Course Overview English 1301 T/TFall 2012

Six Modules

MODULE 1 THE WRITING PROCESSIn this module, you will study and practice a three-fold writing process: Prewriting; Drafting; Rewriting.We will discuss the following topics: Writing in today’s world; what it means to read critically; Purpose, audience, and voice.

In addition, we will learn ways to generate a topic and ideas to support the topic. We will also cover various methods of Invention and Prewriting. How to establish focus by construction thesis statements; You will construct Outlines and Journals to be used in conjunction with your essays.

MODULE 2 ORGANIZATION & DEVELOPMENTIn this module, we will study paragraph basics, such as unity, coherence, and transitions. In addition, we will learn strategies for developing special paragraphs such as introductions and conclusions.

We must also cover paragraph development, including using anecdotal evidence (narratives from personal experience), facts and statistics, or expert testimony.

MODULE 3 NARRATIVE ANALYSISIn this module, you will study narrative essays, and write a narrative essay that makes a point. These essays are often anecdotal, experiential, and personal—allowing you to express yourself in a creative and, quite often, moving, and/or persuasive way. A narrative essay is a story (setting, characters, plot & conflict) that makes a point.

MODULE 4 PROCESS ANALYSISIn this module, you will examine a process and write about it in essay form. A process essay is a series of actions leading to an expected or planned outcome. There are two types of process essays: those that instruct or direct and those that explain or analyze. Directional process essays tell how to do something. For example, a directional process might explain how to find an apartment. The purpose of this type of essay is to clarify the steps in the procedure so that the reader can re-create the steps and the results. An informational process essay explains or analyzes a process - it tells how something works, how something happened, or how something is or was done.

MODULE 5 DIVISION/ CLASSIFICATION / Literary AnalysisIn this module, we will study and write a division and classification essay, which is a type of assignment that breaks a larger, more complex subject into smaller ones that make the subject easier to understand. As such, the division portion of the article is a bit different from the classification portion, though both are of equal importance.

The division portion of the division and classification essay is meant to look at how one large subject or project can be broken down into several smaller parts. The classification portion, on the other hand, takes those smaller items and puts them into various categories.

MODULE 6 COMPARISON/ CONTRAST In this module, we will work with the comparison/contrast pattern of development, and you will learn to generate a list of similarities and differences, decide which similarities and differences to focus on, and organize your paper so that it will be clear and effective. It will also explain how you can (and why you should) develop a thesis that goes beyond “Thing A and Thing B are similar in many ways but different in others.”

Topics to be covered in “The Writing Process” and “Basic Essay Form” include:

--The Writing Process __Generating Ideas __ Drafting __Global Revisions __Building Paragraphs

Course Outline Tues/Thurs (All Sections)

WEEK ONE____________ The Writing ProcessTues 28 Aug No Class!

Thu 30 Aug First Day of Class! Reading: None Writing: None In Class: Overviews/ Syllabus/ Policy MEDIA: (In class) The Writing Process

WEEK TWO ____________The Writing Process/ Basic Essay Form

Tues 04 Sept No Class (holiday)

Thu 06 Sept Homework due today. . . Reading: The Longman Writer, “Becoming A Stronger Reader,” Chapter 1 and The Longman Writer, “Getting Started Through Prewriting,” Chapter 2 Writing: None In Class: Expect a reading quiz; Lecture/ Discussion/ Practice “Prewriting” Introduction to Metacognition

WEEK THREE ___________The Writing Process/ Basic Essay Form/ METACOGNITION

Tues 11 Sept Homework due today. . . Reading: The Longman Writer, “Identifying the Thesis,” Chapter 3 The Longman Writer, “Supporting the Thesis With Evidence,” Chapter 4 Writing: Journal 1 due at beginning of class. See Addendum for Content and Requirements In Class: Discussion of reading assignments/ especially thesis statements.

Thu 13 Sept Homework due today. . . Reading: The Longman Writer, “Organizing the Evidence,” Chapter 5, and read The Longman Writer “Writing Paragraphs in the First Draft, “ Chapter 6. Writing: Journal 2 due at the beginning of class. See Addendum for Content and Requirements In class: Expect a reading quiz; Organization/ Paragraphing

WEEK FOUR ___________Narration / Illustration Tue 18 Sept Homework due today. . .

Topics to be covered in “The Writing Process” and “Basic Essay Form” include:

--The Writing Process __Generating Ideas __ Drafting __Global Revisions __Building Paragraphs

MODULE 1 The Writing Process

MODULE 2 Organization/Development

MODULE 3 Narrative Analysis

Reading: None Writing: Essay 1 Due at the beginning of class. (Final Draft) No late papers. See Addendum Essay 1.

Thu 20 Sept Homework due today. . . Reading: The Longman Writer, Chapter 11, “Narration” Writing: Journal 3 due at the beginning of class (Persistence) . See Addendum for Content and Requirements. In class: Expect a reading quiz. Discussion of comma errors. Introducing Emotional Intelligence: WEEK FIVE ____________ Narration/ Illustration Tues 25 Sept Homework due today. . . Reading: The Longman Writer, Ch. 12, "Illustration" Writing: Journal 4 due at the beginning of class ( Impulsivity). See Addendum for Content and Requirements. In class: Expect a reading quiz. Introduction to Emotional Intelligence: “Impulsivity”/ Revision topics.

Thu 27 Sept Homework due today. . . Reading: “Finding Your Tribe” due at beginning of class. See Addendum for Content and Requirements. Writing: Journal 5 due at the beginning of class. (Interdependence) In class: Expect a reading quiz; Discussion: Interdependence topics WEEK SIX ___________Narration/ Illustration/ Process Analysis Tues 02 Oct Homework due today. . . Reading: None Writing: Essay 2 Due at the beginning of class. No late papers. See Addendum Essay 2 for topic/content In class: Discussion of the next module, “Process Analysis”

Thu 04 Oct Homework due today. . . Reading: The Longman Writer, Ch. 14, "Process Analysis" Writing: Journal 6 due at the beginning of class: (“How To Think Like A Scientist”) at beginning of class. See Addendum for Content and Requirements. In class: Expect a reading quiz.

WEEK SEVEN ___________ Process Analysis/ Problem Solving/ Writing from Research Tues 09 Oct Homework due today. . . Reading: “Creative Problem Solving” (Handout) Writing: Journal 7 due at the beginning of class: (Creative Problem Solving) By means of Internet Research download, study, and write a summary of an article on “Creative Problem Solving.” Include the URL of the article in the sum. In class: Be able to outline and share the article with the class.

Thu 11 Oct Homework due today . . . Reading: See writing assignment below. Writing: By means of Internet Research download, study, and write a SECOND summary of an article on “Creative Problem Solving.” Include the URL of the article in the sum. In class: Be able to outline and share the article with the class. WEEK EIGHT___________

MODULE 4 Process Analysis

Tues 16 Oct Homework due today . . . Reading: None Writing: Journal 8 due at the beginning of class: An article on the subject “ Important Rules for Problem Solving.” In class: Discussion of problem solving writing assignment. Revision

Thu 18 Oct Reading: None Writing: A readable rough draft of Essay 3 (Process Analysis) is due at the beginning of class. In class: Expect to do Peer Review on Essay 3.

WEEK NINE ___________Division/ Classification/ Writing About Fiction Tues 23 Oct Homework due today. . . Reading: None Writing: Essay 3 (Process Analysis) (Final Draft) due at the beginning of class. No late papers. See Addendum Essay 3 for details. (Problem Solving Paper) In class: Introduction to Writing About Literature (New Criticism Approach)

Thu 25 Oct Homework due today. . . Reading: Read The Longman Writer, Ch. 13, "Division-Classification” Writing: None In class: Discussion/ Lecture “Elements of Fiction”

WEEK TEN___________ Division/ Classification/ Writing About Fiction Tues 30 Oct Homework due today. . . Reading: Read Literature, An Introduction to Fiction . . .Chapter 1. Give special attention to “A & P” by John Updike. Writing: Journal 9 due at the beginning of class, a character profile of Sammy the main character. In class: Expect a reading quiz. Discussion of “A & P” and characterization. How to profile a literary character.

Thu 01 Nov Homework due today. . . Reading: Read “The Story of An Hour” in An Introduction to Fiction. . . Writing: Journal 10 due at the beginning of class, a character profile of Louise Mallard. In class: Expect a reading quiz; Discussion/ Lecture on writing about setting, conflict, and style.

WEEK ELEVEN___________Comparison/ Contrast Tues 06 Nov Homework due today. . . Reading: Also read “The Storm,” by Kate Chopin. Writing: Journal 11 due at the beginning of class, your thoughts on the last line of the story. In class: Expect a reading quiz: Discussion of Comparison/Contrast essay style.

Module 5 Division/ Classification

MODULE 6 Comparison/ Contrast

Thu 08 Nov Homework due today. . . Reading: Read “To Build a Fire” by Jack London Writing: Journal 12 due at the beginning of class, character profile on “the man.” In class: Reading quiz: Comparing and Contrasting literary characters.

WEEK TWELVE___________ Comparison/Contrast Tues 13 Nov Homework due today. . . Reading: None Writing: Essay 4, Literary Analysis due at the beginning of class. See Addendum Essay 4 for content. In class: Introduction to Sandra Cisneros

Thu 15 Nov Homework due today. . . Reading: House on Mango Street Literature An Introduction. . . Writing: Journal 13 due at the beginning of class. Discuss an issue raised by the Cisneros short story. In class: Read and discuss Cisneros, “Eleven.” WEEK THIRTEEN ___________ THANKSGIVING HOLIDAY ( 21, 22, 23 Nov)

WEEK FOURTEEN __________Introduction to Research Tues 27 Nov Homework due today. . . Reading: None Writing: None In Class: Introduction to Writing from Research / Reading a Play—“Trifles”

Thu 29 Nov Homework due today. . . Reading: Read the play “Trifles” in Literature An Introduction. . . Writing: Journal 14 due at the beginning of class. Discuss the title of the play. In class: Expect a quiz over the play.

WEEK FIFTEEN Tues O4 Dec Homework due today. . . Reading: Locate, download, read, and bring to class at least two (2) articles on “Trifles.” Writing: Journal 15 due at the beginning of class. Summarize one of the articles you read on the play. In class; Introduction to Annotated Bibliography

Thu 06 Dec Homework due today. . . LAST DAY OF CLASS for T/T. Reading: None Writing: Annotated Bibliography on Trifles due at the beginning of class. (Extra Credit) Notes:

FINAL EXAM DUE DATE TBA (12/10-13) Research Paper on Trifles. See Addendum “Final”

GRADES DUE DECEMBER 14, 2012

ADDENDUMWriting Assignments Essays = 500 words Journals = 250 words

Assignment Due Date Topic/ ContentEssay 1 Tues 18 Sep Metacognition: Using Journals 1 and 2 as a resource, discuss in an essay of about 500 words, what you know about how you learn. Some people learn by doing things; other people learn by reading about

things; others learn by listening to people talk about things. Which of these methods of learning is best for you? Use specific examples to support your choice.

Essay 2 Tues 02 Oct Write a narrative essay as an illustration of either persistence, overcoming impulsivity, or the importance of interdependence. This essay should be in the narrative mode, but be thesis driven.

Essay 3 Tues 23 Oct Write a process analysis that is intended to teach a successful problem- solving technique. Use your journals as resources. If you use Internet or library resources, you must provide a citation and bibliography for the sources of your information. In addition, when you quote, your must put any or all of the words of others in quotation marks, and reference that quote to a Works Cited page.

Essay 4 Tues 13 Nov Literary Analysis: Choose one of the short stories you read in Weeks Ten (10) and Eleven (11); write a thesis driven essay of about 500 words: elements of setting, characterization, conflict. Essay 5 Tues 11 Dec Final Exam/ Writing from research on Susan Glaspell’s “Trifles.” A thesis-driven essay of about 500 words; Must have at least two quotations from the play and two from outside sources, and include parenthetical citations linked to a Works Cited page.

JOURNALS—WORD PROCESSED ---AT LEAST 250 WORDS IN LENGTH. . .NO CREDIT IF SHORT!Assignment Due Date Topic/ ContentJournal 1 Tues 11 Sep Metacognition: Think about a time when you were successful in learning something—either in or outside of class. Journal 2 Thu 13 Sep Metacognition: Think about a time when you were UNsuccessful in learning something—either in or outside of class. Journal 3 Thu 20 Sep Write an extended definition-- give two examples of “Persistence.” Journal 4 Tues 25 Sep Write an extended definition-- give two examples of “Impulsivity.”Journal 5 Thu 26 Sep Write an extended definition-- give two examples of Interdependence.”Journal 6 Thu 04 Oct “How to Think Like A Scientist” Give references if you use sources. Journal 7 Tues 09 Oct Write a summary of an article on “Creative Problem Solving.”Journal 8 Tues 16 Oct Write an article, “Important Rules for Problem Solving.” Journal 9 Tues 30 Oct Write character profile of Sammy, main character in “A & P.” Journal 10 Tues 01 Nov Write a character profile of Louse, main character in “Story of an Hour.” Journal 11 Tues 06 Nov Your thoughts on the last line of the story, “The Storm,” by Chopin.Journal 12 Thu 08 Nov Character Profile on “the man,” on London’s “To Build A Fire.”

Journal 13 Tues 15 Nov Issues raised by Cisneros short story, “House on Mango Street.” Journal 14 Thu 29 Nov Discuss the title of the Glaspell play, “Trifles.” Journal 15 Mon 03 Dec Write a summary of one of the articles you have read on “Trifles.”

Essays Overview

The essay is a commonly assigned form of writing that every student will encounter while in academia. Therefore, it is wise for the student to become capable and comfortable with this type of writing early on in her training.

Essays can be a rewarding and challenging type of writing and are often assigned both in class, which requires previous planning and practice (and a bit of creativity) on the part of the student, and as homework, which likewise demands a certain amount of preparation. In my experience as a college English teacher, essays fail at either the preparation level or the presentation level, and it’s mostly the preparation level.

What is an Essay?

Though the word "essay" has come to be understood as a type of writing in Modern English, its origins provide us with some useful insights. The word comes into the English language through the French influence on Middle English; tracing it back further, we find that the French form of the word comes from the Latin verb exigere, which means "to examine, test, or (literally) to drive out." Through the excavation of this ancient word, we are able to unearth the essence of the academic essay: to encourage students to test or examine their ideas concerning a particular topic.

Essays are shorter pieces of writing that often require the student to hone a number of skills such as close reading, analysis, comparison and contrast, persuasion, conciseness, clarity, and exposition. As is evidenced by this list of attributes, there is much to be gained by the student who strives to succeed at essay writing.

The purpose of an essay is to encourage students to develop ideas and concepts in their writing with the direction of little more than their own thoughts (it may be helpful to view the essay as the converse of a research paper). Therefore, essays are (by nature) concise and require clarity in purpose and direction. This means that there is no room for the student’s thoughts to wander or stray from her purpose; she must be deliberate and interesting.

For English 1301, essays should be about 500-750 words in length, word processed in a size 11 or 12 font, and constructed standard written English, and the MLA Style Format. See The Little Brown Handbook Brief for MLAformat.

In this course, you will write 4 essays during the course, 60% of your grade, and one final exam essay, 20% of your grade.

Journals

Journals are informal pieces of writing that address a writing prompt given by the instructor. Journals enable you to practice your writing, experiment with your thinking on a given topic, and in general prepare to write an essay. In this class, Journals are graded pass/fail. Journals should be approximately 250-300 words in length. They should be word processed and use conventions of Standard Written English. You should practice your sense of focus, organization, development, and mechanics. However, in comparison to Essays, Journals are low-risk writing where you can explore your thoughts or the thoughts of others on a given topic. IF your journal is the appropriate length, word processed, and “on topic,” you will receive 100% for a grade. Overall, Journals will be 20 % of your grade.

A Note On Composition

The purpose of this course is to increase the effectiveness of your written communication. Nearly everyone is able to communicate to some extent. For instance, babies cry to express hunger or discomfort. Grunting and pointing however, never landed anyone a high-paying job or a date with the prom queen. Clarity of purpose, diction, organization, and proper grammar in your writing (and speech) are needed to effectively communicate specific ideas so that you may meet your needs, share your experiences and thoughts, and reach your personal and professional goals.

When writing, whether it is a letter to your sweetheart, a letter of application, or an article on why we should recycle plastic, you always have a purpose. That purpose may be to share your feelings with a loved one, to make yourself look promising to a prospective employer, or to persuade the public to agree with you and do something. In this course the purpose of your writing is to demonstrate your knowledge of the rules of written English through practical application by clearly answering the writing prompt for each assignment. What you say and how you say it should reflect your purpose.

The art of effective communication is not "sounding smart" by using "big words" that make your meaning ambiguous and your purpose unclear. Rather, allow your ideas to demonstrate your intelligence by being clearly composed and thoughtfully organized. Your audience should be able to consider your statements without trying to "figure out" what you said. Your diction should be appropriate for your purpose and your audience. The great pyramid is impressive because it is composed of thousands of smaller, carefully carved stones...not one big, bulky, obtuse rock.

Just as stones are placed to build a structure, your ideas must be organized to compose an essay. Your building blocks are words, sentences, and paragraphs. Words are (hopefully) used to compose a sentence which contains a complete thought. Several sentences are used to compose a paragraph, which contains an idea. Within the paragraph you must build upon your idea by providing evidence to support it in a logical manner. Unlike verbal conversation, your audience will not be able to ask for clarification, details, or examples. You must anticipate what your audience will want and need to know. Answer the following questions as they pertain to your thesis and supporting ideas and you will have fought half the battle; Who, What, When, Where, and (most importantly) Why and How. Each different audience/thesis/idea/purpose may require a different approach to how ideas are organized in your essay. Be sure to carefully read your text for specific examples.

Last, but certainly not least, correct and proper grammar is a necessity! The greatest idea in the world is of little value if it cannot be understood. The Little, Brown

Handbook will be your grammar bible. Make good use of it.

The following is a very short, incomplete list of things of which to be aware when writing formal, academic papers. These pointers not only apply to what you compose for English, but also to most other academic and professional writing.

1. Follow the instructions. In order to do this you will have to read all of the instructions. If the instructions are confusing or unclear, you will need to ask for clarification or additional information. This will require time to be received and time for a response to be sent, so waiting until the last minute is definitely not a good idea. The syllabus for this course and the instructions for each assignment specifically state that late assignments and assignments which are not submitted according to the instructions will not be accepted, received, or graded.

2. Proofread, proofread, and proofread! In order to do this you will need to begin composing as long before the due date as possible. There isn’t really time to prewrite, write, and rewrite your essay, while also double checking your grammar, mechanics, and formatting using your handbook, if you wait until the last minute to begin composing. College composition is formal, academic writing. There are only a very few exceptions to this rule, such as creative writing. The Glossary of Usage beginning on page 517 of The Little, Brown Handbook is a great place to begin reviewing the conventions with which you must become familiar. This section contains information that will help you to avoid common usage errors including the use of “you” on formal writing. (I have used it throughout this note, but this is a more informal, directive composition).

3. Major sentence errors will kill your grade. On the grade cover sheet that you will see attached to your graded essay files, the major sentence errors are located on the first two lines following the Grammar/Mechanics heading. These six areas include Sentence Fragments [SF], Run-On Sentences [RO](including comma splices), Subject-Verb Agreement errors[SVA], Pronoun-Antecedent Agreement errors[PAA], Pronoun Reference errors [PR] (including “you” usage), and Verb Tense errors [VT]. Each of these is worth about ten percent, or one letter grade, depending only slightly on frequency. The Little, Brown Handbook contains very clear and concise instructions and rules to help you to avoid making these errors in your compositions. The index of the Handbook is your friend; use it!

4. Clarity is king! Make sure that what you write actually conveys what you intend to convey (this goes back to proofreading and the writing process). Also, I appreciate a smooth, poetic turn of phrase as much as the next reader, but never at the expense of clarity. The purpose of these essays is to demonstrate your clear communication skills, not your thesaurus-wielding

prowess! It is not enough to simply “sound good,” you must “be good” by being clear and correct. Using the wrong word, or a word with the wrong connotation, will do a great deal more harm to your composition than using a less cool-sounding, but clear, alternative. Wow your audience with your clarity and organization. A great vocabulary is truly an asset, but you should be very familiar with both the denotation and connotation of any words and phrases you use.

5. Organization is actually important. Your introduction should let your audience know what is your purpose, as well as what you will be discussing/presenting in the body of the paper. The introduction should state your thesis/purpose/assertion. The body paragraphs (see your handbook for information concerning when to start new ones) should provide more specific information/descriptions/evidence/examples to support the assertion made in the introduction. The conclusion should tie all of the specifics back into the general thesis/purpose/assertion, and reiterate the overall significance of the thesis/purpose/assertion without “regurgitating” the introduction.

Basic Essay Format

The ability to write a good essay is important to your college success. Besides its importance for passing the WCT, the essay is basic to nearly all classes. It is really not difficult to write a good essay, once you understand the logic behind it. The form illustrated in this paper should help you to see how to arrange your essays. The subject of your essay will depend upon the situation, of course, but the basic form shown here will apply to many situations. Although there are many ways to write well, the most important elements in writing the essay are focus, development, and organization.

Focus is probably the single most important component of a good essay. Focus is achieved by having a strong thesis which tells the reader your main point. Every part of the essay should pertain to this point. The best place to state your thesis is at the end of the introductory paragraph. (Look at the end of the paragraph above to see the thesis of this paper.) The WCT requires you to have an argumentative slant in your thesis. In the thesis sentence above, the words "most important" provide this slant, because not everyone might agree that these elements are in fact the most important. My purpose then, as the writer, is to convince the reader that this is true. The way I develop this thesis will determine if I have accomplished this purpose.

Development is the next important element to a good essay. Your development is the "meat" of the essay--the information you give to support your point. You can develop your thesis with examples from your own experience, information which comes from research (like the information in the WCT packet), or with sound reasoning which you explain to the reader. Each paragraph should contain some explanation or support for the point made in the topic sentence of the paragraph. A fully-developed essay makes the reader feel like he has been provided with a full discussion of the topic. Don't ramble or "rant" with too much emotion on your points; good reasoning is the best way to convince your reader. Be sure to stay on the point, though, by keeping sight of your thesis as you develop the essay. Once you have decided how you will develop your thesis, you can turn your attention to its organization.

Organization helps the reader follow the points you are making. The best way to do this is by using a predictable form, like the one shown here. This essay is organized with an introduction, three developing paragraphs, and a conclusion. You can help the organization of your paper by outlining it before you begin to write. Notice that each paragraph begins with a topic sentence which tells the point of that paragraph and relates to the thesis. The information in the paragraph explains the topic sentence and gives details about it. Also notice that the last sentence of each paragraph leads the reader into the next one. This is called a transition. Transitions help the paper flow smoothly from beginning to end. Good organization keeps the writer and the reader on track, and helps avoid repetition and straying from the point.

Of course, focus, development, and organization are not the only considerations in writing a successful essay. After drafting the essay, go back through it to check for errors in spelling, sentence structure, punctuation, etc. You must also be sure to cite any references you have used. You must cite your sources in the paragraphs of the paper as well as on the Works Cited page at the end. Get help from a friend or a writing tutor if you have trouble with these things. Although mechanics like these are important, the three elements described above really show your skill in writing. If you can master these concepts, you will be able to handle almost any writing assignment that comes your way.

Academic Honesty

Plagiarism is the unacknowledged use of the written work of another person. This definition not only applies to situations in which an entire paper is copied, but also to situations in which only a single phrase or sentence is used without giving the original author credit for the work.

Students caught plagiarizing, or in any other way violating the Coastal Bend College academic honesty policy, will receive an “F” for the course and will be placed on disciplinary probation.

The following excerpt from the CBC Student Handbook provides additional information concerning academic honesty:

All students shall obey the law, show respect for properly constituted authority, and observe correct standards of conduct. In addition to act ivities prohibited by law, the following types of behavior shall be prohibited on college property and facilities and during the college sponsored activities where occurring.

Scholastic dishonesty shall constitute a violation of these rules and regulations and is punishable by board policies. Scholastic dishonesty shall include, but not be limited to, cheating on a test, plagiarism, and collusion.

“Cheating on a test” shall include:

Copying from another student’s test paper. Using test materials not authorized by the person administering the test. Collaborating with or seeking aid from another student during a test without

permission from the test administrator. Knowingly using, buying, selling, stealing, soliciting, in whole or in part the contents

of a test which has not been administered. The unauthorized transporting or removal, in whole or in part a test which has not

been administered. Substituting for another student, or permitting another student to substitute for one’s

self, to take a test. Bribing another person to obtain a test which has not been administered or

information about a test which has not been administered.

“Plagiarism” shall be defined as the appropriating, buying, receiving as a gift, or obtaining by any means another’s work and the unacknowledged submission or incorporation of it in one’s own written or computerized work.

“Collusion” shall be defined as the unauthorized collaboration with another person in preparing written or computerized work for fulfillment of course requirements.

I have read and understand the academic honesty policy above, and I am aware of the consequences of violating that policy.

Print Name: Student ID#:

Signature: Date: