Combined Syllabus for Reading & Writing for College and English Composition

Combined Syllabus for Reading & Writing for College and English Composition ENG 1113: ENGL ISH COMP OSITI ON CRN 16989 LIBER AL ARTS BUIL DING, ROO M ...
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Combined Syllabus for Reading & Writing for College and English Composition ENG 1113: ENGL ISH COMP OSITI ON CRN 16989 LIBER AL ARTS BUIL DING, ROO M 119 MON DAYS, WED NESD AYS, AND FRID AYS FROM 11:00 AM TO 11:50 AM FALL 2014 ENGL ISH DEPA RTME NT

ENG 0123: READ ING & WRITI NG FOR COLL EGE CRN 16990 LIBER AL ARTS BUIL DING, ROO M 119 MON DAYS, WED NESD AYS, AND FRID AYS FROM 12:00 PM TO 12:50 PM FALL 2014 ENGL ISH DEPA RTME NT

INSTRUCTOR INFORMATION

Combined Syllabus for Reading & Writing for College and English Composition Adam Ferrari, Graduate Teaching Assistant; J.D., University of California, Berkeley Office: Liberal Arts Building, room 229 (Graduate Teaching Assistant office) Office phone number: (405) 974-5516 Email address: [email protected] (best way to reach me) Office hours: Mondays and Wednesdays from 1:00 to 2:00. If this is not a good time for you to meet, please feel free to email me so we can arrange a meeting at another time. COURSE DESCRIPTION AND OBJECTIVES FOR COMPOSITION I

COURSE DESCRIPTION AND OBJECTIVES FOR READING & WRITING FOR COLLEGE

CATALOGUE DESCRIPTION FOR COMPOSITION I This course provides instruction in college level writing, covering grammatical skills, rhetorical issues, and cognitive abilities necessary to produce effective academic prose. The primary purpose of first-year English is to produce writers of competent expository prose by providing an environment, which acts as an initiation into the academic world.

CATALOGUE DESCRIPTION FOR READING & WRITING FOR COLLEGE Reading & Writing for College will prepare students for ENG 1113 (English Composition) by providing extensive instruction in writing Standard English for academic and professional audiences. This course is not available for college credit.

PREREQUISITES FOR COMPOSITION I

PREREQUISITES FOR READING & WRITING FOR COLLEGE

None None TRANSFORMATIVE LEARNING OUTCOMES FOR COMPOSITION I Transformative learning is a holistic process that places students at the center of their own active and reflective learning experiences. All students at the University of Central Oklahoma will have transformative learning experiences in six core areas: discipline knowledge; leadership; research; creative and scholarly activities; service learning and civic engagement; global and cultural competencies; and health and wellness. Composition I supports the following tenets of transformative learning:  Discipline Knowledge—students explore, discuss, and practice the techniques, conventions, and processes that produce college-level writing.  Global and Cultural Competency— students read and write analytically about global and cultural issues and

TRANSFORMATIVE LEARNING OUTCOMES FOR READING & WRITING FOR COLLEGE Transformative learning is a holistic process that places students at the center of their own active and reflective learning experiences. All students at the University of Central Oklahoma will have transformative learning experiences in six core areas: discipline knowledge; leadership; research; creative and scholarly activities; service learning and civic engagement; global and cultural competencies; and health and wellness. Reading & Writing for College supports the following tenets of transformative learning:  Discipline Knowledge—students explore, discuss, and practice the techniques, conventions, and processes that produce college-level writing.  Global and Cultural Competency— students read and write about global and

Combined Syllabus for Reading & Writing for College and English Composition







direct writing to diverse audiences. Problem Solving (Research, Scholarly, and Creative Activities)—students analyze complex texts, produce creative and scholarly papers and presentations, conduct limited and focused research, and document sources. Service Learning and Civic Engagement—in service learning sections, students write about a significant service learning experience; in other sections, students learn how the public use of language has the potential to affect an audience and to effect a change in their communities. Health and Wellness—students read about, write about, and discuss those intellectual, emotional, and spiritual issues that give human existence vitality and meaning.

COURSE OBJECTIVES Upon completion of Composition I, successful students will be able to  balance claims and evidence within various pieces of writing, develop a complex central controlling idea (or thesis), and analyze a range of texts and writing subjects  develop a sense of purpose when writing, deliver the significance or “so what?” of a paper to readers, and aim writing at a various particular audiences  present ideas logically or in the order generally dictated by the genre of writing being undertaken, organize writing into effective introductions, conclusions, and body paragraphs, sequence individual sentences effectively within paragraphs, and create smooth transitions between ideas and paragraphs  write with an engaging voice, use a variety of sentence structures effectively, adjust word choice for various audiences, and use quotations and paraphrases effectively  document sources properly and avoid plagiarism, and follow the conventions of standard written English  revise writing by working through multiple drafts of an assignment, be more aware of one’s individual writing process, proofread







cultural issues and direct writing to diverse audiences. Problem Solving (Research, Scholarly, and Creative Activities)—students read, write, and discuss complex texts and produce short essays about college-level subjects. Civic Engagement—students learn how the public use of language has the potential to affect an audience and to effect a change in their communities. Wellness—students read about, write about, and discuss those intellectual, emotional, and spiritual issues that give human existence vitality and meaning.

COURSE OBJECTIVES Upon completion of Reading and Writing for College, successful students will be able to  read, comprehend, and summarize a range of complex texts commonly found in college courses.  cite specific textual evidence when writing or speaking in support of inferences made about texts.  follow a reliable writing process that includes planning, drafting, editing, revising, and experimenting.  write complete sentences in Standard American English.  reflect on the relations between stylistic and structural aspects of writing including word choice, sentence order, and paragraph order.  write coherent and cohesive short essays that put into practice the above objectives.

Combined Syllabus for Reading & Writing for College and English Composition



and edit one’s own work as well as others’, give and incorporate feedback into one’s writing understand academic culture well enough to conform to and/or resist its values in a respectful manner so they can make their voices heard in academic settings

TEXTBOOKS Losh, Elizabeth, et al. Understanding Rhetoric: A Graphic Guide to Writing. Boston and New York: Bedford / St. Martin’s, 2014. Print.

TEXTBOOKS No additional textbooks are required. Additional readings will be posted on our D2L site.

All other readings will be posted online on our D2L site. OTHER SUPPLIES OR RESOURCES You will need access to the internet, access to Microsoft Word or a compatible word processing program (Open Office is a good free one), and a notebook for class notes. You will be writing a large number of journal entries (short writing assignments), and you can collect them in a single notebook that does not have other notes in it. You will need to access the following websites: 1) Our course’s D2L website, available through UConnect or at http://learn.uco.edu 2) Bedford / St. Martin’s Research and Documentation Online site, http://bcs.bedfordstmartins.com/resdoc5 e/index.htm

OTHER SUPPLIES OR RESOURCES You will need access to the internet, access to Microsoft Word or a compatible word processing program (Open Office is a good free one), and a notebook for class notes. You will be writing a large number of journal entries (short writing assignments), and you can collect them in a single notebook that does not have other notes in it. You will need to access the following websites: 1) Our course’s D2L website, available through UConnect or at http://learn.uco.edu 2) Bedford / St. Martin’s Research and Documentation Online site, http://bcs.bedfordstmartins.com/resdoc5e/ index.htm 3) Our course’s LearnSmart website for punctuation and grammar exercises: http://connect.mheducation.com/class/aferrari-reading-and-writing-for-college

COURSE OUTLINE, GRADING, AND PARTICIPATION REQUIREMENTS   Week 1: Intro to college writing and rhetoric

Composition I M 8-18: Introduction to class.

Reading & Writing for College M 8-18: Intro to class.

W 8-20: Essay 1 (“Complicating common wisdom”) assigned.

W 8-20: Q and A about essay 1. Write diagnostic essay.

F 8-22: Reading response #1 due over

F 8-22: Summary and analysis #1 due over

Understanding Rhetoric Intro + Chapter 1, Understanding Rhetoric Intro + Chapter 1,

Combined Syllabus for Reading & Writing for College and English Composition

Week 2: Reading strategically and thinking flexibly

Week 3: Intro to revision

Week 4: Revision of Essay #1

Week 5: Analytical argument skills

“Why Rhetoric?” M 8-25: Reading response #2 due over Understanding Rhetoric Chapter 2, “Strategic Reading” + example common knowledge analysis essay.

“Why Rhetoric?” M 8-25: Summary and analysis #2 due over Understanding Rhetoric Chapter 2, “Strategic Reading” + example common knowledge analysis essay.

W 8-27: Discuss viewing “rules” about writing as situation-based guidelines rather than absolute commandments.

W 8-27: Preparation for essay #1

F 8-29: Practice situationally analyzing pieces of common wisdom. Discuss MLA format and grading rubric. M 9-1: No class. Labor Day.

F 8-29: Idea sheet #1 due.

W 9-3: Rough draft #1 due.

F 9-5: Reading response #3 due over Understanding Rhetoric Chapter 6, “Rethinking Revision.” M 9-8: Individual conferences instead of class.

Week 7: Revision of Essay #2

W 9-3: Work on paraphrasing and summarizing in different ways for different purposes. F 9-5: Summary and analysis #3 due over

Understanding Rhetoric Chapter 6,

“Rethinking Revision.” M 9-8: Summary and analysis #4 due over “The Choctaw Way” and “Rashomon.”

W 9-10: Individual conferences instead of class.

W 9-10: Writing/conferencing time.

F 9-12: Workshop #1. M 9-15: Evaluation draft #1 due. Essay #2 (Song analysis) assigned.

F 9-12: Discuss essay and paragraph structure. M 9-15: Thesis brainstorm session.

W 9-17: Reading response #4 due over

W 9-17: Summary and analysis #5 due over chapter and “How Stupid Is Google Making Us?”

Understanding Rhetoric Chapter 4, “Argument Beyond Pro and Con.”

Week 6: Preparation for songanalysis paper

M 9-1: No class. Labor Day.

F 9-19: Discuss concession and counterargument. M 9-22: Reading response #5 due over example song-analysis essays.

M 9-22: Summary and analysis #6 due over example song-analysis essays.

W 9-24: Use “The Method” to generate ideas about songs.

W 9-24: Idea sheet #2 due. Writing/conferencing time.

F 9-26: Practice writing with quotations.

9-26: LearnSmart Assignment #1, “Basics of Punctuation, due.” 9-29: Discuss writing effective conclusions.

9-29: Rough draft 2 due.

F 9-19: Big Journal entry.

10-1: Workshop #2.

10-1: Summary and analysis #7 due over “Woman Hollering Creek.”

10-3: Workshop #3.

10-3: Writing/conferencing time.

Combined Syllabus for Reading & Writing for College and English Composition Week 8: Revision of Essay #2; intro to Essay #3

Week 9: Cultural and group-based differences in writing

10-6: Individual conferences instead of class.

10-6: Summary and analysis #8 due over “How to Slowly Kill Yourself and Others in America.”

10-8: Individual conferences instead of class.

10-8: Writing/conferencing time.

10-10: Evaluation draft 2 due. Essay #3 (autoethnography) assigned. 10-13: Reading response #6 due over Understanding Rhetoric Chapter 3, “Writing Identities” and example autoethnographies.

10-10: Introduction to the different genres of college writing. 10-13: Summary and analysis #9 due over Understanding Rhetoric Chapter 3, “Writing Identities” and pages 246-256.

10-15: Turn in journals. 10-17: No class. Fall Break.

Week 10: College research

Week 11: Revision and specificity

Week 12: Revision of Essay #3

Week 13: Immersion in technology / intelligence issue

10-20: Reading response #7 due over Understanding Rhetoric Chapter 5, “Research: More than Detective Work.” Intro to college research.

10-15: Turn in journals. 10-17: No class. Fall Break. 10-20: Summary and analysis #10 due over Understanding Rhetoric Chapter 5, “Research: More than Detective Work” + “St. Lucy’s Home For Girls Raised by Wolves.”

10-22: Intro to college research, continued. Big journal.

10-22: Idea sheet #3 due.

10-24: Preparation for essay #3. 10-27: Rough draft #3 due.

10-24: Writing/conferencing time. 10-27: Writing/conferencing time.

10-29: Writing style exercises focused on specificity.

10-29: Summary and analysis #11 due over “The Things They Carried.”

10-31: Workshop #4.

10-31: LearnSmart Assignment #2, “Other Grammatical and Punctuation Issues,” due. 11-3: Summary and analysis #12 due over “Disclosures about important life events on Facebook: Relationships with stress and quality of life” and “Will Facebook Make You Sad? Depends on How You Use It.”

11-3: Workshop #5.

11-5: Individual conferences instead of class.

11-5: Begin researching in preparation for essay #4.

11-7: Individual conferences instead of class. 11-10: Evaluation draft #3 due. Essay #4 (Take a position in an academic debate) assigned.

11-7: Writing/conferencing time. 11-10: Discuss ways of approaching an academic debate from different angles and finding places the debate intersects with personal concerns.

11-12: Reading response #8 due over

11-12: Summary and analysis #13 due over

Combined Syllabus for Reading & Writing for College and English Composition

Week 14: Preparation for essay #4

Week 15: Mostly holiday

Week 16: Prep for final portfolio and for Comp II

“What the Internet is Doing to Our Brains.”

“What the Internet is Doing to Our Brains.”

11-14: Reading response #9 due over “Technology’s Impact on the Creative Potential of Youth” and example student essays. 11-17: Reading response #10 due over “Google Generation II” and “Why Google Isn’t Making Us Smart or Stupid.”

11-14: Summary and analysis #14 due over “Technology’s Impact on the Creative Potential of Youth” and example student essays. 11-17: Summary and analysis #15 due over tech articles.

11-19: Individual conferences instead of class.

11-19: Idea sheet #3 due. Writing/conferencing time.

11-21: Individual conferences instead of class.

11-24: Rough draft 4 due. Heavily practice writing with sources.

11-21: Extra workshop (Each RWC student will workshop one of the essays they are revising for the portfolio in these three late semester extra workshops. Each student will also serve as lead reviewer once). 11-24: Updated “What makes a piece of writing good?” discussion.

11-26: Thanksgiving break. No class.

11-26: Thanksgiving break. No class.

11-28: Thanksgiving break. No class. 12-1: Practice research writing skills; preview of Comp II.

11-28: Thanksgiving break. No class. 12-1: Extra workshop

12-3: Workshop #6.

12-3: Extra workshop.

12-5: Turn in journals. Workshop #7.

12-5: Turn in journals. Extra workshop.

DATE AND TIME OF FINAL EXAM FOR COMPOSITION I There is no final exam for this class. Instead, you will submit a final portfolio of your best work from the semester that will count for 55% of your total course grade.

DATE AND TIME OF FINAL EXAM FOR READING & WRITING FOR COLLEGE There is no final exam for this class.

GRADING SCALE This class will use a 1000 point system, with 900 points required for an “A,” 800 for a “B,” 700 for a “C,” and 600 for a “D.”

GRADING SCALE This class will use a 1000 point system, with 900 points required for an “A,” 800 for a “B,” 700 for a “C,” and 600 for a “D.”

NAMES AND DESCRIPTIONS OF REQUIRED ASSIGNMENTS AND POINTS FOR EACH ASSIGNMENT (COMPOSITION I)

NAMES AND DESCRIPTIONS OF REQUIRED ASSIGNMENTS AND POINTS FOR EACH ASSIGNMENT (READING & WRITING FOR COLLEGE)

Final portfolio: 550 points (55% of total grade) 

This portfolio will consist of your best

Summary and analysis assignments: 300 points (30% of total grade)

Combined Syllabus for Reading & Writing for College and English Composition



work for the semester. Specifically, it must include: o Your revised draft of Essay 4 o A revised draft of two of the other three essays we write for this class o 600-word mini-essays responding to the following prompts:  Discuss one feature of academic culture that you appreciate, struggle with, or take issue with  Revise one journal entry into a mini-essay Note: No essay can receive any credit in the final portfolio unless you have already turned in at least one draft of it. This does not apply to mini-essays, as I will not assign multiple drafts of those.

Participation: 200 points (20%)  How much students improve their writing skills is strongly tied to how thoughtful, energetic, diligent, supportive, and respectful the classroom environment is. Therefore, a significant chunk of your grade depends on you helping make this class a place where your peers can do their best thinking and writing. In calculating this portion of your grade, I will consider participation in class discussions, activities, and workshops (especially if you are supposed to be helping other students improve their essays); focus on class and avoidance of creating distractions; observation of deadlines; on-time attendance, and respectful treatment of people and ideas in the classroom. Earning a top score in this category is possible for every student, but it will take a major effort. I will start by assuming that the average student should earn about 75% of the participation points (187.5 points) if she does not do anything significantly positive or negative throughout the semseter to affect her participation score. One major component of your participation grade will be your participation in workshops where the whole class reads your essay draft and offers suggestions for improving it. Each



Approximately once per week, you will write a response to the readings in Composition I and Reading & Writing for College. These responses will consist of one extended paragraph summarizing the reading (or some part of it) and at least two other extended paragraphs critically analyzing the reading.

Journal: 200 points (20% of total grade) 

Throughout the semester, we will do short writing assignments called journal entries. These journal entries should be collected in a notebook that does not have other notes in it. -Journal entries will be graded on a “check” system, with a “check” indicating a response to the prompt that is both thoughtful and complete. If you complete every journal entry on time and receive a “check” for each one, you will get full points on your journal. Any prompt that isn’t complete will get a percentage of the points based on how close it is to being thoughtful and complete enough. Here is how I will judge whether an entry is complete (remember that it must also be thoughtful): -For journals that give an assigned length (i.e. “Three paragraphs” or “Five sentences”), you must meet that length requirement. -For journals with no assigned length, fill most of a standard-sized page (If your journal is small or you write big, more than “most of a page” will be required.) I will collect and grade your journals once at midsemester (October 15) and once at the end of the semester (December 5).

Participation: 200 points (20%)  How much students improve their writing skills is strongly tied to how

Combined Syllabus for Reading & Writing for College and English Composition student will have an essay workshopped once and will serve as a lead reviewer for one workshop. As a lead reviewer, the student must help lead the conversation by asking discussion questions. While most of my participation calculations will be done on an individualized basis, here are a few set point deductions for certain issues: o Minus 20 points (2%) for each missed draft deadline (and a proportionate deduction for a draft that does not meet the word or source requirements, or that does not fulfill the assignment) o Minus 40 points (4%) for a missed workshop where your essay was supposed to be discussed o Minus 20 points (2%) for bringing a paper to your workshop that does not meet the rough draft word requirement for that paper (The exact word requirement for each rough draft will be listed on each essay assignment sheet) o Minus 20-40 points (2-4%) for not being prepared as a lead reviewer, depending on how unprepared the student is Journals: 150 points (15%) 

Throughout the semester, we will do short writing assignments called journal entries. These journal entries should be collected in a notebook that does not have other notes in it. Journal entries will be graded on a “check” system, with a “check” indicating a response to the prompt that is both thoughtful and complete. If you complete every journal entry on time and receive a “check” for each one, you will get full points on your journal. Any prompt that isn’t complete will get a percentage of the points based on how close it is to being thoughtful and complete enough. Here is how I will judge whether an entry is complete (remember that it must also

thoughtful, energetic, diligent, supportive, and respectful the classroom environment is. Therefore, a significant chunk of your grade depends on you helping make this class a place where your peers can do their best thinking and writing. In calculating this portion of your grade, I will consider participation in class discussions, activities, and workshops (especially if you are supposed to be helping other students improve their essays); focus on class and avoidance of creating distractions; observation of deadlines; on-time attendance, and respectful treatment of people and ideas in the classroom. Earning a top score in this category is possible for every student, but it will take a major effort. I will start by assuming that the average student should earn about 75% of the participation points (187.5 points) if she does not do anything significantly positive or negative to affect her participation score. One major component of your participation grade will be your participation in workshops where the whole class reads your essay draft and offers suggestions for improving it. Each student will have an essay workshopped once in Reading & Writing for College and will serve as a lead reviewer for one workshop once in Reading & Writing for College (You will also have an essay workshopped and serve as a lead reviewer in Comp I, but those workshops do not count towards your participation grade for Reading & Writing for College). As a lead reviewer, the student must help lead the conversation by asking discussion questions. While most of my participation calculations will be done on an individualized basis, here are a few set point deductions for certain issues: o Minus 40 points (4%) for a missed workshop where your essay was supposed to be discussed o Minus 20 points (2%) for bringing

Combined Syllabus for Reading & Writing for College and English Composition be thoughtful): For journals that give an assigned length (i.e. “Three paragraphs” or “Five sentences”), you must meet that length requirement. For journals with no assigned length, fill most of a page (If your journal is small or you write big, more than “most of a page” will be required.)

o

I will collect and grade your journals once at midsemester (October 15) and once at the end of the semester (December 5). Reading responses: 100 points (10%) We will do 10 reading response assignments worth 10 points each. Each reading response assignment will mostly be done out of school but will also include some questions that must be answered in class, like a quiz.

a paper to your workshop that does not meet the rough draft word requirement for that paper (The exact word requirement for each rough draft will be listed on each essay assignment sheet) Minus 20-40 points (2-4%) for not being prepared as a lead reviewer, depending on how unprepared the student is.

Idea sheets: 200 points (20%) To help you generate ideas for each essay, you will turn in an idea sheet a few days before each rough draft is due. This idea sheet will consist of some early thoughts about the essay assignment, and it will be written in response to prompts that I assign. LearnSmart Assignments: 100 points (10%) For grammatical and punctuation issues, this class will use an online program called LearnSmart. You will complete two major assignments on Learnsmart.

ESSAY ASSIGNMENTS FOR COMPOSITION I Here are descriptions of each major essay you will write for Composition I 

Essay 1: Complicating Common Wisdom. 1200+ words, no sources required. o For this essay, you will analyze a piece of common wisdom, a well-known life lesson like “The grass is always greener on the other side,” “No pain, no gain,” or “Hard work is its own reward.” Rather than simply arguing that this piece of wisdom is either true or false, you will look at it from multiple perspectives, showing how the saying might have certain meanings in some situations and alternative meanings in other situations. Your goal should be to make the readers consider the piece of common wisdom in new ways.



Essay 2: Rhetorical Analysis of a Song. 1200+ words, one source required. o This assignment prompts you to analyze how a musical work of your choice can be seen as an argument. You will analyze the song’s lyrics and sounds to describe what sort of argument the song is making, what audience it is seeking to persuade, what argumentative tactics it uses, and how successful its argument is.



Essay 3: Autoethnography. 1300+ words, two sources required. o For this essay, you will analyze a group that you belong to. You will inform the readers about the group’s most important values, beliefs, customs, rules, rituals, and/or

Combined Syllabus for Reading & Writing for College and English Composition artifacts, while looking beyond the surface to explain what these things say about the group’s place in the world. This essay should include some discussion of how your group relates to the academic community. 

Essay 4: Taking a Position in an Academic Debate. 1500+ words, three sources required. o This essays asks you to explain your position in the recent scholarly debate about what effects internet technology is having on young people’s intelligence. We will read and discuss several scholarly articles on the subject, and you will incorporate some of these sources into the argument you present.

CLASS MANAGEMENT INFORMATION ATTENDANCE POLICY The First-Year Composition Program has a standard attendance policy for all courses in the program. Upon the ninth absence in a MWF section or upon the sixth absence in TR section, the student will fail the course. Absences due to a university sponsored event or military service will not be counted towards these totals. In addition to presenting the danger of failure, absences can hurt your participation score. I will count each instance of tardiness as a partial absence, based on how much of class the student missed. Anyone who sleeps during class or otherwise makes it clear that they are not really present in class will also get a partial absence, again based on how much of class the student missed. Each individual conference replaces two class periods. Thus, missing a conference counts as two absences. LATE WORK POLICY Papers: No late draft will receive any points. Late drafts will always receive a penalty (-20 points taken from participation score) and will not receive detailed comments. Journal entries: We will do most journal entries in class. You can always add to these journal entries later if you want, until I grade your journal (once at midsemester and once at the end of the semester). When I collect journals at midsemester, I will grade the journals from the first half of class, and you won’t be able to add to them anymore. When I assign an out-of-class journal entry, it is due the next class period, and I will collect the out-of-class journals at that time. I normally will not allow journals to be made up, but I may make exceptions based on individual circumstances. If you have special circumstances that make completing journals difficult, talk to me about the issue immediately. Reading response/Summary and analysis assignments: Since these assignments are intended to help you work step-by-step through the research and writing process and to stimulate class discussion, they cannot be turned in late. I may make exceptions for special situations only if you notify me ahead of time. Idea sheets: Any idea sheet that is turned in late will get half credit if it is turned in at least one class period before the rough draft that goes with the same essay project. If the idea sheet is turned in less than one class period before the rough draft, or if it’s turned in after the rough draft is due, it will receive no credit. LearnSmart assignments: No late credit will be given, as you have a very long time to complete these assignments at your convenience.

Combined Syllabus for Reading & Writing for College and English Composition PLAGIARISM POLICY Plagiarism is a form of academic dishonesty in which a student presents the words or ideas of another author in a way that intentionally misleads a reader to believe that the words or ideas were the student’s. Instructors have numerous options for dealing with confirmed cases of plagiarism, ranging from asking students to repeat an assignment to failure of the course and other severe university sanctions. The procedures for dealing with confirmed cases of academic dishonesty are located in the Student Code of Conduct, section IV.D.4. If a student commits major plagiarism by copying large portions of someone else’s work without attempting to cite the proper sources, the student will lose all twenty participation points for that draft deadline, will be reported to the Academic Affairs and Student Conduct departments, will have to completely rewrite the assignment with a totally different topic, and might receive even more severe penalties such as course failure, depending on the severity of the offense. Note that reusing material written in one class for another class is a form of plagiarism. TURNITIN.COM POLICY UCO subscribes to the Turnitin.com plagiarism prevention service. Students agree that by taking this course, all required assignments may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted assignments will be included as source documents in the Turnitin.com restricted access reference database for the purpose of detecting plagiarism of such assignments. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com website. Turnitin.com is just one of various plagiarism prevention tools and methods which may be utilized by your faculty instructor during the terms of the semesters. CONDUCT AND TECHNOLOGY POLICY Whenever we are discussing a reading posted online or doing another activity that involves viewing something on a computer, feel free to use your computer, as long as you are quiet and don’t disrupt class. Whenever we are not doing an activity that involves viewing something on a computer, please show respect for your classmates and me by turning away from the computer and towards the activity—and by not using your phone or other devices. Specifically, during class discussions, please face towards the discussion and, if you take notes, do so in a notebook rather than on the computer. If your use of any device becomes a distraction, I may ask you to leave and count you as absent for the day. Improper or distracting use of devices will affect your participation score. Special note on headphones/ear buds: I’m fine with you using them while we’re doing in-class writing that doesn’t require listening to me or classmates. Don’t use them if you’re not writing or if you’re supposed to be listening to someone or I may ask you to leave and count you as absent. TUTORING AVAILABLE UCO provides free writing tutoring for students at Tutoring Central, in West Hall near Buddy’s and the library. I recommend scheduling a session if you are having difficulty getting started with your papers or need a bit more help revising a draft. To make an appointment, visit tutor.uco.edu or call (405) 9742487. When you visit a tutor, be sure to bring your assignment sheet for the paper, plus any drafts you’ve already written and any comments I’ve given you. OTHER UCO POLICIES STUDENTS REQUESTING SPECIAL ACCOMMODATIONS

Combined Syllabus for Reading & Writing for College and English Composition The University of Central Oklahoma complies with Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990. Students with disabilities who need special accommodations must make their requests by contacting Disability Support Services, at (405) 974-2516. The DSS Office is located in the Nigh University Center, Room 309. Students should also notify the instructor of special accommodation needs by the end of the first week of class. UCO STUDENT INFORMATION SHEET AND SYLLABUS ATTACHMENT Please refer to the following URL for more information regarding UCO policies. http://broncho2.uco.edu/academicaffairs/StudentInfoSheet.pdf

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