Student Guide to First-Year Composition

2013-2014 Edition

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Contacts
Writing Program 202 Greenlaw Hall 919-962-6871 writing.unc.edu

Writing Program Assistant Karen Sardi [email protected] Writing Program Director (on leave fall 2013) Jordynn Jack Associate Professor [email protected]

Interim Writing Program Director (interim, Fall 2013) Todd Taylor Professor [email protected] Associate Writing Program Director Jane Danielewicz Hiskey Distinguished Professor in Research and Undergraduate Teaching! Associate Professor [email protected] Assistant Writing Program Director Chelsea Redeker Milbourne Teaching Fellow [email protected]

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Table of Contents
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Welcome
Welcome to Carolina and to UNCs Writing Program. As a student in English 100, 105, or 105i, you will learn the skills and habits you will need to succeed in writing assignments throughout your career at UNC. Writing plays an important role in undergraduate coursework, and our courses are designed to help you tackle any assignment, from developing topics to conducting research to proofreading and editing your work. This guide is intended for students enrolled in sections of English 100, 101, 105/105i and is required by all composition instructors in the Department of English and Comparative Literature. The purpose of this guide is to provide you with a useful resource that will help introduce you to the philosophy of our writing program and to a key skill: using sources properly in your work to avoid plagiarism.

About Your Instructor

Your writing class may be taught by a Teaching Fellow (graduate students who are training for a PhD in English), Post-doctoral Fellow (who have PhDs in English), or a faculty member (lecturers and professors who have PhDs in English). Graduate student instructors are common at many universities, especially large research universities, which have a special mission to prepare future faculty members. All rhetoric and composition instructors in our department have been specially selected and trained in writing pedagogy. Their training, coupled with their enthusiasm for teaching, make the UNC Writing Program a nationally acclaimed model both for teacher training and for composition instruction. To find out more about the individual members of our department or general information about our Writing Program, please visit our web site at http://englishcomplit.unc.edu/writing. Please be assured that your composition teacher and the Writing Program administrative staff are dedicated to providing you with high quality instruction. If you experience difficulties you cannot resolve directly with your instructor, you may make an appointment in 202 Greenlaw to speak with someone on the Writing Program administrative staff. We will talk with you and with your instructor to help determine the best resolution for all concerned.

Your Course Contract: Student Guide and Course Syllabus

During the first week of class your instructor will distribute a syllabus outlining the course objectives, major assignments, due dates, and important policies you will need to understand and follow. You should think of your syllabus as a contract between you and your instructor. Becoming familiar with the information in this guide and in your syllabus are the first steps you can take towards success in your composition course. We expect all students in our writing program to understand these documents and abide by the policies within them. You are responsible for reading this guide in full, and you are encouraged to return to this guide and the course syllabus in order to obtain answers to any policy questions that might arise during the semester. If you have questions about the information in this guide or in your syllabus, your first point of contact should be your instructor. His or her contact information will be provided on the first day of class and noted on your syllabus. Please note that your instructor will use the policies outlined in this guide and in the syllabus distributed at the beginning of the semester to determine your final grade in the class. Once your final grade is submitted, it cannot be changed. For further information on this policy, please see the Grades section below, and for an outline of Writing Program expectations with regard to evaluation, please see the descriptions in the General Scoring Guide below.

About Your Class

Writing Program courses will help you develop skills for tackling the various writing situations you will encounter as a UNC student. During your UNC career, you will encounter writing assignments in most of your courses. In fact, any course with a GenEd designation requires at least 10 pages of writing! These assignments might include different genres, or types of documents, such as policy reports, case studies, literature reviews, ethnographic field reports, research papers, and more. (To see what students write in Gen Ed courses across campus, go to http://genre.web.unc.edu).

Class Objectives: Writing Genres Across the Disciplines

In each college course you take, you will encounter different types of writing, or genres, and different expectations about what makes good writing: what kinds of sources to use, how to interpret and present research, what style to use, and more. Each course will have different values depending on the discipline: for example,

3 writing in a literature class might privilege close analysis of texts, while writing for a sociology class might value presentation and interpretation of results from a survey or interview. A single writing course cannot possibly teach you all of the different genres you will encounter in your courses. However, it can provide you with the skills you need to determine how to learn about each new genre and discipline. Because good writing varies so much from genre to genre, and from discipline to discipline, there are very few hard and fast rules for good writing that apply to any situation. Instead, there are general principles that you will learn to help you find the best approach for each assignment or writing task. You will learn how to ask questions about the genre you are composing and how it works (its form, contents, style), its purpose, and its audience. You will be asked to think in a way that might not come naturally to you, but these skills will help lay the foundation for the kind of critical thought processes that will help you to be a successful writer throughout college. Your instructor will likely use models to help illustrate the conventions and possibilities of different genres. You will practice different genres that occur in academic communities, such as literature reviews, grant proposals, research reports or papers, and conference presentations. In the Writing Program courses, moreover, you will find that the definition of writing includes the concept of composing, which encompasses a wide variety of formats and media. As a result, you will be asked to communicate not only in writing, but also in verbal and often in multimedia formats. These skills will be useful to you not only throughout the rest of your college educational process, but also in your future endeavors, as we move toward a world that increasingly challenges composers to be versatile, capable of creating effective compositions in any number of different media.

Class Format: The Writing Workshop

Writing is a skill, and like any skill, it is best learned through practice. If you were taking a course on basketball, you would expect to spend most of your time practicing skillsjump shots, lay ups, passing, and so onnot listening to an instructor talk about how to play the game. You would spend time working on drills and practice games with classmates. In the same way, you will spend most of your writing classes practicing writing skills through exercises and assignments, alone and in groups. To this end, your composition class will be organized as a writing workshop. There will be very little lecturing in your composition class. Instead, your instructor will structure each class to include time for writing, reading the writing of your peers, and

4 collaborating with your group members on exercises. In a workshop, the teachers role is that of a facilitator, one who circulates among students reading work in progress and offering advice and suggestions for improvementmuch like an athletic coach. Peer Feedback In this class, you will not be writing only to receive feedback from your instructor. Instead, your classmates will also be your audience. They will provide feedback during writing workshops. The workshop classroom is one of the most effective methods for teaching people how to write well; it is the same method professional writers and scholars use to improve their own writing. A workshop approach works best, however, only when members of the writing group are truly collaborating. You and your classmates will therefore be required to assume responsibility for your own and one anothers work. In practical terms, such responsibility means bringing a draft of a given assignment to class when it is called for, sharing your writing with others, offering intelligent, serious suggestions for improving the work of your groupmates, and following directions closely. As a reader, your job is to provide an audience for other writers in the class. This requires you to ask questions about points that are unclear in your groupmates draft so s/he can understand how the writing is received by actual, intelligent, and thoughtful readers. This practice will also require you to read carefully and think deeply about what others in your class are writing and to take the comments and advice made by your peers seriously. Often times, your instructor will expect you to apply your understanding of the feedback you have received by making targeted revisions in subsequent drafts to address the concerns of your readers. This practice requires significant engagement with your writing on your own, outside of class. Such a philosophy also requires you to trust that your groupmates can and will offer valuable feedback, and to hold them up to this standard if you are not receiving the quality that you expect. It is perfectly appropriate to communicate with your instructor about specific problems arising during workshop sessions, especially if you are struggling to offer substantive feedback, or if you feel as though you are not receiving the same effort from your peers. Revising Your Work Learning to write well requires practice. Just as a basketball player will practice a jump shot over and over again, using feedback from his coach and peers to help him or her improve, writers get constant feedback and use that feedback to improve their writing. We call this process revision.

5 Revising and correcting often are confused. We will challenge you to revise your writing, rather than just briefly editing or correcting it. Revising means more than changing a word or two or correcting the occasional grammar mistakeit means thinking carefully about how to strengthen the ideas in your writing, how to reorganize it to make more sense to the reader, where to add information and where to cut extraneous details, and so on. Studies show that advanced writers spend more time revising their writing than do novice writers, and that learning to revise is one of the most important skills students can learn in a writing course. When you revise, you should reexamine the entire paper from a global perspective: consider your ideas, their expression, the structure of the whole and its parts, the value of individual paragraphs, sentences, and words. Are your ideas solid? Do you provide convincing, detailed evidence? How might you better organize or structure your paper? The biggest barrier to good revision is usually procrastination. If you write your papers at the last minute, you do not have time to revise them. In your writing class, you will be assigned a series of mini-assignments or feeders to help you get started on your project and avoid procrastination. Your peers and instructor will work with you to help you see ways to revise your work. Most comments from your instructor during classroom workshops and conferences will be oral rather than written, and they will be oriented toward helping your peers help you revise your paper effectively. You should use those comments to produce another, better draft of your writing. More is involved than the ability to listen carefully. You must trust that your teacher is a trained reader and that s/he has your best interests at heart in every suggestion for improvement. If at any point you dont understand how to incorporate your teachers or your classmates suggestions into your writing, tell your instructor, who will then offer additional guidance or clarification.

Class Syllabus: Policies & Procedures

Your course syllabus is a contract between you and your teacher. The syllabus will serve as the final adjudicator when discrepancies arise, because it is a written document outlining the way the class will work, and each member of the class agrees to abide by its standards by remaining a part of the course. Your syllabus will include policies pertaining to attendance, deadlines, conferences, assignments, etc.

6 Attending Class No university policy permits a student to be absent from a given number of class meetings. University policy is plain: Regular class attendance is a student obligation, and students are responsible for all work, including tests and written work, of all class meetings. Writing Program policy requires students to attend at least 75 percent of their classes to receive credit for the course. Consequently, if you miss seven classes on a Tuesday Thursday schedule or ten classes on a MondayWednesdayFriday schedulewhether your absences are excused or unexcusedyour teacher may assign an F for the course. This attendance policy does not mean that you have seven or ten cuts. You should attend all classes unless you have legitimate reasons for being absent. Such reasons include illness, participation in University-sponsored events, or a death in the family. Your instructor may ask you to verify any illness, and the Athletic Department will inform your instructor if you are involved in sports requiring absence from class. Your instructor may count all absences (no matter what the reason) relative to the attendance policy published on the syllabus. You should check with your instructor about any absence to inquire how it may affect your final grade. Instructors will design a set of course policies and will keep attendance records in all classes. Should you miss three consecutive meetings or miss more classes more often than the instructor deems advisable, these facts will be reported to your academic advisor. You are responsible for notifying the instructor if you must be absent in unusual circumstances. If you miss a class, it is your responsibility to determine what you have missed and to make up that work. Your primary point of contact should be your group members. Be sure to get their contact information so you can be in touch with them in case you are absent. In addition, your instructor will use attendance as an overall factor in determining final grades. For example, two students may have the same grades on their papers, but one may have a single absence whereas the other may have five. In this case, an instructor will give the second student a lower course grade than the first. Most instructors will calculate the effect of regular or irregular attendance as part of class participation. Attendance problems that do not place a student at risk of failure usually lower the grade by one-half or one full grade.

7 Meeting Deadlines Because most teachers assign in-class writing as well as many collaborative or groupbased activities, some work is difficult or impossible to make up. All assignments are due, in class, on the dates your instructor sets. Your instructor will state his or her late work policy in the course syllabus. Many instructors reduce a paper's grade by one letter for each day it is late. Others will not accept late papers at all. In rare instances, your instructor can make an exception for good reason, but only if you arrange in advance with your instructor to submit the assignment on a definite date. Late work usually will not be accepted; however, if your teacher agrees to accept a late paper, it usually will receive a lower grade because of its tardiness. Plan ahead, be responsible, and talk to your instructor in advance or promptly after an emergency has occurred. Attending Conferences In all UNC writing courses, you are expected to attend one-on-one or group conferences with your instructor and to make use of the office hours that he or she will announce. If you must be in class during your instructor's announced office hours, let him or her know, and your instructor will arrange to see you by appointment. At various times, your instructor will make specific appointments and you will be required to attend these meetings just as you would be expected to attend class. Once you have agreed to a particular day and hour, you should notify your instructor at least 24 hours in advance if you are unable to keep your appointment. These one-on-one opportunities for discussing your writing with your instructor are valuable because it is possible to cover more ground in personalized instruction, so make sure that you take advantage of them! At times, it is helpful to bring a draft in or a specific question about an assignment, while at other times, you might want to use the session to brainstorm ideas, create an outline, refine a thesis statement, or reorganize your ideas. Submitting Assignments Your instructor will give directions early in the semester about how you should prepare and submit assignments. Depending on your instructors pedagogical philosophy, he or she may rely on Sakai, or some other form of website for the distribution of instructional materials and for collecting your compositions. Some instructors may ask you to submit all your work electronically. Others will require printed copies. Your instructor will give you specific instructions about submitting your assignments and it is important that you pay attention to these requests, because each instructor is relying on your compliance in order to more efficiently navigate a large volume of writing.

Class Grades
Your class grade will reflect your performance on college-level writing assignments. College-level assignments require more in-depth research, more sophisticated arguments, and more polished prose than those in high school. Consequently, you will have to work harder and perform better than you ever have beforethe expectations are simply higher. Do not be discouraged if what you consider to be your best writing does not initially merit the grades you would like to earn. You should consider each grade you receive as a point from which you are expected to improve your work. View each assignment as a writing problem to be solved, and expect standards to rise as the semester progresses. Your semesters grade results from several factors, including your skill and growth as a writer, how well you addressed the assignments objectives, and your contribution to class workshops. Do not expect to be graded on the effort you put into a given assignment. Writing program instructors expect all students to work hard on each assignment, as a matter of course. After your teacher determines your final grade, it is submitted to the registrar and cannot be changed by your instructor. Once a final grade is submitted, there is no way for the instructor to consider additional work or a grade on previously submitted work. If you have legitimate reasons for wanting to appeal your final grade, you must meet with the Writing Program Director and follow a formal procedure within one semester of taking the course. Please be aware that grades are only rarely changed after a formal appeal, usually in the case of extenuating circumstances.

Evaluation Methods
Your teacher will describe in detail how he or she will assess your writing assignments. Chances are that the method will differ from methods you may be used to. Many of our instructors use a procedure called portfolio assessment, which involves selectively revising some of your work and collecting it into a final portfolio that will be evaluated on its quality as a whole. Some of our instructors use a procedure called holistic scoring, which trains students how to evaluate one anothers work. The most common assessment methods used in our department are briefly described below. You should consult your syllabus and your instructor for information regarding the assessment method that will be used in your course. Portfolio Assessment Portfolio assessment involves collecting a set of assignments that represent your progress in the course, including assignments you have revised based on instructor

9 and peer feedback. Your teacher will outline the criteria for what should be included in your portfolio, and will inform you of other requirements such as a portfolio letter. Your portfolio will then receive an overall grade that reflects the rubric for the portfolio, which may weigh factors such as the overall quality of your writing, your improvement throughout the semester, or how well you demonstrate completion of course objectives. You will receive a final grade based on the quality of the portfolio as a whole. Contract Grading (with Portfolio) Some instructors will design a grading contract that will involve a final portfolio. A grading contract will include a list of practices and behaviors that you will be expected to perform in order to receive a minimum grade in the course, along with a final portfolio that will be evaluated for writing quality. Your instructor will specify how to participate to fulfill the contract. If you follow the contract for the whole semester and you turn in an exceptionally strong portfolio, you may earn a higher grade than what the contract specifies. Holistic Scoring Some instructors who have been specially trained use holistic scoring, a method of evaluating writing that was developed about 40 years ago by the Educational Testing Service. In this method, papers are scored anonymously be several readers, using a standard rubric that all readers have been trained to use. The goals of this evaluation method include objectivity (each paper is scored by multiple readers) and authenticity (in most real world writing situations your writing will be judged by a community of your peers). If your teacher uses holistic scoring, you will also be trained in this method. As a reader and a scorer, your participation in the evaluation process will be critical. Grading Standards and Rubrics After you have discussed a given writing assignment with your teacher, he or she will work with you to develop a list of criteria that describe outstanding, average, and below-average papers. This list is called a rubric. A rubric or scoring guide gives students and teachers criteria for evaluating a piece of writing. In both portfolio assessment and holistic scoring, students and teachers create specific rubrics as they begin to work on a paper so that all will know what constitutes a successful response to a particular assignment.

10 Sample Rubric (with instructors comments) Rubric for a Scientific Literature Review (from Unit 1 in English 105)
1 Rhetorical Effectiveness: The literature review is suitable for an audience of scientists (who may be experts, but not necessarily in this area of study). Content: Provides specific details from research studies. The writing is specific (using numbers, facts, data as needed). Organization: The introduction moves from general to specific, focusing in on a research question or problem. The body sections are organized by themes or patterns, not by individual sources. The conclusion moves from known to unknown, suggesting areas for future research or policy. Style & Mechanics: The paper is free from grammatical errors. The writer uses the given-new contract effectively to introduce new information. Format: Uses proper CSE style. x x 2 3 x Comments Very goodthis reads like something that might appear in a scientific journal. You have taken on the role of a scientist effectively, and you explain key terms that may not be familiar to your audience.

Goodyou have plenty of detail, and the visual elements are used effectively. In a few cases (see attached paper) you could explain the results from health studies in a bit more detail, using more data or facts. x Your decision to organize the body section by research methods worked well here.

Still some issues with commasrefer to Chapter 57 and then come see me during office hours to work on this in your next draft.

Good.

Your instructor will indicate to you how he or she translates a score on a rubric to a grade. He or she will use a system such as this one to determine the standards for those grades. For example, based on the system detailed below, we might expect the assignment scored in the rubric above to get a grade of B. Here is a sample set of grading standards. Your instructor may use this scale or a similar one that he or she has devised.

11 A assignments will: fully address the rhetorical situation for the assignment, meeting the audiences expectations, the authors purpose, and the requirements of the situation; appropriately adopts the genre assigned, drawing on the conventions and possibilities of that genre to suit the rhetorical situation; fully adopts the conventions, methods, styles, and citation practices of the discipline at hand; employ a clear thesis or claim suitable for the genre (for example, a report may require a statement of purpose, while a literature review might require an argumentative thesis) provide rich content of the kind used for the genre and discipline, using research sources effectively and appropriately; be logically developed and well organized, according to the genre assigned; use a tone appropriate to the genre and rhetorical situation; employ stylistic features suitable for the genre, discipline, and rhetorical situation; be virtually free of surface and usage errors.

B assignments will: address the rhetorical situation for the assignment, meeting the audiences expectations, the authors purpose, and the requirements of the situation ; appropriately adopt the genre assigned, drawing on the conventions of the genre to suit the rhetorical situation, but may do so formulaically, without drawing on the genres rhetorical possibilities; generally adopts the conventions, methods, styles, and citation practices of the discipline at hand, but may occasionally slip into other disciplinary tendencies or habits (for example, relying on extensive analysis and interpretation of a single research finding when summary or paraphrase of multiple sources is usual, as in a scientific literature review) employ a thesis or claim suitable for the genre, but perhaps one that lacks insight or sophistication; provide adequate content of the kind used for the genre and discipline, using research sources effectively and appropriatelybut may require more evidence or support in some places; be logically developed and well organized, according to the genre assigned; use a tone appropriate to the genre and rhetorical situation; employ stylistic features suitable for the genre, discipline, and rhetorical situationbut may occasionally slip into another register or style (for example, drawing on essay-like features in a scientific report) be largely free of surface and usage errors.

12 C assignments will: attempt to address the genre, purpose, and rhetorical situation, but the response will be weakened by one or more of the following: o it may not always appropriately adopt the genre assigned, drawing instead on features of other genres at times (such as features of an essay when a report is required); o often fails to adopt conventions, methods, styles, and citation practices of the discipline at hand, slipping into other disciplinary tendencies or high school writing habits; o it may employ a thesis or claim that is not suitable for the genre, such as an argument based on personal opinion when an argument based on research evidence is required o at times provide superficial content, or content inappropriate for the genre and discipline, o lack sufficient research sources, or fail to use sources effectively and appropriatelybut may require significantly more evidence or support o have an unclear organization, or an organization that does not always suit the genre o employ stylistic features unsuitable for the genre, discipline, and rhetorical situation(for example, drawing on personal opinion in a scientific report) o frequent usage and/or surface errors.

D assignments will: minimally address the assignment prompt, because it is weakened by one or more of the following: o it may not appropriately adopt the genre assigned, reading almost entirely like another genre (such as an essay when a report is required); o fails to adopt conventions, methods, styles, and citation practices of the discipline at hand; o it may lack thesis or claim when one is required, or may offer an unclear, weak, or confusing thesis or claim o provide inadequate content, or content inappropriate for the genre and discipline--content may be vague, superficial, or poorly developed o lack appropriate and sufficient research sources (for instance, uses internet sources when library sources are required, or relies mainly on personal experience or opinion when research is required) o lacks organization suitable for the genre at handfor instance, may be organized like a five-paragraph-theme when a grant proposal is required

13 o employ stylistic features unsuitable for the genre, discipline, and rhetorical situation(for example, drawing on personal opinion in a scientific report) o include serious usage and/or surface errors F assignments will: be seriously flawed in terms of genre, rhetorical situation, argument, organization, style, or usage/surface errors be incompletesuch as a partial draft or zero draft show significant lack of peer review, revision, and editing

Midterm Grades
After the first seven weeks of English 100 or 105, first-year students will receive a midterm grade. This grade is not permanent; it may or may not be an accurate prediction of the grade you will receive at the end of the semester. Think of the midterm grade as a progress report; your work during the remaining seven weeks of the course may raise or lower this grade.

14

Writing Program Courses

Required Textbooks
Student Guide to First-year Composition (current edition) How to Write Anything, with UNC supplement, 2nd ed., by John J. Ruszkiewicz Consult your syllabus for additional texts that may be required by your instructor such as They Say, I Say by Gerald Graff

English 100
English 100 is a course for writers who need more experience before they enter English 105. The course helps students to prepare for English 105 by providing practice working with college-level sources, writing with an audience and purpose, and writing for different academic disciplines. With an improved sense of confidence, control, and craft, graduates of English 100 find themselves well prepared for English 105 and its challenges. English 100 is structured around three units that focus on writing in genres that correspond to academic disciplines. Each unit consists of a sequence of short writing assignments culminating in a larger written project in a specific genre. These assignments will emphasize the skills you will need to succeed in your future composition classes and in college more generally. If you have not had the chance to practice writing much before coming to UNC, you may find it difficult to organize your ideas and get them down on paper. Refer to Chapters 19 to 24 in How to Write Anything for help developing a composing process. Depending on your previous experience, you may be new to working with collegelevel sourcesbooks, articles, etc. In most college courses, your writing will revolve around locating and using these kinds of scholarly sources. For help working with sources, refer to Chapters 40-50 in How to Write Anything. Also, be sure to consult with the librarians at any of UNCs librariesthey are always ready and eager to help you locate the best research for an assignment. It is possible that you do not feel confident about your grammar skills. Please be reassured that many professional writers also worry about this aspect of written communication, and take a look at the resources offered in chapters 51-61 of your textbook for further instruction. The Writing Center also provides handouts that address grammar, style, and writing anxiety. Because reading skills are crucial for success in all courses at UNC, you may be asked to work with tutors in UNCs Learning Center. It is important to read at a proficient

15 level before you can communicate your ideas with others in any coherent way; writing requires the ability to identify topic sentences and have advanced reading comprehension skills. Your teacher will discuss the Learning Center with you early in the semester, and a percentage of your final grade in English 100 may depend on your participation in the program. Please see the Other Resources section below for further information about the Centers services. You may also choose to visit the Writing Center at any time.

16

English 105
The University of North Carolina, Chapel Hill, now requires all incoming students to complete English 105. Because this is the only required course English 105 will provide a common experience for you and your fellow first year students. UNC Writing Program offers two different versions of English 105: a traditional version (ENGL 105), which stresses writing across several disciplines, and a set of disciplinary versions (ENGL 105i), each of which focuses only on one area of study (such as the Natural Sciences, Social Sciences, Humanities, Law, Business, or Health and Medicine). An Overview of English 105 English 105 assumes that writing varies depending on the context. In college courses, that context depends largely on the course you are taking: what is expected for a literary analysis paper differs greatly from what is expected in a biology lab report. Accordingly, English 105 is a writing-in-the-disciplines, college-level writing course that emphasizes writing in genres that are appropriate to different disciplines. Studying and practicing the conventions of writing genres in different disciplines will help you become a more versatile writer, which in turn should help you complete the assignments you encounter in college courses with more consistent success. You also will become more aware of how audience expectations and context influence your work and give it shape and direction. You will practice writing and conduct research in three broad areas: the natural sciences, social sciences or business writing, and humanities. Within each, you will be presented with a real world academic situation and asked to conduct research, make arguments, or propose solutions. Your instructor will provide you with models of the target genre you will be writing so that you can analyze its textual features. These models will guide you as you compose your own texts. In class, you will be organized into permanent writing groups in order to engage in collaborative activities: reading classmates drafts and suggesting revisions, discussing specific problems presented by a particular assignment, and writing or revising your current project. We believe that you will find English 105 immediately useful because the material can be applied directly to many of the university courses you are taking. English 105 will help you understand writing and speaking assignments in classes other than English and will help you develop strategies to recognize what teachers in different disciplines expect and value in writing. The ability to detect the expectations of your audience and write in ways that will be familiar and convincing to your readers will become

17 increasingly important as you progress through your coursework, eventually specializing and majoring in one or two primary disciplines. An Overview of English 105i If you have already chosen a major area of study, you may have enrolled in a corresponding section of English 105i. Each section of English 105i concentrates in a one broad disciplinary area, including Writing in the Humanities, Writing in Business, Writing in the Social Sciences, in Natural Sciences, Writing in the Health Sciences, and Writing in Law. Within the disciplinary area, the English 105i course covers a range of sub-disciplines and genres. Currently, we offer the following variants of English 105i: Writing in the Humanities A course designed specifically for students majoring in fields such as English, communication studies, philosophy, music, art, womens studies, foreign languages, or cultural studies. Students will be introduced to several different disciplines within the humanities and learn their predominant methods of inquiry. Students will practice interpretive and reflective writing tasks that examine human culture and its artifacts, and will learn the skills and versatility needed to write effectively in the humanities. Writing in the Social Sciences A course designed specifically for students majoring in fields such as psychology, sociology, anthropology, economics, political science, history, or education. Students will be introduced to several different disciplines within the social sciences and study their predominant methods of inquiry. Most disciplines in the social sciences focus on the systematic study of human behavior. Students will learn about methods of research, the types of evidence that are valued, and how to write to communicate effectively in the social sciences. Writing in Business A course designed specifically for students who plan to apply to the Business School. Students will be introduced to a variety of forms that serve specific business functions and will practice styles and formats that communicate information clearly and effectively in different business contexts.

18

Writing in the Natural Sciences In this course, students will write several types of scientific documents common in the natural science disciplines (chemistry, biology, physics, etc.), such as lab reports, journal articles, and grant proposals, along with articles that interpret a scientific issue for the general public. Improving the clarity of their writing will help students throughout their academic careers, whether or not they ultimately enter scientific fields. Writing in the Law This course is designed for students interested in pursuing careers in law, politics, or public service. Students will study techniques of argumentation, analyze speeches and legal cases, and learn how to harness the persuasive power of language. Assignments are designed to teach effective communication in all academic areas, but they will serve students especially well as they progress to law school. Writing in the Health Sciences This course is designed for students interested in pursuing careers in the health sciences, such as medicine, nursing, pharmacy, and public health. Students will study and practice the kinds of writing common in the health sciences, such as grant proposals, literature reviews, and reports. Students will learn about the kinds of genres, methods, and evidence valued in the health sciences, and how to write effectively for audiences of experts and non-experts. Each 105i course will be writing-intensive, just as the standard 105 courses are, but they will enable you to collaborate with peers and an instructor who share your disciplinary interests, and they will introduce you to the standard genres that you might expect to encounter when working within each specific discipline both throughout the rest of your undergraduate career and in your future profession. These courses, just like our other courses, are taught using a genre-based rhetorical skills model.

19

Using Sources in Your Writing

In college-level writing assignments, you will be required to conduct research and use that research for various purposes: to make an argument, to propose a solution to a problem, to summarize the state of research in a given field, and so on. College level writing seldom asks you to pick a thesis first, and then defend it with evidence (as in many high-school assignments). Instead, you are expected to conduct research, interpret the research, and weigh the evidence in order to make a claim. The research methods required may differ widely: you may be asked to hold interviews, conduct informal polls, search the Internet, or consult the holdings of UNCs libraries. Whatever form your research might take, you must act responsibly and honorably by giving due credit to authors and speakers when you have used their work. Drawing on, and citing, other sources, is a hallmark of academic writing. Documenting sources not only acknowledges the contributions of others, but also bolsters your authority, shows your knowledge of the topic, and provides your readers with a reference tool for further exploring your topic. Documentation in academic writing takes several forms depending on the style used and type of information you borrow. Common documentation styles used in composition courses include MLA (widely used in the humanities), APA (widely used in the social sciences), and CSE (widely used in the natural sciences). Your textbook, How To Write Anything, includes guides for some of the most common documentation styles, and online guides are available from the Librarys tutorials, http://www.lib.unc.edu/instruct/tutorials.html. These style guides specify the format of in-text citations (e.g., name-year parenthetical citations or footnotes) and bibliographic citations, which appear at the end of the document. More significantly, appropriate documentation means knowing which conventions apply to which types of borrowed information.

Four Methods for Drawing on Sources

Academic writers generally use sources in four different ways: Quotations Paraphrases Summaries Common knowledge

These ways of using sources depend in part on the discipline you are writing for, and the genre you are writing. For example, a scientist writing a literature review may

20 rarely use direct quotations, and is more likely to use paraphrases and summaries. Meanwhile, a philosopher is likely to quote directly from philosophical texts, as well as to use summary and paraphrase. Be sure to pay careful attention to how sources are used in the genre you are writing. While the conventions for incorporating these types of information into your writing are described below, please remember that the format for in-text citations will vary for every documentation style. Quotations The goal of a quotation is to preserve the original authors words exactly. When quoting from an original source, you must fully integrate the quotation into your own writing by signaling (or attributing) the material, citing the source, and punctuating the quotation appropriately. Signal, or attribute, the use of a quotation by naming the author and using a phrase (according to) or a verb (argues). Do not just let the quotation stand alone in a sentence! Engaging in such a practice will mean that your instructor will probably give you feedback indicating you are missing an attribution tag or in-text citation signal. In some citation styles (such as MLA), you should include the authors full name and a brief description of his/her credentials the first time you mention a source; subsequent references can include the last name only. In other citation styles, such as APA and CSE, only last names are used. Check your style guide in How To Write Anything for more details. If your citation style specifies it (as in MLA and APA), cite the quotation by including the page number on which the quotation appears. If the source does not have page numbers (many websites do not), you should cite the paragraph number or section in which the material appears. Punctuate the quotation by enclosing it in quotation marks or indenting longer quotations (each documentation style specifies length differently). Also, punctuate any omissions from the original with square bracketed ellipses and any changes to the original with square brackets. Consider the following examples. Note that MLA prefers the present tense for introducing quotations, while APA and CSE prefer the past tense when referring to research that has already been conducted.

21 Example 1. Direct Quotation, Authors Name Included in Sentence Here is how to introduce a direct quotation in each of the three citation styles. Citation Style MLA In-text Citation
In Now You See It, Duke University professor Cathy Davidson states, Learning to give and take feedback responsibly should be a key component of our training as networked citizens of the world (107).*

APA

Davidson (2011) has argued that Learning to give and take feedback responsibly should be a key component of our training as networked citizens of the world (p. 107).*

CSE (Name-Year)

Davidson (2011) has argued that Learning to give and take feedback responsibly should be a key component of our training as networked citizens of the world(p. 107).**

*Regardless of style, note that the closed quotation mark is followed by the citation, and that the sentences punctuation follows afterward, enclosing the in-text citation within the sentence. **CSE style does not specify guidelines for quotationsprobably because writers in the natural sciences rarely quote directly from sources. However, you may indicate a page number using this suggested format. Example 2: Authors Name Not Included in Sentence Citation Style MLA In-text Citation
In Now You See It, we note the following argument: Learning to give and take feedback responsibly should be a key component of our training as

22
networked citizens of the world (Davidson 107).

APA

Education researchers have argued that Learning to give and take feedback responsibly should be a key component of our training as networked citizens of the world (Davidson, 2011, p. 107).+

CSE (Name-Year)

Education researchers have argued that Learning to give and take feedback responsibly should be a key component of our training as networked citizens of the world (Davidson 2011, p.107).+*

+ Note that there is one subtle difference between APA and CSE styles. While both use the name-year format, in APA the name and year are separated by a comma. In CSA no comma is used. *CSE style does not specify guidelines for quotationsprobably because writers in the natural sciences rarely quote directly from sources. However, you may indicate a page number using this suggested format. Example 3: Block Quotations Citation Style MLA In-text Citation
In Now You See It, we note the following argument: If we want our schools to work differently and to focus on different priorities, we still have to come up with some kind of metric for assessing students. And it should come as no surprise that the tests we use now are just as outmoded as most of the ways we structure our classrooms. They were designed for an era that valued different things, and in seeking to test for those things, they limited the types of

23
aptitude they measured. (Davidson 111)

APA

Education researchers have argued that If we want our schools to work differently and to focus on different priorities, we still have to come up with some kind of metric for assessing students. And it should come as no surprise that the tests we use now are just as outmoded as most of the ways we structure our classrooms. They were designed for an era that valued different things, and in seeking to test for those things, they limited the types of aptitude they measured. (Davidson, 2011, p. 111)*+

CSE (Name-Year)

Education researchers have argued that If we want our schools to work differently and to focus on different priorities, we still have to come up with some kind of metric for assessing students. And it should come as no surprise that the tests we use now are just as outmoded as most of the ways we structure our classrooms. They were designed for an era that valued different things, and in seeking to test for those things, they limited the types of aptitude they measured. (Davidson 2011, p. 111)+**

24 *Note that when you include block quotations that you do not need quotation marks, and that the citation is not contained within the punctuation. In most citation styles, block quotations are indented from the rest of the text. **CSE style does not specify guidelines for quotationsprobably because writers in the natural sciences rarely quote directly from sources. However, you may indicate a page number using this suggested format. + Note that there is one subtle difference between APA and CSE styles. While both use the name-year format, in APA the name and year are separated by a comma. In CSA no comma is used. Documenting a Borrowed Quote or an Embedded Quotation You also may find that you want to borrow a direct quotation that was cited in your source material. Ideally, you should track down the original source and quote from that, using the guidelines above. That way, you are not likely to reproduce an error or take a quote out of context. However, if you cannot find the original source, you can indicate that you are quoting material that has been cited elsewhere. Like direct quotations, these twice-borrowed statements must preserve the original authors words exactly and must be signaled, cited, and punctuated. The integration and citation, however, are a bit different. Consider this example: Paragraph 5 of the University of Alberta Libraries online document titled Why Students Plagiarize (last updated on January 2004) includes the following sentence: A study published in Psychological Reports found that Students will use writing strategies that result in plagiarism when they face the task of paraphrasing advanced technical text for which they may lack the proper cognitive resources with which to process it (Roig 979). Example 4: Citing a Borrowed Quote Citation Style MLA In-text Citation
Miguel Roig concluded that Students will use writing strategies that result in plagiarism when they face the task of paraphrasing advanced technical text for which they may lack the proper cognitive resources

25
with which to process it (qtd. in Univ. of Alberta Libraries, par. 5).

APA

Roig (1995) concluded that Students will use writing strategies that result in plagiarism when they face the task of paraphrasing advanced technical text for which they may lack the proper cognitive resources with which to process it (qtd. in Univ. of Alberta Libraries, par. 5).

CSE (Name-Year)

Roig (1995) concluded that Students will use writing strategies that result in plagiarism when they face the task of paraphrasing advanced technical text for which they may lack the proper cognitive resources with which to process it (qtd. in Univ. of Alberta Libraries, par. 5).

If you find that you want to integrate both sources (the original as well as the quoted text) into your work, you will need to signal both the author of the article and the speaker of the quotation. This is called a quote within a quote, or an embedded quotation. To cite a quote within a quote, use double quotation marks () to frame the longer quote, and single quotation marks () to frame the quote-within-a-quote. Example 5: Citing an Embedded Quotation Citation Style MLA In-text Citation
The University of Alberta Library system acknowledges the difficulty of paraphrasing highly technical writing, referring to a study conducted by Miquel

26
Roig and reported in Psychological Reports: the study found that students [may turn to] plagiarism when they face the task of paraphrasing advanced technical text for which they may lack the proper cognitive resources with which to process it (par. 5).

APA

In Roigs study (1995), participants were asked to paraphrase two sentences taken from Zenhausern (1978): Since subjective and objective tests of imagery ability have not resulted in predicted performance differences, the only way to determine if a person thinks visually or nonvisually is to ask that question directly. . . . One important finding is that many nonvisual thinkers have rather vivid imagery, but they can state with confidence that they do not think in pictures (p. 975).**

CSE (Name-Year)

In Roigs study (1995), participants were asked to paraphrase two sentences taken from Zenhausern (1978): Since subjective and objective tests of imagery ability have not resulted in predicted performance differences, the only way to determine if a person thinks visually or nonvisually is to ask that question directly. . . . One important finding is that many nonvisual thinkers have rather vivid imagery, but they can state with confidence that they do not think in pictures (p. 975).**

27 ** Always reproduce any citations included in the source you are citing (in this case, Zenhausern (1978)). You would then include both Roig and Zenhausern in your list of references. Paraphrase Paraphrases express an authors original ideas in different words and in a different order. All paraphrases must be cited. You may include an in-text signal if you want to call attention to the original author or source. Example 6: Paraphrase, Author Indicated in In-Text Signal Citation Style MLA In-text Citation
In Now You See It, Duke University professor Cathy Davidson argues that the ability to give and receive feedback is an essential skill in the digital age (107).

APA

Davidson (2011) has argued that the ability to give and receive feedback is an essential skill in the digital age.*

CSE (Name-Year)

Davidson (2011) has argued that the ability to give and receive feedback is an essential skill in the digital age.*

* Note that page numbers are not needed for paraphrases in APA and CSE styles. Example 6: Paraphrase, Author Not Indicated in In-Text Signal Citation Style MLA In-text Citation
The ability to give and receive feedback is an essential skill in the digital age (Davidson 107).

APA

The ability to give and receive feedback is an essential skill in the digital age (Davidson, 2011).*+

28 CSE (Name-Year)
The ability to give and receive feedback is an essential skill in the digital age (Davidson 2011).*+

*Note that page numbers are not needed for paraphrases in APA and CSE styles. + Note that there is one subtle difference between APA and CSE styles. While both use the name-year format, in APA the name and year are separated by a comma. In CSA no comma is used. Summary Summaries concisely convey the main idea of a longer passage from an original sourceor even the main idea or finding of an entire article or study. Summaries must be cited and signaled. Note that no citation styles require page numbers for very broad summariesin this case, the main argument for an entire book. Example 7: Summary, Author Indicated in In-Text Citation Style MLA In-text Citation
In Now You See It, Davidson argues that our current education system is failing to equip students for the demands of the digital age.

APA

Davidson (2011) has argued that our current education system is failing to equip students for the demands of the digital age.

CSE (Name-Year)

Davidson (2011) has argued that our current education system is failing to equip students for the demands of the digital age.

Example 8: Summary, Author Not Indicated in In-Text Signal Citation Style MLA In-text Citation
Researchers suggest that our current education system is failing to equip students for the demands of the

29
digital age (Davidson).

APA

Researchers have argued that our education system is failing to equip students for the demands of the digital age (Davidson, 2011).

CSE (Name-Year)

Researchers have argued that current education system is failing to equip students for the demands of the digital age (Davidson 2011).

Note that in the social sciences and sciences, especially, researchers may cite multiple studies that all convey the same main finding or pattern. In the humanities, these kinds of statements are likely to be followed by more detailed descriptions of what each researcher has found (often using a quotation or paraphrase). In the natural and social sciences, depending on the genre, writers are more likely to let these summaries stand on their own, leaving it to the reader to check out the original sources, if desired. Example 9: Summary, Multiple Sources Indicating a Finding or Trend Citation Style MLA In-text Citation
Researchers suggest that our current education system is failing to equip students for the demands of the digital age. For example, in Now You See It, Cathy Davidson argues that The ability to give and receive feedback is an essential skill the digital age (107).

APA

Researchers have argued that our education system is failing to equip students for the demands of the digital age (Davidson, 2011; Rubin, 2012; Bowen, 2011).

CSE (Name-Year)

Researchers have argued that our education system is

30
failing to equip students for the demands of the digital age (Davidson 2011; Rubin 2012; Bowen 2011).

Common knowledge
The term common knowledge refers to information that is widely known. What type of information that falls under the heading common knowledge is best assessed on a case-by-case basis in consultation with your instructor or a librarian. What counts as common knowledge often depends on the discipline. For example, to state that writing is best taught as a process is common knowledge among composition and rhetoric scholars, and would not require a citation for that audience. However, in an article on how to teach writing meant for science professors, the claim that writing is best taught as a process might require a citation. While common knowledge varies by discipline, then, five good rules of thumb are: 1. If you find the same information in multiple sources, it is common knowledge; 2. If you find that this information tends to used without citation in your discipline or genre, it is common knowledge; 3. If your audience assumes the information, it is common knowledge. 4. If the information would be found in a basic encyclopedia entry or very introductory course, it is probably common knowledge. 5. If several sources offer different answers to the same question, it is very likely that no answer can be considered common knowledge. Compare the following examples. Plagiarism is discouraged in academic settings. Plagiarism is a punishable act, and the sanctions assigned by a jury-of-peers on UNC-CHs Honor Court range from one semester of probation to one year of suspension (Instrument of Student Governance III.B.).

In the first case, no citation is needed because it is assumed that the audience already knows plagiarism is unacceptable in scholarly settings. In the second case, a citation is needed because the writer is citing a specific piece of information about plagiarism, information that the audience is unlikely to know already. It is important to remember the difference between common knowledge and readily available. Just because a fact or document is readily available on the Internet,

31 even on multiple websites, does not mean that the fact or document is common knowledge. Be generous with your attributions, especially when using electronic sources. When in doubt, cite your sources.

Works Cited Page

A document using sources is not complete unless it has both in-text citations and bibliographic citations that are formatted according to the documentation style required by the assignment. All entries in the Works Cited or References page must correspond to the works cited in your main text. Refer to How To Write Anything for a complete guide to creating a works cited page in MLA, APA, and CSE style. Basic Principles Begin your reference page on a separate page at the end of your research paper. It should have the same one-inch margins and last name, page number header as the rest of your paper. Label the page for your references, according to whatever citation system you are using ( e.g. Works Cited, References). Do not italicize the heading or put it in quotation marks) and center the heading at the top of the page. Double space all citations, but do not skip spaces between entries. For readability, indent the second and subsequent lines of citations five spaces so that you create a hanging indent. In Word, you can do this automatically by going to Format!Paragraph!Special!Hanging. (Note that CSE style does not require a hanging indent, but that it is acceptable to use this format to improve readability). Make sure each citation includes the following information, formatted according to the citation system you are using (CSE, APA, or MLA): o Authors name(s) o Title o Name of source, such as the periodical (for an article) or publisher (for a book) or website o Date o Volume and issue (for periodicals) o Page numbers (if applicable)

Tips to Help You Format Your References List: Do not create a separate document for the page on which you list your sources! You will be responsible for turning in a bibliography for each paper, so make sure that it remains with the paper. Sometimes students legitimately and unintentionally forget to turn in their Works Cited or References page, because they composed it within a separate document. This is not an acceptable practice. Keep your bibliography within the same document as your paper.

32 Instructors may consider drafts incomplete when students fail to turn in proper source documentation. Do try a citation tool such as Refworks (free through UNC libraries) or Zotero (free online). These programs can automatically format a bibliography for you in whatever format you choose, such as MLA, APA, or CSE. However, be sure to double-check each citation just in case.

Tips for Avoiding Accidental Plagiarism Do keep track of your sources as you go. Find a system that works for you: printing out sources, using notecards, or using a digital reference tool, like Refworks or Zotero. These digital tools help you to keep a database of all sources you have used. If you start one now, youll have an extensive collection of sources you have already reada great resource for writing assignments later on. Do not write your paper first, and plan to add in citations later. Chances are you will not remember what source you used for which piece of information. Fill in citations as you writeeven if you plan on fixing the format later, at least put down the authors name, date or title, and page number. Do not cut and paste from online sources. Even if you legitimately and unintentionally lost track of the boundaries between your own work and the excerpts as they moved from initial drafts to final papers, this sort of appropriation still counts as plagiarism. For your own protection, make sure that you use well-documented citation practices from the very beginning of the writing process, starting with the first draft. Claiming that you unintentionally plagiarized or that you forgot to cite a source that you have cut and pasted from the web will not be an acceptable excuse. Remember: A document using sources avoids plagiarism by citing borrowed information accurately, punctuating direct quotations appropriately, paraphrasing and summarizing original passages uniquely, and signaling rhetorically. When in doubt, use one of these strategies. Providing extra citation information will not get you into any trouble but omitting citations will cause real problems. Additional Resources For additional information and clarification regarding the proper methods of attribution, citation, and integration of sources into your academic writing, please see the following resources: Chapters 40-45 in How to Write Anything UNCs Writing Center also has several handouts available that address citation and strategies to help avoid plagiarism. These handouts are available here: http://writingcenter.unc.edu/handouts/

33 UNC Library Citing Information Tutorial: http://www.lib.unc.edu/instruct/citations/ Purdue Online Writing Lab: http://owl.english.purdue.edu/owl/section/2/11/

34 Citation Exercises for English 100 and 101 Below, you will find the Citation Exercises that you will have to complete near the beginning of your coursework. Do not complete the exercise below until your instructor tells you to do so; he or she may have further instructions for you or want you to complete the exercise in class. It is likely that you will complete these exercises within the context of a writing assignment. Once you complete these exercises, you will be asked to sign and hand in the appropriate Pledge page below. Overview The high school from which you graduated has decided to start a new journal for its current students to help them learn about college life and the transition from high school to college. The title of the new journal is Homecomings. Each fall students who have graduated and are attending their first semester of college will be invited to write articles for the journal to help high school juniors and seniors learn more about college life. You have been asked to contribute a journal article that gathers perspectives from students at UNC-Chapel Hill. You have decided to use published sources (such as newspaper articles from the Daily Tarheel) to gather information for your article. Genre Purpose Audience Role Rhetorical Situation Your former high school has asked you to contribute to a journal article about college experiences.

Journal article To inform high school students about the culture and current events at UNC.

Students who A first-year are high Carolina school juniors student. and seniors.

Below is an article from The Daily Tar Heel that you will use in your article:

35

A year without stock answers

By Sarah Edwards |

From the time you wake up until you fall asleep, you will probably hear the question How are you? at least 15 times. I give this number with some confidence, because I counted yesterday. Half those times, you probably hear the same response: Im busy. How am I? Busy. As UNC students, we run the tenuous gamut of full schedules. It happens inevitably, even unfolding within the first week of classes. UNC students are known for being involved and surrounding themselves with other people who have equally irascible schedules. However, we choose for it to be this way. Im tired of responding to casual inquiries by saying, Im busy. I have to have a job, but nobody forces me to do extracurricular activities. I choose to do them because I want to do them. Funny, then, that we behave as if were victims. By advertising our preoccupation, were really just self-validating: I do things, therefore I belong. I only sleep four hours a night, therefore I have value as a student. Busy does not actually answer the question, How are you? Small talk transforms into a list of self-accolades rather than something genuine and natural. You ask someone how they are and a dam breaks loose of personal announcements disguised as complaints. Im busy is the new stock answer that feeds into a culture of comparison which makes everyone, even the most engaged person, feel like they dont measure up to some invisible standard of constant occupation. Busy is boring. So this year, Im proposing something radical: Lets just stop saying it. I dont mean that we should put on a mask of Zen or start doing conversation yoga. Only that we replace that one word with more thoughtful, creative adjectives.

36
This will be a challenge for me as well, and I hope you hold me to that form of conversation dieting. It is unrealistic to suggest that every causal interaction turn into a slow distillation of truth, but at the very least, lets not rely on the same tired phrase. Everyone has a full schedule, in one way or another, but it shouldnt matter if that preoccupation is visible. Were lucky to have the leisure of schedules, and perhaps eliminating the busy axiom will help save us from the American windmill of chosen stress. We should fill our time with things we care about, but not just to promote an image. Lets not hashtag solitude. Lets resist the siren call of verbal justification. When someone asks, lets think before speaking: am I sleepy, over caffeinated, inexplicably giddy? Next, say it. Any of those responses are more interesting and meaningful than the empty emotion of mere activity. Adjectives are intentional and colorful. And slowly, perhaps, the intentionality of those adjectives can leak out into the corners of our lives where we need them most. Sarah Edwards is a columnist from The Daily Tar Heel. She is a senior American Studies major from Davidson, N.C. Contact her at [email protected].

Source Information: Title: A year without stock answers Author: Sarah Edwards Source: The Daily Tarheel Date: 8/24/2012 Page: 8

37 Exercise 1: Practicing Citations Using the information given about the article, above, write a correct MLA citation that would appear in your Works Cited list.

Exercise 2: Practicing Quotations, Paraphrases, and Summaries 1) Underline a sentence in the Edwards article that you will quote from. Then, write a sentence below that introduces your quotation, includes the quotation, and cites it correctly in MLA style.

2) Put an asterisk next to a sentence that you will paraphrase. Write the original sentence or phrase in the space provided below, then write your paraphrase of that sentence and use proper MLA style to cite it. o Original sentence:

o Paraphrase:

3) Write a one-sentence summary of the article (or a section of the article) that you will use in your article, using MLA style to introduce and/or cite it properly.

38 Exercise 3: English 101 Only Write a paragraph that would appear in your article. Your paragraph should include a quotation, a paraphrase, and a summary of your source. (You may use the Edwards article as your only source, or search online for other sources to use.)

39 Citation Exercises for English 105 and 105i Below, you will find the Citation Exercises that you will have to complete near the beginning of your coursework. Do not complete the exercise below until your instructor tells you to do so; he or she may have further instructions for you or want you to complete the exercise in class. It is likely that you will complete these exercises within the context of a writing assignment. Once you complete these exercises, you will be asked to sign and hand in the appropriate Pledge page below. Exercise 1 Instructions: Compare how citations are used in these three excerpts. Each one is from the genre of a research article (written for other experts in a discipline), but they come from different disciplines. 1) As you read these excerpts, highlight every instance of: A quotation A summary or paraphrase (it can be hard to distinguish between these without looking at the original sources, especially in APA or CSE style) Common knowledge

2) After examining these excerpts, fill in the chart below, noting how many times each source uses each type of citation: Discipline Nutrition Anthropology Rhetoric Quotation Paraphrase or Summary Common Knowledge

3) Write a one-paragraph summary of your findings. What are the main differences between how sources are used in these three disciplines?

40

41 Excerpt #1: A Nutrition Article on Food and Sustainability Source: Garnett, Tara. Food sustainability: problems, perspectives and solutions. Proceedings of the Nutrition Society 72.1 (2013): 29-39. Citation Style: CSE The environmental problems caused both by excess and insufciency are played out in the nutritional arena too. Globally about 35 % of adults are overweight, with half a billion of them obese (WHO 2011). Obesity is affecting people at ever younger ages: today 43 million preschool children or nearly 7 % of all under ves, are overweight (WHO 2009a). Obesity and its attendant health consequences are, moreover, no longer only rich world problems. The majority of overweight and obese people today are citizens of low and middle income countries, largely living in urban areas, and many of them are poor. Thus while a quarter of deaths in developed countries are attributable to diet and physical inactivity-related risks, they are linked to 18 % of deaths low- and middle-income countries; many more people in absolute terms (WHO 2009b). The causes of obesity are multifaceted (Foresight 2007) but energy rich diets combined with sedentary lifestyles are major risk factors. Todays agricultural system has increased access for many to energy- and fat-dense foods; these include not just high sugar processed foods and vegetable oils but also, critically, GHG-intensive meat and dairy products (Popkin and Gordon-Larsen 2004; Shetty 2002; Zhai et al. 2009). References Foresight. 2007. Tackling Obesities: Future Choices. Project Report, Government Ofce for Science, UK. Available from: http://webarchive.nationalarchives.gov.uk/+/http:/www.bis.gov.uk/foresight/ourwork/projects/current-projects/global-foodand-farming-futures/reports-andpublications Popkin BM, Gordon-Larsen P. 2004. The nutrition transition: worldwide obesity dynamics and their determinants. Int J Obes. 28: S2S9. Shetty P. 2002. Nutrition transition in India. Public Health Nutr. 5: 175182. [WHO] World Health Organization. 2011. Global Status Report on Noncommunicable Diseases 2010. Geneva: World Health Organisation. [WHO] World Health Organization. 2009a. Population-based prevention strategies for

42 childhood obesity: report of a WHO forum and technical meeting, Geneva, 1517 December 2009. Geneva: World Health Organisation. [WHO] World Health Organization. 2009b. Global health risks: mortality and burden of disease attributable to selected major risks. Geneva: World Health Organisation. Zhai F, Wang H, Du S et al. 2009. Prospective study on nutrition transition in China. Nutr Rev. 67, Suppl. 1: S56S61.

Example #2: An Anthropology Article on Campus Sustainability Projects Source: Barlett, Peggy F. Campus Sustainable Food Projects: Critique and Engagement. American Anthropologist 113.1 (2011): 101-115. Citation Style: APA William Friedlands (2008) analysis of the transformative potential of social movements . . . emphasizes that dissatisfaction with the conventional food system and even a resistant stance to the actions of agrifood corporations are not sufficient to affect the lives of large numbers of peoplehis ultimate test for social significance. To be transformative, organizations must have the intent and capacity to make a broad impact. Examples are the Nestle infant formula boycott or the mobilization of protests that led to tighter U.S. Department of Agriculture (USDA) organic-certification rules. Smaller actions may enroll new individuals in actor networks, but larger-scale impact is necessary to assess alternative food movements as transformational (Friedland, 2008). Douglas Constance and others have also warned that as an alternative chain is developed and legitimized, the power of large corporations to coopt it should not be underestimated (Constance et al. 2003; Grey 2000). [] Many schools celebrate closer connections to nearby producers, emphasizing personal relations, accountability, and improved taste. The distance adopted for local food varies widely. A 50-mile radius, 150-miles, a day's drive, or the state boundary are various common measures of local. Emory supports the revitalization of fruit and vegetable production throughout the eight Southeastern states with a two-tier goal of at least regionally grown and preferably Georgia grown. Some schools in less favorable climates, such as Vassar, emphasize local purchases of value-added salsas, sides, and sauces, supporting local processors (AASHE, 2007). Local purchases can

43 offer a celebratory moment: when local apples appeared on one campus, students ate three times as many of them (Rappaport, 2005). Purchases from local farmers may not necessarily affect sustainable production practices, however, beyond reducing food miles; local growers may be large, conventional farms that contribute to the same environmental and social justice concerns that spawned the sustainable food movement (Feenstra, 2002; Hinrichs, 2003). Some programs address this issue directly: for example, the UC Santa Cruz Food Systems effort specifies local sourcing of produce purchases from small, organic farm operations with commitments to social responsibility and from third party certified organic (UC Santa Cruz, n.d.). Although less precise, the Indiana University Statement of Sustainability Principles commits to crops grown in a way to protect the health of the land, the water, the environment, and the consumer (2008), reflecting a desire to invest in production alternatives. Stanford Dining lists Petaluma Poultry as its source for sustainably produced chicken, offering a level of transparency that allows for debate over this large-scale grower's specific farm practices (Pollan, 2006). References List Association for the Advancement of Sustainability in Higher Education. (2007). Digest. Retrieved from http://www.aashe.org/resources/pdf/aashedigest2007.pdf. Constance, D. H. (!2008). The emanicipatory question: the next step in the sociology of the agrifood systems? Agriculture and Human Values, 25, 151155. Feenstra, G. W. (2002). Creating space for sustainable food systems: lessons from the field. Agriculture and Human Values, 19, 99106. Friedland, W. H. (2008). Agency and the agrifood system. In W. Wright and G. Middendorf (Eds.), The fight over Food (45-67). University Park: Pennsylvania State Press. Grey, M. A.( ! 2000). The industrial food stream and its alternatives in the United States: an introduction. Human Organization 59, 143150. Hinrichs, C. C. (2003). The practice and politics of food system localization. Journal of Rural Studies 19, 33-45. Indiana University. (2008). Statement of Sustainability Principles. Retrieved from

44 http://cees.iupui.edu.libproxy.lib.unc.edu/Education/Campus_Sustainability/Pu blications/Guiding_Principles/2008_01_Campus_Sustainability_Principles.pdf. Pollan, M. (2006). The Omnivore's Dilemma: A Natural History of Four Meals. New York: Penguin. Rappaport, J. (2005, April 7). Holy Mole! It's Farm Fresh Guacamole. College Hill Independent. Retrieved from http://www.brown.edu.libproxy.lib.unc.edu/Students/INDY/archives/2005-0407/articles/spread-rappaport_avocados.htm. UC Santa Cruz (n.d.). Sustainability: Food Systems. Retrieved from http://sustainability.ucsc.edu/content/food-systems.

Example #3: A Rhetoric Article on the Language of The Slow Food Movement Source: Schneider, Stephen. Good, Clean, Fair: The Rhetoric of the Slow Food Movement. College English 70.4 (2008): 384-402. Print. In many ways, Slow Food can be seen as a response to what Michael Pollan has described as the omnivore 's dilemma; that is, what should one eat? Following Kentucky poet Wendell Berry, Pollan argues that eating is an agricultural act, necessarily drawing consumers into various food chains and into relationships with food producers (Berry 145; qtd. in Pollan 11). With the rise of industrial agriculture in the United States, eating is also necessarily a political act; the omnivore 's dilemma isn't simply a question of what foods are good to eat, but also what foods are good to think (Pollan 289). For Carlo Petrini and Slow Food, resolving the omnivore's dilemma is the task of the new gastronomy. In proposing a new gastronomy, Petrini strategically links his arguments to older and more familiar models of gastronomy. In particular, Petrini builds his arguments on those of Jean Anthelme Brillat-Savarin's The Physiology of Taste, which is widely regarded as being the first work to define gastronomy in detail. Brillat-Savarin's definition of gastronomy is surprisingly broad and comprises the intelligent knowledge of whatever concerns man's nourishment (Brillat-Savarin 51). Insofar as its purpose is to watch over his conservation by suggesting the best possible sustenance for him, gastronomy necessarily participates in a number of other intellectual disciplines: natural history, physics, chemistry, cookery, business, and political economy (51). Thus for Brillat-Savarin, gastronomy encompasses not

45 only nutrition, cooking, and taste, but also the cultural and economic dimensions of food. Of particular importance to Slow Food's model of gastronomy is the concept of the grammar (or,we might be inclined to say, the rhetoric) of food. Italian historian Massimo Montinari has argued that food is made up of not only natural ingredients but also numerous cultural codes that govern its production, preparation, and consumption: In all societies, eating habits and rituals are governed by conventions analogous to those that give meaning and stability to verbal languages themselves. This aggregate of conventions, which we shall call grammar, informs the food system not as a simple compilation of products and foods, assembled in more or less casual fashion, but rather as a structure, inside of which each component defines its meaning (99). He goes on to flesh out the grammar of food in considerably more detail: its lexicon is the available raw food products of a region or culture; its morphology is the various ways that food is produced and prepared from these ingredients; its syntax is defined by the meals associated with a culture and their various meanings (99-101). Works Cited Brillat-Savarin, Jean Antheline. The Physiology of Taste: Meditations on Transcendental Gastromomy. 1825. Trans. M.F.K. Fisher. Washington, DC: Counterpoint, 1999. Print. Montinari, Massimo. Food Is Culture. New York: Columbia UP, 2006.Print. Pollan, Michael. The Omnivores Dilemma: a Natural History of Four Meals. New York: Penguin, 2006. Print.

46 Notes:

47 Exercise 2: Citing in the Natural Sciences (To be completed at the start of Unit 1.)
Genre Research article Purpose To inform readers of findings from your study of a campus sustainable food program Audience Nutrition researchers (readers of the Journal of the Academy of Nutrition and Dietetics. Role Nutrition professor Rhetorical Situation You are presenting findings from your original study of a campus sustainable food program, but need to introduce your article by describing what programs exist at other universities.

Imagine you are a nutrition professor preparing a research article the Journal of the Academy of Nutrition and Dietetics. Your article will focus on the results of you study of the effectiveness of campus sustainable food programs on college campuses. Using the following article on campus sustainable food programs as a source (excerpt below), write a short paragraph that might appear in the introduction to your article. For example, you might use this source to describe what other universities have done to encourage sustainable food. Use the table you completed in Part 1, and the sample excerpt, as a guide to help you decide how to cite the source. Use CSE style, and include a citation for the source as it would appear in your reference list.

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49 Source information: Title: Sustainable Dining: Colleges and Corporations Take a Fresh Approach to Food Author: Charles Arias Journal: Sustainability, Volume 2, Issue 4 Pages: 215-220 Year: 2009 Month: August Article Excerpt: [Begin Page 215] Last May, there was quite a celebration at the University of California, Berkeley. It had nothing to do with graduation. Rather, it was the end of a David vs. Goliath story, in which students successfully convinced the universitys Store Operations Board to reject a proposal to build a Panda Express restaurant on campus. The popular fast-food chain, students claimed, clashed with the healthy food image that Berkeley has come to project through various green efforts, from organically grown food used in cafeterias to highly promoted campus recycling and waste composting programs. Now, in place of Panda Express, Berkeley students plan to open a student food cooperative, a cafe, deli, and grocery store featuring community-based and ecologically sound products, according to Alli Reed, a member of the co-ops steering committee. The facility should be open by January 2010 if all goes as planned. Its going to be delicious food, its going to be completely sustainable and affordable, and its going to be a great place to hang out, Reed says. Optional memberships would require students to volunteer about four hours per month or pay a $250 annual fee. Members would also receive a shopping discount and be able to vote in all major decisions involving the co-op. This is more like what were about, Reed says. When you think UC Berkeley, you think democracy, you think healthy and earth friendly. You dont think of a fast-food place without a single vegetarian option on its menu. Berkeley is not alone in its feelings toward on campus food. Colleges are reworking campus policies on where and how they obtain food for cafeterias and restaurants, and changing the way they run those facilities to make them more environmentally friendly. Meanwhile, food providers are taking their own steps to make sure that their

50 products fit the politically correct mold, and applying sustainable techniques with their own employees. [] There is no doubt among college students, administrators, and faculty that green is the way to go when it comes to providing food services on campus. Surveys such as the Sustainable Endowments Institutes annual College Sustainability Report Card show an increased emphasis on use of local food as part of a universitys overall green movement. More than 70 percent of schools devote at least part of their food budgets to buying from local farms or producers, according to Cambridge, MA-based SEI. Nearly two-thirds use fair-trade coffee to some extent, and 40 percent buy from a local dairy. Another 30 percent offer cage-free eggs. Yale University dining officials can relate. In 2003, the school launched a pilot program in which one of its 14 student dining halls served only meals with all-organic or locally grown products. The pilot was wildly successful, according to Melina Shannon DePietro, the New Haven, CT-schools sustainable food project director. It supported a community of local farmers, brought the art of cooking back into the dining hall kitchens, and satisfied students with recipes highlighting local vegetables, grass-fed beef burgers, and brownies made with real butter and organic ingredients, Shannon-DePietro says. The program has since expanded, with sustainable food now accounting for 40 percent of what is served in all dining halls during the week. Thursday evenings, which feature all-sustainable dinners, are becoming increasingly popular, she adds. At the University of California, Los Angeles, Thursday dinners have gone beyond being sustainable. On Thursday nights, no beef is served, in an effort to teach how environmentally unhealthy beef actually is, [Begin page 216] according to Robert Gilbert, UCLAs housing and hospitality services sustainability coordinator. [] In 2008, the University of Florida at Gainesville, in partnership with food services company Aramark, introduced a reusable to-go container program to help reduce the 158,000 disposable units that end up in the schools trash each year. Three dining venues on campus allow students to effectively borrow up to two containers at a time for a $7 deposit, according to Aramark Communications Director Karen Cutler. The deposit is refunded at the end of the school year if all containers have been returned.

51 Exercise 3: Social Sciences (Optional: At Instructors Direction) (To be completed at the start of Unit 2). Genre Research article Purpose To inform readers of findings from your study of the principles behind Audience Readers of the journal Food, Culture, and Society Role Anthropology professor Rhetorical Situation You are presenting findings about the principles and values underlying sustainable food programs.

Imagine you are an anthropology professor preparing a research article for a special issue of the journal Food, Culture, and Society on sustainability. You article will analyze the principles and values behind different campus sustainability programs. Using the article on sustainability as a source (excerpt above), write a short paragraph that might appear in the your article. Use the table you completed in Part 1, and the sample excerpt, as a guide to help you decide how to cite the source. Use APA style, and include a citation for the source as it would appear in your reference list.

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53 Exercise 4: Humanities (Optional: At Instructors Direction) (To be completed at the start of Unit 3.) Genre Research article Purpose To inform readers of findings from your study of the principles behind Audience Readers of the journal Rhetoric Society Quarterly. Role Rhetoric professor Rhetorical Situation You are presenting findings about the language and imagery used to describe sustainable food programs.

Imagine you are a rhetoric professor preparing a research article for the journal Rhetoric Society Quarterly. You article will analyze the language and imagery used to describe sustainability on college campuses. Using the article on sustainability as a source (excerpt above), write a paragraph that might appear in the your article. For example, you might cite some of the words used by the author, Charles Arias, or by the people he interviews to describe sustainable food. Use the table you completed in Part 1, and the sample excerpt, as a guide to help you decide how to cite the source. Use MLA style, and include a citation for the source as it would appear in your reference list.

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55 The Honor Code and Avoiding Plagiarism All students enrolled at UNC agree to uphold its honor code, conducting themselves and completing all assignments with integrity and honesty. The Honor System forms a bond of trust among students, faculty, and administrators. The University of North Carolina at Chapel Hill operates under a system of selfgovernance, as students are responsible for governing themselves. As such, our University is transformed into a powerful community of inquiry and learning. The Honor Code embodies the ideals of academic honesty, integrity, and responsible citizenship, and governs the performance of all academic work a student conducts at the University. Acceptance of an offer of admission to Carolina presupposes a commitment to the principles embodied in our century-old tradition of honor and integrity. It shall be the responsibility of every student enrolled at the University of North Carolina to support the principles of academic integrity and to refrain from all forms of academic dishonesty, including but not limited to, the following: 1. Plagiarism in the form of deliberate or reckless representation of anothers words, thoughts, or ideas as ones own without attribution in connection with submission of academic work, whether graded or otherwise. 2. Falsification, fabrication, or misrepresentation of data, other information, or citations in connection with an academic assignment, whether graded or otherwise. 3. Unauthorized assistance or unauthorized collaboration in connection with academic work, whether graded or otherwise. 4. Cheating on examinations or other academic assignments, whether graded or otherwise, including but not limited to the following: a. Using unauthorized materials and methods (notes, books, electronic information, telephonic or other forms of electronic communication, or other sources or methods), or b. Representing anothers work as ones own. 5. Violating procedures pertaining to the academic process, including but not limited to the following: a. Violating or subverting requirements governing administration of examinations or other academic assignments; b. Compromising the security of examinations or academic assignments; or c. Engaging in other actions that compromise the integrity of the grading or evaluation process.

56 6. Deliberately furnishing false information to members of the University community in connection with their efforts to prevent, investigate, or enforce University requirements regarding academic dishonesty. 7. Forging, falsifying, or misusing University documents, records, identification cards, computers, or other resources so as to violate requirements regarding academic dishonesty. 8. Violating other University policies that are designed to assure that academic work conforms to requirements relating to academic integrity. 9. Assisting or aiding another to engage in acts of academic dishonesty prohibited by Section II. B. Plagiarism is defined as the failure to document your sources correctly. If you commit plagiarism, you may be liable for sanction under the Honor Code. If your teacher suspects that you have plagiarized anothers work, he or she will report such violation to the Student Attorney General. The Department of English and Comparative Literature abides fully with the Honor Code. If you are reported for plagiarism, you will be required to defend your actions before the Honor Court. The papers you submit are your responsibility. If you fail to account for the work of others in your essays, the Honor Court will hold you accountable. Every test, quiz, essay, project, and rough draft that you submit, whether graded or not, is covered by the Honor Code. If the Honor Court believes that you violated the Code, it can find you guilty of academic cheating. The normal sanction for this offense is suspension for a semester, an F in the class, and a mark in your disciplinary record that remains on your transcript for ten years. To avoid plagiarism, keep these guidelines in mind. First, if you have questions about documenting any source, ask your teacher before turning in the paper. Drafts of papers should be completely documented since drafts are regarded as graded assignments. Second, when in doubt, document the source. Its better to be too careful than too careless when using sources in your writing. Do not turn in work until you are fully satisfied that you have properly attributed and documented others words, thoughts, and ideas. Always check with your teacher before turning in either a draft or a final paper if you have any doubts whatsoever about sources. Dont put your academic career at risk unnecessarily. Distasteful though plagiarism investigations are, the Writing Program cannot tolerate students submitting work that is not your own, including work that includes text that has been taken from online sources without attribution. To allow any students to get away with cheating is the worst disservice we could render to you and the University.

57 We make a distinction between plagiarism and the kind of collaboration that characterizes good writing instruction. The workshop method used in the Writing Program depends on the advice that the teacher and other students can give on every composition. We encourage students to seek feedback from classmates and people outside of class (i.e., Writing Center tutors) to help them revise their papers. The Writing Program supports authorized help with papers, that is, ideas and suggestions for improvement. If the student held the penwrote the words and made the choices about what to include or omit from a paperthe paper belongs to the student. In this way, we can distinguish between input that helps students revise papers and input that appropriates anothers writing. Because we want students to master a range of skills associated with successful writing, not to substitute the skills of friends and teachers, appropriation becomes a useful measure of what constitutes plagiarism and what does not.

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Pledge for Students in English 100 and English 101

By signing below, I attest that I have completed the preceding plagiarism exercise and understand the rules and regulations regarding the proper acknowledgment of sources and UNCs honor code as they relate to plagiarism. In addition, I pledge that I have read The Student Guide to English 100, and 105/105i and agree to abide by UNCs honor code. I recognize that failure to familiarize myself with this and other university documents relating to academic integrity is no excuse for violating the universitys code of academic conduct.

Signed: Printed Name: Date:

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61

Pledge for Students in English 105/105i

By signing below, I attest that I have completed the preceding plagiarism exercise and understand the rules and regulations regarding the proper acknowledgment of sources and UNCs honor code as they relate to plagiarism. In addition, I pledge that I have read The Student Guide to English 100and 105/105i and agree to abide by UNCs honor code. I recognize that failure to familiarize myself with this and other university documents relating to academic integrity is no excuse for violating the universitys code of academic conduct.

Signed: Printed Name: Date:

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Other Resources
The Writing Center
The Writing Center is a free, non-credit, ungraded tutorial service for students who seek further instruction and guidance with their writing. The Writing Center welcomes all writers who wish to have additional feedback on writing in any of their courses. Since it serves the entire student body, we do not regard the Writing Center as remedial in any way. Graduate students and other advanced writers also make appointments with Writing Center tutors, so if your instructor recommends that you set up an appointment with a tutor, please do not take that suggestion to mean that your writing is particularly poor. All students are encouraged to go to the Writing Center for personalized instruction, and often it can be helpful to see a trained tutor who will not be responsible for evaluating your writing. Please take your writing assignment along for your meeting with a tutor at the Writing Center. These collaborative sessions will provide you with tools for problem-solving, interpreting assignments, and other writing-specific skills that you will continue to use throughout your undergraduate and professional career. The Writing Center tutors do not edit or proofread papersthe Writing Center is not a grammar-check centerbut the tutors will help you plan and draft papers, revise them, and overcome problems such as writing anxiety or organization. There are also many resources available for non-native English speakers. You can meet with a tutor up to twice a week in person, and there is also an online tutoring service available. Bring a copy of your paper assignment, your drafts, and, if relevant, your past graded papers with you so that the tutors can give you more focused help. You should schedule your appointment well before your assignment is due so that you can benefit fully from this tutoring. If you have questions about the Center, stop by or check the website at www.unc.edu/depts/wcweb. The Writing Center is located in the basement of the Student & Academic Services Building (SASB) North. The SASB North building is located on the corner of Manning Drive and Ridge Road, near the Ramshead complex and the Morrison dormitory. The Writing Center is open from 9 am - 5 pm Monday through Thursday, 9 am - 4 pm on Friday, and 5 - 8 pm on Sundays. The phone is 962-7710. A satellite office with reduced hours is also located in Greenlaw 221

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The Learning Center

Advisors and teachers often refer students to the Learning Center, especially if they are having problems adjusting to the great amount of reading required in university courses. An even greater number of students decide for themselves that they would like to improve their reading speed and comprehension because reading is crucial to academic success. The Learning Center can also provide help with time management skills and other strategies for coping with the high-stress environment of college life. The Learning Center, a non-credit University service, is located next to the Writing Center, in the basement of the Student & Academic Services Building (SASB) North. They also provide subject-specific peer tutoring. Students may register for the Learning Center services by stopping by or calling 9623782. The web address is http://learningcenter.unc.edu/.

University Career Services

Some students come to UNC with particular majors or career interests in mind but later find that their goals or interests have changed. Other students are undecided about careers or majors. In either case, you may want to visit the University Career Services (UCS). This service helps students choose appropriate academic majors and careers. Appointments for interviews and testing are arranged at the students convenience. The program may be completed in a few days or may be carried on over a prolonged period. You can contact the UCS at http://careers.unc.edu or 962-6507, and visit the office on the second floor of Hanes Hall.

Statement on Equal Educational Opportunity

The University of North Carolina at Chapel Hill is committed to equality of educational opportunity. The University does not discriminate in offering access to its educational programs and activities on the basis of age, gender, race, color, national origin, religion, creed, disability, veterans status, sexual orientation, gender identity, or gender expression. The Dean of Students (Suite 1106, Student Academic Services Building, CB# 5100, 450 Ridge Road, Chapel Hill, NC 27599-5100 or [919] 966-4042) has been designated to handle inquiries regarding the Universitys nondiscrimination policies.

Students with Disabilities

In compliance with UNC policy and federal law, qualified students with disabilities are eligible to receive reasonable accommodations to ensure equal access to education opportunities, programs, and activities (http://www.unc.edu/depts/lds/faculty-

64 policies.html). If you anticipate such accommodations, please notify me as soon as possible so that appropriate arrangements can be made. Additionally, you may seek out student support services at the Department of Disability Services (DDS) (http://disabilityservices.unc.edu/) and through the Learning Center (http://learningcenter.unc.edu/).

Nondiscrimination Statement
The University is committed to providing an inclusive and welcoming environment for all members of our community and to ensuring that educational and employment decisions are based on individuals abilities and qualifications. Consistent with this principle and applicable laws, it is therefore the Universitys policy not to discriminate in offering access to its educational programs and activities or with respect to employment terms and conditions on the basis of age, gender, race, color, national origin, religion, creed, disability, veterans status, sexual orientation, gender identity, or gender expression. Such a policy ensures that only relevant factors are considered and that equitable and consistent standards of conduct and performance are applied (see www.unc.edu/campus/policies/nondiscrim.html). A copy of the Universitys EPA and SPA Equal Opportunity Plans is available on the Universitys Web site at www.unc.edu/depts/eooada. Any inquiries regarding the Universitys nondiscrimination policies should be brought to the attention of one of the following administrators, as noted: Discrimination in employment and educational programs and activities: University EEO/ADA Officer, CB# 9160, 100 Pettigrew Hall, Chapel Hill, NC 27599-9160; (919) 966-3576 Discrimination involving students: Dean of Students, CB# 5100, Suite 1106, Student Academic Services Building, 450 Ridge Road, Chapel Hill, NC 27599-5100; (919) 9664042 Sex discrimination in educational programs and activities: University Title IX Officer, CB# 9160, 100 Pettigrew Hall, Chapel Hill, NC 27599-9160; (919) 966-3576 The Universitys policy prohibiting discrimination on the basis of sexual orientation does not apply to the Universitys relationships with outside organizations, including the federal government, the military, ROTC, and private employers.

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Your Future in the Department of English and Comparative Literature

We hope you are inspired through our courses to continue your work in English Studies, a broad field that includes courses in areas such as composing digital media, literature, writing in the disciplines, genre studies, and film. If you enjoy writing, or would like to improve your communication skills, you might want to explore our Minor in Composition, Rhetoric, and Digital Literacy, or (CRaDL). The CRaDL minor emphasizes both conceptual and practical concerns related to composing and to digital culture and communication. Our courses involve hands-on, communication-intensive work and range from advanced writing classes to courses covering networked and multimedia composition.More information is available here: http://cradl.unc.edu/.