This document provides information about an English 102 course taught by instructor Jeremiah Akin. The course focuses on expository and argumentative essay writing, including summaries, critiques, and syntheses of texts. Key goals for students by the end of the course include accurately assessing audiences, comprehending and analyzing authors' ideas, presenting their own ideas clearly, writing critical analyses, and conducting research. The class will use popular culture as its theme and focus on discussion. Major assignments include papers on a pop culture icon, constructing an icon's public image, and an advertising campaign research paper. The class uses a discussion-based format and expects respectful participation. Grades are based on assignments, attendance, and participation.
Effective essay writing is a critical skill for college students, and there are various approaches to teaching solid essay writing. Among the topics covered in this presentation are development of critical thinking skills, order and progression of types of essays taught, and student activities that enhance comprehension and retention of components of skilled essay writing
Effective essay writing is a critical skill for college students, and there are various approaches to teaching solid essay writing. Among the topics covered in this presentation are development of critical thinking skills, order and progression of types of essays taught, and student activities that enhance comprehension and retention of components of skilled essay writing
Essay 3 Is College the Best OptionAssignmentThe authors oTanaMaeskm
Essay 3: Is College the Best Option?
Assignment:
The authors of the readings/videos (listed below) from Unit 3 explore whether college is the best option for everyone. For Essay 3, you will choose a topic from one (or more) of these readings/videos that you would like to explore in depth. Next, you will extensively research your topic. During this process, you should consider your opinions about your topic and begin to formulate a thesis for your final paper. Your thesis must be argumentative. You will not inform the reader about the topic; you will persuade the reader.
In your essay, you will persuade the reader to accept the argument set forth in your thesis using a combination of your own opinions and the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Requirements:
1. Length: 1,200-1,500 words (which is longer than the previous essays)
2. Your essay must relate to the topics presented in the readings for Unit 3: Is College the Best Option?
3. Your thesis must be argumentative (i.e., persuasive).
4. You must include at least four scholarly sources.
5. You must include at least onequote from each of your four sources.
6. You must use only articles from peer-reviewed scholarly journals for this essay. Failing to use scholarly sources will result in a 10-point deduction for each non-scholarly source. For example, if you include two non-scholarly sources in your essay, there will be a 20-point deduction. Therefore, it is crucial that you use scholarly sources.
Note: If you are using Google to locate sources, then it is highly unlikely that you are choosing scholarly articles. Your safest option is to use the library databases (e.g., ProQuest, JStor, and Academic OneFile) to find sources. If you do not know how to access/use the library databases, please see the "Library Research Tutorials" section in Content. If you do not know how to distinguish scholarly journals from popular periodicals, please see the "Evaluating Research Sources" module under Content. In addition, you will want to review the Vanderbilt University Video Tutorial about Scholarly vs. Non-Scholarly Sources, which is posted under Content.
7. You must include a Works Cited page that conforms to TheMLA Handbook, 8th edition citation style.
8. You must include correct MLA parenthetical/in-text citations.
9. You must properly introduce, present, and cite all direct quotes.
10. Your tone should be formal.
· Avoid first person pronouns (i.e., I, me, my, we, us)
· Avoid second person (i.e., you, your) pronouns.
· Avoid contractions (i.e., isn’t, doesn’t, won’t, etc.)
· Avoid slang.
· Avoid clichés.
· Use correct grammar, spelling, and punctuation.
· State your opinions as facts. Phrases like the following weaken your argument:
· In my research, I found that . . .
· In this essay, I will discuss . . .
· I believe that . . .
Deductions:
As with all assignments in this course, your submissions ...
English 102 Research WritingResearch Paper AssignmentPurpose .docxkhanpaulita
English 102: Research WritingResearch Paper Assignment
Purpose: This assignment will help you develop the research and writing skills required for organized, clear, and evidence-based argument to convince a skeptical audience within your field. You will use these skills in your future college courses and anytime you are making a case to a skeptical audience. Beyond that, you will also use the research skills whenever you are faced with a life decision when the questions are particularly important: Which medical treatment should I choose? Who should I vote for? Which colleges should I consider transferring to? How should I parent my children? What food should I consume? How much should I exercise? What is the deeper meaning behind the art, music, or TV I consume? etc. You will use the language skills, specifically, any time the situation requires written words: writing that cover letter, proposing a project to your manager, creating accurate, detailed patient notes, texting an old flame, writing your senator, etc.
Description: In English 102, you will examine and refine your own writing process as you create an argument-driven research paper of 8-10 pages, using 6-10 credible, college-level sources that discuss a specific topic within the writer’s chosen Area of Study or other intellectual interest. Those students who have not formally identified an Area of Study will investigate an issue addressed by a field or profession of interest to them.
The writer’s argument will address the writer’s class peers in the chosen Area of Study and future professors in the field. The writer will assume that some members of the essay’s skeptical audience will disagree with the argument presented in the essay.
The essay will use the discipline-specific style guide (e.g. APA, MLA, Chicago) commonly used by those writing in the chosen Area of Study or field.
Skills:By completing this assignment, you will practice the following:
1. Read a variety of discipline-specific texts critically
2. Compose texts and arguments appropriate to a discipline-specific purpose and audience
3. Locate and evaluate popular and professional sources
4. Integrate original ideas with sources, using formal citation methods as appropriate to the task
5. Focus, develop, and organize ideas effectively.
6. Edit for sentence clarity, using appropriate conventions of grammar and mechanics
Knowledge: This assignment will also help you to become familiar with the following important content knowledge:
1. Important issues, problems, and discoveries in your discipline
2. Opinions, statistics, expert opinion, and stories surrounding your chosen topic in your field
3. Specific vocabulary and terminology used in your discipline
4. Credible publications discussing issues in your discipline
5. Rules and conventions for the style guide associated with your discipline
6. Grammatical conventions to communicate clearly
7. Definition of intentional and unintentional plagiarism
8. Library databa.
ENGL 102 Netiquette Statement In order to maintain a pTanaMaeskm
ENGL 102
Netiquette Statement
In order to maintain a positive online environment for our class, we all need to follow the
netiquette guidelines summarized below.
All students are expected to:
1. show respect for the instructor and for other students in the class
2. respect the privacy of other students
3. express differences of opinion in a polite and rational way
4. maintain an environment of constructive criticism when commenting on the work of other
students
5. complete all assignments on time
6. avoid bringing up irrelevant topics when involved in group discussions or other collaborative
activities
The following list summarizes the kind of behavior that will not be tolerated. Each item listed
below is grounds for removal from the class.
Students should not:
1. Show disrespect for the instructor or for other students in the class
2. Send messages or comments that are threatening, harassing, or offensive
3. Use inappropriate or offensive language
4. Convey a hostile or confrontational tone when communicating or working collaboratively with
other students
5.USE ALL UPPERCASE IN THEIR MESSAGES -- THIS IS THE EQUIVALENT OF
SHOUTING!!!
6. Place images in the body of their discussion questions messages. Other students and the
instructor may be using a dial-up connection. If you feel compelled to refer to an image please
either attach the image to the DQ message or upload the image to the Web and place a link to it
in your message.
If I feel that a student is violating any of the above guidelines, I will contact that student to
discuss the situation in person. If you feel that a student is behaving inappropriately, please
send me a private e-mail message explaining the situation as soon as possible.
Discussion Board Tips / Rubric
1. Contribute in a timely manner and frequently. Do not wait until the end of the discussion
window for each week. This will help you to stay on top of the discussion and to gain the
most from it. If you develop a habit of just jumping in at the beginning, in the middle or at
the end, you will not be able to read all the discussion comments, capture the key issues
discussed and to contribute in a meaningful manner.
2. Read posts from others thoroughly and reflect before responding.
3. Contribution to the discussion should not be based on cutting and pasting information
from different resources but rather on a summary of findings from key resources as they
pertain to the topic being discussed in your own words. Respond to others’ comments by
writing your comment first and then update your subject line.
4. Posts should be sound, with argument or analysis supported by research and literature,
with attention to grammar, typos, and punctuation
5. Be clear and concise. Short comments may be appropriate in some cases but effective
comments may need to be longer to be more comprehensive (Suggest 2 paragraphs
maximum).
6. But I don’t know what to say! ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Instructor: Jeremiah Akin
Email: jakin@uidaho.edu
Office: Brink 112
Phone: 208-885-6156 (NO TEXTS, voice message only)
Be Here: MWF 9:30 AM-10:30 AM, TLC 023
Office Hours: MWF 10:30 AM-11:30 AM and by appointment
Course Description and Goals
English 102 focuses on the applied principles of expository and argumentative
essay writing, including summaries, critiques, and syntheses of texts, and the
research essay. The course emphasizes clear, concise, and vigorous prose. By
the end of this course yous should be able to:
1. Accurately assessing and effectively responding to a wide variety of
audiences and communication situations.
2. Comprehending college-level and professional prose and analyzing how
authors present their ideas in view of their probable purposes, audiences,
and occasions.
3. Presenting your ideas as related to, but clearly distinguished from, the
ideas of others (includes the ability to paraphrase, summarize, and
correctly cite and document borrowed material).
4. Developing a central idea or argument logically, supporting and
illustrating it clearly.
5. Writing critical analyses and syntheses of college-level and professional
prose.
6. Being able to make the connection between questions and problems in
your life both within and outside of college.
7. Gather and evaluate information and use it for a rhetorical purpose in
writing a research paper.
8. Using a variety of strategies during the prewriting or “invention” process.
9. Revising effectively.
10. Accurately proofreading your own work in order to produce writing that
maintains the conventions of publishing English.
11. Giving and receiving constructive feedback from peers.
12. Use flexible writing process strategies to generate, develop, revise, edit,
and proofread texts.
13. Adopt strategies and genre appropriate to the rhetorical situation.
2. 14. Use inquiry-based strategies to conduct research that explores multiple
and diverse ideas and perspectives, appropriate to the rhetorical
context.
15. Use rhetorically appropriate strategies to evaluate, represent, and
respond to the ideas and research of others.
16. Address readers’ biases and assumptions with well-developed evidence-
based reasoning.
17. Use appropriate conventions for integrating, citing, and documenting
source material as well as for surface-level language and style.
Class Details and Expectations
This class will be discussion-based, and I expect respectful adult conversation.
For this reason I have chosen popular culture as the theme of the semester.
Popular culture is a topic that has interested me for as long as I can remember,
and I think it’s an excellent theme for an introductory writing course because it
exists as a fairly neutral ground for practicing intelligent argument. Though
many of us have strong opinions about movies, albums, songs, and celebrities,
disagreements over the values of these things are generally benign and most
people can agree to disagree. Political and religious discussion is generally
discouraged, but also recognized as an important element as it relates to the
construction of popular culture. Discussion of controversial topics as they relate
to the semester’s theme should be as neutral as possible.
In order to participate in discussion, reading is necessary. I try to keep the
readings short and engaging, so do the reading, think about it, and come to
class with a brief question or response.
3. Assignments and Grading
All assignments are considered open for respectful class discussion. Course is
graded A, B, C, F, N (no pass), or I (incomplete)
Minor Assignments (10%)
Preparatory assignments and rough drafts will be graded as complete or
incomplete. Rough drafts are due one week prior to final drafts. Rough drafts
are expected to be full, complete articulations of the ideas. They are not
required to be pretty, but they should be close enough to the final idea to
spark discussion with peers of ideas that need to be clarified. 100 pts
Major Assignments in Brief (60%, details provided later)
Pop Culture Icon—choose a current celebrity (actor, popular scientist,
musician, etc.) that inspires you and explain why this person is inspirational.
100 pts, February 4
Pop Ethos—building off of your previously selected public figure, look at the
way this person is portrayed in the media and develop an idea of how
they construct their ethos. Find a way to define this ethos and explain how
this relates to your initial impression of this person. 100pts, March 4
Advertising Campaign Research Paper—using the skills that we’ve learned from
the previous assignments, choose an advertising campaign for a product
or service you either love or hate and write a research paper about how
the campaign works. 200pts, April 15
Remediation—present the discoveries of your research project in a new form
such as a presentation or a website. 200pts, May 6
Attendance and Participation (30%)
This class is about the presentation of ideas and based around peer discussion
and peer reviews, which means that all students are also teachers. This means
that your attendance in class is just as important as mine. For this reason you
are allowed no more than four unexcused absences. An excess of four
absences is grounds for failure. I also have a grading bias in favor of those
students who show up for class and engage with the material respectfully.
The department’s standard attendance policy follows. Attendance in English
101 is mandatory. Being present in class is the key to success in the course.
Compiling more than four unexcused absences is grounds for failure of the
course. An excused absence is an official note specifying the days and reasons
you were required to miss class. Excused absences must be in writing from an
official such as a doctor or a university instructor or administrator (in the event
4. of athletic events or field trips). You are responsible for making up work you miss
due to absences.
Attendance means being physically present, awake, coherent, and fully
prepared for class, with the day’s assignments completed. If you do not meet
all of these conditions, you can be marked absent for the day. You are
responsible for making up work that you miss.
300 pts
1000 Total Points Available
5. Textbook
Jodie Nicotra’s Becoming Rhetorical
Many of you may be familiar with The Allyn and Bacon Guide to Writing.
Though this is a classic textbook for introductory English courses, Jodie Nicotra’s
book is more applicable to this class. We will be talking quite a bit about
popular culture, and while Allyn and Bacon will teach you how to write in a
traditional manner, Nicotra will teach you how to analyze new media.
Plagiarism
Plagiarism is turning in work that you haven’t created. It’s cheap, and you’re
only cheating yourself. Don’t do it. For more information, see
https://www.uidaho.edu/student-affairs/dean-of-students/student-
conduct/academic-integrity
Disability Support
CENTER FOR DISABILITY ACCESS AND RESOURCES REASONABLE
ACCOMMODATIONS STATEMENT:
• Reasonable accommodations are available for students who have
documented temporary or permanent disabilities. All accommodations
must be approved through the Center for Disability Access and Resources
located in the Bruce M. Pitman Center, Suite 127 in order to notify your
instructor(s) as soon as possible regarding accommodation(s) needed for
the course.
• Phone: 208-885‐6307
• Email: cdar@uidaho.edu
• Website: www.uidaho.edu/current-students/cdar
PLEASE READ, SIGN, AND RETURN THE GRADING CONTRACT ATTACHED BELOW
6. GRADING CONTRACT
Papers
70-79
Paper meets page-length requirements without filler (i.e. unnecessarily long block quotes, repeated points, sentences
designed to be longer than necessary, etc.). Sources are properly cited. Proper MLA formatting. Summary and analysis
demonstrate moderate comprehension of material. Paper meets all but one or two of the criteria specific to the
assignment.
80-89
Paper meets page-length requirements without filler. Sources are properly cited. Proper MLA formatting. Quotes and
references are appropriately placed and introduced. Summary and analysis demonstrate thoughtful reflection on
material. Appropriate and natural-sounding word choice. Sentences flow nicely into well-sectioned paragraphs. Paper
meets all of the criteria specific to the assignment.
90-100
Paper meets page-length requirements without filler. Sources are properly cited. Proper MLA formatting. Quotes and
references are appropriately placed and introduced. Summary and analysis demonstrate thoughtful reflection on
material. Writer makes the sources talk to one another and also talks to the sources. Appropriate and natural-sounding
word choice. Sentences flow nicely into well-sectioned paragraphs. Paragraphs are structured in an appropriate
rhetorical manner. Paper meets all of the criteria specific to the assignment.
Note:
Assignment criteria are moderately negotiable. If a student deliberately refuses to meet certain criteria, I expect a one-
sentence justification for each item not satisfied. This may be in the form of a typed note stapled to the paper and
turned in with the assignment. Justification is subject to teacher approval. Final drafts and portfolio drafts must show
evidence of revision. Semester portfolios must be turned in to receive a passing grade.
Participation
I expect all students to participate in class discussion at least once a week and in all group discussion. If there are any
students who suffer from crippling social anxiety or any other inhibitions, please feel free to let me know privately so
that we can make accommodations. Peer feedback is to be given in a “sandwich” form: praise first, criticism second, end
by summarizing the strengths.
Example format: “I like___. ___could be improved. Overall, (name) has done a great job of ___.”
Overall Grade
A: Student participates and turns in all four major writing assignments. Assignment scores average between 90 and 100.
B: Student participates and turns in all four major writing assignments. Assignment scores average between 80 and 89.
C. Student participates and turns in all four major writing assignments. Assignment scores average between 70 and 79.
Classroom Policy
Classmates will be respectful of one another and of the teacher at all times without exception. Classmates who are
disrespectful will be dismissed immediately and given an F for weekly participation. After three dismissals, students will
receive an F for the entire course.
NO BUTTHEADS ALLOWED. BE KIND.
Teacher: _Jeremiah R. Akin__________________________ Student: _________________________________________
7. OTHER COURSE POLICIES
Technology
I reserve the right to revoke any of your technology privileges if they distract
you or others. You may listen to music during appropriate designated work
times such as freewrites. I expect that you are fully engaged with the class at all
times.
Email
I welcome your emails and questions – if you have questions about the course,
your work, meeting times, etc., please contact me at the address listed above
or on the BbLearn home page. When you contact me, please treat it as a
professional correspondence—your message should have a greeting, be
written in complete sentences, and signed with your name at the bottom.
Generally, you can expect a response during regular business hours (Monday-
Friday, 8 AM-5 PM).
Submitting Work
I deduct 10% per day late for work submitted past a deadline. I will not accept
prep work once a unit is completed. If you need an extension, please email me
with your reasons, and I will either accept or deny your request according to
my best judgement based on your appeal. If you receive less than 70% on a
major assignment, you may revise it and turn it in within one week and no later.
You will receive the higher of the two grades. All writing must be original and
written for this class. Reusing and assignment you completed for another class,
or back in high school, constitutes academic dishonesty.
Academic Dishonesty
At the University of Idaho, we assume you will do your own work and that you
will work with your instructor on improving writing that is your own. Plagiarism—
using someone else’s ideas or words as yours own without proper attribution--is
a serious matter.
The Council of Writing Program Administrators defines plagiarism in the following
way: “In an instructional setting, plagiarism occurs when a writer deliberately
uses someone else’s language, ideas, or other original (not common-
knowledge) material without acknowledg-ing its source. This definition applies
to texts published in print or on-line, to manuscripts, and to the work of other
student writers.” (From “Defining and Avoiding Plagiarism: The WPA Statement
on Best Practices,” http://wpacouncil.org/node/9).
The consequences of plagiarism:
8. If evidence of plagiarism is found in student work in English 101, the instructor is
empowered by Regulation 0-2 of the general catalog to assign a grade of F for
the course, a penalty that may be imposed in particularly serious cases. In most
cases of plagiarism, the instructor will also make a complaint to the Dean of
Students Office, which is responsible for enforcing the regulations in the Student
Code of Conduct. So in addition to the academic penalty of receiving an F in
the course, you may also be subject to other disciplinary penalties, which can
include suspension of expulsion. Although such severe penalties are rarely
imposed for first-time offenders, the Dean of Students Office maintains
disciplinary records as part of a student’s overall academic record.
Instructors may demonstrate that a paper involves plagiarism in two ways: 1) by
identifying the source, and 2) by showing the discrepancy of style between
previous papers and the paper in question.
If a paper involves misuse of sources or other materials--which the CWPA
defines as when a writer “carelessly or inadequately [cites] ideas and words
borrowed from another source”-- the instructor may ask you to rewrite the
paper, using correct forms of documentation.
When you need to use words or ideas from another person—whether an idea,
a picture, a powerful statement, a set of facts, or an explanation—cite your
source!
University of Idaho Classroom Learning Civility Clause
In any environment in which people gather to learn, it is essential that all
members feel as free and safe as possible in their participation. To this end, it is
expected that everyone in this course will be treated with mutual respect and
civility, with an understanding that all of us (students, instructors, professors,
guests, and teaching assistants) will be respectful and civil to one another in
discussion, in action, in teaching, and in learning.
Should you feel our classroom interactions do not reflect an environment of
civility and respect, you are encouraged to meet with your instructor during
office hours to discuss your concern. Additional resources for expression of
concern or requesting support include the Dean of Students office and staff
(208-885-6757), the UI Counseling & Testing Center’s confidential services (208-
885-6716), or the UI Office of Human Rights, Access, & Inclusion (208-885-4285).