ENGL 160 Academic Writing I: Writing in Academic Contexts

- Understanding Writing & Genres

Course Description and Goals:

HOW TO USE THIS SYLLABUS 2ABOUT THIS COURSE 2WRITING PROJECT ONE – LITERACY NARRATIVE 5WRITING PROJECT TWO – GENRE ANALYSIS 6WRITING PROJECT THREE – ARGUMENTATIVE ESSAY 8WRITING PROJECT FOUR – INFOGRAPHIC 10WEEKLY PLANS 12FIRST YEAR WRITING PROGRAM POLICIES 17CAMPUS RESOURCES 18Writing is everywhere. From the tag inside your t-shirt to the lyrics of a song, from social media posts to this course description, we regularly encounter writing in all its styles and forms. The purpose of this course is to harness our pre-existing knowledge and skills to better understand how we learn to read and write, how we use writing to adapt and respond to different situations, and to understand what makes writing work. We'll have the opportunity to explore writing in a practical way that is relevant to our individual interests by examining how writing works in various settings including UIC and our future careers. While we discuss key concepts of academic writing such as situation, genre, language, and consequences, we will also examine writing as a process

and look at how different mediums and technologies influence the form and content of what we write. We will complete four writing projects during the semester including a literacy narrative, a genre analysis, an argumentative essay, and a reflective assignment. From each writing project, you will learn valuable writing

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Index

Course Information:CRN: 11337TR 2:00-3:15 in GH 204

Instructor Information:Hannah Greenhgreen20@uic.eduOffice: UH 1819Office Hours: TR 9:30-11:30 or by appointment

Required Textbooks:- They Say I Say: Moves That

Matter in Academic Writing by Gerald Graff, 3rd Edition 2014

- Additional readings as assigned on Blackboard (BB)

skills that you can apply to other courses, writing outside of the university setting, and writing that you will encounter in your future careers.

How to Use this Syllabus

This syllabus has been carefully crafted to be a usable document and I expect students to bring this syllabus to class daily. With this document, you will:

Keep track of your attendance Keep up to date with due dates, writing assignments, and required reading Use the Writing Project Descriptions and Revision Checklists to create, draft, and revise major

assignments Have a record of course, departmental, and university policies to help you succeed in this class

About this Course

This is an intensive writing class. We will read a lot, and we will write a lot, but please keep in mind that each task I assign is geared towards the writing projects and falling behind in the homework and other tasks means falling behind in the writing projects. You will create at least two drafts for each writing project. Your drafts will receive peer and/or instructor feedback and you will revise your drafts based on this feedback.

AssessmentStudents are graded on a 100-point scale. Grade distribution for this class works as follows:

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Student Learning Outcomes (SLOs) for ENGL 160:

Demonstrate rhetorical awareness of audience through different genre-based assignments Read texts in a variety of disciplines and genres, using critical reading strategies Draw connections at the level of ideas across multiple texts. Defend a position in relation to the range of ideas surrounding a topic Demonstrate knowledge of writing as a process, including consideration of peer and

instructor feedback, from initial draft to final revision Demonstrate sentence-level correctness

PointsWriting Project 1: Literacy Narrative 10Writing Project 2: Genre Analysis 15Writing Project 3: Argumentative Essay 25Writing Project 4: Reflective Assignment 20Participation & Homework 25Professionalism 5

Total: 100

Grades are earned by actively participating in class, completing homework assignments, and showing significant effort in drafting and revising your writing projects

Midterm and Final Posted Grades are based on the standard A, B, C, D, F scale (A = 90% [or 90 pts], B = 80% [or 80 pts], C = 70% [or 70 pts], D = 60% [or 60 pts], F = 59% or below [or below 59 pts])

Midterm grades are an important part of ENGL 160 and they will be posted for students to view as of Thursday of Week 9

If you have any questions or concerns about your grade, please make an appointment or visit me during my office hours. I will not discuss grades via email

In-class Participation & Homework

Homework assignments must be completed before the start of class on the day they are due. If you are absent, you are still required to submit relevant work

I expect all students to come to class prepared to discuss the day’s readings and homework assignments All homework responses and writing projects will be submitted on Blackboard (BB) so you may want to print out

a hardcopy or make notes so that you are able to discuss your responses Discussion involves talking about a reading, voicing your opinion, and asking questions. We don’t always know

the answers, and that’s why we’re here, so if you’re unclear on a topic or task, please let me know

Late workNo late will be accepted for homework assignments, drafts, final writing projects, etc. I only make exceptions to this policy in extremely rare & documentable circumstances.

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Writing Project 1: Memoir / Reflection

10%

Writing Project 2: Genre Analysis

15%

Writing Project 3: Argumen-tative Essay

25%Writing Project 4: Reflective Portfolio

20%

Professionalism5%

Participation & Homework25%

Grade Breakdown

Extra CreditNo extra credit is given other than through the Writing Challenges or through the One Time Optional Revision.

Optional Revision of a Final Writing ProjectIn general, there are no additional revisions on final writing projects as they already display your completed, polished assignments. However, students can submit an optional revision of one writing project (WP1-3) via email by 11:59PM on Sunday Nov. 26. I require students to meet with me or use the Writing Center in this revision process.

One-Time Optional ExtensionEach student has one optional extension on one final writing project. Students must request this extension via email before the deadline and will receive a one-week extension, no questions asked. The one-time optional extension does not apply to Writing Project Four. Students should use this extension wisely, as they are required to keep up to date with other homework and assignments.

BlackboardYou will upload all homework, assignments, and writing projects to BB. You will also find a number of readings and links on BB. Please ensure that you adhere to the following guidelines:

Weekly Journal assignments for homework should be submitted in the Journals section All documents uploaded to BB must be in Microsoft Word format only (.doc or .docx) I will not read, comment on, or grade files that are not in these formats Double check that you upload the correct document BB is used regularly for scheduled reminders and unscheduled announcements so you need to check BB & your

UIC email regularly

ProfessionalismIn this course, we think of college not as an extension of high school, but as the start of your professional career. For this reason, I have high expectations for your attitude, behavior, and actions. I define professionalism as your ability to adhere to guidelines that you find in any workplace. This includes arriving on time, meeting deadlines, participating in activities and discussions, helping your peers, conducting yourself in a respectful manner, and engaging with the content of this class. In short, treat this class as you would you job. I expect students to approach my classroom as they would any other professional setting and, in return, I treat students as developing professionals.

Office HoursI will be available for office hours on Tuesdays and Thursdays between 9:30-11:30 or by appointment in UH 1819. Appointments are on a first come first serve basis unless you request a specific time from me. If you are not available during my set office hours, I am willing to accommodate you so please email or talk to me after class to request an appointment.

I strongly encourage students to make use of office hours. In my experience, many of the difficulties students face in this course can be overcome by talking to me about specific questions or concerns, going over concepts discussed in class, clarifying pointsx of confusion, or even just touching base about how the course is going.

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Writing Project One – Literacy Narrative

Length Requirement: 3-4 pagesImportant Dates:

Peer Review: Tuesday, September 12 Draft: Saturday, September 16 Final: Wednesday, September 27

Readings:

“Writing a Literacy Narrative” Handout (BB) “Becoming Academic: Two Narratives” (BB) “A Way with Words” (BB)

“Cultural Literacy over Chicken Salad” (BB) “Strategies for Writers at Work” (BB)

Task:The purpose of a literacy narrative is threefold: it allows students to reflect on their relationship with reading and writing, to develop an understanding of the impact of reading and writing on their life, and it gives students a chance to introduce themselves to their teachers and their classmates. For this assignment, you’ll create a narrative that describes a moment, experience, or text and explains its significance to your development as a writer. This assignment is not a bland, descriptive essay. It is not a list of books you’ve read or classes you’ve taken. A literacy narrative is a way to share a story about your life with others and so it needs to tell a story. It needs to have meaning. The narrative should talk about what you did and what it means to you in terms of your personal literacy journey.

SLOs for WP1:

Demonstrate rhetorical awareness of audience through different genre-based assignments Read texts in a variety of disciplines and genres, using critical reading strategies Demonstrate knowledge of writing as a process, including consideration of peer and instructor feedback,

from initial draft to final revision Demonstrate sentence-level correctness

A successful WP1 will: Checklist

Have a clear theme and narrative arc Have a strong opening and closing paragraphs Uses specific examples and details to make it personal Have a clear purpose and meaning that appeals to a wider audience Haves an interesting and engaging title Clearly explores a pivotal moment(s) in how you learned to read and/or write Show evidence of revision using the principles from Grammar Lesson One: Concision Show evidence of revision using the principles from Grammar Lesson Two: Common Errors

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Writing Project Two – Genre Analysis

Length Requirement: 4-5 pagesImportant Dates:

Peer Review: Thursday, September 28 Draft: Saturday, September 30 Final: Sunday, October 15

Readings:

“Reading & Writing in Academic Disciplines” (BB)

“Checklist Components of a Syllabus” (BB) This syllabus & syllabi from your other courses

TSIS Preface & Intro “The Importance of the Course Syllabus” (BB) “The Purposes of a Syllabus” by Parkes and

Harris (BB)

Task:A rhetorical analysis considers the elements of a text to reveal its purpose and function as a means of communication. In rhetorical analyses, we zoom in to look closely at the text to identify specific elements of writing such as rhetorical appeals and use these as a starting point for zooming out to understand the intentions of the author and how the audience responds to the text.

Syllabi are an integral part of academia and we can learn a lot about it through syllabi. This genre is used in all disciplines as a way to guide students in the requirements and outcomes of specific courses. It benefits both teachers and students and the ability to understand and use a syllabus effectively is key to succeeding in this and other courses. This assignment asks you to perform an analysis of the rhetorical situation and elements of any and all of your syllabi this semester to show your understanding of the genre and the discourse community of this document.

SLOs for WP2: Demonstrate rhetorical awareness of audience through different genre-based assignments Read texts in a variety of disciplines and genres, using critical reading strategies Defend a position in relation to the range of ideas surrounding a topic Demonstrate knowledge of writing as a process, including consideration of peer and instructor feedback,

from initial draft to final revision Demonstrate sentence-level correctness

A successful WP2 will: Checklist

Describe the syllabus genre and what you think it’s purpose should be Identify key elements of your chosen syllabi and describe their functions Compare and contrast these elements and functions Identify any and all rhetorical appeals used in your syllabi, provide examples, and explain their functions Consider what your syllabi tell the reader about its course and how it connects to other courses Has an interesting and engaging title

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Show evidence of multiple revisions based on feedback received from instructor & peers Show evidence of revision using the principles from Grammar Lesson One: Concision Show evidence of revision using the principles from Grammar Lesson Two: Common Errors Show evidence of revision using the principles from Grammar Lesson Three: Word Choice Show evidence of revision using the principles from Grammar Lesson Four: Punctuation Be free of sentence-level errors

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Writing Project Three – Argumentative Essay

Length Requirement: 6-7 Pages & 1-page Cover LetterImportant Dates:

Peer Review Draft & Cover Letter: Thursday, November 2 Draft: Saturday, November 4 Final: Sunday, November 19

Readings:

“9 Qualities of Good Writing” (BB) “Good Academic Writing” (BB) “22 Lessons from Stephen King on how to be a

Great Writer” (BB)

TSIS Parts One, Two, & Three MLA Formatting Handout MLA Citations Handout CRAAP Test Handout

Task:The argumentative essay is the foundation of academic writing. It displays your ability to convince your audience of the importance of your topic and your point of view. It allows you to join the conversation surrounding an issue or debate by supporting your claims with evidence, considering counter arguments, and using multiple sources. For this assignment, you’ll create an essay that answers one simple question: What makes good writing?

Your answer must be focused on a particular type of writing, but you can choose the genre, style, and/or discourse community you use to fulfil this requirement. Think of what you enjoy reading, and use the concepts and skills we’ve learned this semester to persuasively explain to your reader what good writing is and how we learn to write that way.

Students are required to conduct their own research for this assignment through a variety of sources such as books, online resources, personal interviews, etc.

SLOs for WP3: Demonstrate rhetorical awareness of audience through different genre-based assignments Read texts in a variety of disciplines and genres, using critical reading strategies Draw connections at the level of ideas across multiple texts. Defend a position in relation to the range of ideas surrounding a topic Demonstrate knowledge of writing as a process, including consideration of peer and instructor feedback,

from initial draft to final revision Demonstrate sentence-level correctness

A successful WP3 will: Checklist Clearly define ‘good writing’ Situate the argument in a specific genre, type, or style of writing Have a thesis statement that clearly states your argument

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Use evidence to support your claims Consider counter arguments against your claims Explain how one can learn to write well according to your definition Show evidence of use of the templates & ideas from TSIS Show evidence of active revision in response to peer and instructor feedback Follows MLA formatting guidelines Correctly formed and formatted in-text citations and Works Cited citations Has an interesting and engaging title Include a cover letter that reflects on the process of creating, drafting, and revising WP3 Show evidence of revision using the principles from Grammar Lesson One: Concision Show evidence of revision using the principles from Grammar Lesson Two: Common Errors Show evidence of revision using the principles from Grammar Lesson Three: Word Choice Show evidence of revision using the principles from Grammar Lesson Four: Punctuation Show evidence of revision using the principles from Grammar Lesson Five: Sentence Fragments Be free of sentence-level errors

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Writing Project Four – Infographic

Length Requirement: 1-2 pages Infographic & 3-page Cover Letter Important Dates:

Peer Review of Infographic: Tuesday, November 28 Draft: Wednesday, November 29 Peer Review of Cover Letter: Tuesday, December 5 Final: Friday, December 8

Readings:

Your Weekly Journal entries “What is an Infographic? We Break It Down” (BB) “Crafting an Infographic Narrative” (BB)

Task:An infographic is a visual image used to represent information or data in a way that conveys a sense of insight and understanding about a topic. For this assignment, you will create an infographic that is either informative, evaluative, descriptive, or a combination thereof. You’ll use this infographic to represent your experiences with writing in this course. Common features of infographics include pictures, diagrams, graphs, checklists, timelines, and narratives. It’s up to you to choose how you represent your topic, but it must be clear to the reader what information is represented and what it means.

Some topics to consider:

Academic writing Developing & refining writing skills Writing as a process Using & citing sources Using & understanding genres

How-to or survival guides for future students Writing guides for other courses Quantifying writing ability Evaluating writing

NOTE: You can create your info graphics using whichever applications you are most comfortable with such as Office applications, online builders (Canva, Vengage, Piktochart, easel.ly), etc. to create your infographic

The purpose of this Cover Letter is not to explain your infographic (as those documents should be self-explanatory). The purpose of this Cover Letter is for you explain the choices you made in constructing your infographic and to explain your reasoning behind those choices.

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Demonstrate rhetorical awareness of audience through different genre-based assignments Read texts in a variety of disciplines and genres, using critical reading strategies Draw connections at the level of ideas across multiple texts. Defend a position in relation to the range of ideas surrounding a topic Demonstrate knowledge of writing as a process, including consideration of peer and instructor feedback,

from initial draft to final revision Demonstrate sentence-level correctness

A successful Infographic will: Checklist

Effectively combine texts & images to convey information Be easily accessibly & understandable to your readers Reflect both your personal experience & connect with a larger audience Show evidence of active revision in response to peer and instructor feedback Show evidence of revision using the principles from Grammar Lesson One: Concision Show evidence of revision using the principles from Grammar Lesson Two: Common Errors Show evidence of revision using the principles from Grammar Lesson Three: Word Choice Show evidence of revision using the principles from Grammar Lesson Four: Punctuation Show evidence of revision using the principles from Grammar Lesson Five: Sentence Fragments Be free of sentence-level errors

A successful Cover Letter will: Checklist

Clearly & concisely explain individual choices in creating the infographic Articulate the intended audience of the infographic Explain its relevance & intended effect Reveal connections between various lessons in this course Show evidence of active revision in response to peer and instructor feedback Show evidence of revision using the principles from Grammar Lesson One: Concision Show evidence of revision using the principles from Grammar Lesson Two: Common Errors Show evidence of revision using the principles from Grammar Lesson Three: Word Choice Show evidence of revision using the principles from Grammar Lesson Four: Punctuation Show evidence of revision using the principles from Grammar Lesson Five: Sentence Fragments Be free of sentence-level errors

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Weekly Plans

*This schedule is subject to change ** Additional readings may be assignedTSIS = They Say, I Say BB = Blackboard

Week One: SGLCTuesday, Aug. 29

Checklist In-Class: Intro to Course & What We Already Know about Writing Attended:

Homework: Read “Contexts for Reading & Writing” (BB) & “E-mail Etiquette Handout” (BB)

Read:

Write me an email following the E-mail Etiquette handout explaining how you came to be in this class

Written:

Complete the Office Challenge by 11:30 on Thursday Sept. 14 !

Thursday, Aug. 31

Checklist In-Class: Situation, Genre, Language, & Consequences Attended:

Homework: Read “Becoming Academic: Two Narratives” (BB) Read:

Write an entry in the Weekly Journal describing your thoughts, questions, and concerns about what we’ve discussed in class this week

Written:

Week Two: Literacy NarrativesTuesday, Sept. 5

Checklist In-Class: Intro to WP1—Narratives & Literacy Attended:

Homework: Read “A Way with Words” (BB) and “Cultural Literacy over Chicken Salad” (BB)

Read:

Write responses to the questions in the attached Peer Response section of the readings and bring to class.

Written:

Thursday, Sept. 7

Checklist In-Class: Discussion of Readings & The Writing Process—Why we plan, draft, &

reviseAttended:

Homework: Read “Inside Colleges and Universities” (BB) Read:

Write a Weekly Journal entry on your experiences with writing at UIC over the past few weeks

Written:

Week Three: MechanicsTuesday, Sept. 12

Checklist In-Class: Peer Review of WP1 & Grammar Lesson One: Concision Attended:

Homework: Read “Strategies for Writers at Work” (BB) Read:

Complete revising your draft based on today’s lesson & feedback. Bring to class on Thursday

!

Due: Office Challenge by 11:30AM on Thursday Sept. 14 ?

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Thursday, Sept. 14

Checklist In-Class: In-class Revision & Editing Attended:

Homework: Write a Weekly Journal Entry describing how this week’s lessons & activities have influences your understanding of writing as a process

Written:

Due: WP1 Draft on BB by 11:59PM on Saturday Sept. 16 !

Week Four: Genres & AcademiaTuesday, Sept. 19

Checklist In-Class: WP2 Intro, Understanding Academia, & Deciphering Syllabi Attended:

Homework: Read “Reading & Writing in Academic Disciplines” (BB) Read:

Collect the syllabi from you other courses & bring to class on Thursday !

Thursday, Sept. 21

Checklist In-Class: Rhetorical Appeals & Creating Outlines Attended:

Homework: Write your weekly journal entry explaining what you think a syllabus is, should be, and could be. Explain why and give examples.

Written:

Read “The Importance of the Course Syllabus” (BB) & “The Purposes of a Syllabus” by Parkes and Harris (BB)

Read:

Continue drafting WP2 & bring to class on Thursday Sept. 28 !

Week Five: Revision & EditingTuesday, Sept. 26

Checklist In-Class: Instructor Feedback, Revising WP1, & Grammar Lesson Two:

Common Errors Attended:

Homework: Complete your revision of WP1. Use the Checklist on the assignment description to ensure you have met all the guidelines and requirements

Completed:

Due: Final WP1 on BB by 11:59PM on Wednesday Sept. 27 !

Thursday, Sept. 28

Checklist In-Class: Peer Review of WP2 Attended:

Homework: Complete your revision of WP2. Use the Checklist on the assignment description to ensure you have met all the guidelines and requirements

Completed:

Due: WP2 Draft on BB by 11:59PM on Saturday Sept. 30 !

Due: Writing Center Challenge One by 11:59PM on Friday Sept. 29 ?

Week Six: WordsTuesday, Oct. 3

Checklist In-Class: Grammar Lesson Three: Word Choice Attended:

Homework: Write a Weekly Journal entry reflecting on your experiences with writing in other classes.

Written:

Thursday, Oct. 5

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Week Seven: Re-Reading & Re-SeeingTuesday, Oct. 10

Checklist In-Class: Critical Reading Strategies Attended:

Homework: Read the rest of today’s in-class reading Read:

Thursday, Oct. 12

Checklist In-Class: In-class Revision of WP2 & Grammar Lesson Four: Punctuation Attended:

Homework: Read TSIS Preface & Introduction Read:

Write a Weekly Journal Entry reflecting on your creating of WP2 from when the assignment was first introduced to when you submitted the final draft

Written:

Due: Final WP2 on BB by 11:59PM on Sunday Oct. 15 !

Week Eight: What Makes Good Writing?Tuesday, Oct. 17

Checklist In-Class: Intro to WP3, Analysis, & Synthesis Attended:

Homework: Read TSIS Part One & “9 Qualities of Good Writing” (BB) Read:

Write a Journal response describing what you enjoy reading most & why. Reference examples or provide links to examples.

Written:

Thursday, Oct. 19

Checklist In-Class: Understanding Arguments & MLA Citation Attended:

Homework: Read TSIS Part Two & “Good Academic Writing” (BB) Read:

Write a Weekly Journal entry answering the following question: “What is academic writing and how is it different to other types of writing?”

Written:

Week Nine: Writing as a ConversationTuesday, Oct. 24

Checklist In-Class: Live Writing Groupwork in the Writing Center (GH 104) Attended:

Homework: Read TSIS Part Three & “22 Lessons from Stephen King on how to be a Great Writer” (BB)

Read:

Thursday, Oct. 26

Checklist In-Class: Research & Incorporating Quotations, Claims, & Types of Evidence Attended:

Homework: Read TSIS Ch. 14 Read:

Write a Weekly Journal entry reflecting on the three sources you found this week, how they pass the CRAAP test, and how they will help you write WP3. Bring your draft of WP3 to class on Tuesday

Written:

Week Ten: Nuts & BoltsTuesday, Oct. 31

Checklist In-Class: Cover Letters, Structure, & Organization Attended:

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Homework: Continue your research for WP3. Add information from at least two new sources to support your claims

Written:

Thursday, Nov. 2

Checklist In-Class: Peer Review of WP3 Draft & Cover Letter Attended:

Homework: Complete your revision of WP2. Use the Checklist on the assignment description to ensure you have met all the guidelines and requirements

Completed:

Due: WP3 Draft on BB by 11:59PM on Sat. Nov. 4 !

Due: Writing Center Challenge Two by 11:59PM on Friday Nov. 3 ?

Last day students can drop a course and receive a “W” on their transcripts (a.k.a. “Late Drop”)

Week Eleven: Critical ThinkingTuesday, Nov. 7

Checklist In-Class: In-Class Work Day on Writing & Academia Attended:

Homework: Write a response reflecting on the results of today’s activities & conversation

Written:

Thursday, Nov. 9

Checklist In-Class: Critical Thinking & Problem Solving Attended:

Homework: Write a Weekly Journal entry explaining your reactions to today’s activity and how you understand the concept of ‘critical thinking’

Written:

Week Twelve: The Finer DetailsTuesday, Nov. 14

Checklist In-Class: In-Class Revision of WP3 & Grammar Lesson Five: Sentence

FragmentsAttended:

Homework: Complete your revision of WP3 based off today’s grammar lesson and feedback

Completed:

Thursday, Nov. 16

Checklist In-Class: Intro to WP4 & Cover Letters Attended:

Homework: Read “What is an Infographic? We Break It Down” (BB) & “Crafting an Infographic Narrative” (BB)

Read:

Write a Weekly Journal Entry where you explore potential topics and themes for WP4

Written:

Due: Final WP3 on BB by 11:59PM on Sun. Nov. 19 !

Week Thirteen: A Short WeekTuesday, Nov. 21

Checklist In-Class: Gallery Walk Groupwork in the Writing Center (GH 104) Attended:

Homework: Write a Weekly Journal entry reflecting on your experiences in the Writing Center today

Write:

Compile your draft of both parts of WP4 & bring a complete draft to class on Tuesday

!

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Thursday, Nov. 23

NO CLASS – Thanksgiving Break

Due: Optional Revision via email by 11:59PM on Sunday Nov. 26 ?

Week Fourteen: Adding Final TouchesTuesday, Nov. 28

Checklist In-Class: Peer Review of WP4 Attended:

Homework: Complete your revision of WP4 using today’s feedback. Use the Checklist on the assignment description to ensure you have met all the guidelines and requirements

Written:

Due: WP4 Draft on BB by 11:59PM on Wednesday Nov. 29 !

Thursday, Nov. 30

Checklist In-Class: Optional Work Day Attended:

Homework: Complete your Cover Letter & bring to class on Tuesday Completed:

Week Fifteen: Where to from HereTuesday, Dec. 5

Checklist In-Class: Peer Review of WP4 Cover Letter & In-Class Revision of WP4 Attended:

Homework: Complete your revisions of WP4 Completed:

Thursday, Dec. 7

Checklist In-Class: Course & Self Evaluations, Where to from Here, & Closing Remarks Attended:

Homework: Due: Final WP4 on BB by 11:59PM on Friday Dec. 8 !

Due: Writing Center Challenge Three by 11:59PM on Friday Dec. 8 ?

Week Sixteen: Finals WeekNo Class

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First Year Writing Program Policies

NOTE: BECAUSE THESE ARE UNIVERSITY, PROGRAM, AND/OR COURSE POLICIES, THEY ARE NOT NEGOTIABLE. BY REMAINING ENROLLED IN THIS COURSE, YOU IMPLICITLY AGREE TO ABIDE BY THESE POLICIES AND ACCEPT THE CONSEQUENCES IF YOU VIOLATE THEM.

First-Year Writing Program Add/Drop PolicyStudents enrolled in First-Year Writing courses may add, drop, or switch their FYW classes during the first week of each semester. After the first week, however, students may neither add nor switch classes.

Academic Integrity Policy A student who submits work, at any stage of the writing process, which in whole or part has been written by someone else or which contains passages quoted or paraphrased from another’s work without acknowledgment (quotation marks, citation, etc.), has plagiarized. In addition, a student who submits work for an FYW course that s/he has also submitted for other courses has plagiarized. Maintain your integrity when completing assignments and give credit where it is due. If you are ever unsure about what constitutes plagiarism, ask me. Students who are found to have plagiarized may be subject to various disciplinary actions, including a failing grade on a particular assignment or failure of the entire course; I may also file an incident report with the Office of the Dean of Students. For more information about violating academic integrity and its consequences, consult the website of the UIC Office of the Dean of Students at http://www.uic.edu/depts/dos/studentconductprocess.shtml

Attendance Policy In Tuesday/Thursday sections, students are allowed four absences without penalty. Each additional absence will reduce a student’s final grade by one letter. For example, a student earning a B at the end of the semester with five absences will receive a C. Students who miss eight classes will fail the course. Students who are more than ten minutes late to class will be given one-half of an absence.

Disability Accommodation PolicyStudents with disabilities who require accommodations for access to and/or participation in this course must be registered with the Disability Resource Center (DRC). Please contact the DRC at (312) 413-2183 or visit http://drc.uic.edu

Religious Holiday Observance PolicyStudents who wish to observe their religious holidays must notify the instructor by the tenth day of the term that they will be absent unless their religious holiday is observed on or before the tenth day. In such cases, the student shall notify the instructor at least five days in advance of the date when he or she will be absent. Please refer to the following calendar: http://oae.uic.edu/wp-content/uploads/sites/32/2017/05/ReligiousHolidaysAY20162018.pdf

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Campus Resources ContactThe Academic Center for Excellence can help if you feel you need more individualized instruction in reading and/or writing

www.uic.edu/depts/ace(312) 413-0031

Campus Advocacy Network is an innovative program that provides a team approach to advocacy in order to assist UIC students, staff and faculty who are victims of sexual assault, domestic violence, stalking and hate crimes

can.uic.edu(312) 413-8206UH 802

Counseling Services are available for all UIC students. You may seek free and confidential services from the Counseling Center

www.counseling.uic.edu(312) 996-3490SSB 2010

InTouch Crisis Hotline offer support and referrals to callers, as well as telephone crisis interventions between 6:00 p.m.-10:30 p.m.

(312) 996-5535

Public Computer Labs are available throughout campus where you may write and/or print out your work.

www.accc.uic.edu/pclabs

The Writing Center offers one-on-one consultation with student writers who need help developing ideas, or need advice, guidance or additional instruction on any aspects of writing. The Writing Center serves all student writers, not just students in the First-Year Writing Program. Tutors are prepared to spend fifty minutes per appointment, and there is no limit to the number of tutoring sessions you can have each semester. Make an appointment and be on time! Bring the paper on which you're working, as well as any related drafts or notes, and information about the assignment.

www.uic.edu/depts/engl/writing(312) 413-2206GH 105

UIC Police Department, in full partnership with the University and its surrounding communities, is committed to the safety and security of the campus and its neighborhoods, to create the most enriching academic environment and quality of life for all UIC's students, faculty, staff, and visitors.

https://police.uic.edu/Emergency number: 6-HELP or (312) 996-4357

Comments, Questions, or Concerns about the First-Year Writing Program? Contact Dr. Mark Bennett, Director of the FYWP

mbenne2@uic.edu (312) 413-2249UH 2001

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