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Academic Reading & Writing 101-10 MWF 1:00–1:50
Spring 2024
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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 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 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 January 26, when we will discuss it. Check each class period to see what books you need to bring.

January
Monday Wednesday Friday
22 Course Introduction: Why Write about Sports?

Review Course Website (Syllabus/Policies)/Course Notes/Canvas

First-day quiz





24 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 2/17

Preview Course Notes - Watching/Writing about a Sporting Event (Taking Notes, Interviews)

Bring both textbooks--TSGW & SL--to class


26 TSGW - Ch 1
**Discussion (Have reading notes)

 Preview Course Notes - Watching/Writing about a Sporting Event (Taking Notes, Interviews)

Sample game notes available for review during office hours


29 Guest Speaker: former sports writer Larry Morgan--Taking notes for a game story/interviews

Bring 2-3 sample interview questions (in your notebook) you might use, at least one for a player and one for a coach
31 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)

Sample game stories (handouts).  Begin reviewing these
02 February - Look Below
February
Monday Wednesday Friday
29 January - Look Above 31 January - Look Above



02 TSGW - Ch 13
**Discussion (Have reading notes)



05 Finish Ch 13
**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); "The Pitcher" (19-20)

Planning:  See cluster diagram, TSGW, pp 426-27.  Try this for the poem you wish to write about

**You must see your game for Essay 1 by 2/17


07 Sports Poetry Analysis Essay

TSGW--Finish Ch 13 (Headings)
 

Discuss poems - SL

Bring your cluster diagram (TSGW) to class for the poem you will write about.

Drafting strategies:  Intro/Thesis statement, paragraphing (topic sentences), quotations, formatting

Have draft for Friday's class (quotations - see Course Notes)




09 SL - Sports Poetry Analysis Essay

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 - bring to class/have annotations that identify key info/organization. See Organizing a Game Story - Course Notes link

12 Sports Poetry Analysis Essay

Sample game stories - bring to class/have annotations that identify key info/organization. See Organizing a Game Story - Course Notes link

Bring cluster diagram + 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 body par(s): supporting points: examples/quotations--analysis

SL - discuss poems

TSGW - H-41-42: Coordination & Subordination; Also, H-5










14 Sports Poetry Analysis Essay

SL - discuss poems

Bring
cluster diagram + draft
**Body Pars (Topic Sents/Quotations---RW)
**Final Thoughts

Sample Game Stories - Discussion
-----------------------------

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

Preview Course Notes:
Essay 1 - All links

Planning: TSGW - Ch 2: 27-29; Ch 14: 475-82; 485-94
Scratch Outline: Ch 11, 428-29
(We will refer to these chapters during the next several weeks)



16 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)

See Organizing a Game Story (Course Notes)

Bring sample game stories - we'll continue annotating/reviewing


Sports Poetry Analysis Essay Due:
print copy at the beginning of class
(See course late assignment policy)

Outside of Class
Begin drafting your scratch outline and audience sheet
19 DESCRIPTION EXERCISE--in class

Sample Game Stories - Discuss

Review Audience Sheet (Course Notes) and Scratch Outline (TSGW, Ch 11).  TSGW, Chpts 2, 14


Outside Class

Continue drafting your scratch outline (TSGW, 428-29) and audience sheet (Course Notes)

Course Notes: Organizing a Game Story






21 Essay 1: Game Story--Planning

Lecture: History of Sports Journalism (**No make-up lecture if you miss class.)


TSGW: Ch 23: Taking Essay Examinations
**pp 614-16; 617-18 (Explain the importance or
significance); 621 (Model answers--paragraph responses)








23 Essay 1: Game Story--Planning

Quiz on the History of Sports Journalism (10pts)  (No Make Up Quizzes, Please)

**I'll check progress on your scratch outlines/aud. sheet

Continue discussing sample game stories: review and annotate


TSGW, Chpts 2, 14

Outside Class
**Continue drafting scratch outline (TSGW, 428-29) and draft audience sheet (Course Notes)
26 Essay 1: Game Story--Planning

Follow-up check on drafts of your scratch outline + aud sheet

Review paragraphs: Description Ex (2/19)

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 (5pts)

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 Friday: Headline + lead



28  Essay 1: Game Story--Planning

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

In-class group assignment--card due

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

Continue discussing sample game stories: review and annotate


Outside of class
Continue drafting game story ahead of drafting day.  Friday: Headline + lead. You can draft beyond the lead if you have time






01 March - Look Below
March
Monday Wednesday Friday
26 February- Look Above 28 February - Look Above 01 Essay 1: Game Story: Drafting (Bring charged taptop)

**Review revised description exercise paragraph

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

**Continue drafting for Friday
04 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-5-6: Comma Splices
06 Essay 1: Game Story: Peer Review--Must Attend

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
08 Essay 1: Game Story: Return Peer Review Materials

Revision checklist (handout)

Formatting - Columns (See PPt notes)

Revision
**Stats (SL)

Editing
**H 42-46: Concise Sents/
Coord & Subord, Comma Splices
11 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)
**Stats (SL)
**Lead
**Game Summary

Editing
**H 50-53: Commas/H 42-46: Concise Sents
(Also, Coord & Subord, Comma Splices)


Due: Game notes  + interview questions and responses.  Staple or paper clip--no loose pages, please.  Label clearly
13 Essay 1: Game Story: Revision, Editing, Proofreading

1. Bring/Have drafts on laptop and/or print copies

2. Bring/Have completed revision/editing checklist + scratch outline

Revision
**Audience Sheet
**Quotations
**Conclusion

Editing
**H 50-53: Commas/H 42-46: Concise Sents
(Also, Coord & Subord, Comma Splices)

Proofreading


Due: Game Story Peer review materials: aud sheet draft  + gs draft + notebook paper--responses: paper clip)
15 Essay 2 - Planning

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)

Formal sentence outline (TSGW, pp 431-32)

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

Outside of Class
**Begin working on two topics
18 Spring Break
20 Spring Break
22 Spring Break
25 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: four criteria to test topics)
**Continue working on two topics with notes--bring to class
for discussion






27 Essay 2 - Planning

Topic Selection (TSGW, pp 53-54)
**Continue working on two topics with notes--bring to class
for discussion (See 2/6)

TSGW, Chpt 2: Discuss sample narratives: 1.) "Mrs. Maxon," p 31;
2.) SL: Discuss "In the Swim"

Formal sentence outline (TSGW, pp 431-32)
Audience Sheet (Course Notes)





29 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: "Finding Myself"

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
April
Monday Wednesday Friday
01 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.
03 Essay 2 - Drafting (Bring charged laptop)

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
05 Essay 2 - Drafting (Bring charged laptop)

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

08 Essay 2: Peer Review - Must Attend (No makeup if you miss this peer review)

(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








10 Essay 2: Return Peer Review Documents (Must Attend)

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








12 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 (SL)

Revision
**Conclusion (Resolution/Significance, TSGW, Ch 2)
**Description  [Chpt 14 (pp 475-82; 485-94); SL "Finding Myself"]

Editing
**TSGW - H-34-36: Modifiers
Review: Commas, Coord & Subord, Comma Splices, Wordiness

15 Essay 2: Revision & Editing

Bring (latest) copies of drafts (or from Wed)
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 (Handbook) - Modifiers, Commas, Coord & Subord, Comma Splices, Wordiness




17 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 (Handbook) - 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)
19 Assign 1: Introduction: Sports Short Story Response (Canvas Discussion Forum)

Short Story Choices.  Choose one story from SL for Assign 1:
1.) "The 7-10 Split"
2.) "Raymond's Run"

TSGW, Ch 10, p 382; pp 399-403

Essay 2 Docs Due: Revised Audience Sheet + Final Essay + Revision/Editing Checklist + Formal Sentence Outline.  Paper clip these (do not staple)






22 Assign 1: Sports Short Story Response (Canvas Discussion Forum)

Short Story Choices.  Choose one story from SL for Assign 1:
1.) "The 7-10 Split"
2.) "Raymond's Run"

TSGW, Ch 10, p 382; pp 399-403
Plot/Setting & Characterization

TSGW Handbook): H-10-11: Pronoun Reference



24 Assign 1: Sports Short Story Response (Canvas Discussion Forum)

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
Pt of View & Theme

TSGW - H-10-11: Pronoun Reference/Conciseness, Modifiers, Commas, Coord & Subord, Comma Splices
26 Assign 1: Sports Short Story Response (Canvas Discussion Forum)

Discussion of "The 7-10 Split"







29 Assign 1: Sports Short Story Response (Canvas Discussion Forum)

Discussion of "Raymond's Run"
01 May - See Below 03 May - See Below
May
Monday Wednesday Friday
29 April - See Above 01 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
03 Assign 1: Sports Short Story Response (Canvas Discussion Forum)

TSGW, Ch 10, p 382; pp 399-403

TSGW - Pronoun Reference,Conciseness, Modifiers, Commas, Coord & Subord, Comma Splices
06 Assign 1: Sports Short Story Response (Canvas Discussion Forum)

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
: Post on Canvas.  Due Wed, Dec 20, by midnight
(See below)

**Discuss article sent via email: The Last Dance (sent 12/12)

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
08 No Class Meeting 10 No Class Meeting

Finals Week: May 13 - 17
Office Hrs during Finals Week: See website home page

Assign 1 Canvas Posting Due: Wed, Dec 20, by midnight

Final Class Meeting: May 15, Wed, 2:45-4:45 am, in our usual classroom

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 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

This section of First-Year Composition 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 try to gain insights into these questions. You will find your own experience with sport--either as spectators, participants, or both--is 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
  • 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 correctness 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. 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 (Canvas Posting) 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, 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 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 or Assigns 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.

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 cannot "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 family situations or sickness.  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.

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