Aunt ida pieces a quilt main idea

Jackson State University Department of English and Modern Foreign Language

Course Number and Title: English 218 Advanced Composition Semester and Year: Spring 2019 Credit Hours: 3 hours

Instructor Information

Instructor Name:

Antionette Woodall, Ph.D.

Office Location:

Virtual Office

Office Hours: Online via Email

Phone: 601-878-1519

Email:

antionette.l.harvey-woodall@jsums.edu (Preferred E-mail)

Canvas Mail tool (Responses to email will be provided within 24-36 hours during weekdays.)

Course Description

Advanced Composition is a one semester course that explores different writing modes. The

course will assist students in writing that will require them to think critically, analytically, and

educationally. It will enhance students’ critical thinking and research skills and how to relate

them to different genres of writing. This course will expose students to different cultures that

will broaden their views on the diverse ways in which others live. This course will additionally

enhance students’ grammar and composition skills through research, individual, and

collaborative learning.

Course Prerequisites

ENG 104-105 or 111-112 Freshman Composition

Course Learning Outcomes

 The student will be able to generate ideas during the draft stage of writing by recalling,

imagining, and elaborating; analyzing ideas present in written, oral, and visual formats.

 The student will be able to identify different rhetorical strategies of writing.

 The student will be able to generate content during the pre-writing stage by recalling,

imagining, and elaborating; analyzing ideas presented in written, oral, and visual formats.

 The student will be able to critique primary and secondary sources that relate to different

genres of writing.

 The student will be able to express critical thinking skills through primary and secondary

sources.

mailto:antionette.l.harvey-woodall@jsums.edu
 The student will be able to draw logical conclusions and selecting appropriate supporting

details and recognizing patterns of overall organization inherent in a given body of ideas.

 The student will be able to produce unified bodies of writing during the writing stage by

presenting conclusions and providing sufficient supporting details.

 The student will be able to refine content during the revision stage by providing context

to accommodate the relevant audience; generating, integrating, clarifying, eliminating,

and/or rearranging supporting details; clarifying transitions; and providing conventional

grammatical forms, punctuation marks, spellings, and citations

 The student will be able contribute to the intellectual development of classmates by

articulating knowledge and reasoned opinions in a group presentation (during revisions);

responding in a thoughtful, sensitive, and constructive manner to the writing of his/her

peers

 The student will be able to express appreciation of the heritage and experiences of

various cultural, social, and ethnic groups by reading and responding to the works of a

variety of authors (see Required Readings/Resources) while noting similar, as well as

differing, concerns collaborating with group members and other classmates from various

backgrounds in the production and revision of written language

 The student will be able to integrate technology that enhances learning environments

(blogging and research) and extends performance.

 The student will be able to enhance his/her research skills by using primary and

secondary sources in their documented and research assignments.

 The student will be able to take discussion-question and essay exams that relate to the

assigned readings.

Course Objectives

 To identify different grammar techniques and grammar errors

 To display critical thinking by comparing and contrasting different genres of writing

 To master analytical reading skills by annotating, highlighting, and note-taking

 To distinguish different sources of research to assist in documented essays

 To learn appropriate terminology as it relates to rhetorical devices and essay writing

 To express communication skills through formal presentations

 To compile an annotated bibliography using database resources and other reliable

resources

 To master writing formal essays that express different rhetorical strategies of writing

 To compare ideas through class discussion, blogging, and peer-editing

 To learn how to constructively discuss and share differences in a professional manner

Canvas Access

The syllabus, grammar weblinks and other helpful tools will be posted on Canvas.

Required Texts

Colombo, G., Cullen,R., & Lisle,B. (Eds.). (2016). Rereading America: Cultural Contexts for Critical

Thinking and Writing. 10th ed. Boston: Bedford.

Other Requirements

 Complete the registration for the Online Student Orientation, if this is your first distance learning course at JSU.

 Complete the Verification Syllabus Receipt Form.

System Requirements

To have a successful experience in Jackson State University's online courses, the following is the minimum computer configuration needed:

Computer Hardware Recommendations

The following hardware are the minimum specifications to work with Canvas.

 PC or Macintosh with:  Windows XP, or Vista; or Mac OS X or later  1 G of free disk space recommended

 Internet Connection  Broadband/High Speed (Recommended)  56 K modem or higher

Browser Compatibility

 It is very important that you use a certified or compatible Web browser when viewing and working in Canvas so that information and course tools display correctly. Use these tables to ensure your current browser is compatible.

The following tables highlight the new platform and browser configurations tested for SP 11 using the following support terms:

 Certified: Fully supported technology with highest level of testing before release.  Compatible: Fully supported technology with minimal level of testing before release.  Unsupported: Unsupported technology because it is either impossible or not tested.  Provisional: (Client Technologies ONLY) future technologies considered supported by

Canvas Support.

Microsoft Windows

Internet

Explorer 10 Internet

Explorer 9 Internet

Explorer 8 Firefox (Final

Release Channel)2 Chrome (Stable

Channel)3 Windows XP

(32-bit) Unsupported by Microsoft

Unsupported by Microsoft

Compatible Compatible Compatible

Windows Vista (32-bit)

Unsupported by Microsoft

Certified Compatible Certified Compatible

Windows Vista (64-bit)

Unsupported by Microsoft

Compatible Compatible Compatible Compatible

http://www.jsums.edu/jsuonline/getting-started-information/
http://www.jsums.edu/jsuonline/files/2012/08/Verification-of-Syllabus-Receipt.pdf
Windows 7 (32-bit)

Provisional Certified Compatible Certified Certified

Windows 7 (64-bit)

Provisional Certified Compatible Certified Certified

Windows 8 (32-bit)

Compatible Unsupported by Microsoft

Unsupported by Microsoft

Certified Certified

Windows 8 (64-bit)

Certified Unsupported by Microsoft

Unsupported by Microsoft

Certified Certified

Apple Mac OS

Safari 6.0.1 Safari

5.1 Safari 5.0 Safari 4.0

Firefox4 (Final Release Channel)2

Chrome (Stable Channel)3

Mac OSX 10.6

Unsupported by Apple

Certified Certified Compatible Certified Certified3

Mac OSX 10.7

Certified (10.7.5)

Certified Unsupported by Apple

Unsupported Certified Certified3

Mac OSX 10.8

Certified (10.8.2)

Certified Unsupported by Apple

Unsupported Certified Certified3

2The Firefox Release Channel is the fully tested version by Mozilla and intended to be the most stable. This channel is updated roughly every six weeks. More information is available at http://blog.mozilla.com/blog/2011/04/13/new-channels-for-firefox-rapid-releases/.

3The Chrome Stable Channel is the fully tested version by Google and intended to be the most stable as the name implies. This channel is updated roughly every 2-3 weeks for minor releases and 6 weeks for major releases. More information is available at www.chromium.org.

Chrome users who have updated Java on their system to Java 7 will no longer be able to access Java applets – this will result in the loss of some Learn capabilities such as the Math Editor due to the incompatibilities between Chrome and Java 7. At the time of release of SP10/11 Chrome was tested for the ability to render Learn pages pertinent to the core functionality of Learn and as such Chrome was certified. Note that the Math Editor provided in 9.1 SP12 is delivered via JavaScript and is not impacted by the Java 7/Chrome incompatibility.

4Firefox 8 and Mac OS are not compatible with the drag and drop functions on Canvas Learn.

Technologies Not Supported

The following technologies are not supported in SP 11:

 Internet Explorer 6, 7  Firefox 1.x, 2.0, 3.0, 3.5, and 3.6  Safari 2.0, 3.x and any version on Windows  Windows XP 64-bit  Mac OSX 10.3, 10.4, 10.5  Java 5, although it may continue to work

http://blog.mozilla.com/blog/2011/04/13/new-channels-for-firefox-rapid-releases/
http://www.chromium.org/
Other Browser considerations

 Canvas is not compatible with the AOL browser. If you use the AOL service to connect to the Internet, download and install a certified or compatible browser listed in the above matrix. Once connected to the Internet, minimize your AOL browser, and then open the other browser to access Canvas.

 Turn off pop-up blockers when using Canvas, or provide an exception for your institution's Canvas Web site (URL). Often, you will have two pop-up blockers: one within your browser and one within a search toolbar like Google or Yahoo.

 JavaScript and Cookies must be enabled on any browser.

 Be sure to review the recommended plug-in information below and download as appropriate.

Browser Plug-Ins

It is recommended that you have a high-speed Internet connection and the following free multimedia plug-ins:

 Adobe Acrobat Reader

 Apple QuickTime Player

 Adobe Shockwave Player

 Microsoft Windows Media Player

 Real Networks RealPlayer for Windows for Windows

 Real Networks RealPlayer for Mac OS X

 Sun Java Runtime Environment (all platforms) is required for the use of

 Canvas's Web Equation Editor as well as the Virtual Classroom and Text Chat. Click the link to choose the appropriate plug-in for your computer and to begin the download and install process. A new browser window will open.

You will need access to Microsoft Word, PowerPoint, or Excel to complete assignments. If you do not have access to the Microsoft Office applications, you may download the Open Office Freeware, an open productivity suite. You will be able to complete your assignments using this freeware and save your files with Microsoft Office file extensions. (Remove the application above in which students are not required to use (e.g., Word, PowerPoint, or Excel.)

Minimum Student Technical Skills

Participation in a distance learning course requires some basic knowledge of computer technology. You should be able to:

 Navigate and use Canvas (see Canvas Student Orientation, if you need assistance).

http://www.adobe.com/products/acrobat/readstep2.html
http://www.apple.com/quicktime/download
http://www.adobe.com/downloads/
http://www.microsoft.com/downloads/en/default.aspx
http://www.real.com/
http://www.real.com/mac/?pageid=broadBandHomePage&pageregion=footer&src=realhome_bb_0_3_1_0_0_1_0%252Csitemap%252Crealhome_bb_0_3_1_0_0_1_0&pcode=rn&opage=realhome_bb
http://www.java.com/en/download/manual.jsp
http://openoffice.org/
 Understand basic computer usage, including keyboard, mouse, CD drive, and printer.

 Access the Internet via DSL, cable modem, or a network interface.  Use the computer operating system (Windows/Mac OS) to:

1. Create folders. 2. Find, copy, move, rename, and delete files. 3. Launch, run, and switch between software applications.

 Use a word processing program (e.g., Microsoft Word) to (see Microsoft Office 2007, 2010, 2011, or 2013 tutorials, if you need assistance):

1. Create, format, edit, spell check, save, print, and retrieve a document. 2. Cut, copy, and paste information within and between documents. 3. Save a word processing document in text or rtf format.

 Use a Web browser to: 1. Open, print, and/or save Web pages to a local or removable storage drive. 2. Open and save Adobe Acrobat files (PDF files). 3. Create, maintain, and manage a list of Web pages (Favorites/Bookmarks). 4. Use a search engine's basic features to find information on the Web.

 Download and install programs from remote servers.

 Use email to: 1. Send, receive, store, and retrieve messages. 2. Send, receive, and open file attachments.

Technical Support

To obtain assistance with technical issues (removing pop-up blockers, opening pages or quizzes, etc.) or if you are unable to see the course content or have other questions regarding the course itself, please visit the JSUOnline Website or call the Canvas Support Hotline at 1-844-358-8765. To access the Canvas Student guide, go to https://community.canvaslms.com/docs/DOC-10701

Course Presentation

This course is organized into learning modules; each module contains assigned readings from the textbook and may contain a quiz/assessment, an assignment, and/or an activity/discussion. The modules are presented on a 1-3 week basis. The module pages include information about all of the materials and assignments for that module. Each module may include multimedia lectures, readings, discussions, assignments, and/or assessments.

Instructional Strategies

Discussions, Assignments/Quizzes, Assessments (Written/Electronic)

Student Activities

http://office.microsoft.com/en-us/support/training-FX101782702.aspx
http://office.microsoft.com/en-us/support/training-FX101782702.aspx
http://www.jsums.edu/jsuonline
https://community.canvaslms.com/docs/DOC-10701
Course Content and Assignment Schedule: While participating in various pre-writing, writing, and revision activities, students will complete

three documented essays on the following topics:

 The Myth of the Model Family

 The Myth of Education and Empowerment

 The Myth of Individual Opportunity

 The Myths of Gender

 The Myth of the Melting Pot

Readings/Assignments Week 1- Week 2: Introduction to the Course Review of Course Syllabus, Introductions, Discussion Boards Weeks 3-4: Review of Grammar, Usage. and Mechanics, Overview of the Writing Process, Essay Writing Test #1: G.U.M. Review & The Writing Process

Weeks 5-7: Harmony at Home- The Myth of the Model Family “Looking for Work” Gary Soto Page 19 “Aunt Ida Pieces a Quilt” Melvin Dixon Page 41 “The Color of Family Ties: Race, Class, Gender, and Extended Family Involvement Naomi Gerstel and Natalia Sarkisian Page 44 Essay #1

Weeks 8-10: Learning Power- The Myth of Education and Empowerment “I Just Want to Be Average” Mike Rose Page 123 “Learning to Read” Malcolm X Page 161 “Still Separate, Still Unequal” Johathan Kozol Page 170 Essay 2

Weeks 11: The Wild Wired West- Myths of Progress on the Tech Frontier Visual Portfolio Page 283 -#s 1, 2, 5 Discussion Page 288

Weeks 12-13: Money and Success-The Myth of Individual Opportunity “Sam Walton/Jay Z” George Packer Page 350 “Class in America--2012” Gregory Mantsios Page 377 “From a Tangle of Pathology to a Race-Fair America”, Alan Aja, Daniel Bustillo, William Darity Jr., and Darrick Hamilton, Page 415

Weeks 14-16: True Women and Real Men- Myths of Gender “Girl” Jamaica Kincaid Page 469 “From Fly Girls to Bitches and Hos” Aaron H. Devor Page 471 “Bros Before Hos: The Guy Code” Michael Kimmel Page 540

Visual Portfolio #s 1, 3, 4 Final Exam

Always use the http://owl.english.purdue.edu for additional help on the MLA format. It has the 2016 MLA updates.

MLA Format Review the MLA format, the critical/analytical writing process and research process Go the http://owl.english.purdue.edu for assistance on the MLA format and grammar techniques Students will practice analytical writing and give constructive feedback to each other through practice writing exercises. Students examine primary and secondary sources, reliable vs. unreliable sources, and how different types of evidence are used in various essays.

Writing Activities (using a research paper format to present conclusions and to provide sufficient supporting details derived from personal experience, from the articles studied in this class, and from library research)

Revision Activities (using feedback from the instructor and classmates to improve, first, content and organization and, finally, grammar and mechanics)

Late Papers: No late assignments will be accepted. Computer problems and printer problems are not valid excuses; do not inform me of them.

Essays: Guidelines will be provided for each major essay. Follow all guidelines and requirements for writing essays closely. Do not write under or over the number of pages that are required for your essay assignments.

All essays are documented using the most recent format of the MLA format. All secondary sources must come from EBSCOhost. In addition, use the MLA format closely. It can be used correctly or incorrectly; there is no medium or mixture of any other formats.

Do not plagiarize any portion of your assignments or essays. Cheating will earn the student an “F.”

Class Discussions: We discuss diverse, controversial topics in this class; however, this does not forward anyone the right to disrespect someone else. We will respect each others’ opinions always during online discussions. Our class discussions are practiced for each of us to learn from one another.

Course Policies and Procedures

1. Threaded Discussions. A Discussion Board is available in Canvas. You will be able to ask questions about course content and share information with each other. A

http://owl.english.purdue.edu/
http://owl.english.purdue.edu/
classmate may be able to answer a question about content more quickly than your instructor. In addition, posting content questions in the Discussion Board will allow everyone to view the answers to frequently asked questions. The instructor monitors the Discussion Board with the intention of providing responses every workday when deemed necessary. Discussion created as assignments deem required contributions to the discussion board. Students are expected to post responses to module questions and peers' postings on a regular basis. Utilize the discussion rubric as it will be used in evaluating your discussion board postings. Discussion board postings should be of quality rather than quantity. For example, a response that basically says “I agree” with no additional information or documentation will earn 0 points; responses that possess a higher standard of quality will be graded accordingly. All discussions are worth 30 points. Ten points for your initial response, and 20 points for responses to your peers.

2. Class Communication. Common procedural or curricular questions that arise each semester are answered on the syllabus. For correspondence to the professor, students are required to use the email address at the beginning of the syllabus to communicate with the instructor, as this is a more instant way to get feedback via the jsu email account provided. You may also use the mail tool, which is located on the Course Tools menu in Canvas, upon logging into the course. The discussion board has several threads available for communicating. Each student is required to participate in the Introduction forum to introduce oneself to the course. A thread is also available for Frequently Asked Questions. Please use this thread to ask questions regarding the syllabus, assignments, exams, etc. The questions and answers can be shared with the entire class. If you have personal concerns, please use the Mail tool. View the Canvas Tutor link on the course homepage for assistance using the mail or discussion board tools.

3. Course E-Mail. Please use the email address provided at the beginning of the syllabus to communicate questions and concerns regarding the course. You may also contact your instructor using the Mail feature in Canvas. Common procedural or curricular questions that arise each semester are answered on the syllabus. If you are unable to find the answers you need, you may contact the instructor via the Canvas Mail tool. If needed, view the Canvas Tutorials for assistance using the Mail tool. Be sure to follow the course netiquette rules mentioned above when composing emails.

4. Late Assignments or Projects.

All assignments are expected to be submitted by the deadline. In the event that you are sick, you must provide an official doctor’s excuse or university excuse to submit work. All modules/assignments have a start date and end date for

accessibility. Students will not be able to submit work in Canvas once the end date has passed.

Netiquette

Student to Student Etiquette. There are course expectations concerning etiquette or how we should treat each other online. It is very important that we consider the following values during online discussions and when emailing fellow students:

 Respect. Each student’s viewpoint is valued as an opinion. When responding to a person during the online discussions, be sure to state an opposing opinion in a diplomatic way.

 Confidentiality. When discussing topics, be sure to be discreet on how you discuss children, teachers, and colleagues. Do not use names of people or names of facilities.

Student to Instructor Etiquette. In addition to the above values, I expect that each student will submit completed assignments in a timely manner.

Instructor to Student Etiquette. Students can expect that the instructor will also follow the values listed above by checking and responding to emails and grading assignments in a timely manner.

Method of Student Evaluation

Assignment Grade Percentage

1 Quizzes/Assessments 50%

2 Assignments 30%

3 Discussions 20%

Total 100 %

Grading Scale

90-100 % = A

80-89 % = B

70-79 % = C

60-69 % = D

0-59 % = F

Exams

Exams will be presented in multiple choice, true and false, short answer, and essay formats.

Online Grading Rubrics

Essay Rubric

Criteria/Performance Indicators

Superior 5

Above Average

4

Average 3

Below Average 2

Poor 1

Idea Development

Clear purpose or thesis; Coherent intro; Appropriate voice and tone; Audience awareness; Proper format/genre; Understands assignment; Cogent conclusion

Generally follows criteria for superior performance with minor clarity or development issues

Tentative, inconsistent or incomplete performance; Limited understanding of assignment; Underdeveloped conclusion.

Limited or undefined purpose or thesis; Disorganized; Limited understanding of assignment; Undeveloped conclusion

Does not follow performance criteria and exhibits no understanding of assignment

Organization

Effective paragraph- level and sentence transitions; Strong topic sentences; Clear, strategic choice of paragraph order

Occasional need for better transition between paragraphs or sentences.

Limited organizational strategy; Transitions between paragraphs and/or sentences sometimes unclear or awkward

Paragraphs out of order or poorly placed; Topic sentences problematic; Transitions unclear or ineffective

Essay has no clear organizational strategy; Paragraphs and sentences inconsistent

Support or Evidence

Superior support for central idea; Specific and original details; Organic sense of completion.

Central idea well explained and developed. Effective method of building, explaining, and defending central points.

Support of central idea satisfactory but predictable; Consistent hypothesis but falls short of full possibilities

Central idea underdeveloped; No clear structure of support for argument; Does not consistently establish claims

Fails to construct logical or sufficient support for thesis.

Formatting

Perfect formatting; Near-flawless documentation of source material within the essay.

Minor, occasional formatting problems; Minor errors in documentation.

One major formatting problem; Sources not introduced or cited.

More than one major formatting problem; Most sources not introduced or cited; Documentation is problematic

Almost no attention to formatting; Documentation absent or unrecognizable.

Word Choice/

Mechanics

Consistent and correct use of standard edited English, mechanics, and spelling; Varied vocabulary/sentence structure; No wordy and/or awkward structures or major mechanical errors

Only a few grammatically problematic, awkward, or wordy sentences.

Consistent problems with editing, awkward structures and/or wordiness

Frequent deviations from standard usage, mechanics, spelling, and inadequate vocabulary; Awkward sentences

Sentences are awkward, wordy, and/or grammatically incorrect such that reader comprehension is impeded or prohibited.

Discussion Rubric

Distinguished 4

Proficient 3

Limited 2

Unsatisfactory 1

Promptness and

Consistently responds Responds to most

Responds to most

Does not respond to

Initiative to postings in less than 24 hours; demonstrates good self-initiative

postings within a 24 hour period; requires occasional prompting to post

postings several days after initial discussion; limited initiative

most postings; rarely participates freely

Delivery of Post

Consistently uses grammatically correct posts with rare misspellings

Few grammatical or spelling errors are noted in posts

Errors in spelling and grammar evidenced in several posts

Utilizes poor spelling and grammar in most posts; posts appear "hasty"

Relevance of Post

Consistently posts topics related to discussion topic; cites additional references related to topic

Frequently posts topics that are related to discussion content; prompts further discussion of topic

Occasionally posts off topic; most posts are short in length and offer no further insight into the topic

Posts topics which do not relate to the discussion content; makes short or irrelevant remarks

Expression Within the Post

Expresses opinions and ideas in a clear and concise manner with obvious connection to topic

Opinions and ideas are stately clearly with occasional lack of connection to topic

Unclear connection to topic evidenced in minimal expression of opinions or ideas

Does not express opinions or ideas clearly; no connection to topic

Contribution to the Learning Community

Aware of needs of community; frequently attempts to motivate the group discussion; presents creative approaches to topic

Frequently attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely

Occasionally makes meaningful reflection on group’s efforts; marginal effort to become involved with group

Does not make effort to participate in learning community as it develops; seems indifferent

Discussions must be thoughtful in nature and must be well-developed and coherent. Simple I agree, and I disagree responses will not be given credit.

Writing Assignment Rubric

Distinguished 4

Proficient 3

Limited 2

Unsatisfactory 1

CONTENT:

Introduction Attitude is defined; thesis is clearly focused; subject is significant

Thesis is clear; provides direction for essay

Unclear; formulaic; not creative

Introduction is incomplete, ineffective, or missing

Idea Development Interesting; sophisticated; insightful

Clear and thoughtful

Simplistic; uneven in quality; lacking in relevance

Absent or ineffective

Support or Evidence Detailed; accurate; convincing

Sufficient and accurate

Vague Missing or inaccurate

Word Choice Engaging and powerful choice of words

Appropriate to task

Limited Monotonous or inappropriate

Conclusion Extends; connects; comments on topics

Purposeful and perceptive

Summarizes previously stated information

Absent, incomplete, or unfocused

ORGANIZATION:

Topic Sentence Clearly related to thesis; comprehensive; incorporates effective transitions

Comprehensive and logical

Provides blank restatement of thesis; narrow or inaccurate

Absent

Paragraph Order Contributes to an effective argument; reinforces the content

Demonstrates a clear plan

Ineffective or inconsistent

Random

Transitions Effective and varied

Clear and functional

Mechanical Absent

MECHANICS:

Sentence Structure Complete; varied; interesting

Complete and correct

Variety is present; some errors are evident

Repetitious; fragments and run-ons are frequent

Punctuation/Spelling Error-free Some errors present, but they do not interfere with meaning

Careless or distracting

Errors interfere with the meaning

Voice Distinctive; appropriate to task and audience

Clear and authentic

Mechanical, formulaic

Unclear

Library Services

All students, those on campus and at a distance, have access to the resources available at the JSU Libraries. Please visit the JSU Libraries or the JSU Library Services for Distance Learners web sites for more information.

http://sampson.jsums.edu/screens/OPAC.html
http://sampson.jsums.edu/screens/distance_learners.htm
http://sampson.jsums.edu/screens/distance_learners.htm
Jackson State University Policies

Diversity Statement: Jackson State University is committed to creating a community that affirms and welcomes persons from diverse backgrounds and experiences and supports the realization of their human potential. We recognize that there are differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. All persons are encouraged to respect the individual differences of others.

JSU Honor Code: I will be honest in all of my academic course work and will not indulge in or tolerate the academic dishonesty of my counterparts or peers. I will not partake in any type of misconduct, misrepresentation, or immoral behavior that will harm, damage or endanger any person, property or myself or reflect negatively against me or hinder my academic continuance. I will strive to achieve excellence and to complete degree requirements without hesitation. I am a valuable part of the Jackson State University family, and proud of it.

Academic Dishonesty

Please note that I do read assignments for thoroughness and originality, and I do not condone cheating or plagiarism.

Cheating includes:

 Submitting material that is not yours as part of your course performance, such as copying from another student’s exam, allowing a student to copy from your exam;

 Using information or devices that are not allowed by the faculty; such as using formulas or data from a home computer program, or using unauthorized materials for a take-home exam;

 Obtaining and using unauthorized material, such as a copy of an examination before it is given;

 Fabricating information, such as the data for a lab report;

 Violating procedures prescribed to protect the integrity of an assignment, test, or other evaluation;

 Collaborating with others on assignments without the faculty’s consent;

 Cooperating with or helping another student to cheat;

 Participating in or performing other forms of dishonest behavior, such as having another person take an examination in your place; or altering exam answers and requesting the exam be regarded; or communicating with any person during an exam, other than the exam proctor of faculty.

Plagiarism includes:

 Directly quoting the words of others without using quotation marks or indented format to identify them.

 Using sources of information (published or unpublished) without identifying them.

 Paraphrasing materials or ideas of others without identifying the sources.

 Themes, essays, term papers, tests and other similar requirements that are not the work of the student submitting them.

 When direct quotations are used, they must be indicated and when the ideas of another are incorporated in papers they

 When a student is unsure about something that he/she wants to do or the proper use of materials, a faculty member should be consulted for clarification.

 Generally, if a student writes while looking at a source or while looking at notes taken from a source, a footnote should be given. Whenever any idea is taken from a specific work, even when the student writes the idea entirely in his/her own words, there must be a footnote giving credit to the author responsible for the idea. The student should never retain a sentence pattern and substitute synonyms for the original words. Paraphrasing means alteration of sentence pattern and changing of words. Any direct quotation should be footnoted or documented in an acceptable fashion. Methods of documentation vary, and it is possible to cite in the text itself, rather than in a footnote. The student should give credit in a manner specified by the instructor.

Compliance with the Americans with Disabilities Act: If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and ADA Coordinator (as early as possible in the term) located in the Jacob L. Reddix Building (old student union), rooms 101 and 102. The office hours are: 8:00 a. m. to 5:00 p.m., Monday through Friday. The telephone number is (601) 979-3704 or (601) 979-6919 (TTY) and the facsimile number is (601) 979-6918. The mailing address is: Office of Support Services for Students and Employees with Disabilities, P.O. Box 17156, Jackson State University, Jackson, MS 39217.

See the Office of Disability Services web site for more information.

For more information on the Jackson State student policies, see the Student Handbook.

Bibliography/References (current knowledge)

http://www.jsums.edu/disability/
http://www.jsums.edu/main-current-students/
http://www.jsums.edu/main-current-students/