting

Course Grades available on AccessPoint: May 27/28

Face Covering Policy

At all UW-Stevens Point campus locations, the wearing of face coverings is mandatory in all buildings, including classrooms, laboratories, studios, and other instructional spaces. Any student with a condition that impacts their use of a face covering should contact the Disability and Assistive Technology Center to discuss accommodations in classes. Please note that unless everyone is wearing a face covering, in-person classes cannot take place. This is university policy and not up to the discretion of individual instructors. Failure to adhere to this requirement could result in formal withdrawal from the course.

The General Education Program--Written Communication

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.

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

Freshman Composition 101 is a writing-intensive course that will 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 will return to the questions of why and how we write, which are important questions to think about as you choose topics, develop ideas, and reflect on what you write.  In addition to thinking carefully about each writing subject, we will examine the relationship between the writer and his/her subject as well as the issues outside of the classroom that shape the writer's thinking and connect him/her to communities and society.  You will also participate in peer editing sessions in which you will evaluate the essays of others as a way of helping your classmates and of improving your own evaluative skills.  Integrating computer technology into the study of writing, in the form of planning and drafting, editing, or research, will also be an important goal of the course. Along with these goals, you will need to develop your own writing goals as a means of assessing your progress throughout the semester.

  • 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 an emphasis on grammatical correctness as a means of effective communication
Text Rental

The St. Martin's Guide to Writing. Axelrod and Cooper. 12th ed., Bedford/St. Martin's P, 2019.

Purchase at Bookstore

Rules for Writers. Hacker and Sommers. 9th. ed., Bedford/St. Martin's P, 2019.
**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 - Personal Narrative 25%
Essay 2 - Evaluation (Movie Review: The Way Back) 20%
Essay 3 - Literary Analysis 30%
** Will be determined by point values: 10pts: A=10; A- =9; B=8.5; B- =8; C- =7; D- =6; F=5-0//5pts: A=5; B- =4; C- =3.5; D- = 3; F=2.5-0

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, and email communication will be required throughout the semester.

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 a minimum of one full point. 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 a missed peer review class.

Attendance
Since this is an in-person class, you need to attend class regularly.

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 cannot "cut" classes.

There are no excused or unexcused absences. You have personal days to use and manage as needed: For three-days-a-week classes: 5/For two-days-a-week classes: 3

 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.  However, if you have to quarrantine, then we will adjust your absence limit. 

Zooming into class (if an option) is not a substitue for being in class (in person).  If you are not in class, you will be marked absent.

For any students who are fully online, you need to attend class synchronously--in real time.  Watching recordings (if available) is not a substitute for real-time participation.  The same attendance requirements
for in-person students applies to you.

It may be possible to make up missed assignments/quizzes with my approval; therefore, it is your responsibility to contact me 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.

If you are absent, 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 if an assignment is due.

Classroom Etiquette

During class meetings, we will discuss and debate issues about writing and 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, 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.

Anyone who is 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.  For quizzes and exams taken online, you are on your honor to follow established guidelines:  No books, notes, printed or online materials, sharing information with others.