Prof. Noelle MorrissetteDept. of English

University of North Carolina at GreensboroE-mail: namorris@uncg.edu

Office: 3135 Hall for the Humanities Office hours: MWF 12-1pm

and by appt.

English 252-01: American Writers Realist to ModernMWF 10-10:50 Graham 423

Course description: This course provides a survey of American literature from 1865 to the present, focusing on the representational strategies employed by authors and ranging across historical periods and literary genres. We will examine how authors contribute to a national literary tradition by reworking ideas of literature and nationhood. Along the way, we will consider questions about the boundaries and various functions of both literature and nation, as well as the ways in which literary texts have addressed (or failed to address) America’s critical struggles over the extension of democratic principles across lines of race, class, and gender. Authors include Chesnutt, Twain, Stein, Du Bois, Johnson, Hemingway, Wright, Ellison, and Morrison.

Required texts (available at the University Bookstore in the Student Center):Twain, Mark. Puddin’head Wilson. 0-393-95027-1Johnson, James Weldon. The Autobiography of an Ex-Colored Man and Other Writings. Introduction by Noelle Morrissette. New York: Fine Creative Media (Barnes & Noble Classics), 2007. 978-1-59308-289-5Stein, Three Lives (an e-book through the library:

http://www.bartleby.com/74/) or project Gutenberg: http://www.gutenberg.org/ebooks/15408

Hemingway, Ernest. In Our Time. 978-0-684-82276-1Ellison, Ralph. Invisible Man. 0-679-73276-4Morrison, Toni. Jazz. 0-452-26965-2

All other required readings available on Canvas.Note: Students are required to bring a hard copy of required Canvas readings to class on the date they are discussed.

Course Requirements (please see below for description): Participation as discussant with topic submitted on Canvas (3x) (15%);Response Papers submitted on Canvas (2x) (25%);Timed Reading Quizzes on Canvas (5x) (10%); In-class Midterm (25%);

Final Exam (25%)

Course Objectives (Learning Outcomes):Based on the description above, this course is structured to produce the following learning outcomes:

1. Deepen students’ knowledge and appreciation of American literary history through the careful analysis of representative texts and authors. Students will improve their understanding of the personal, cultural, and political experiences of Americans as it is reflected in the literature of the period (post-1865 to mid-20th century).

2. Improve students’ knowledge and use of appropriate critical terminology used in the analysis of literary texts. This terminology will improve students’ ability to analyze and appreciate the formal and aesthetic qualities of literature and deepen their understanding of creative processes.

3. Enhance students’ skills in oral and written expression of critical thinking. Students will practice thinking critically about both the literature they study and the interpretations they produce by questioning the key assumptions operating in the literary texts they read and those that inform their own interpretations of those texts. Students will develop their own hypotheses, theories, and interpretations of the literature they read. Students will improve their ability to frame questions, analyze specific images, symbols, passages, and scenes, and to present interpretations of literary work in both oral and written formats. In written communication, particular attention will be paid to writing clear, concise sentences and paragraphs, structuring original analyses and arguments in a clear and compelling way, and documenting arguments effectively through the use of outside sources (if the instructor requires such research).

Pedagogical Method:This course emphasizes discussion-based teaching, in which student participation animates the direction of the class material. Discussion will focus on facilitating a shared exploration of the meaning of the assigned texts through rigorous analysis of the text itself, consideration of it in relation to other authors, genre, periods, and theories surveyed in our readings. Students are expected to make these connections and foster discussion by addressing questions and comments to their classmates and by active listening.

Course Schedule (subject to change as per instructor):

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M Aug 22nd: Introduction to course materials and requirements.

W Aug 24th: Morrison, “Black Matters,” from Playing in the Dark: Whiteness and the American Literary Imagination (1993)(C)

I. What is realism? Three versions of American literary realism

F Aug 26th: Local color/ Regionalist realism: Sarah Orne Jewett “A White Heron” (1886)(C); critical terms: “realism,” “regionalism” (C) Due date: student-professor contract and student information sheet

M Aug 29th: “Brer Rabbit and the Tar Baby” (C); critical terms: “signifyin’,” “vernacular” (C)

W Aug 31st: Charles Chesnutt, “The Goophered Grapevine” (C) (1887);

F Sept 2nd: Charles Chesnutt, “The Goophered Grapevine,” cont’d.

M Sept 5th: Labor Day Holiday. Classes dismissed; offices closed.

W Sept 7th: No class meeting. Students read Journalistic realism: Stephen Crane, “The Open Boat” (1897) (C)

F Sept 9th: Mannered realism: William Dean Howells, “Editha” (1905) (C)

M Sept 12th: Charles Chesnutt, “What is a White Man?” (1889) (C)

W Sept 14th: Mark Twain, Pudd’nhead Wilson (1894) through chapter 6

F Sept 16th: Mark Twain, Pudd’nhead Wilson, through chapter 12

M Sept 19th: Mark Twain, Pudd’nhead Wilson, through chapter 15

W Sept 21st: Mark Twain, Pudd’nhead Wilson, through conclusion

F Sept 23rd: Mark Twain, Pudd’nhead Wilson (1894)

II. Modernity and Modernism Before the Great War

M Sept 26th: W. E. B. Du Bois, “Of Our Spiritual Strivings” (The Souls of Black Folk, 1903) (C) critical term: “double consciousness” (C) Image: Duchamp, “Nude Descending a Staircase” (C)

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W Sept 28th: Gertrude Stein, Melanctha, from Three Lives (1909) http://www.gutenberg.org/ebooks/15408

F Sept 30th: “How Gertrude Stein is Twitter in 2010”critical terms: “modernism,” “cubism” (C)

M Oct 3rd: Sounds of New York (C); Morrissette, Introduction to The Autobiography of an Ex-Colored Man (C) critical terms: “ragtime,” “cakewalk,” “passing” (C) Image: Jacob Lawrence, Migration series, “And Another Reason Was Lynching”

W Oct 5th: James Weldon Johnson, Autobiography of an Ex-Colored Man

(1912), chapters 1-3.

F Oct 7th: Johnson, The Autobiography of an Ex-Colored Man, chapters 4-9.

M Oct 10th: Johnson, The Autobiography of an Ex-Colored Man, chapters 10-11 (conclusion).

W Oct 12th: Midterm examination review.

F Oct 14th: In-class midterm examination. No make-ups will be given. Bring two bluebooks.

Fall break, Sat. Oct. 15th through Tues. Oct. 18th

III. Modernity and Modernism After the Great War

W Oct 19th: No class meeting. Students study critical terms: “montage,” “third-person narration,”“dialogue,” “stream of consciousness, and “understatement” (C)

F Oct. 21st: No class meeting. Students read Ernest Hemingway, In Our Time (1925) in entirety.

M Oct 24th: Hemingway, In Our Time, cont’d. Discussion focus through “The Battler.”

W Oct 26th: Hemingway, In Our Time, cont’d. Discussion focus through conclusion.

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F Oct 28th: Richard Wright, “Blueprint for Negro Writing” (1937)(C); Ellison, “Richard Wright’s Blues” (1945)(C, optional); Baldwin, “Everybody’s Protest Novel (1949) (C, optional)

M Oct 31st: Richard Wright, Native Son (1940), Part One (“Fear”) (C); critical term: “naturalism” (C); Distribution of response essay assignment, Richard Wright (Submit on Canvas)

W Nov 2nd: Richard Wright, Native Son (1940), Part One (“Fear”), cont’d.

F Nov 4th: No class meeting. Due date: response essay, Wright, uploaded to Canvas by 11:59pm.

M Nov 7th: Ralph Ellison, “Hidden Name and Complex Fate” (1958) (C)

W Nov 9th: Ralph Ellison, Prologue and Chapter One (“Battle Royal”), Invisible Man (1952). Audio: Louis Armstrong, “What Did I Do To Be So Black and Blue”; Critical term: Surrealism (C)

F Nov 11th: Ellison, Invisible Man, chapters Two (“Trueblood”), Nine, (“Mr. Emerson”)

M Nov 14th: Ellison, Chapters Ten (“Liberty Paints”) and Eleven (“What’s Your Name?”).

W Nov. 16th: Ellison, Chapters 13 (“The Dispossession”), 25 (“The Briefcase”), and Epilogue, Invisible Man; selection, Walt Whitman, “A Song for Occupations” [Leaves of Grass] (1855) (C)

F Nov 18th: Due date: Ellison response paper, uploaded to Canvas by 9am (C)

IV. Jazz and the Contemporary American Novel

M Nov 21st: Toni Morrison, Jazz, first cut (through p. 24);

W Nov 23rd through Sun Nov 27th: Thanksgiving Break

M Nov 28th: Morrison, Jazz, cont’d., first and second cuts: 27-87; 89-135.

W Nov 30th: Morrison, Jazz, cont’d., fourth cut: 137-184.

F Dec 2nd: Morrison, Jazz, 187-216 (in entirety).

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M Dec 5th: Last day of classes. Concluding remarks and preparation for final exam.

W Dec 7th, noon-3pm: Final Examination. No make-ups will be given. Bring three bluebooks.

Outline of Course Policy and Requirements:

What you should know about plagiarism:It is incumbent upon you, as a scholar, both to document the borrowings you make from the work of others and to report more general indebtedness to the people and books (and lectures, internet sources, et cetera) you have consulted in the course of preparing your papers. Plagiarism consists of intentionally misrepresenting someone else’s work, words, or insights as your own. Like any other form of intellectual dishonesty, plagiarism is a serious offense in an academic community. A paper that shows evidence of plagiarism will receive a failing grade of “F” and will lead to a failing grade of “F” for the entire course term. Every case of plagiarism will be reported to the University Honor Committee for disciplinary action, which may range from further reprimand to expulsion from UNCG.

Students are expected to adhere to the University Academic Honor Policy. See the UNCG Dean of Students website: http://sa.uncg.edu/handbook/academic-integrity-policy/

Dean of Students Office:The Dean of Students office oversees academic integrity at the university.sa.uncg.edu/deanOn this webpage you will find the Academic Integrity Policy, which all students are required to uphold for this class and in the entirety of their studies at UNCG. Students are required to report violations to the policy to the appropriate instructor and the Dean of Students. Students who do not understand the academic integrity policy and/ or its application to a particular assignment are responsible for raising such questions with their faculty member.

Students are required to provide and sign the Academic Integrity Pledge on all exams and papers submitted in this class. The instructor will not grade your work until the signed statement is submitted. The instructor will not accept your work unless it is accompanied by the Academic Integrity Pledge. Any work submitted without the pledge will be returned and will be considered late.

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Academic Integrity Pledge:

I HAVE ABIDED BY THE UNCG Academic Integrity Policy ON THIS ASSIGNMENT.

Student’s Signature ___________________________________ Date ______

Student Code of Conduct:Members of the University community embrace fundamental principles to ensure a campus environment conducive to peaceful and productive living and study. These principles include five values: honesty, trust, fairness, respect, and responsibility. Members of the community who adopt these principles will seldom have need of the Student Code of Conduct (the Code). When members of the University community fail to observe these principles, the Code is used to affirm these values through adjudication of allegations involving violations of these values. Allegations made against individual students or student groups/organizations include reference to the general principle that is at risk as well as the specific conduct alleged to be a violation of the Code.See http://sa.uncg.edu/handbook/student-code-of-conduct/

Accommodations

Students with documentation of special needs should arrange accommodations as soon as possible. If you believe you could benefit from such accommodations, you must first register with the Office of Access Services on campus before such accommodations can be made by the course instructor. The office is located on the second floor of the Elliott University Center (EUC) in Suite 215, and the office is open 8am to 5pm, Monday - Friday. Telephone: 334-5440; e-mail: ods@uncg.edu.

Writing Center:If you need additional help in writing your formal papers for this class, please consider visiting the University Writing Center. The WC offers online advising as well as face-to-face tutorials:writingcenter.uncg.edu

Course requirements:Student-professor contract signed by student (signed by January 16, 2014, or dropped from course)Student information sheet completed by student

Participation as discussant (3x; 5% each;15% total);Response Papers (25%)

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Reading Quizzes (10%); In-class Midterm (25%); Final Exam (25%)

You must complete all assignments to receive a passing grade for this class.

Late work: The course moves at a rapid pace, so all work must be completed on time. Late work will lower your final grade. Late papers will be penalized by one letter grade per day, with a maximum of two calendar days. After two days, you may not submit your work for a grade and you will receive a zero for the assignment.

Classroom deportment: Our classroom is a space that fosters and supports respect and collaboration. Do not interrupt class with private conversations, note-passing, or late arrival to class. Cell phones, PDAs, Blackberries, and all other electronic devices must be turned off at all times. Use of computers is not permitted without prior permission from instructor. Should you choose to ignore the policy of classroom deportment outlined here, you will be asked to leave the classroom for the duration of our meeting time. More than one infraction of the classroom deportment policy will result in a failing participation grade for the class and a mandatory disciplinary action taken through the Dean of Students Office.

Office Hours:Every week I will be available in my office for consultation. Office hours are your opportunity to talk to me about the reading and writing process and the ideas that you develop on an individual basis. If you cannot make my office hours, you may schedule an appointment with me for another time.

Student-professor contract:The last two pages of this course syllabus are a student-professor contract. By choosing to enroll in this course, students have entered into a contractual relationship with the professor. Students have obligations and responsibilities to the professor, as the professor has obligations and responsibilities to the students. These are outlined in the contract, which will be signed by each student and by the professor. The professor will return a copy to students and retain the original for her files. The Student-professor contract must be signed by each enrolled student by January 16, 2014. Students who have failed to sign and submit the contract as a hard copy to the professor by this date will be dropped from the course.

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Student information sheet:Students will respond in detail and with deliberation to the student information sheet, posted to Canvas and available for download, as part of their participation/ discussant grade. Students must offer detailed, accurate, and well-reasoned responses to questions about their course of study at UNCG, their goals for the course, their related courses in the subject and/ or disciplinary area, and realistic employment goals. This worksheet is due in-class on Friday, August 26, 2016. Failure to complete and submit this form by the deadline will result in a failing grade in participation for the course.

Attendance:Regular attendance is required. Attendance at all classes is required. Attendance will be recorded by student signature on the class roster distributed at start of each class meeting. Signatures of latecomers—those students who arrive after the class start time of 9:30—are not accepted. Latecomers will be counted as absent. I will accept valid doctor’s notes and advance notice of religious observations only as excuses for absences. If you miss more than three classes, I will inform your academic advisor of your unsatisfactory standing in the class and your final grade will be lowered by one full letter grade per absence, starting with the fourth absence. If you miss more than four class meetings, I will drop you from the course.

Participation:Regular, active participation is required. You must keep up with the readings in order to fulfill your obligation as a member of the class and a participant in the ongoing discussion. Your participation grade will reflect your demonstration of the on-time completion of reading assignments through active discussion. Our class is a seminar, not a lecture: your participation in classroom discussions is not only welcomed—it is required. I expect thoughtful comments and questions and active listening. Discussant:During the first week of classes, a sign-up sheet will be circulated, and each registered student will be required to sign up for three dates as a discussant. Discussants must submit a hard copy of their questions/ notes for discussion at the end of the class meeting on which they are a discussant. A discussant may raise questions or introduce observations about the assigned reading for the day. He or she is required to make a significant, thoughtful contribution to the day’s class discussion specifically based on the assigned readings for that class reading.

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Page numbers to the specific text and quotations must be provided by the student. There are no make-ups for these dates of discussion. It is the student’s responsibility to sign up for three meetings and to keep track of which dates he or she has chosen. If you miss your designated dates as discussant, you will automatically receive a failing grade for the assignment (15% of your final grade).

Written work:Note: All written work submitted for this course must contain a signed statement of the UNCG Academic Integrity Policy: “I have abided by the UNCG Academic Integrity Policy on this assignment. Signature: _________________ Date: ______ ”

Reading Quizzes: Quizzes on selected course readings are posted to Canvas. Quizzes are made available for a designated 48-hour window (with the exception of the first reading quiz, which is available for 24 hours only) and are timed (five minute maximum with submission required). These quizzes cannot be made up. Reading quizzes will be composed of five true-false and/or multiple choice questions only for a maximum for 100 points each quiz. Reading quizzes comprise 10% of your final grade.

Response Papers (2pp.) (25% total): two response papers of 500 words each are due during the semester, uploaded to Canvas by the date and time indicated on the syllabus. No late response papers will be accepted. Response papers will be graded on the basis of their persuasive handling of a critical aspect of the specified work. Students will receive a list of paper topics and guidelines, from which they will select a broad theme for exploration. Students must craft their own individual thesis statement and discussion, and are required to follow the guidelines for paper writing provided with the list of response paper topics. Your essay will present your interpretation of a literary text through the practice of close reading—that is, using the primary text (most often in direct quotation) to reinforce, elucidate, and develop your assertions. The essay’s original argument should be defined by linking it to a larger critical issue that the course introduces (for example, but not limited to, uses of the vernacular and/or dialogue in constructing point-of-view; images of modern black culture and character; gendered issues within American literature of the period; innovative techniques in narrative form involving visual or oral art forms). Your essay must cite all the texts and sources consulted and must adhere to the paper format requirements outlined in the syllabus (see below). For all other questions of citation, consult the MLA Handbook, available in Reference at the UNCG Jackson Library and on-line.

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In-Class Midterm Exam (25%):Students are responsible for completing the required in-class midterm examination. No make-up examinations will be permitted and no late work will be accepted for this assignment. In either of these cases, a grade of zero will be recorded for the assignment. Students will be presented with a one-part exam:

1. identification of an excerpted literary passage (poetry or prose) by genre and relevant formal literary terms, interpreted in a 350-500-word essay using critical analysis (the practice of close-reading).

In-class presentation of material and discussions will assist students as they prepare for this examination. Students will identify a literary excerpt by the kind of literature (20 points) and its features (20 points), producing an interpretative argument about the meaning of the excerpted passage (20 points) and effectively using evidence from the excerpt in direct quotation to present their argument (20 points). Students will construct a 350-500-word essay for part two that analyzes the literary passage provided, utilizing any relevant critical terms and concepts introduced in the course (such as realism, bildungsroman, the blues, vernacular, etc.). The close-reading essay will be graded for the clarity of the student’s argument as well as the quality of analysis (attention to important details in the passage’s craft as well as the use of those details as evidence supporting the essay’s argument).

Final examination (comprehensive):The final examination will be administered during the final class meeting. There will be no make-up examination, so students who fail to complete this required assignment will receive the final grade of an “F” for the course. Students are responsible for all assigned readings listed on the course syllabus. The final exam will contain three sections: 1) identifications of authors and the titles of their works from brief, excerpted passages; definitions of key literary terms; 2) on-the-spot close reading; 3) theme-based essay questions. There are no multiple-choice questions on this exam. It is designed to demonstrate a student’s mastery of critical terminology and concepts introduced in the course materials, discussion, and writing assignments.

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Criteria for Oral Communication

A Superior communicative skills; excellent preparation for class discussion; always volunteers; listens and responds thoughtfully and courteously to others’ comments; student exemplifies mastery, rigor, and intellectual curiosity regarding course readings and concepts while also introducing relevant independent insights to the discussion; student demonstrates enthusiasm and takes initiative, particularly during group activities.

B Good communicative skills; solid preparation for class discussion; consistently volunteers and makes meaningful contributions in group activities; student exemplifies interest and engagement regarding course readings and concept; student demonstrates a positive attitude

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C Adequate communicative skills; fair preparation for class discussion; occasionally volunteers; exemplifies competence regarding course readings and concepts; student demonstrates an inoffensive, but noncommittal attitude; sporadic contributions during group activities

D Limited communicative skills; uneven preparation for class; rarely volunteers; demonstrates indifference or irritation when prompted; inattentive during class; rare contributions during group activities. [Performance may be marked by other flaws: consistent tardiness, disruptive behavior, etc.]

F Weak communicative skills; little to no preparation for class; little evidence of reading assignments (this can include not buying course texts or not making up missed material); never volunteers, or doesn’t respond when prompted; demonstrates potential hostility to discussion; irrelevant, distracting, or no contribution to group activities.

ENGLISH 252 WRITING RUBRICCONCEPTUAL THESIS SUPPORT STRUCTURE LANGUAGE

A sophisticated analysis; original; shows command of interpretive and conceptual tasks; fulfills, then exceeds the expectations of the

essay controlled by clear, precise, well-defined thesis; is sophisticated in both statement and insight; attempts or achieves an

provides substantial, well-chosen evidence (quotations or specific examples) used strategically; connections between ideas are evident;

apt, seemingly inevitable sequence of paragraphs; appropriate, clear and skillful transitions between sentences and

precise diction; syntactic variety and sophistication; clear command of Standard English; no or few errors; imaginative but mature use of

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assignment in some critical way

innovation of the argument or issue being studied

thesis consistently supported

paragraphs vocabulary and sentence structure

B shows good understanding of the texts, ideas, and methods of the assignment; goes beyond the obvious

clear, specific argumentative thesis central to essay; may have minor terms undefined

pursues thesis consistently; clearly develops a main argument with clear major points and appropriate evidence; makes effort to link rather than stack ideas

distinct units of thought in paragraphs; clear transitions between developed, coherently arranged paragraphs

some stylistic difficulties; occasional problematic word choices or awkward syntax; some wordiness (or distractingly pompous diction); few minor errors; some syntactic variety

C shows an understanding of the basic ideas and information involved; may have some factual or conceptual errors

general central thesis or controlling idea; gives little indication of organization to follow; lacking some specifics

provides some evidence, but not always relevant, sufficient, or integrated into paper; undeveloped ideas or little analysis; limited use of textual evidence

some awkward transitions; some brief, weakly unified, or undeveloped paragraphs; uneven paragraphing

more than a few minor grammatical errors; imprecise diction; awkward syntax; wordiness; over-reliance on passive voice; quotations poorly integrated

D confuses some significant concepts; does not respond directly to the assignment

vague thesis; mostly factual rather than argumentative; unspecified elements

evidence scant, vague or awkwardly incorporated; digresses without developing ideas; no analysis

tends to narrate or merely summarize; wanders; repetitive; illogical arrangement of ideas

some major grammatical errors (subject-verb agreement; fragments); numerous minor errors; repeated inexact word choice; inappropriate format

F no clear understanding of reading or concepts; inappropriate response to assignment

no discernable thesis; contradictory or unsustainable thesis

little or no development; evidence simply listed or missing; plagiarizes

arbitrary or no paragraph structure; illogical or no transitions

errors in almost every sentence; several major errors (such as s-v agr., frags, comma splices)

ENG 252-01Student-Professor Contract: Page 1 of 2Professor Morrissette’s assurance to students of ENG 252:

I will be available to go over lecture/class materials during office hours or by appointment, if necessary.

I will be available to help students develop strategies for studying for exams.

I will be available to help students develop strategies for writing effective literary-critical essays.

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I will communicate any changes or corrections to the class material by email in a timely fashion.

I will ensure that all exams and essays are graded fairly. I will provide career advice to students who are interested in related

areas (including but not limited to education, graduate school, professional school).

I will provide letters of reference for qualified students who are interested in receiving scholarships or entering advanced study and/ or employment in related areas (including but not limited to education, graduate school, professional school).

Professor Morrissette’s expectations for students of ENG 252: I understand that attendance at all class meetings is mandatory. I understand that I must complete reading quizzes administered by

the professor at the beginning of class, and that there are no make-ups provided.

I understand that with the introduction of each new text on the syllabus, I should take and review notes on the lecture/discussion, download the supplementary documents on Canvas, and study a minimum of 3-4 hours for each new text/ author each week (6-8 hours/week).

I understand that the in-class midterm examination will be on Friday, October 14th, 2016 and the final examination will be on Wednesday December 7th, 2016 noon-3pm.

I understand that the midterm and final exam questions will be identification, short answer, and essay rather than multiple choice format and that the final exam will have cumulative content.

I understand that my success in ENG 252 depends upon my consistent contributions to class in the timely preparation of texts and material, participation in discussion, carefully reviewed writing, and face-to-face meetings with the professor during office hours.

I acknowledge and understand that ENG 252 is an intermediate-level literature course. In order to succeed, I must be open to handling complex material with the complex interpretative tools provided by the professor. I understand that Professor Morrissette will mentor the students who demonstrate academic responsibility by using these class resources fully to master the course material.

ENG 252 Student-Professor Contract: Page 2 of 2

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Professor Morrissette’s expectations for students of ENG 252, continued:

I understand that I must, as a scholar, document the borrowings I make from the work of others and to report more general indebtedness to the people and books (and lectures, internet sources, et cetera) I have consulted in the course of preparing my papers and other written work.

I understand that plagiarism is a serious offense in an academic community.

I understand that if any of my assignments for ENG 252 show evidence of plagiarism they will receive a failing grade of “F” and that I will receive a failing grade of “F” for the entire course term.

I understand that every case of plagiarism will be reported to the Dean of Students Office by Professor Morrissette for disciplinary action, which may range from further reprimand to expulsion from UNCG.

I understand that all students, myself included, are expected to adhere to the University Academic Honor Policy and the Student Conduct Policy, available on the Dean of Students website: sa.uncg.edu/dean

I understand that students are required to report violations to the Academic Honor Policy to the appropriate instructor and the Dean of Students. I understand that if I do not understand the academic integrity policy and/ or its application to a particular assignment I am responsible for raising such questions with my faculty member.

I understand that I am required to provide and sign the Academic Integrity Pledge on all exams and papers submitted in ENG 252. I understand that Professor will not accept my work unless it is accompanied by the Academic Integrity Pledge, will not grade my work until the signed statement is submitted, and will return and penalize any work submitted without the pledge.

I have gone over the contents of the class syllabus with Professor Morrissette.

Student name (printed):________________________________________________________

Student name (signed):_________________________________________________________

Date:_____________________________________

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