University of Waterloo
Department
of
English
ENGL
109
Introduction
to
Academic
Writing
Fall
2019
Environment
3
3408
Tuesdays
and
Thursdays,
1:00
–
2:20
pm
Instructor:
Christin
Wright-Taylor
Office:
2224
PAS
Office
Hours:
Tues
and
Thurs
10:20-11:20
Email:
c33taylor@uwaterloo.ca
Dear Student:
The purpose of English 109 is to help you develop your abilities as a writer. I will help you to think critically and communicate effectively. You will learn and practice a variety of strategies for inventing, drafting, and editing texts written in different genres and for different audiences.
Through this work, you will learn ways to adapt your writing to different situations, so that you can more effectively and more powerfully communicate. This course will prepare you to succeed throughout your academic career, regardless of your discipline.
To facilitate this learning, I will assign reading and writing assignments that will ask you to study and reflect on personal, academic, and civic contexts. You will be encouraged to think critically about your place in the world and the ways you can best negotiate it as a writer and reader.
In addition, because I value learning as a social activity, and thus recognize that writers and readers learn from one another, much of your work in English 109 will involve different kinds of collaboration, including small group workshops and discussions.
Finally, I believe that writing is an important process that takes place over time. So you will revise all of your work many times, and we will use portfolio evaluation as the primary means to assess your work.
How can you succeed? Work hard, revise your writing as much as you possibly can, come to me for help, help your peers (and learn from that process), take risks, and be original.
Required Text
Ruskiewicz, John and Jay Dolmage. How To Write Anything: A Guide and Reference with Readings, 4th Edition. Boston: Bedford St. Martin’s Press.
Course Goals and Learning Outcomes
English 109 is designed:
-
To help you to think critically and communicate effectively
-
To give you the chance to learn and practice a variety of strategies for inventing, drafting, and editing texts
-
To give you the opportunity to learn and practice writing in a variety of academic genres
-
To help you learn to read critically
-
To help you learn to write persuasively by effectively employing elements of formal argumentation
-
To help you give and receive useful feedback on writing for the purposes of revision
- To help you learn and practice communicating to a variety of academic audiences.
Accommodations
We will all need some accommodations in this class, because we all learn differently. If you need specific accommodations, let Christin know. We will make an effort to ensure that all students have multiple means of accessing class information, multiple ways to take part in class activities, and multiple avenues for being assessed on class work. The University of Waterloo has a long-standing commitment to support the participation and access to university programs, services, and facilities by persons with all types of abilities. All students who have a permanent disability as well as those with temporary disabilities have the right to what UW calls “AccessAbility Services.” To register for these services, you must provide documentation from a qualified professional to verify your disability. Please contact them at 519-888-4567 ext. 35082 or drop into Needles Hall 1132 to book an appointment to meet with an advisor to discuss their services and supports.
Standard of Work
This is a University-level course, and you are expected to be comfortable with the mechanics of writing; that is, to understand and use proper grammar, syntax, and punctuation in order to communicate effectively. The course textbook, How To Write Anything offers guidelines and activities to help you with these mechanics. If you need extra assistance with the basics of writing, it is your responsibility to come to office hours or make an appointment with Christin for extra help.
Response and Evaluation
You will write three major essays in this class, and this work will represent the bulk of your course grade. You will not receive a final grade on individual papers when you first hand them in. Instead, you will receive a “final-for-now” grade. You can then revise any of your papers to improve the writing. Finally, you will collect your best work and create a final portfolio, which you’ll submit at the end of the semester for a final grade. You will always receive extensive comments on your papers to give you a sense of what you need to revise for your final portfolio. You will be given ample opportunity to rewrite all papers.
You will also be evaluated on a few short writing assignments (about two per unit). If this work is completed satisfactorily, you will receive a high grade. Doing this work also prepares you to do well on your longer writing assignments.
Participation is assessed based not only on attendance, but also on your investment in class activities and discussion, and your ability to respect and work well with others. You are expected to write a lot, and to engage in group-work and discussions.
You will receive an “in-progress” midterm grade and commentary, which will describe your work. You are welcome to talk to Christin if you have questions about your progress in the class. Success in this class depends on meeting all the requirements, the quality of your written work, and your willingness to try new perspectives, to revise and rethink, and to take risks.
The final portfolio will include your three major papers, revised; your five strongest and most important short-writing assignments; and other evidence of your learning, including reflective writing, rough work, and other elements that map your writing process.
Final Portfolio 70%
- Literacy Narrative: In this essay, you will write the story of how you learned to read and write including the social and cultural texts that impacted your literacy.
- Analysis: In this analysis essay, you will choose a print ad or short commercial that you can spend some time with, get to know, and think deeply and critically about.
- Argument: In this assignment, you will choose a current issue that you are interested in, conduct research, and form a unique thesis about this issue.
- Any student who fails to submit one of the major assignments will fail the final portfolio.
Short Writing Assignments 10%
- Idea Notes: As a way of developing your critical reading and thinking skills,
you will write a 1-page, double-spaced response to each of the assigned readings. This is informal writing. No need to worry about formatting or grammar. The focus is on your engagement with each text and originality of thought.
Participation 20%
Your final portfolio grade will be based on the following criteria:
A Superior portfolios will demonstrate originality and rhetorical sophistication that go beyond the requirements. A portfolio at this level is composed of well-edited texts of different genres that consistently show a clear, connected sense of audience, purpose, and development. The writer is able to analyze his or her own writing, reflect on it, and revise/rewrite accordingly. The student understands what their strengths and weaknesses are, and what challenges lie ahead in their academic writing career. The portfolio takes risks that work.
B In strong portfolios, the writing succeeds in meeting its rhetorical goals in terms of audience, purpose, and genre conventions without need for further major revisions of purpose, development, audience, or writing style/mechanics. The writer is able to reflect on his or her own writing and make some choices about revision. The student understands what their strengths and weaknesses are, and what challenges lie ahead in their academic writing career. The writer takes risks, although they may not all be successful.
C Satisfactory portfolios meet the basic requirements, yet the writing would benefit from further revisions of purpose, development, audience, or writing style/mechanics (or some combination) and a stronger understanding of rhetorical decision-making. The writer composes across tasks at varying levels of success with some superficial revision. The student shows some understanding of academic writing. The writer has taken some risks in writing and exhibits some style.
D Weak portfolios do not fully meet the basic evaluative standards. Most texts are brief and underdeveloped. These texts show a composing process that is not yet elaborated or reflective of rhetorical understanding. Texts generally require extensive revisions to address problems with purpose, development, audience, and/or writing style and mechanics. The student is not prepared to succeed as a University-level writer.
F Unacceptable portfolios exhibit pervasive problems with purpose, development, audience, or writing style/mechanics that interfere with meaning and readers’ understanding. Unacceptable portfolios are often incomplete. A portfolio will also earn an F if it does not represent the writer’s own original work. Any student who fails to submit one of the major assignments will fail the final portfolio.
Your short-writing grade will be based on the following criteria: If all assignments were completed and submitted on time, and the writing is well-developed, original, you will get an A. If you miss some assignments, or some assignments are not well done, you will get a B. If you miss more than you submit, or your work is done without care or professionalism, you will get a C.
There are a variety of ways to participate in this class, and they include:
-traditional modes, like volunteering to talk in class, ask questions, or provide opinions and ideas -offering examples of writing and communication, or of texts for analysis, either by volunteering in class, or by emailing this example to Christin so he can share it
-asking a question to Christin by email – a question that Christin can address in class, and that will help all students
-offering feedback to your peers on their ideas and their writing in a respectful and constructive manner
-taking part in small groups and being an active and engaged listener
-taking notes that can be shared with classmates when we cover a difficult concept or idea; or taking notes that can be shared with classmates who might need to miss class
-contributing ideas and questions to Christin via email if you need to miss class yourself; or offering to review the work of peers via email if you need to miss class
You will be asked to reflect on your participation twice through the semester, offering examples of how you have participated via the modes listed above, or via other modes that you’d like to suggest yourself. Your grade will be based on these reflections and on Christin’s perceptions of your participation.
There will be no exam in this class. Portfolios will be returned by the end of the exam period.
Course Policies
Rights
and
Responsibilities
Every
memberof
this
class—instructor
as
well
as
students—has
rights
and
responsibilities
to
ensure
a
pleasant
and
productive
experience
for
all.
We
are
all
answerable
to
University
policies
governing
ethical
behaviour
(Policy
33)
and
academic
integrity
(Policy
71),
as
well
as
to
those
outlining
grievance
or
dispute
procedures
(Policy
70).
Here
are
some
more
specific
expectations
for
this
course:
Students
will:
•
be
familiar
with
the
university
policies
that
govern
their
behaviour
•
attend
all
scheduled
classes
and
arrive
prepared:
with
assigned
reading
and
writing
completed
•
be
active
participants
in
their
own
learning,
and
respect
the
rights
of
others
to
learn
•
give
thoughtful
consideration
to
instructor
feedback
on
written
and
oral
work
Instructor
will:
•
be
familiar
with
the
university
policies
that
govern
their
behaviour
•
attend
all
scheduled
lectures
and
tutorials
•
be
available
for
consultation
in
person
and
over
email
as
per
stated
policies
•
return
short
assignments
within
one
week,
and
longer
assignments
within
2
weeks
•
provide
helpful
and
respectful
feedback
on
student
work
Late
Work
Late
papers
(major
assignments)
will
be
penalized
2%
(applied
to
your
participation
grade)
per
day
late.
All
major
papers
must
be
completed
–
you
will
fail
the
class
if
any
of
the
major
papers
is
not
completed
and
submitted,
however
late.
You
must
also
complete
all
other
reading
and
writing
assignments
on
time.
Short-writing
submitted
late
will
be
accepted,
but
will
work
against
your
short-writing
grade.
Check
syllabus
for
all
due
dates.
Absences
You
must
attend
all
classes.
Attendance
will
be
taken
at
all
class
sessions.
Students
who
miss
more
than
two
classes
are
in
danger
of
a
failing
participation
grade.
Always
bring
your
course
book
How
To
Write
Anything
to
both
lectures
and
workshops.
Please note: attendance is mandatory for Peer Review Workshops. If you miss a peer review workshop, 5% will automatically be deducted from your final-for-now grade on that paper.
Course
Concerns
If
you
are
experiencing
problems
with
the
course
or
with
the
marking,
you
should
first
discuss
your
difficulties
with
your
teacher,
Christin
Wright-Taylor.
Students
who
believe
that
they
have
been
wrongfully
or
unjustly
treated
or
penalized
have
the
right
to
grieve;
refer
to
Policy
#70,
Student
Grievance:
http://www.adm.uwaterloo.ca/infosec/Policies/policy70.html.
A
decision
made
or
penalty
imposed
under
Policy
70
(Student
Petitions
and
Grievances)
(other
than
a
petition)
or
Policy
71
(Student
Discipline)
may
be
appealed
if
there
is
aground.
A
student
who
believes
he/she
has
a
ground
for
an
appeal
should
refer
to
Policy
72
(Student
Appeals)http://www.adm.uwaterloo.ca/infosec/Policies/policy72.htm
Academic Honesty
All
students
registered
in
courses
in
the
Faculty
of
Arts
are
expected
to
know
what
constitutes
an
academic
offence,
to
avoid
committing
academic
offences,
and
to
take
responsibility
for
their
academic
actions.
When
the
commission
of
an
offence
is
established,
disciplinary
penalties
will
be
imposed
in
accord
with
Policy
#71
(Student
Academic
Discipline).
For
information
on
categories
of
offences
and
types
of
penalties,
students
are
directed
to
consult
the
summary
of
Policy
#71
which
is
supplied
in
the
Undergraduate
Calendar
(on
the
Web
at
http://www.adm.uwaterloo.ca/infoucal/UW/policy_71.html).
If
you
need
help
in
learning
how
to
avoid
offences
such
as
plagiarism,
cheating,
and
double
submission,
or
if
you
need
clarification
of
aspects
of
the
discipline
policy,
ask
your
course
instructor
for
guidance.
Other
resources
regarding
the
discipline
policy
are
your
academic
advisor
and
the
Undergraduate
Associate
Dean.
Students
seeking
guidance
on
academic
honesty
are
urged
consult
the
following
page
of
the
Arts
Faculty
Web
site,
“How
to
Avoid
Plagiarism
and
Other
Written
Offences:
A
Guide
for
Students
and
Instructors”
(http://watarts.uwaterloo.ca/~sager/plagiarism.html).
Plagiarism
or
copying
other
people’s
style
or
ideas
and
claiming
them
as
your
own
is
a
serious
academic
offense.
Any
incident
of
plagiarism
will
automatically
cause
a
paper
to
fail,
could
cause
you
to
fail
the
course,
and
will
be
reported
to
the
Dean’s
office.
For
each
major
assignment
you
submit,
you
will
also
sign
and
submit
an
“Academic
Honesty
Contract”
(see
page
13).
Procedural Basics
-
Word process all written assignments (except for in-class work, of course).
-
Use MLA format for all written work (see HTWA for guidelines): Times New Roman, 12pt. Font, 1 inch margins, numbered pages, and so on.
-
Keep copies of all your work, as hard copy and electronically.
-
When we will be peer-reviewing writing in class, you are expected to bring 4 copies of your essay to class with you.
-
Please try to print double-sided, or print on the back of already-used paper. Just be sure your writing is not obscured in any way.
-
Save multiple versions of all work. If you make changes to an essay, save the file under a new name. This will allow you to view the development of your work between drafts, show this development to your teachers, and reflect on it.
- Save everything. Save peer review comments, notes from conferences, pre- writing, all in- class work, and every draft of your essays, with teacher comments.
Classroom
Etiquette
We
want
the
classroom
environment
to
be
a
positive
one
for
everyone.
Together
we
will
create
a
space
that
promotes
mutual
respect,
positive
discussions,
the
free
exchange
of
ideas,
and
the
productive
use
of
time.
No
cell
phone
use
in
class
–
if
you
have
it
with
you,
turn
it
off
and
put
it
away.
You
are
invited
and
encouraged
to
use
laptops
when
and
if
you
need
to.
There
are
also
desktop
computers
in
the
room
for
your
use.
THE FOLLOWING UNIT OVERVIEWS AND SCHEDULES ARE TENTATIVE AND LIKELY TO CHANGE. THEY ARE PROVIDED HERE IN A DETAILED FORM TO HELP YOU PLAN YOUR SEMESTER AND TO HELP YOU UNDERSTAND THE CLASS. PLEASE EXPECT THE SCHEDULE TO CHANGE.
Unit One— Literacy Narrative
The first unit, which asks students to explore their personal literacy histories and to write a narrative, focuses on thinking reflectively about experiences. All units are also designed to help you learn processes for effective writing. Here are some other specific goals for the first unit of 109:
-
Explore your thinking about your own experiences and beliefs, and about the cultures and communities you are a part of.
-
Develop knowledge about your literate strengths and goals, and about what processes work best for you as a writer.
-
Analyze your experiences within different contexts – social, cultural, physical and so on.
-
Understand how writing is a process, and that one piece of writing might take several drafts, some conversations with peers or your instructor, and several revisions before it is fully developed. Also, be able to give others useful feedback about their writing.
The Power of Literacy: Literacy Narrative Assignment
A literacy narrative is the autobiographical story of a person’s acquisition of literacy. Literacy used to refer to how many words you knew – now it can more broadly connote the communicative strategies and languages you use to express yourself. Literacy can extend from spoken or written communication to include many forms of non-verbal expression. You will tell a story about the ways that you remember, practice, and understand your acquisition of literacy.
Jonathan
Culler
argues
that
stories
help
us
to
make
sense
of
things.
In
writing
your
literacy
narrative,
you
will
focus
on
important
literacy
moments,
relationships,
or
even
objects
that
have
made
a
difference
in
your
life.
A
literacy
narrative
is
a
story
that
shows
a
reader
something
essential
about
how
you
communicate,
or
how
you
learned
to
do
so,
how
this
shapes
who
you
are,
and
where
you
stand
in
a
community
and
culture
as
a
result.
This
is
not
always
a
story
of
triumph.
Your
purpose
is
to
explore
and
reflect
on
one
specific
aspect
of
your
literacy–to
communicate
some
point
about
it
to
your
audience,
to
tell
your
readers
something
new
about
you
and
about
literacy.
This
may
sound
like
a
big
assignment.
It
really
isn’t.
In
looking
at
your
literacies,
you
can
isolate
a
scene,
focus
on
an
object,
or
trace
your
use
or
development
of
a
particular
skill.
Your
main
research
resource
is
yourself.
You
are
researching
your
own
history
for
this
paper.
This paper should have a rather narrow focus. You want to explore one aspect of your literacy in depth, and you only have five pages in which to do so. Your purpose is to use detail in telling your story, and also to analyze, explore and reflect on how literacy shapes who you are. You will use your personal story to communicate something important about literacy to your audience.
TUESDAY | THURSDAY |
---|---|
September 5
Course
Overview - Collect an important book or piece of writing from your past. Do some reflective writing about timelines and scenes, and add to them or revise them - Read HTWA Chapter 1, Academic Goals - Read Tan (on Learn) and write Idea Notes | |
September 10
Six-Word
Memoirs - Read Sedaris (on Learn) and write about your own experiences learning another language |
September 12 No Class (sign up for conferences instead)
Share
language-learning
writing
on
message
board
Draft
an
Introduction
to
Your
Literacy
Narrative - Work on your introduction and begin writing the rest of your narrative |
September 17
Share
Introductions - Read HTWA Chapter 31, Peer Editing - Complete rough draft of essay |
September 19 Peer Review of Narrative Drafts Due Today: Rough Draft of Narrative
Homework: |
September 24 September 25 = Drop Deadline (100% Refund)
Activity:
Experimenting
with
Sequence - Complete Final-for-Now Draft of Literacy Narrative. |
September 26 Due Today Online: Narrative Final-For-Now
Homework: - Read Romm (pg. 785) and write Idea Notes |
Unit Two—Analysis
The second unit, which asks students to select, summarize, and analyze a cultural text, focuses on thinking critically to better understand cultures and their texts. The unit also focuses on organizing and structuring writing to get a point across. Here are some other specific goals for the second unit of 109:
-
Understand and think critically about texts you encounter. Collect relevant cultural texts (in this case ads) for analysis.
-
Read/analyze rhetorically, paying attention to strategies of persuasion, the purposes of an author, and the effect of a text on an audience. Analyze texts in order to better compose your own.
-
Integrate other voices into your writing—through summary, paraphrase and quotation.
-
Engage both in the process of analyzing texts in conversation with others, and in developing analytical writing with the input of others. Be able to give others useful feedback about their writing and their ideas.
Advertisement Analysis Assignment
“Too often we enjoy the comfort of opinion without the discomfort of thought."
John F. Kennedy, Former US President
It is easy to have an opinion. It is easy to criticize. It is more difficult to think thoughtfully and critically to develop an interpretation, and then to support your ideas.
In writing your advertisement analysis essay, you will choose a print ad or short commercial that you can spend some time with, get to know, and think deeply and critically about. Your evaluation will offer thought-out commentary and criticism. You will develop an evaluative thesis about your advertisement that moves beyond liking or disliking. You will then develop claims and support for your thesis about this ad.
As with your narrative, this paper should have a rather narrow focus. You want to choose the most important details to evaluate. Focus on analyzing the rhetoric of the ad. The course textbook, HTWA, has a chapter on “Rhetorical Analysis” that offers detailed information about how to write an analysis essay like this one.
Your assessment on this paper will be based on the goals of this unit.
TUESDAY | THURSDAY |
---|---|
October 1
Discuss
HTWA
Chapter
14,
Rhetorical
Analysis
Discuss
Romm Participation Reflection Activity: Analyze some ads collaboratively Homework: - Read HTWA Chapter 27, Thesis - Read Martorana (pg. 771) |
October 3
Discuss
HTWA
Chapter
27,
Thesis
-
Choose
Ad; Sources; 50, Paraphrasing sources, and 52, Documenting Sources |
October
8 - Paraphrase, Quotation and Summary Activity |
October 10 Subvertising
Due
Today:
Bring
Text
to
Class
(Could
be
a
URL)
Due
Today:
Paraphrase,
Quotation
and
Summary
Activity - Read HTWA “Style”—Chapters 34, 35, and 36; - Complete rough draft of essay Reading Week Oct 15-18 No Classes |
October 22 Peer Review Due Today: Rough Draft for Peer Review
Homework: |
October 24 Revision Exercise: Talk Back In-Progress Grades Distributed |
October 29
Activity:
Reflective
Memo - Read HTWA Chapter 10, Argument; - Read Truth (on Learn) |
Unit Three—Argument
The third unit, which asks students to develop research questions, undertake some research, formulate a thesis, and then create an argument, focuses on writing persuasively. Here are some other specific goals for the third unit of 109:
-
Explore a relevant and contentious issue from a variety of perspectives, considering multiple viewpoints and arguments, using a variety of research strategies
-
Creatively and critically synthesize research from multiple sources—develop awareness of different personal, academic, and civic contexts and express your unique ideas in relationship to the ideas of others.
-
Formulate academic research questions and theses.
-
Use academic citation systems for documenting work, and know where to find resources that will help you with this.
Argument Assignment
In this assignment, you will begin by choosing a current issue that you are interested in. This issue, ideally, will be a complex one. There will be more than just a “for” or “against” position to be taken, and the issue won’t be so charged and loaded that people’s minds are already made up about it. Your instructors will help you very carefully choose your issue.
Then, you will do some research to learn more about the issue and about various viewpoints and stakeholders. Eventually, you will form a unique thesis about this issue, and use research to support a series of claims. You will organize your essay and write persuasively to change people’s minds about your issue.
The course textbook, HTWA, has much more detailed information about what an argumentative essay is, and how to write one.
Your assessment on this paper will be based on the goals of this unit.
TUESDAY | THURSDAY |
---|---|
October
31 - Read HTWA Chapter 26, Critical Thinking (and then) - Read Jenna Wortham (on Learn) and write Idea Notes | |
November 5 Discuss Wortham Due Today @ 10 am: Wortham Idea Notes Critical Reading November 19th = Drop Deadline (50% Refund) Due Today: Argument Reading Response Homework: - Decide on a topic idea, and create list of perspective and opinions - Read Maxfield (on Learn) |
November 7
Discuss
Topic
Ideas - Focus on Finding and Developing Materials - Read HTWA, chapter 43, “Beginning Your Research,” 45 “Finding Print and Online Sources,” and 46 “Evaluating Sources” - Revise your Multi-Vocal Argument |
November 12 Using Online Databases: Lexis Nexis, Google, and ASP Discuss HTWA, Chapter 43, “Beginning Your Research,” 45 “Finding Print and Online Sources,” and 46 “Evaluating Sources” Activity: Research Worksheet Due Today: Multi-Vocal Argument Homework: - Conduct Research; Complete Research Worksheet |
November 14
Discuss
HTWA
Chapter
3,
Argument—Focus
on
Creating
a
Structure
and
Choosing
a
Style
and
Design - Create Introductory Paragraph and Outline |
November 19
Discuss
HTWA
Chapter
37,
Transitions
and
Chapter
38,
Memorable
Openings
and
Closings
Homework: |
November 21 In-Class Reflective Memo Due Today: Argument Essay Final-For-Now
Homework: |
November 26
Activity:
Reflective
Memo
Discuss
Portfolios
-
Bring
All
109
Work
to
Class Portfolio Materials |
November 28 No Class – extended office hours this week and next
Homework: |
Academic Honesty Contract For English 109
Please copy this form, complete it, and submit it with drafts of all four major assignments and with the final portfolio.
I
have
directly
acknowledged
all
outside
sources
used
in
the
creation
of
this
writing.
These
sources
include
not
just
the
direct
quotations
that
I
have
used,
but
also
other
influences
and
inspirations.
These
other
cited
sources
can
influence
me
and
inspire
me,
but
I
have
created
my
own
essays
and
they
express
something
important
about
me.
This
work
represents
my
unique
ideas,
strategies
and
viewpoints
in
writing.
I value creativity and uniqueness. When I use outside sources, I synthesize and critically reinterpret the ideas of others, I don’t just drop them into my text or cut and paste them. I know that if I don’t synthesize and critically reinterpret the ideas of others, and acknowledge them fully by citing them, then I am plagiarizing.
I
know
that
even
if
I
don’t
quote
directly
from
a
source,
I
need
to
be
sure
to
always
give
credit—even
when
paraphrasing
or
summarizing.
I
know
that
properly
attributing
ideas
to
their
owners
can
also
strengthen
my
own
ethos
as
a
researcher.
I
know
that
good
research
means
more
than
just
avoiding
plagiarism.
Good
researchers
take
multiple
ideas,
analyze
them,
contrast
them,
synthesize
them,
and
then
use
them
to
say
something
unique,
while
carefully
documenting
where
each
idea
came
from.
I used the writing and revision process to practice giving credit to others correctly, using MLA citation style, with in-text citations and a full list of works cited. When I was in doubt, I used my textbook for guidelines, and I asked my peers and my teacher (and perhaps Writing Center tutors) for help. So, now that I am ready to hand in my writing, I know that I have followed all of the rules for correct citation.
I
know
that
“I
didn’t
know
I
was
plagiarizing”
is
not
an
acceptable
excuse.
If
in
doubt,
I
know
I
can
ask
my
teacher.
If
I
am
unsure
whether
information
is
“common
knowledge”
or
not,
my
readers
may
be
too.
If
in
doubt,
I
cite
it.
It
is
better
to
give
too
much
credit
to
others
than
to
assume
that
I
don’t
need
to
cite
something.
I did receive help in my writing—from peers in my class, from my teacher, and perhaps from others. But I had clear boundaries when asking for help. Nobody wrote or rewrote my paper for me. I welcomed suggestions and comments from others, reflected upon them, and then made rhetorical choices as I revised. I didn’t steal or borrow ideas from others without acknowledging them. I received guidance and support from others, but I can confidently state that this writing is mine.
By typing my name on a paper, I am signing a contract with my professor and with the University of Waterloo that states that the ideas contained in this paper are my own, and that all ideas that are not my own have been correctly attributed to their owners.
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