109 W22 Denton | English Language and Literature

ENGL 109 -- 001 Introduction to Academic Writing Winter 2022

*Blended/Flipped Delivery – Most in-class sessions occur on Tuesdays, 1-2:20 pm (with exceptions, noted in our course materials), either on MS Teams or EV3 3406 as needed, accompanied by pre-, in-, and post-class activities*

A Note On the Choice of Blended/Flipped Delivery for Winter 2022: The Best Option for Uncertain Times

I would normally put a note like this after outlining the purpose, objectives, requirements, and schedule for this course, but it is too important to bury deep in the syllabus. I also go into this in the week #1 module, but it is worth noting immediately that, although our course is officially designated as “in-person,” we will be undertaking what is known as a Blended/Flipped delivery for the entirety of the semester. A blended course is a mix of self-directed, online engagement with course content and in-person or synchronous meetings. These meetings will continue your engagement with the content and activities in a given week, and they will be “flipped” in the sense that they will largely be devoted to small-group work that applies each week’s concepts and ideas into a collaborative class document. For the most part, these meetings will take place on Tuesdays between 1-2:20 pm (although there will be exceptions to this rule).

The expectations surrounding how to engage with this kind of course is clearly detailed in the course schedule, within this syllabus, and on LEARN (see week #1 in particular). While this approach sets up a continuum of engagement that builds over the course of the semester, it also serves a very important purpose during the uncertainty that continues to hang over this pandemic. By staying in a blended mode, we can easily move our in-class meetings between being in-person (EV3 3406) or staying remote (MS Teams), all while keeping the baseline of course content and activity the same, no matter how we may need to pivot over the course of the semester (i.e. lecture materials are always online; there will always be the same activities and assignments for you to complete, no matter the broader circumstances). The only difference is whether we see each other online, or we see each other in-person.

In this format, while many activities are completed independently, you will note that there is almost always some kind of “in-class activity” that needs to be completed. As mentioned above, this activity is completed through small-group work that is input into a collaborative class document. This document will be housed online, whether or not we are working in-person or online, which leaves room for everyone to participate, no matter if any of the following occurs:

We are mandated to undertake remote delivery at any point of the semester (for example, as we already know will occur through at least Jan. 24th, 2022);

We return to in-person course delivery but then have to switch back to remote delivery due to public health mandates at a provincial, regional, university, or classroom level;

If any individual needs to self-isolate due to known exposure, self-diagnosed mild or moderate symptoms, a positive test, etc. **Do not come to class even with mild symptoms**

If any individual cannot travel to campus due to weather, family emergencies, or other unexpected circumstances;

If I cannot attend an in-person class due to any of the above scenarios.

If we are in a situation that we all are remote or all in-person, the ability to complete the small- group in-class activity is straightforward: we are all in the same virtual or physical space, so we can easily communicate the goals of the day and any questions/concerns that arise. It gets a little trickier once we move into scenarios #3-5, but due to the nature of the collaborative documents that we will build each week, you can still participate from a distance even if everyone else is in the classroom. Here is what that would entail:

I will turn on MS Teams for our meeting so that you can join remotely – I won’t turn on the camera, but you will get audio for the opening minutes of the class, when I go over the day’s activities. I will also post the powerpoint of the day to the LEARN module so that you have full access to background and instructions for the activity;

If you know that you can’t come to an in-person meeting but will be logging into MS Teams, just send me an email before class begins;

If there are other students who are joining remotely, you can form a group with them in order to complete the activity; if not, I will assign you to a group in the class where you can collaborate in a virtual/in-person mix through Teams;

I will leave Teams on during the class session so that you can ask questions – I will do my best to monitor this throughout the session;

If I cannot attend an in-person class, everything will move back to remote interaction through MS Teams, but you are more than welcome to use our assigned classroom to work, if youlike (the same goes for any of the Thursday slots that are assigned to us but that we won't be using).

In this way, our blended/flipped format addresses any short-term or longer-term cancellation of classes at any point of the semester, and it also addresses any accomodations that may need to occur at an individual level due to self-isolation protocols. The only thing that changes is whether, as a class, we meet in-person or on MS Teams, and this will be clearly noted in LEARN. On an individual level, everyone has the opportunity to complete all activities – without penalty even if they can’t physically be in the classroom.

*Note: regardless of whether or not we stay remote or return to remote delivery, there are some weeks that will remain completely online (Week #9) or that will take the form of MS Teams meetings (weeks #7, 11, and 12). This is due to anything related to the nature of the activities to the opportunity to maintain flexible options for you that may fall outside of our scheduled class meeting time*

And, now, to the rest of the syllabus!

Instructor Information Instructor: Dr. Stacy Denton Office: MS Teams

Office Hours: 3-4 pm T, W, Th and by appointment; MS Teams

Email: sdenton@uwaterloo.ca (will receive a response within 24 hours)

Course Description (ENGL 109 Catalogue Description)

The course will explore a variety of issues in academic writing such as style, argument, and the presentation of information. English 109 is designed to get you comfortable writing in an academic context. You will learn about different forms of academic writing, as well as the processes that great writers engage in to create their best work. You will read texts to learn more about how they were written, and thus to improve your own writing. Because we 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 with your peers.

Course Description (specific to our section)

A central component of the work that we do in this course will focus on honing your ability to contribute to a larger scholarly “conversation” surrounding different topics in different contexts. Towards this end, we will analyze and engage with various kinds of texts – both written and visual – as individuals and as collaborators, in both verbal and written forms. As a starting point, for the first half of the semester, we will use a content-specific lens (the intersection of sports and society) through which to strengthen these modes of expression. Using a collection of case studies, we will analyze the discourse surrounding sports, especially as they intersect with larger social issues, and you will have the opportunity to bring in your own interests and perspectives to further develop this analysis. In the second half of the semester, we will diverge from this content-driven corpus as you conceptualize, research, and implement your own academic interests in a research paper that follows Humanities conventions. *Note: this research paper can be on anything that you are interested in – it can relate to “sports and society,” to your own discipline, or to anything else that you would like to explore in this academic context*

Course Goals and Learning Outcomes

From “English 109 Learning Outcomes and Teaching Guide” created by Dr. Frankie Condon, English Language and Literature Department, UWaterloo, with section specific goals.

Upon completion of this course, students should be able to:

Think critically and communicate effectively;
- Section Specific: Over the course of this semester, you will be given the opportunity to explore social issues through a variety of texts, and you will be able to analyze these issues in both verbal and written forms, both in and outside of class.
Learn and practice a variety of strategies for inventing, drafting, and editing texts;
- Section Specific: Over the course of this semester, you will be given space to independently and collaboratively work through your ideas in scaffolded assignments and small participation exercises that will occur within and outside of class.
Learn and practice writing in a variety of academic genres;
- Section Specific: Over the course of this semester, you will be asked to develop writing in different areas of academic writing, including personal reflection, critical analysis, and the research essay.
Learn to read critically;
- Section Specific: Over the course of this semester, you will engage thoughtfully with different kinds of readings and viewings, including general reader and academic texts, as well as independently explore texts related to your relevant academic interests.
Learn to write persuasively by effectively employing elements of formal argumentation;
- Section Specific: Over the course of this semester, you will hone your ability to contribute to an academic “conversation” that utilizes conventions surrounding organization, research, and citation.
Give and receive useful feedback on writing for the purposes of revision;
- Section Specific: Over the course of this semester, you will work in peer groups in order to strengthen your ability to provide thoughtful commentary on other’s work and to implement peer feedback into your own writing.
Learn and practice communicating to a variety of academic audiences.
- Section Specific: Over the course of the semester, you will use both written and verbal forms in order to convey ideas in both informal and formal settings, recognizing the need to adjust tone and style for the purpose of each unique assignment.

Required Texts

Library Course Reserves – E-Reserve
Articles and viewings linked through LEARN
Concussion. Directed by Peter Landesman. Columbia Pictures, 2016. (possibly on streaming services; rent or buy on iTunes).
Head Games: The Global Concussion Crisis. Directed by Steve James. Dogwoof, 2014. (can rent or buy on iTunes).

*There is no textbook per se* -- all textbook costs will be related to printing and renting/streaming films.

Readings and Viewings Available on LEARN (see syllabus and LEARN for details)

Course Requirements and Assessment

As per the “English 109 Learning Outcomes and Teaching Guide” created by Dr. Frankie Condon, all sections of ENGL 109 will produce “15-20 pages (4500-6000 words) of revised and polished prose over the course of each term.” This requirement will be fulfilled in different kinds of writing assignments, including:

Assessment	Date of Evaluation (if known)	Weighting
Weeks #1, 3, 4, 5, 6 Pre-, In-, and Post-Class Work	Variable	19%
Weeks #8-11 Pre-, In-, Post-Class and Online Activities	Variable	15%
Personal Reflection	Draft: Jan. 18th; Final Draft and	8%
Workshop #1	Reflection on Feedback: Feb. 1st Jan. 18th	3%
Critical Analysis Workshop #2	Draft: Feb. 28th; Final Draft and Reflection on Feedback: March 17th Meetings on either March 1st or	12% 5%
Research Proposal	March 3rd; final Critical Narratives due March 3rd March 15th	5%
Annotated Bibliography	March 24th	8%
Research Paper Peer Review #3	Synthesizing Sources: March 31st; Draft: April 3rd; Final Draft and Reflection on Feedback: April 21st April 5th (extensions available);	20% 5%
	final Critical Narratives due on April 12th
Total		100%

Weeks #1, 3, 4, 5, 6 Pre-, In-, and Post-Class Work – 19%

Each week, you will be assigned small activities to help prepare for our in-class meeting, undertake during our in-class activity, and reflect upon what we accomplished during our in-class meeting. These first weeks will be associated with the topic of “sports and society,” and in particular, discussions surrounding head trauma in sport.

Weeks #8-11 Pre-, In-, Post-Class and Online Activities – 15%

Each week, you will be assigned small activities to help prepare for our in-class meeting, undertake during our in-class activity, and reflect upon what we accomplished during our in-class meeting. These last weeks will be devoted to developing and honing a research project of your choosing that will culminate in an academic essay.

Personal Reflection (8%) (2 pages or 500 words)

The goal of this writing is to use personal experience as a way to shed light on the prevailing conversation surrounding a given issue. Towards this end:

Choose something that came up in week #1, either related to the Abdul-Jabbar article, the in-

class groupwork, or any of the information posted to our Class Repository and reflect upon your own observations/experiences as they may or may not relate to this topic, either as an athlete, non-athlete, spectator, consumer, or as someone who eschews athletic enterprise.

Requirements

You need to demonstrate the larger “conversation” that surrounds this topic. Over the course of your essay, you will need to include reference to the Abdul-Jabbar article and one source that was brought up within class activitied. These two sources will help you frame the topic that you are responding to.
You can discuss your “personal experience” in any way that you like. Perhaps you want to make this an opinion-oriented piece based on your observations relating to the sports world (at any level), or maybe you want to directly draw on a personal anecdote to help shed light on the topic that you are going to discuss. *Remember: in addition to myself, some of your peers will read a (miniature) first draft, so do not feel compelled to share personal anecdotes, unless you want to do so.*
You can structure your essay in any way that you choose. Keep in mind, though, that you are trying to connect with a reader, and so you need to consider how that is best accomplished in regard to organization and expression. Academic conventions will be required for the rest of the semester, but feel free to approach this assignment as you think fit.
However, you will need to provide a works cited list, following MLA or APA conventions as close as possible.
In addition to this essay, you need to include a brief reflection (no more than 250 words) on what you did and/or did not incorporate from your peer's feedback and explain why you made those decisions.

Peer Review Workshop #1 (3%)

Please follow the template provided in week #2 in order to provide constructive feedback on your peer’s“Personal Reflection” draft. This workshop will be an introduction to the more formalized and in-depth peer review process that you will encounter in Peer Review Workshops #2 and #3.

Critical Analysis (12%) (4 pages or 1,000 words)

In our unit on CTE in sports, we studied a variety of different “texts,” including journalism, scholarly articles, documentary, and narrative film. In light of this material, I want you to analyze the discourse surrounding CTE, from whatever angle you choose. The challenge of this essay is to narrow your focus to a specific element of this unit that interested you, and to do so in such a way that draws across different kinds of texts. *Remember: you can take this essay in any direction that you like, as long as you fulfill the requirements.*

Requirements:

You must discuss two assigned readings and one assigned viewing in your essay;
You must include one source discussed in our collaborative in-class activities;
You must include one outside source, either scholarly or non-scholarly;
You must follow academic conventions in organizing and expressing your ideas (in short: intro, thesis, body, conclusion, properly cited evidence, etc.).

In addition to this essay, you need to include a brief reflection (no more than 250 words) on what you did and/or did not incorporate from your peer's feedback and explain why you made those decisions.

Peer Review Workshop #2 (5%)

Please follow the template provided in week #7 in order to provide constructive feedback on your peer’s“Critical Analysis” draft. This workshop is a more formalized and in-depth peer review process that you will follow for workshop #3 as well.

Research Proposal (5%) (1 page, or 250 words)

Your proposal is a one-page description of the topic that you would like to explore for your research project, the importance of looking further into the topic (i.e. the “so what?” that drives this project, or in other words: a kind of thesis statement), a brief overview of some pre- existing scholarship (at least two initial sources of your choosing) that will help contextualize your potential approach to the project, and an explanation of why your approach is unique to the topic at hand (i.e. what you plan to contribute to a particular “conversation”). In addition to this proposal, you must submit entries for 3 sources (one book, one scholarly journal article and one reputable website), cited in MLA or APA style. You may find that you draw on all three of these sources in your proposal, but it is not a requirement.

Annotated Bibliography (8%) (approximately 2-3 pages, depending on how you annotate your sources)

The annotated bibliographyconsists of 8 sources (including one book, two scholarly journal articles and one reputable website). For each source, you must give a brief summary of the content and your own evaluation of its importance to your paper (more in-depth details are posted on LEARN).

Research Essay (20%) (Synthesizing Sources: 2 pages (500 words); Draft: 4 pages (1000); Final draft: 6-8 pages or 1500-2000 words)

As you build towards your final essay, there are a couple of additional steps leading to your workshop #3. First, you need to start composing a miniature draft, using at least three sources gathered from your research (“Synthesizing Sources” assignment). This draft will be a two page draft of any part of your research paper, and you will also provide a brief outline of how you think you will organize your Research Essay as a whole. You can start from the beginning (i.e. starting with your introduction), or you can decide to write up a particular sub-section of your research paper. This draft and outline are a lead in for your individual meeting with me in week #11. Second, you must build on this assignment towards a draft of approximately 4 pages; this will be submitted for the workshop #3 which will follow the same procedures as workshop #2. Your final version must be 6-8 pages, not counting your abstract and bibliography, on any topic of your choice (it does not need to relate to “sports and society,” although you are more than welcome to explore something from this unit for this paper. I will be looking for essay structure, how well you present and substantiate your argument, and proper referencing within the body of the essay. In addition to the 6-8 page paper, you must also hand in your correctly cited bibliography (not annotated).

Peer Review Workshop #3 (5%)

Please follow the template provided in week #7 in order to provide constructive feedback on your peer’s Research Essay. This workshop is a more formalized and in-depth peer review process that you followed for workshop #2.

Course Outline

*The instructor reserves the right to alter the course schedule as she sees fit*

Week	Date	Topic	Readings/Activities Due
1	Begins Jan. 5th	Introduction; Sport and Society	Readings: ENGL 109-001 syllabus; Abdul-Jabbar, Kareem. “Kareem Abdul-Jabbar: what sports have taught me about race in America.” The Guardian, 28 Aug 2018, https://www.theguardian.com/sport/2018/aug/28/notes-from-an- ungrateful-athlete-why-race-and-sports-matter-in-america#. In-Class Meeting: Jan 11th, MS Teams Activities Due: Jan. 11th: Pre-Class Activity Jan. 11th-13th: In-/Post-Class Activities
2	Begins Jan. 12	Sports and Society: Essay #1 Personal Reflection	Reading: Library Services Academic Skills Centre. “A short guide to reflective writing.” University of Birmingham, 2015, https://intranet.birmingham.ac.uk/as/libraryservices/library/asc/d ocuments/public/Short-Guide-Reflective-Writing.pdf. In-Class Meeting: Jan. 18th, MS Teams
			Activities Due: Jan. 18th: Pre-Class Activity (Personal Reflection Draft)
			Jan. 18th: In-Class/Post-Class Activity (Workshop #1) (Post-Class Activity: Final Draft and Reflection on Feedback due on Feb. 1st)
3	Begins Jan. 19th	Sports and Society: Discourse and CTE	Viewing: “What is CTE? Dr. Ann McKee Explains.” YouTube, uploaded by Concussion Legacy Foundation, 22 Oct 2018, https://www.youtube.com/watch?v=DKTpU2W7bfY&feature=emb _logo
			Readings: Pilkington, Ed. “The NFL star and the brain injuries that destroyed him.” The Guardian, The Guardian, 19 Jul 2011, https://www.theguardian.com/science/2011/jul/19/nfl-star-brain- injuries-destroyed.
			Branch, John. “A Brain ‘Going Bad’.” The New York Times, 6 Dec. 2011. (Library E-Reserves).
			Branch, John. “Brain Trauma Extends to the Soccer Field.” The New York Times, 27 Feb. 2014. (Library E-Reserves)
			Kilgore, Adam. “Aaron Hernandez suffered from most severe CTE ever found in a person his age.” Washington Post, 9 Nov 2017. (Library E-Reserves).
			In-Class Meeting: Jan. 25th, TBD
			Activities Due: Jan. 25th: Pre-Class Activity
			Jan. 25th-27th: In-Class/Post-Class Activity
4	Begins Jan. 26th	Sports and Society: Discourse and CTE	Writing and Communication Centre Module -- This will take about an hour to complete Readings: Karimipour, Nicki. "Suicide on the Sidelines: Media Portrayals of NFL Players’ Suicides from June 2000 to September 2012." Journal of Sports Media, vol. 11 no. 1, 2016, pp. 49-80. Project MUSE, doi:10.1353/jsm.2016.0006 (Library E-Reserves)
			Maloney, Tom. “Hockey, Concussions, and the Media.” How
			Canadians Communicate V: Sports. edited by David Taras and Christopher Waddell, AU Press, 2016, pp. 195-208. (Library E- Reserves) In-Class Meeting: Feb. 1st, TBD Activities Due: Feb. 1st: Pre-Class Activities Feb. 1st-3rd: In-Class/Post-Class Activity Reminder: Final Draft, Personal Reflection essay Reflection on peer feedback (upload to Personal Reflection dropbox) due on Feb. 1st*
5	Begins Feb. 2nd	Sports and Society: Discourse and CTE	Viewings: Head Games: The Global Concussion Crisis. Directed by Steve James. Dogwoof, 2014. (can rent or buy on iTunes). Readings: Gagich, Melanie and Emilie Zickel. “6.3: What is Rhetorical Analysis?” A Guide to Rhetoric, Genre, and Success in First-Year Writing. Ebook, MSL Academic Endeavors, 2018. https://pressbooks.ulib.csuohio.edu/csu-fyw- rhetoric/chapter/what-is-rhetorical-analysis/
			Gagich, Melanie and Emilie Zickel. “6.4: Rhetorical Appeals: Logos, Pathos, and Ethos.” A Guide to Rhetoric, Genre, and Success in First-Year Writing. Ebook, MSL Academic Endeavors, 2018.”https://pressbooks.ulib.csuohio.edu/csu-fyw- rhetoric/chapter/rhetorical-strategies-building-compelling- arguments/
			In-Class Meeting: Feb. 8th, TBD
			Activities Due: Feb. 8th: Pre-Class Activity
			Feb. 8th-10th: In-Class/Post-Class Activity
6	Begins Feb. 9th	Sports and Society: Discourse	Viewings: Concussion. Directed by Peter Landesman. Columbia Pictures, 2016. (in Media Library; currently on Netflix; rent or buy on iTunes).
		and CTE	“Martin Scorsese: Documentary vs. Narrative.” YouTube, uploaded by AFI Docs, 21 May 2010, https://www.youtube.com/watch?v=GJtBd0VdImw&feature=emb_ logo. Reading (can be completed after in-class reading, if needed): Kaplan, Emily. “’Paid to Give Concussions.’” SI.com. 09 Dec. 2015. https://www.si.com/nfl/2015/12/09/nfl-retired-players-watch- react-to-concussion-movie-will-smith. In-Class Meeting: Feb. 15th, TBD Activities Due: Feb. 15th: Pre-Class Activity Feb. 15th-17th: In-Class/Post-Class Activity
7	Begins Feb. 16th	Essay #2: Critical Analysis	In-Class Meeting (Small Group Meetings): Either March 1st or March 3rd, MS Teams Activities Due: Feb. 28th: Pre-Class Activities (Critical Analysis Draft Due) March 3rd: In-Class/Post-Class Activity (Workshop #2) (Post-Class Activity: Critical Analysis Final Draft and Reflection on Feedback due on March 17th)
8	Begins March 2nd	Research Project	Library Module on Databases and Research -- This will take about an hour to complete In-Class Meeting with Rebecca Hutchinson, TBD Activities Due: March 6th (Sunday): Pre-Class Activities March 8th-11th: In-Class/Post-Class Activity
9	Begins March 9th	Research Project	Reading: “Research Proposal Qualities” Document No In-Class Meeting Activities Due: March 10th: Discussion Forum Part A
			March 13th: Discussion Forum Part B March 14th: “Quiz” March 15th: Research Proposal March 17th: Citation Practice from end of Week #9, moving into week #10 Reminder: Critical Analysis Final Draft Reflection on Feedback due on March 17th*
10	Begins March 16th	Research Project	In-Class Meeting: March 22nd, TBD Activities Due: March 17th: Pre-Class Activity (if not already completed) March 22nd: Pre-Class Activity (Annotated Bibliography draft) March 22nd-24th: In-Class/Post-Class Activity March 24th: Annotated Bibliography, final version
11	Begins March 29th	Research Project	In-Class Meeting (Individual Meetings): March 28th-March 31st, MS Teams Activities Due: March 25th: Sign-Up for Individual Meeting Before Individual Meeting Time: Pre-Class Activity March 31st: Synthesizing Sources writing March 31st-April 3rd: Post-Class Activity (Work on Draft)
12	Begins March 30th	Research Project	In-Class Meeting (Small Group Meetings): Tuesday, April 5th, MS Teams (Note: We can reschedule these meetings for later in the week if that works better for your group) Activities Due: April 3rd: Pre-Class Activity (Research Paper Draft)
			April 5th (with extension until April 12th): In-Class/Post-Class Activity (Workshop #3) (Post-Class Activity: Research Paper Final Draft and Reflection on Feedback, due April 21st)

Group Work

In some form, group work will occur in every single week of this course. For the most part, group work will be graded on a pass/fail basis (i.e. if you are contributing to the group, you will receive full credit).

Assignment Submission Requirements

All assignments must be submitted in various forms through our LEARN course management site. You will receive grades and feedback through LEARN and/or email, and grades will be input into the gradebook throughout the semester.

Late Work

A “late work” is defined as an assignment that is handed in after a deadline and is not cleared with me. There are different policies regarding late submissions based on the type of assignment that is being graded. Here is a breakdown of late submission policies and the assignments that correlate with them:

No late submissions accepted: Pre-, In-, and Post-Class Activities; Online Activities; Peer Review Feedback; Drafts

Rolling Grade Deductions: A 1/3 a letter grade per day that a paper is turned in after the due date. For example, if you write a “B+” paper but hand it in 2 days after the due date, you will now receive a “C+.”

*Important*: If you find that you are having a hard time meeting a deadline, please contact me ASAP so that we can discuss your situation. Speaking with me doesn't guarantee an extension, but at the same time, I understand that things can arise that make meeting a particular deadline difficult, so please do not hesitate to get in touch. You do not necessarily need a note from a doctor, the university, etc., but as mentioned above, if you know that you are having a serious medical and/or personal issue that will impact your academic work, it is an excellent idea to speak to the proper people and receive the necessary documentation.

Grading

One of the most stressful things about postsecondary education is receiving grades. This course is set up to encourage you to take risks with your intellectual life without wrecking your GPA. Having said that, I do not just simply hand out As, but it is also difficult to fail. For example, if you do all or most of the assignments and give an honest effort, you will receive at least a C for this course. Most likely, though, if you are giving an honest effort as well as completing all assignments, you will be doing far better than what I perceive of as a “C student” and will most likely fall in the B-range. If you are an excellent student,

you will most likely receive a grade in the A-range. I will provide a generalized rubric for those students who feel more comfortable with this kind of document.

If at any point you are unhappy with your grade or have further questions about feedback, do not hesitate to email or speak with me after class so that we can set up an appointment to discuss your concerns!! I feel that I am an approachable person, and I would never hold a grudge against a student who may not be happy with their grade (or the course content for that matter).

I will give you letter grades on your assignments, and based on Waterloo's grading system, here is a breakdown of the numerical value associated with each letter grade:

A+ 95; A 89; A- 83; B+ 78; B 75; B- 72; C+ 68; C 65; C- 62; D+ 58; D 55; D- 52; F+ 46; F 38; F- 32

Information on Plagiarism Detection

We will not use plagiarism detection technology in this course.

Institutional-required statements for undergraduate course outlines approved by Senate Undergraduate Council, April 14, 2009

Academic Integrity

In order to maintain a culture of academic integrity, members of the University of

Waterloo community are expected to promote honesty, trust, fairness, respect and responsibility. See the UWaterloo Academic Integritity webpage and the Arts Academic Integrity webpage for more information.

Discipline

A student is expected to know what constitutes academic integrity, to avoid committing academic offences, and to take responsibility for his/her actions. A student who is unsure whether an action constitutes an offence, or who needs help in learning how to avoid offences (e.g., plagiarism, cheating) or about “rules” for group work/collaboration should seek guidance from the course professor, academic advisor, or the Undergraduate Associate Dean. When misconduct has been found to have occurred, disciplinary penalties will be imposed under Policy 71 – Student Discipline. For information on categories of offenses and types of penalties, students should refer to Policy 71 - Student Discipline. For typical penalties check Guidelines for the Assessment of Penalties (https://uwaterloo.ca/secretariat- general-counsel/policies-procedures-guidelines/guidelines/guidelines-assessment-penalties).

Grievance

A student who believes that a decision affecting some aspect of his/her university life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70 - Student Petitions and Grievances, Section 4 (https://uwaterloo.ca/secretariat-general-counsel/policies-procedures- guidelines/policy-70). When in doubt, please be certain to contact the department’s administrative assistant who will provide further assistance.

Appeals

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 a ground. A student who believes he/she has a ground for an appeal should refer to Policy 72, Student Appeals (https://uwaterloo.ca/secretariat-general-counsel/policies-procedures-guidelines/policy-72).

Note for Students with Disabilities

The AccessAbility Services office, located on the first floor of the Needles Hall extension (NH 1401), collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with the AS office at the beginning of each academic term.

Mental Health Support

All of us need a support system. The faculty and staff in Arts encourage students to seek out mental health support if they are needed.

On Campus

Counselling Services: counselling.services@uwaterloo.ca / 519-888-4567 ext. 32655
MATES: one-to-one peer support program offered by Federation of Students (FEDS) and Counselling Services
Health Services Emergency service: located across the creek form Student Life Centre

Off campus, 24/7

Good2Talk: Free confidential help line for post-secondary students. Phone: 1-866-925-5454
Grand River Hospital: Emergency care for mental health crisis. Phone: 519-749-4300 ext. 6880
Here 24/7: Mental Health and Crisis Service Team. Phone: 1-844-437-3247
OK2BME: set of support services for lesbian, gay, bisexual, transgender or questioning teens in Waterloo. Phone: 519-884-0000 extension 213

Full details can be found online on the Faculty of Arts

Download the WatSafe app to your phone to quickly access mental health support information

Territorial Acknowledgement

We acknowledge that we are living and working on the traditional territory of the Attawandaron (also known as Neutral), Anishinaabe and Haudenosaunee peoples. The University of Waterloo is situated on the Haldimand Tract, the land promised to the Six Nations that includes ten kilometres on each side of the Grand River.

For more information about the purpose of territorial acknowledgements, please see the CAUT Guide to Acknowledging Traditional Territory (PDF).

Academic freedom at the University of Waterloo

Policy 33, Ethical Behaviour states, as one of its general principles (Section 1), “The University supports academic freedom for all members of the University community. Academic freedom carries with it the duty to use that freedom in a manner consistent with the scholarly obligation to base teaching and research on an honest and ethical quest for knowledge. In the context of this policy, 'academic freedom' refers to academic activities, including teaching and scholarship, as is articulated in the principles set out in the Memorandum of Agreement between the FAUW and the University of Waterloo, 1998 (Article 6). The academic environment which fosters free debate may from time to time include the presentation or discussion of unpopular opinions or controversial material. Such material shall be dealt with as openly, respectfully and sensitively as possible.” This definition is repeated in Policies 70 and 71, and in the Memorandum of Agreement, Section 6.