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English 101: Composition (of Self) Exploring Ourselves through Society and Society through Ourselves

Quarter: Spring 2018 Class: 9am daily in CTR 252

Course Number: 8401 and 8411 Instructor: Ali Walker Stromdahl

Email: awalkerstromdahl@pierce.ctc.edu (but, Canvas inbox is best) Office Hours: M-F 8am-9am

Or by appointment (I am “around” many more hours both in my office and in the WC) Office: CTR 190P

http://www.essay.ws/essay-on-sociology-self-and-society/

Course Theme Who am I? Well that is a relatively difficult question to answer, and despite my 36 years of life, I am not sure I can answer that question, or at least not exactly. Does this question mean who am I now? Does it mean who was I 10 years ago or even just a one day ago? Does it mean who do I want or strive to be? Or, to complicate matters, does it mean who have I been told to be? Daughter (who moved away from her family and chose not to have children), sister (the second of four), student (who failed her grad school Latin exit exam 4 times but passed on the 5th), teacher (of 10 years), wife (the girl who married her 5th grade crush, 21 years later), colleague, and friend (the sometimes overly blunt but caring one): this is how others might see me. But how do I see myself: avid reader, learning enthusiast, puppy dog collector, world traveler, people watcher, empathizer, and internet super sleuth (aka, one badass researcher and stalker extraordinaire), lover of sad songs. Truth be told, over the course of my life there have been and are a few “me’s,” sometimes building toward or away from who I have wanted to be or currently want to be. There are singular moments and number of collective events that have, in some way, served to define “me.” I am ever evolving and, in turn, ever trying to better understand myself. But in thinking about myself, I also have to consider those around me and the society(s) in which I live and the groups I am a part of (in which we all live and area part of) and how all of this has impacted my sense of self, my identity. So much of who we are is influenced by our surroundings: our friends, our families, our environments, the systems and institutions we are a part of, and the media with which we engage. We are indeed taking in, negotiating, and making sense of the messages these entities are conveying in every part of our lives: politics, science, religion, race, able-ness, class and socio-economics, gender and sexuality (to only name a few). We are always taking in the information, beliefs, and arguments of others and internalizing them in some way. Given all of this, I wonder…Is there self? Are we simply the beliefs and values that others place upon us? Is self a mixing and matching of others’ belief systems? How much control do I have over my sense of self? In this class, we will read a number of texts and in a variety of genres (popular and scholarly, primary and secondary) and texts (written, visual, digital, and virtual) that give insight into the potentialities and limitations associated with the information we receive in our daily lives that impacts who we are: how we see ourselves, how we see others, and how others may see us; who we believe ourselves to be, who we want to be, who we present ourselves to be, and perhaps most important, how we choose to present our “selves.” As you can see, I am more questions than answers. And that is okay. Did you now, at its formation, the essay was meant to be a form of writing that helped its authors explore ideas? Over the course of the quarter, I will ask you to consider, investigate, and analyze your individual and social selves and those of others…those groups you are and are not a part of that may or may not define YOUR sense of self. But this understanding doesn’t happen without some exploration, inquiry, and reflection…and often, this comes through reading, writing, and critical thinking, which we are going to do quite a bit of this quarter.

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https://www.youtube.com/watch?v=Z9cM_kUvg9c

Course Description: Engl 99 and Engl 101 Meet

Why are there both Engl 99 and Engl 101 students in this class? You are currently enrolled in an ALP (Accelerated Learning Program) section of English. This English Composition class combines a cohort of students who placed into English 99 with a cohort of students who placed into English 101. For the first eight weeks of the quarter, this composition class will be taught as an English 101 class. How are Engl 99 and Engl 101 different? Those who are enrolled in Engl 99 will also meet in a twice-weekly support class (English 95. This also might read as Engl 98 on some of your schedules). English 95 acts as a supporting lab. It is designed to help students complete assignments for the English class by providing extra help and support as needed. What exactly is acceleration and as an Engl 99 student, do I have to accelerate? At the eighth week of the quarter, ALP instructors determine which English 99 students have qualified to accelerate (we will discuss this more in our first Engl 95 class). Students chosen to accelerate can accept or decline acceleration. Those who accept become officially registered in English 101. Those who decline to accelerate remain registered in English 99. At this point, the curriculum of the class changes as do assignment requirements, as follows:

• Students who accelerate into English 101: Complete English 101 specific requirements for the remainder of the quarter. The grade they receive for the course appears as an English 101 grade on their transcripts. A 2.0 or higher is needed to advance to English 102, English 107, or English 235 in subsequent quarters. Students who do not earn a 2.0 must repeat English 101. • Students who do not accelerate into English 101: Complete English 99-appropriate versions of all remaining assignments, but their scope and requirements are tailored to English 99 outcomes, not English 101 outcomes. The grade they receive for the course appears as an English 99 grade on their transcripts. A 2.0 or higher is needed to advance to English 101 in a subsequent quarter. Students who do not earn a 2.0 must repeat English 99.

Whether I am Engl 99 or Engl 101, whether I accelerate or not, what can I expect in this class? In this class, you will engage in informal writing, formal writing, peer critique, revision processes, reflection active reading and group work as means to becoming a successful writer and thinker. This class will teach you how to read, write, and think more competently, more successfully, and more confidently, primarily in disciplinary and interdisciplinary academic settings. Our class will use your critical thinking as the basis for your improved ability to read, write, communicate, and learn. Essays will be a series of prewriting, drafts, and focused revisions to refine your writing and sharpen your messages. We will focus on reading deeply throughout the course. Researching and evaluating information takes effort and practice, and the development of this skill will allow you to write relevant and persuasive arguments. Think of this course as a writing group rather than a lecture course. We will each be working on our own projects while helping each other as we go through the at times tedious research and writing processes. This course will consist of a mix of instruction, but I ask that you please be active in all of it. You can expect interactive lectures, large-group discussion, partner and small-group work, and silent writing assignments—sometimes all within the same class period. Having you in class, participating, and letting me know what is working (and not) for you will be vital for our class to function.

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In this class we will do quite a bit of thinking about our thinking, our writing, and how we learn. This is what we call being “meta” or metacognitive. We will continually check in with ourselves and others and reflect on our goals and how we are meeting them…or not. In the words of a fellow colleague, “We will not just read, think, research, and write; we will also read about reading, research about researching, and write about writing.

Over the course of the quarter, we will write a number of essays and compositions that are continually revised taking into consideration new and old reading and writing assignments. You will also be asked to write some traditional and non-traditional “essays” that let you explore all you have been learning about reading, writing, and composition.. Some composition-based questions we will explore this quarter: § Why do people write? § What does it mean to be a writer, an academic writer? § Who are you, as a writer? What is your voice, style, or tone? How might it change

from one genre to another, one situation to another, one audience or another? One self to another?

§ What rhetorical tools do writers use to make their works more explicit and engaging? § Who is meant to read writing? How can we read and write with an audience in mind? § How does your writing fit within ongoing conversations? § How do we best create written works? What are some of our major roadblocks?

I can’t promise you will be a perfect writer at the end of ten weeks (and that is not the expectation), but I can promise you will gain greater awareness about writing (which is the expectation). Most importantly, you will leave the class with tools that help you write more effectively in a variety of situations.

Class Texts and Materials

• Daily Access to Canvas and the internet. I know college textbooks can be expensive; in an attempt to keep course costs low, most of our readings will come from online or open sources.

• Printer and Paper: since most of our texts are online, you will be asked to print off a number of these and bring them to class. • Notebook, Folders, and Writing Utensils • Google docs, Dropbox, Word 365, or a thumb drive to save your work • Email, check daily

Course Outcomes

Outcomes for English 101 are imbedded in the degree outcomes established by Pierce College. Specific student outcomes for English 101 are listed below.

1. Compose work in a variety of genres, including but not limited to thesis-driven, college-level essays that synthesize researched sources (3,500 words minimum of formal writing, total, excluding revisions) by using the writing process. 2. Apply key rhetorical concepts (writer, audience, subject, purpose, and context) in order to analyze and compose a variety of texts. 3. Analyze texts as purposeful responses to a variety of situations and contexts as well as products of social identity (e.g., gender, ethnicity, sexuality, and social class). 4. Use rhetorically appropriate English language structures, including disciplinary conventions of syntax, grammar, punctuation, spelling voice, tone, and diction. 5. Demonstrate information competency by locating, reading, and evaluating a diverse range of primary and secondary research materials (both scholarly and popular) in order to synthesize original ideas with those from appropriate sources. 6. Quote, paraphrase, cite and document sources appropriately in a consistent documentation style to maintain academic honesty and intellectual integrity.

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Outcomes for English 99 are imbedded in the degree outcomes established by Pierce College. Specific student outcomes for English 99 are listed below.

1. Write a minimum of three academic essays that support, develop, and prove a thesis 2. Write one in-class essay 3. Read a variety of analytical, evaluative, persuasive, and argumentative texts 4. Summarize, analyze, synthesize, and respond to academic texts in writing 5. Use the writing process (prewriting, organizing, drafting, revising, and proofreading) 6. Write essays that demonstrate unity, coherence, focus, and clarity 7. Integrate readings through effective paraphrasing, quoting, and citing in an essay 8. Use grammar, mechanics, syntax, and sentence variety appropriately

Grade Scale: 95 -100 = 4.0 89 = 3.4 83 = 2.8 77 = 2.2 71 = 1.6 65 = 1.0 94 = 3.9 88 = 3.3 82 = 2.7 76 = 2.1 70 = 1.5 93 = 3.8 87 = 3.2 81 = 2.6 75 = 2.0 69 = 1.4 92 = 3.7 86 = 3.1 80 = 2.5 74 = 1.9 68 = 1.3 91 = 3.6 85 = 3.0 79 = 2.4 73 = 1.8 67 = 1.2 90 = 3.5 84 = 2.9 78 = 2.3 72 = 1.7 66 = 1.1

You MUST earn a 2.0 or 75% to pass this class! While less anything above a 65% does yield a GPA score, you have to repeat English 101 if you earn anything less than the 2.0. Anything below a 65% is a 0.0 or failure of the class.

Assignments and Grading

Participation and Interactions 20% Homework 20% Major Project 1 20% Major Project 2 20% Major Project 3 20%

Projects: We will write and turn in a major project approximately every 3-4 weeks. During this process, we will learn new writing skills and practice these skills; we will learn new rhetorical concepts and practice engaging with these concepts; and we will write, discuss our writing processes, and bring in drafts for revision.

Homework: This encompasses all of the prep and practice work you will be doing with regard to the class. I accept homework up to 24 hours late, but with a penalty. You can upload this (if there is an upload box attached to the assignment), you can email this to me via Canvas Inbox, or you can show it to me the following day. A missed or late homework here and there is not detrimental to your grade on the whole. But, missing work or getting behind is a slippery slope, so try not to miss it or turn it in late regularly. Also, if you are sick long term, let me know. We can make a plan for you during this time in terms of due dates, but you must contact me ASAP about this if this is the case. If you disappear for a week and then show up and tell me you were really sick, there is very little we can do at that point. This is a writing class, and as such, we have homework of some kind nearly every night. Be prepared to put in at least 10 hours of work outside of class per week. Participation, Interactions, and Discussion: Class will often be discussion, practice, and/or workshop based. We work on research, composition practices, and/or a current major assignment (individually or in groups) and discuss these as we go. These workshops help you brainstorm for your projects, unpack concepts, learn from others, and develop proficiency in how to develop and revise your own ideas into a piece of writing. Each of us is student and teacher in this class. Participating in class is key to this course and your success in it. Everything builds. Once you get behind on information, it is very difficult to catch up. If you do not believe you can make it to class 5 days a week, I encourage you looking for another class to take.

§ Participation applies to attending class on a regular bases and participation in discussions, group work, and individual in-class assignments throughout the quarter. If you miss class often, your participation grade will suffer because you are not present to join in on class activities. Participation includes talking (in class discussion, in groups, in partners).

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Participation can also mean positively engaging in other way, like nodding, smiling, laughing, and/or illustrating though via actions and expressions. You get three missed class freebees this quarter; that is all, so use them wisely. Other missed days result in 0 participation for that day, no matter what the circumstances.

§ Interaction applies to your performance during these assignments. I do not expect any interruptions, disruptive talking during lectures and discussion, cell phone or technology use. These will also result in deductions from your grade. (See electronics section.) If there is some issue I find that is impacting this grade, I will send a casual message to you about what issue is beginning to affect your grade; if you adjust your classroom demeanor, your grade will go back up; if you do not, it will continue to affect the grade.

§ Hand Raising: Please raise your hand before answering in class. While I love an active classroom that jumps from one idea to the next, if we don’t raise hands, often some students get left out of the discussion, a few students dominate discussion, or students talk over each other and we descend into chaos J Just hold your hand up if you want to contribute. Keep it up until I get to you and simply lower it if your comment was made.

§ Drifting Off Topic: In the past, I have found some of the best class conversation sometimes feel a bit off topic or organically emerge. I love to see where our ideas take us. I ask that you please be patient if this seems to be happening. I promise I am aware we have drifted a bit, but I have chosen to remain in the conversation for some educational purpose. However, if I do feel some conversations are a bit too off topic or we simply need to address some other information first, I might guide us back toward the subject at hand. If you would like to continue the conversation, I am more than happy to talk after class or pick that conversation up in another class session.

Draft Work, Peer Review: throughout the quarter we will be doing peer review. You will consult the ongoing work and drafts of other students. You are not expected to be an expert (no one is) but you are expected to discuss and practice together new and ongoing skills, critical thinking, and processes. Draft work is included in homework and peer review in participation. Frequently, these assignments are worth more than a typical daily assignment or activity because they are the cumulative work of several days. Reflections: Throughout the quarter we will often write about our writing processes. You will spend time on reflecting on how you write, read, and think. Most times we just do work automatically without really thinking in-depth about why we wrote or read a certain way. The most successful college students are the ones that can describe why they did a task the way they did. This is a good habit to develop, and is called something educational researchers call metacognition. These same researchers say this practice of metacognition is essential for mastering writing – or any skill for that matter. Grades in this section are based largely upon hard work and engagement with the assignment.

ESSAY FORMATTING: When you turn in the final draft of an essay, it must be formatted appropriately. For this course, traditional essays must be typed in 12 point font, double-spaced with one-inch margins. They must follow MLA formatting regulations. No extra information, spaces, or formatting. Your Name My Name Assignment Due Date

Title

Indent each new paragraph. Indent each new paragraph.

Works Cited

The first line of a new works cited entry is flush with the left side of the page. Any line after the first line is indented using a “hanging indent” like the one you see here.

The first line of a new works cited entry is flush with the left side of the page. Any line after the first line is

indented using a “hanging indent” like the one you see here.

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How is Homework Graded? In college (and particularly in my class), you rarely get full credit for homework for simply achieving the bare minimum or not completing the entire assignment. You must show your thoughts in writing. I do not grade on whether or not your answers are correct, but you must follow directions and explain your reasoning. I grade homework on labor involved in and commitment to the assignment. 10 points: To receive this grade means you have fulfilled the assignment exactly as requested in terms of the directions. You have completed all parts of the assignment, meaning if it asks you to print off the assignment, you have. If it asks you to annotate in a certain way, you try to do so in that manner, and you have fully answered each questions asked in the way it was asked. It is clear through your development and detail that you put your best effort into the assignment. It is exceptional work. 8.5 points: To receive this grade for homework, it means while you have attempted the work, you may have left out a component of the assignment: maybe you did not print of the work when requested, you did not pose the work in the structure it was requested (annotations, paragraphs, compare and contrast etc), or you did not answer all of the questions in full. Also, it may mean that while you have answered all components of the assignment, it is underdeveloped or simplistic in manner. It may look a bit rushed or exhibit lower critical thinking evidence than other assignments.

7 points: If you receive this grade, you attempted parts of the assignment. I can see you at least read the assignment and noted a few point with regard to the directions. Answers are present but significantly underdeveloped. Late homework: Any late homework assignment begins at 7 points. 0 points: You did not turn in the assignment, did not bring it to class, or had very little to none of it completed.

*Homework is important in all of these ways because it prepares you for the tasks you will be asked to demonstrate on essays. If you do so minimally or do not follow directions, you are not fully practicing and learning the skills. Often (but not always) homework grades are comparable to essay grades. *If your homework grades have been lower than you believe you deserve, please be sure to read the directions more than once and follow them to the best of your ability and be sure you illustrate all the assignment asks in detail, exemplifying critical thinking. Ask yourself how much time you are giving yourself to complete assignments. If you feel you have been doing so and not receiving the grade you seek, come talk to me about the issue. I am more than happy to help guide you.

How is participation, interaction, and discussion graded? Participation applies to attending class on a regular bases and participation in discussions, group work, and individual in-class assignments throughout the quarter. If you miss class often, your participation grade will suffer because you are not present to join in on class activities. Yes, participation includes contributing to conversations in class discussions, in groups, and in partners. I know some of us are shyer than others. I was quite shy as an undergrad. I did not learn to participate fully until I was forced to in grad school, and while it was a bit painful at first, it made it much easier down the line and when I entered into the work force. Another way I participated in class discussion was through body language. You cannot get full credit for participation per week if you do not in some way contribute to class discussion. I never judge discussion contributions or questions. I never try to make you feel "dumb" for your questions or comments. I appreciate your contributions more than you can know, and I know it can be scary at times to offer these up and I am respectful of that. Interaction applies to your performance during in-class work and assignments. I do not expect any interruptions, disruptive talking during lectures and discussion, cell phones or technology use. These kinds of distractions result in deductions from your grade. If there is some issue I find that is impacting this grade, I will send a casual message to you about what issue might begin affecting this grade. We can even discuss how to help you adjust if you need help in doing so if you need to. Collaboration: In group and paired work, if you finish group work or paired work early, you should find other ways to engage with the material. Re read, re think, draft new ideas on the subject, or ask to join in or listen to another group's conversation. This is also a good time to ask me any questions or discuss ideas you might have. This is not an excuse to get on cell phones, wander the halls, or talk about miscellaneous topics. I fully understand that group/paired work at times can branch off into other conversations, but be sure to bring yourself back to the work at hand and stay focused.

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10 points: You come to class and actively contribute to class discussion. You actively try to answer questions or come prepared with your own questions or discussion points for readings. I also very much encourage thinking outside of the box, so don't be afraid to contribute even if you think your contribution is "off point or a little silly." More often than not, it is not and it adds dimension to the class discussion! However, on this note, you do not try to monopolize the conversation. You make room for other peoples’ ideas. You make room for others to comment on ideas: theirs, the teachers, and your own. While in class, you have all technology put away and interact positively with the ideas of others. You may even engage in conversation in unspoken ways: nod, maintain eye contact, take notes, listen to other when they speak, be attentive. 8.5 points: Much like the above explanation, you may have come to class late or left early, thus missing in class work in some way. You may have used your cell phone, computer, or been distracted in some other way during a portion of the class. You might have a habit of talking over others or partaking in side conversation when the teacher or fellow classmates are speaking. You may be doing other work during group or paired projects or end these projects far too early and simply sit doing other work or doing very little. 7 or below: To receive a grade lower than a 7, most likely you have a habit of doing other work during class time, do not engage with your groups or peers during in class work assignments, are frequently disengaged on cell phones or other technology, sleep often, miss the majority of class and its work, or readily interrupt conversation. This might also include being disrespectful to others and their ideas. 0 points (F): You were unable to make it to class. (Be sure to email or submit homework so you do not miss these points).

CLASS POLICIES: Late Policy:

• All work is due at the beginning of class via upload and/or in class. We use homework in class and to build and learn from.

But Life Happens… • If you miss class you need to email/upload me your assignment before class begins for full credit. • I accept late homework up to 24 hours late but with a penalty (see how I grade homework). • I accept late major assignments but with a penalty. Major assignments can be submitted up to 48 hours after the

due date. These assignment are penalized 5% of the assignment’s grade. Super Emergencies: If you are a student who has attended most classes, turned in most assignments, and then you have something come up (an emergency, an illness, and accident) and need a little extra time on a homework or group of homeworks or a major project, I am more than happy to help out by granting an extension. But, you have to reach out to me asap about whatever is happening. Us making a “game plan” together is essential. Communication: I am very available via email. If you email me (awalkerstromdahl@pierce.ctc.edu), please give me at least 12 hours to respond. I often respond much more quickly. I rarely if ever respond after 9pm but rise very early. When you email me, it would do you well to have a salutation (“Hello Ms. Walker Stromdahl or Ms. WS,”) and to sign your email (“Thanks, [your name]”). Believe me, this has more of an impact on my mood when responding than I’d like to admit! If you write a gracious and well thought out email, I will send you back equally gracious and well thought out response. Please use your Pierce email or Canvas to email me. Occasionally, outside email addresses go to junk mail. Electronics: Please do not use cell phones/smart phones, Ipods, or earbuds in class. It is a distraction to others and especially to me. It is also proven students cannot multitask and learn new skills while multitasking. Inconsiderate usage of devices will factor into your participation grade! If I find you using your cell phone excessively in class often, I will politely ask you to leave the class for the remainder of the day. Also, no computers/Ipads will be permitted in the classroom unless I allow them on particular days, for particular projects, or under certain conditions. Computers and the Classroom: We are in a room with laptops. I am happy to use these but, I do not want them to be a distraction. We will use these computers during peer reviews, workshops, and some class exercises, but when we are not, I would like them off so as not to distract you from the class lessons, activities, and your classmates. Failure to adhere to this policy will result in point participation point deductions or our inability to use computers in the classroom.

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Have an ID or keys available in class to trade for a computer. I will give these back when you return the computer to the cart.

Plagiarism AND Academic Dishonesty

Academic dishonesty in all of its forms will not be tolerated. Plagiarism occurs when you knowingly (or accidentally) submit someone else's ideas, thoughts, or words as your own. Plagiarism is an act of deception that is not only dishonest, but robs original authors of credit where credit is due. If you put as much work into a piece of scholarship as they did, wouldn’t you want credit for that work? Should I suspect that you have plagiarized: • I will talk with you one-on-one and ask you to prove that the work in question is your own or that you used it

ethically. • If you unintentionally plagiarize, I will often offer you a chance to revise, but only after meeting with me one-on-

one and with a severe point penalty (at last 10 points). • If you intentionally plagiarize, you will initially receive a zero for the assignment. I will often offer you a chance to

revise but only after meeting with me one-on-one and with a substantial penalty (at least 25 points). • If you are caught plagiarizing again in the same quarter (intentionally or not), you will fail the class with a 0.0 and

be reported to the school.

Academic dishonesty is defined as: • The act of stealing or passing off (either intentionally or unintentionally) the ideas and/or words of another as one’s own.

Whether you are summarizing, paraphrasing, or quoting, you must site the source you gleaned this information from. Even if you feel like we have discussed ideas to such an extent that they feel like ours, they came from somewhere (a reading, a source, an authority) and must be cited accordingly.

• Failure to cite the ideas, the research, and/or the words (whether intentionally or unintentionally) from other sources via footnotes, endnotes, contextually, or parentheticals AND in a works cited or works referenced. Also, in terms of summary and paraphrase, changing a few words in a sentence does NOT make it your own. You must change the word choice, style, and sentence structure AND cite it. When you quote, you must do so precisely with a attribution and quotation marks. Do not alter the quotation in any way, shape, or form by adding information or taking it away without documentation. Whether you do this accidentally or purposefully, it is still plagiarism and highly frowned upon. It is up to you to be sure you do not plagiarize and use the support across the college campus to ensure you do not.

• Submitting the same paper twice or fulfilling the requirements of two subjects with one paper (unless approved beforehand by BOTH instructors).

• The manufacture or deliberate alteration of data submitted in connection with lab reports, term papers, or essays (creating/altering statistics, names, sources, facts; claiming an erroneous source, etc.) This can also mean taking ideas out of context to suit your own purposes or argument. We see people in the media do this all the time (take information out of context) and they often do so maliciously or with the intent to mislead. This is very wrong despite it popularity and you are better than this J In university, you want to build respected arguments that are ethical and sound.

Please check with me, the Writing or Tutoring Center if you believe you might be doing so.

Civil Discourse AND Responsibility:

Diversity Statement: I recognize and respect diversity of ethnicity and race, gender, sexual identity, class, age, religion and disability. Differences provide us with opportunities to learn new things, compare experiences, test our assertions, understand ourselves better, and find common ground. Differences also sometimes engender conflict. In the midst of that conflict, I ask everyone to maintain a language and an attitude of respect. When you come to college you bring yourself, your personal history, your beliefs, your prior schooling, your regional or national origins, and your rich cultural heritage. You are not expected to check your individual identity at the door. So while this course will help you develop facility with writing, rhetorical reading, and critical thinking, it is also about the intersection of the personal and public, the private and the social in your thinking, your reading, your writing, and your life. The coursework will push you to explore what you know about communication, civic participation, democratic learning, and yourself.

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In order for the class to function as a fruitful learning environment, all participants need to feel valued and respected. Please treat each other with respect during discussion, no matter what the opinions voiced; listen respectfully when others are talking and take notes during course lectures and discussions. Any conduct that makes our learning environment less safe or impedes another student’s learning is absolutely unacceptable. There is a zero-tolerance policy in place in this class; if I believe any student is infringing upon another student’s right to learn in this class, s/he will be removed from the class period, and his/her place in our class will be up for discussion. Learning Statement: Also, remember this is a 100 level course. This means there are people in this class with varying level of writing and research experience. What we also want to keep in mind this quarter is that we are all here to learn, and often that happens best in a supportive environment where we learn with and from each other. We all bring with us different educational strengths, weaknesses, and goals. Let’s be considerate of this. At times, you might feel like we are moving a bit too slow or what we are doing is too easy. In these moments, I ask you please be patient and try your best to help others. Some students might need a little extra time and practice. And as I always say, a little more practice and time has never hurt anyone. At other times, you might feel like we are moving a bit too fast or what we are learning is difficult. In these moments, I ask you to be patient and don’t be afraid to ask for help, from fellow classmates, from student services like the Writing Center, or from me. I am always happy to help. Always!

This class is designed to be challenging and hold you to high expectations. People often think 100 level means easy. This is not the case! If at any time you feel like you are bored or like you are struggling come to me and we can come up with strategies together to help you succeed in this class. I am happy to complicate this class for anyone who feels it is below their learning capabilities, and I am happy to help those who need a little extra support. Finally, learning can be quite fun, and I do my best to make it as exciting and enjoyable as possible. I bring a positive attitude with me into the classroom each and every day. And while I know not every day is a good day, I have noticed the more I interact and engage with others on these days, the better I feel. Let’s come to class ready to learn, ready to engage with others, and ready to grow J

GENERALLY GOOD TO KNOW: Emergency Procedures: Call 911 and then Campus Safety (253-840-8481) in response to an imminent threat to persons or property. In the event of an evacuation (intermittent horns & strobes), gather all personal belongings and leave the building using the nearest available safe exit. Be prepared to be outside for one hour and stay a minimum of 200 feet from any building or structure. So long as it is safe to do so students are expected to stay on campus and return to class after evacuations that last less then 15 minutes. Do not attempt to re-enter the building until instructed by an Evacuation Director (identified by orange vests) or by three horn blasts or bell rings. Please notify the nearest Campus Safety Officer or Evacuation Director of any one left in the building or in need of assistance. Fall Quarter Dates to Remember: April 19th: Last day to withdrawal from class without it showing up on your transcript May 4th: No Class (in-service day) May 11th: Online Class Day (I am at an all day conference) May 17th: Last day to withdraw from fall quarter classes. Students do not need the instructor’s permission to withdraw.

May 28th: No Class (memorial day) June 1st: Online Class Day (I am at an all day conference) June 12th: Last Day of Class

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SUPPORT SERVICES: Access and Disability Services (ADS): Pierce College supports an integrated learning experience for students with disabilities by promoting an environment that is free from physical and attitudinal barriers. Students are encouraged to develop successful learning strategies in collaboration with faculty and staff. Students with permanent or temporary disabilities may be eligible for services. Please contact Access & Disability Services (ADS) for more information on required documentation and the process for eligibility.

Fort Steilacoom ADS Contact:

Voice: (253) 964-6468 TTY: (253) 964-6228 Fax: (253) 964-6449

dssaccess@pierce.ctc.edu Located in the Welcome Center

Puyallup ADS Contact: Voice: (253) 840-8335 TTY: (253) 840-8474 Fax: (253) 864-3159

PuyDSSAccess@pierce.ctc.edu Located in A115

Pierce Library http://www.pierce.ctc.edu/library

Tutoring Services

http://www.pierce.ctc.edu/dist/tutoring

Writing Center http://www.pierce.ctc.edu/writing-center

Counseling Center

http://www.pierce.ctc.edu/counseling

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IN SUM:

Situation What to do…

“I didn’t do my homework.”

It happens. If you don’t make it a habit of it, you will be fine.

Still come to class! You can still participate in many ways, earn participation credit, and learn.

“I did my homework late.”

Turn it in within 24 hours for partial credit. But, remember late assignments add up in terms of grade and learning.

“I have a general question about class, homework, or the mysteries of the universe.”

Poke around our Canvas page to see if you can find the answer. Reread the assignment Ask a classmate Google it J Email me on Canvas. Meet with me via appointment or during office hours.

“I’m going to miss class.”

Email me letting me know what’s up. Email me your homework or upload it BEFORE class time if you want full credit for it or submit within 24 hours for late credit. Follow the “I missed class!” directions below.

“I missed class!”

Be sure to submit your hw before class for full credit or within 24 hours for a point deduction. Check the homework for the next class period. Email a classmate or me with any questions you have. Get notes from class from a classmate

“I’m freaking out about ____.”

Email me or drop by office hours. Let me know what’s going on! J I am always happy to help. Sometimes we just need to work through stuff through talking, making a plan, etc. Breathe! It will be OK. Call Jennifer in counseling and make an appointment. Her number is 253-864-3115. She can help you with anything! Meetings are free and anonymous.