Instructor: Ruth Haller
Class Time: Mon/Wed 5:30-7:05 PM
Class Location: State Hall 0129
Office: 5057 Woodward
E-mail: ruth.haller [at] wayne.edu
Office Hours: Mon/Wed 4:30-5:30 PM
Description:
This course serves as an introduction to varying techniques and forms of poetry through critical reading of, and writing about, poems of various types and from several periods. We will be reading specifically British and American poetry ranging from the early modern period to present times. The poetry we encounter will deal specifically with the concept of “love”; we will be using the three Greek conceptions of love, eros, philos, and agape, (loosely translated, erotic love, friendship, and divine love) as a theme to guide our study, though we will also consider love of place, love of self, familial love, and various other manifestations of love. We will make connections between thoughts and conceptions of love throughout the centuries.
Our goal for this class is to come to learn how to conduct close readings of poetic texts, and to subsequently analyze them in organized and structured essay form. An additional aim is to learn how to research topics within the field of literature and synthesize the products of research into argumentative papers. Students will be expected to write blogs, take quizzes, participate in writing workshops, contribute to class discussion, and complete four major writing projects.
Note on Poetry Selection:
We will be going through the poetry for this semester chronologically, and the poetry is organized by either time period, genre, or movement. However, please be aware that the poetry we are reading is NOT exhaustive and NOT entirely representative of any one period, genre, or movement. We are covering several centuries of British and American poetry to give a sense of similarities and differences in poetry across periods, and also to sample some of the most-popular and most-taught poetry in English history. Some days, the individual poems will have much to do with each other; some days, not so much. However, ALL the poems address a version of "love" in some fashion. The challenge for you is to decide what kind of "love" is being discussed, and make connections between the poems you are reading for a specific class session, and across class sessions.
Note on Spring/Summer Term:
The spring/summer term is a few weeks shorter than a normal semester, but we will be covering the same amount of material and assignments as we would in the Fall or Winter terms. Please be aware that this means a higher concentration of work in a shorter amount of time. Please make sure you are up for the challenge!
Methods of Instruction:
This section of ENG 2100 is a discussion-based course. All students are expected to read all of the assigned texts for each class session and come fully prepared to discuss them with the instructor and their peers. Students will be expected to contribute to the conversation in every class session. Discussion each day will always center around poetry, though some days there will be writing instruction. Students will have a voice regarding which poems we discuss in class. The course website, www.introtopoetry.weebly.com, will provide up-to-date information about the class and assignments.
Learning Outcomes:
By the end of this class, students should be able to…
Required Texts:
Ferguson, Margaret, Mary Jo Salter, & Jon Stallworthy. The Norton Anthology of Poetry, Shorter Fifth Edition. Norton, 2005.
Grade Scale:
A: 94-100% / A-: 90-93% / B+: 87-89% / B: 84-86% / B-: 80-83% / C+: 77-79% / C: 74-76% / C-: 70-73% / D+: 67-69% / D: 64-66% / D-: 60-63% / F: 59% or less
*NOTE: Per the (IC) requirement for this course, you need to earn a C or better to pass this class. Additionally, students in this course will be expected to write at least 8,000 words (32 double-spaced pages) throughout the term.
Point Breakdown:
Attendance and Participation - 25
Quizzes – 25 (5 each)
Blog Entries – 100 (10 each)
Annotation Analysis – 25 (5 each)
Close-Reading (single text) – 50
Comparison Essay – 75
Researched Argument Essay - 100
Poetry Composition and Analysis Project - 100
TOTAL POINTS – 500
Attendance and Participation: Students are expected to ideally be in class every session. However, students have 3 unpenalized absences at their disposal for the semester. The fourth absence will take 5 points away from the final grade, and the fifth absence will take 10 points. A sixth absence will result in failure of the class, no exceptions. Please be aware that the work we do in every class session is very important to your success in the class! If you do miss a day, please do not email me and ask me what we did in class. The class schedule gives this information and if you want details, please ask a fellow student. However, if you miss class, assignments are still due on their due dates! Everything is submitted electronically except for quizzes, which cannot be made up.
Also, please be aware that you ARE expected to contribute to discussion in every class session. I'm hoping to foster a lively class where students feel comfortable talking and conversing, but you are, of course, essential to this classroom environment taking shape. Feel free to use your blog-entries as jumping-off points for in-class commentary, and be willing to take risks and offer suggestions and commentary: everyone's insight into the poems is valuable. Also, don't be afraid to be "wrong" every once in awhile!
Quizzes: Throughout the course of the semester, students will take five pop-quizzes. These quizzes are designed to be brief assessments of the student’s familiarity with the reading material for that day. Quizzes will take place at the beginning of class and students will have 10 minutes to complete them. Missed quizzes may not be made up.
Blog Entries: Students are expected to maintain blogs for the semester, using platforms such as Wordpress, Blogger, or Weebly. These posts should be 300-500 words and should focus on one aspect of a poem read for the next class. The best responses will be mini-exercises in the art of analyzing literature: identifying the main theme of a poem, analyzing a line in-depth, or parsing literary devices like similes, metaphors, or alliteration, and explaining the significance of these to the poem. Please do not use the blogs just to summarize—this will result in a deduction of points. For more information, please see the "Class Blogs" page on this website. Please email me a link to your blog by Friday, May 9. The links to all student blogs will be posted on the course website. You must write and post 10 blog entries throughout the course of a semester, and they are due by noon on the day of class. Each blog entry is worth 10 points.
Annotation Analysis: At five different points throughout the semester (for a class session for which you did NOT write a blog posts), you will post a picture or screen-shot of a poem you read for that class session with your own original annotation/marginalia. You must also provide a brief 100-250 word analysis of your annotation, describing what you wrote on the poem or in the margins and how this may have helped you close-read the poem more efficiently. By posting these annotations and analyzing them, the goal is for you to better understand your own reading process. Feel free to take a look at your fellow students’ annotations, too, to glean reading methodology from them, as well! These posts are due to the class blog at noon on the day of class. Each annotation analysis is worth 5 points.
Close Reading: For this essay, you will need to choose a poem that we did not discuss in class (I will provide a list for you to choose from) and conduct an explication of that poem. This essay should include an introduction and thesis, a detailed analysis of the poem with lots of evidence from the text, itself, and topic sentences for each paragraph (basically, your body paragraphs should follow the “claim/evidence/analysis pattern), and a conclusion. The best explications will examine one or more (but not all) of the following aspects of poetry: speaker, tone, imagery, meter, rhyme, sound devices (repetition, alliteration, etc), form, and/or word choice. You should not consult or utilize any outside sources for this essay except for the Oxford English Dictionary, in the case that you need to look up a familiar word, or a familiar word that is being used in an unfamiliar way. This essay should be 4-5 double-spaced pages. We will be holding an in-class workshop with a rough draft on May 21. The final draft is due on May 26 and is worth 50 points.
Comparison Essay: For this essay, you may write on one poem we discussed in class and one poem we did not discuss in class (I will provide a list for you to choose from). You may choose poems from different periods with similar themes or poems from the same period with similar themes. Your goal will be to read these poems against each other, noting significant similarities and/or differences in no more than 3 of the following poetic elements: speaker, tone, imagery, meter, rhyme, sound devices (repetition, alliteration, etc), form, and/or word choice. Your comparative analysis should make an overarching claim that unites all of the different aspects of the poems you will discuss. You should not consult or utilize any outside sources for this essay except for the Oxford English Dictionary, in the case that you need to look up a familiar word, or a familiar word that is being used in an unfamiliar way. This essay should be 6-8 double-spaced pages. A rough draft is due for an in-class workshop on June 11. The final draft is due on June 16 and is worth 75 points.
Researched Argument Essay: For this essay, you may either write on 2 shorter poems or one longer poem (30 lines or more). No poem you choose should be ones we discussed in class this semester. You should make a claim about the text(s) you are analyzing and support this claim by using your reading of the poem(s) and with 3 secondary sources. As we will discuss in class, your secondary sources should consist of peer-reviewed journal articles, scholarly books, and reference books (no more than one of these). As usual, you may consult and cite the Oxford English Dictionary, but this does not count as one of your sources for this paper. This essay should be 6-8 double-spaced pages. A rough draft is due on July 2 for an in-class workshop. The final draft is due on July 9 and is worth 100 points.
Poetry Composition and Analysis Project: This assignment serves as the capstone project for this course and will give you the opportunity to engage with poetry both creatively and analytically. This assignment will be completed in 3 different steps: 1.) Compose a poem using forms, devices, and tactics we have discussed this semester. Feel free to write in a particular style or cultural context that we covered, and thematically, keep it broadly within the context of "love." 2.) Compose a 3 page "rationale" which analyzes and explains the choices you made in your poem and how they relate to what you learned about poetic forms and movements this semester. 3.) Read and write a 4-page close-reading analysis of a classmate's poem. We will decide as a class exactly how we want to do this: for example, we might decide to keep everything anonymous. However, once someone has written a close-reading of your poem, you WILL have access to that analysis, whether anonymous or not. The final draft is due on July 28 and is worth 100 points.
Course Policies and Information
First Week:
Students must attend one of the first two class sessions in order to remain enrolled in this course.
Late work:
Throughout the course of the semester, students have access to three (3) "grace days." You may use these for your major projects. You do not need to notify me when you are using them - I will be able to tell by when the assignment has been uploaded to Blackboard. Once you have used all three grace days, late projects will lose 10% of their final grade per day they are late and will not receive any instructor feedback or commentary. Blog posts and annotation analyses do not have set due dates, you just need to make sure you complete the allotted number by the end of the semester. Quizzes may not be made up.
Revision:
Practice may not make "perfect" but it does make "better." You may never turn in a perfect paper this semester, but you will have the chance to revise your papers after you receive grades for them. In order to revise a paper, you first need to submit a 1-page memo to me via email which details what you are going to change about your paper and why. After receiving approval from me, you may go ahead and submit your revision. I will not be providing extensive feedback on revisions.
Email:
Please do feel free to contact me via email with questions about class or assignments. However, please make sure you look through the syllabus before you email. Additionally, though I am usually fairly quick to respond to emails, please allow at least 24 hours on weekdays and 48 hours on the weekends for me to reply.
Poetic Subjects Disclaimer:
The poetry we read this semester will deal primarily with a variety of manifestations of love, but this does not always mean the material is pleasant. Be aware that there could be some disturbing topics or imagery-use in some of the poems we read this semester, as well as references to and depictions of sex. If you have any concerns about this, please talk to me outside of class.
Writing Center (WRT ZONE):
The Writing Center (2nd floor, UGL) provides individual tutoring consultations free of charge for students at Wayne State University. Undergraduate students in General Education courses, including composition courses, receive priority for tutoring appointments. The Writing Center serves as a resource for writers, providing tutoring sessions on the range of activities in the writing process – considering the audience, analyzing the assignment or genre, brainstorming, researching, writing drafts, revising, editing, and preparing documentation. The Writing Center is *not* an editing or proofreading service; rather, students are guided as they engage collaboratively in the process of academic writing, from developing an idea to editing for grammar and mechanics. To make an appointment, consult the Writing Center website: http://www.clas.wayne.edu/writing/ . To submit material for online tutoring, consult the Online Writing Center at http://clasweb.clas.wayne.edu/writing/OnlineWritingCenter. For more information about the Writing Center, please contact the Director, Jule Wallis (phone: 7-2544; email: [email protected]).
Withdrawals:
The last day to withdraw is Sunday, July 13. Withdrawals can seriously impact your financial aid and progress toward degree completion. Consider carefully before making the decision to withdraw from this course.
Incompletes:
The mark of I—Incomplete, is given to either an undergraduate or a graduate student when he/she has not completed all of the course work as planned for the term and when there is, in the judgment of the instructor, a reasonable probability that the student can complete the course successfully without again attending regular class sessions. The student should be passing at the time the grade of ‘I’ is given. A written contract specifying the work to be completed should be signed by the student and instructor. Responsibility for completing all course work rests with the student (2013-201 WSU Undergraduate Bulletin, 75).
Student Disability:
If you feel that you may need an accommodation based on the impact of a disability, please feel free to contact me privately to discuss your specific needs. Additionally, the Student Disabilities Services Office coordinates reasonable accommodations for students with documented disabilities. The Office is located in 1600 David Adamany Undergraduate Library, phone: 313-577-1851/577-3365 (TTY). http://studentdisability.wayne.edu
Plagiarism Policy:
Plagiarism is the act of copying work from books, articles, and websites without citing and documenting the source. Plagiarism includes copying language, texts, and visuals without citation (e.g., cutting and pasting from websites). Plagiarism also includes submitting papers (or sections of papers) that were written by another person, including another student, or downloaded from the Internet. Plagiarism is a serious academic offense. One instance of plagiarism, no matter how small, will result in an F for that piece of written work. A second instance of plagiarism will result in failure of the course. Instructors are required to report all cases of plagiarism to the English Department.
Class Time: Mon/Wed 5:30-7:05 PM
Class Location: State Hall 0129
Office: 5057 Woodward
E-mail: ruth.haller [at] wayne.edu
Office Hours: Mon/Wed 4:30-5:30 PM
Description:
This course serves as an introduction to varying techniques and forms of poetry through critical reading of, and writing about, poems of various types and from several periods. We will be reading specifically British and American poetry ranging from the early modern period to present times. The poetry we encounter will deal specifically with the concept of “love”; we will be using the three Greek conceptions of love, eros, philos, and agape, (loosely translated, erotic love, friendship, and divine love) as a theme to guide our study, though we will also consider love of place, love of self, familial love, and various other manifestations of love. We will make connections between thoughts and conceptions of love throughout the centuries.
Our goal for this class is to come to learn how to conduct close readings of poetic texts, and to subsequently analyze them in organized and structured essay form. An additional aim is to learn how to research topics within the field of literature and synthesize the products of research into argumentative papers. Students will be expected to write blogs, take quizzes, participate in writing workshops, contribute to class discussion, and complete four major writing projects.
Note on Poetry Selection:
We will be going through the poetry for this semester chronologically, and the poetry is organized by either time period, genre, or movement. However, please be aware that the poetry we are reading is NOT exhaustive and NOT entirely representative of any one period, genre, or movement. We are covering several centuries of British and American poetry to give a sense of similarities and differences in poetry across periods, and also to sample some of the most-popular and most-taught poetry in English history. Some days, the individual poems will have much to do with each other; some days, not so much. However, ALL the poems address a version of "love" in some fashion. The challenge for you is to decide what kind of "love" is being discussed, and make connections between the poems you are reading for a specific class session, and across class sessions.
Note on Spring/Summer Term:
The spring/summer term is a few weeks shorter than a normal semester, but we will be covering the same amount of material and assignments as we would in the Fall or Winter terms. Please be aware that this means a higher concentration of work in a shorter amount of time. Please make sure you are up for the challenge!
Methods of Instruction:
This section of ENG 2100 is a discussion-based course. All students are expected to read all of the assigned texts for each class session and come fully prepared to discuss them with the instructor and their peers. Students will be expected to contribute to the conversation in every class session. Discussion each day will always center around poetry, though some days there will be writing instruction. Students will have a voice regarding which poems we discuss in class. The course website, www.introtopoetry.weebly.com, will provide up-to-date information about the class and assignments.
Learning Outcomes:
By the end of this class, students should be able to…
- Identify, understand, and analyze various poetic devices, forms, methods, movements, and sub-genres within the broader genre of poetry.
- Demonstrate skills in reading and understanding literary texts.
- Compose and revise analytical, interpretive, and critical essays about literature.
- Write about poetry analytically, argumentatively, and persuasively using researched primary and secondary sources.
- Demonstrate their understanding of the nature and function of language, and to use that understanding to enhance their own writing.
- Think about their own writing and writing processes reflectively, critically, and deliberately.
Required Texts:
Ferguson, Margaret, Mary Jo Salter, & Jon Stallworthy. The Norton Anthology of Poetry, Shorter Fifth Edition. Norton, 2005.
Grade Scale:
A: 94-100% / A-: 90-93% / B+: 87-89% / B: 84-86% / B-: 80-83% / C+: 77-79% / C: 74-76% / C-: 70-73% / D+: 67-69% / D: 64-66% / D-: 60-63% / F: 59% or less
*NOTE: Per the (IC) requirement for this course, you need to earn a C or better to pass this class. Additionally, students in this course will be expected to write at least 8,000 words (32 double-spaced pages) throughout the term.
Point Breakdown:
Attendance and Participation - 25
Quizzes – 25 (5 each)
Blog Entries – 100 (10 each)
Annotation Analysis – 25 (5 each)
Close-Reading (single text) – 50
Comparison Essay – 75
Researched Argument Essay - 100
Poetry Composition and Analysis Project - 100
TOTAL POINTS – 500
Attendance and Participation: Students are expected to ideally be in class every session. However, students have 3 unpenalized absences at their disposal for the semester. The fourth absence will take 5 points away from the final grade, and the fifth absence will take 10 points. A sixth absence will result in failure of the class, no exceptions. Please be aware that the work we do in every class session is very important to your success in the class! If you do miss a day, please do not email me and ask me what we did in class. The class schedule gives this information and if you want details, please ask a fellow student. However, if you miss class, assignments are still due on their due dates! Everything is submitted electronically except for quizzes, which cannot be made up.
Also, please be aware that you ARE expected to contribute to discussion in every class session. I'm hoping to foster a lively class where students feel comfortable talking and conversing, but you are, of course, essential to this classroom environment taking shape. Feel free to use your blog-entries as jumping-off points for in-class commentary, and be willing to take risks and offer suggestions and commentary: everyone's insight into the poems is valuable. Also, don't be afraid to be "wrong" every once in awhile!
Quizzes: Throughout the course of the semester, students will take five pop-quizzes. These quizzes are designed to be brief assessments of the student’s familiarity with the reading material for that day. Quizzes will take place at the beginning of class and students will have 10 minutes to complete them. Missed quizzes may not be made up.
Blog Entries: Students are expected to maintain blogs for the semester, using platforms such as Wordpress, Blogger, or Weebly. These posts should be 300-500 words and should focus on one aspect of a poem read for the next class. The best responses will be mini-exercises in the art of analyzing literature: identifying the main theme of a poem, analyzing a line in-depth, or parsing literary devices like similes, metaphors, or alliteration, and explaining the significance of these to the poem. Please do not use the blogs just to summarize—this will result in a deduction of points. For more information, please see the "Class Blogs" page on this website. Please email me a link to your blog by Friday, May 9. The links to all student blogs will be posted on the course website. You must write and post 10 blog entries throughout the course of a semester, and they are due by noon on the day of class. Each blog entry is worth 10 points.
Annotation Analysis: At five different points throughout the semester (for a class session for which you did NOT write a blog posts), you will post a picture or screen-shot of a poem you read for that class session with your own original annotation/marginalia. You must also provide a brief 100-250 word analysis of your annotation, describing what you wrote on the poem or in the margins and how this may have helped you close-read the poem more efficiently. By posting these annotations and analyzing them, the goal is for you to better understand your own reading process. Feel free to take a look at your fellow students’ annotations, too, to glean reading methodology from them, as well! These posts are due to the class blog at noon on the day of class. Each annotation analysis is worth 5 points.
Close Reading: For this essay, you will need to choose a poem that we did not discuss in class (I will provide a list for you to choose from) and conduct an explication of that poem. This essay should include an introduction and thesis, a detailed analysis of the poem with lots of evidence from the text, itself, and topic sentences for each paragraph (basically, your body paragraphs should follow the “claim/evidence/analysis pattern), and a conclusion. The best explications will examine one or more (but not all) of the following aspects of poetry: speaker, tone, imagery, meter, rhyme, sound devices (repetition, alliteration, etc), form, and/or word choice. You should not consult or utilize any outside sources for this essay except for the Oxford English Dictionary, in the case that you need to look up a familiar word, or a familiar word that is being used in an unfamiliar way. This essay should be 4-5 double-spaced pages. We will be holding an in-class workshop with a rough draft on May 21. The final draft is due on May 26 and is worth 50 points.
Comparison Essay: For this essay, you may write on one poem we discussed in class and one poem we did not discuss in class (I will provide a list for you to choose from). You may choose poems from different periods with similar themes or poems from the same period with similar themes. Your goal will be to read these poems against each other, noting significant similarities and/or differences in no more than 3 of the following poetic elements: speaker, tone, imagery, meter, rhyme, sound devices (repetition, alliteration, etc), form, and/or word choice. Your comparative analysis should make an overarching claim that unites all of the different aspects of the poems you will discuss. You should not consult or utilize any outside sources for this essay except for the Oxford English Dictionary, in the case that you need to look up a familiar word, or a familiar word that is being used in an unfamiliar way. This essay should be 6-8 double-spaced pages. A rough draft is due for an in-class workshop on June 11. The final draft is due on June 16 and is worth 75 points.
Researched Argument Essay: For this essay, you may either write on 2 shorter poems or one longer poem (30 lines or more). No poem you choose should be ones we discussed in class this semester. You should make a claim about the text(s) you are analyzing and support this claim by using your reading of the poem(s) and with 3 secondary sources. As we will discuss in class, your secondary sources should consist of peer-reviewed journal articles, scholarly books, and reference books (no more than one of these). As usual, you may consult and cite the Oxford English Dictionary, but this does not count as one of your sources for this paper. This essay should be 6-8 double-spaced pages. A rough draft is due on July 2 for an in-class workshop. The final draft is due on July 9 and is worth 100 points.
Poetry Composition and Analysis Project: This assignment serves as the capstone project for this course and will give you the opportunity to engage with poetry both creatively and analytically. This assignment will be completed in 3 different steps: 1.) Compose a poem using forms, devices, and tactics we have discussed this semester. Feel free to write in a particular style or cultural context that we covered, and thematically, keep it broadly within the context of "love." 2.) Compose a 3 page "rationale" which analyzes and explains the choices you made in your poem and how they relate to what you learned about poetic forms and movements this semester. 3.) Read and write a 4-page close-reading analysis of a classmate's poem. We will decide as a class exactly how we want to do this: for example, we might decide to keep everything anonymous. However, once someone has written a close-reading of your poem, you WILL have access to that analysis, whether anonymous or not. The final draft is due on July 28 and is worth 100 points.
Course Policies and Information
First Week:
Students must attend one of the first two class sessions in order to remain enrolled in this course.
Late work:
Throughout the course of the semester, students have access to three (3) "grace days." You may use these for your major projects. You do not need to notify me when you are using them - I will be able to tell by when the assignment has been uploaded to Blackboard. Once you have used all three grace days, late projects will lose 10% of their final grade per day they are late and will not receive any instructor feedback or commentary. Blog posts and annotation analyses do not have set due dates, you just need to make sure you complete the allotted number by the end of the semester. Quizzes may not be made up.
Revision:
Practice may not make "perfect" but it does make "better." You may never turn in a perfect paper this semester, but you will have the chance to revise your papers after you receive grades for them. In order to revise a paper, you first need to submit a 1-page memo to me via email which details what you are going to change about your paper and why. After receiving approval from me, you may go ahead and submit your revision. I will not be providing extensive feedback on revisions.
Email:
Please do feel free to contact me via email with questions about class or assignments. However, please make sure you look through the syllabus before you email. Additionally, though I am usually fairly quick to respond to emails, please allow at least 24 hours on weekdays and 48 hours on the weekends for me to reply.
Poetic Subjects Disclaimer:
The poetry we read this semester will deal primarily with a variety of manifestations of love, but this does not always mean the material is pleasant. Be aware that there could be some disturbing topics or imagery-use in some of the poems we read this semester, as well as references to and depictions of sex. If you have any concerns about this, please talk to me outside of class.
Writing Center (WRT ZONE):
The Writing Center (2nd floor, UGL) provides individual tutoring consultations free of charge for students at Wayne State University. Undergraduate students in General Education courses, including composition courses, receive priority for tutoring appointments. The Writing Center serves as a resource for writers, providing tutoring sessions on the range of activities in the writing process – considering the audience, analyzing the assignment or genre, brainstorming, researching, writing drafts, revising, editing, and preparing documentation. The Writing Center is *not* an editing or proofreading service; rather, students are guided as they engage collaboratively in the process of academic writing, from developing an idea to editing for grammar and mechanics. To make an appointment, consult the Writing Center website: http://www.clas.wayne.edu/writing/ . To submit material for online tutoring, consult the Online Writing Center at http://clasweb.clas.wayne.edu/writing/OnlineWritingCenter. For more information about the Writing Center, please contact the Director, Jule Wallis (phone: 7-2544; email: [email protected]).
Withdrawals:
The last day to withdraw is Sunday, July 13. Withdrawals can seriously impact your financial aid and progress toward degree completion. Consider carefully before making the decision to withdraw from this course.
Incompletes:
The mark of I—Incomplete, is given to either an undergraduate or a graduate student when he/she has not completed all of the course work as planned for the term and when there is, in the judgment of the instructor, a reasonable probability that the student can complete the course successfully without again attending regular class sessions. The student should be passing at the time the grade of ‘I’ is given. A written contract specifying the work to be completed should be signed by the student and instructor. Responsibility for completing all course work rests with the student (2013-201 WSU Undergraduate Bulletin, 75).
Student Disability:
If you feel that you may need an accommodation based on the impact of a disability, please feel free to contact me privately to discuss your specific needs. Additionally, the Student Disabilities Services Office coordinates reasonable accommodations for students with documented disabilities. The Office is located in 1600 David Adamany Undergraduate Library, phone: 313-577-1851/577-3365 (TTY). http://studentdisability.wayne.edu
Plagiarism Policy:
Plagiarism is the act of copying work from books, articles, and websites without citing and documenting the source. Plagiarism includes copying language, texts, and visuals without citation (e.g., cutting and pasting from websites). Plagiarism also includes submitting papers (or sections of papers) that were written by another person, including another student, or downloaded from the Internet. Plagiarism is a serious academic offense. One instance of plagiarism, no matter how small, will result in an F for that piece of written work. A second instance of plagiarism will result in failure of the course. Instructors are required to report all cases of plagiarism to the English Department.