English 201: reading & writing through texts

storytelling through unusual genre features

Instructor: Emilie Knudsen Office Location: Horizon Hall 4220

Email: eknudse@gmu.edu Office Hours: Tues. 3:00-4:00
or by appointment

Section: ENGH 201-007 Section: ENGH 201-049

Location: Music Theatre Building Location: Krug Hall
Room: 1004 Room: 253
Time: TTh 10:30AM-11:45AM Time: TTh 12:00PM-1:15PM
*All classes will be held via face-to-face instruction.

“Because fiction is an art made of words, we tend to think it can be translated into other
words without losing anything. So people think a story is just a way of delivering a
message. Art frees us; and the art of words can take us beyond anything we can say in
words. I wish, instead of looking for a message when we read a story, we could think,
Here’s a door opening on a new world: what will I find there?” – Ursula K. Le Guin

“I study what has been forgotten. I divine what has disappeared utterly. I work with
absences, with silences, with curious gaps between things. I am really more of a magician
than anything else.” – Susanna Clarke, Piranesi

“We are all migrants through time.” – Mohsin Hamid, Exit West

course description
Since the beginning, humanity has told stories about the world and our place in it. We
mythologize. We spin fables. We whisper about how things are and we yell about how
things could be. We seek to parse good from evil. We build ladders to heaven, ruled by
benevolent or vengeful gods, and we construct slides into hell. We attempt to understand
the human condition, the whys and wherefores of suffering, the pursuit of ecstasy. We
turn to stories to both understand our place in the world and to dream up a different place
altogether.
The study of literature is intrinsic to this great storytelling tradition. Within the
pages of prose and poetry, we are invited to partake in discovery, to step into a realm of
potential transformation as we encounter methods of thinking and ways of observation

1
new to us. This engagement is a personal one. As readers, we bring something fresh to
the texts we encounter. Not every piece of literature will speak to every reader on a deep
and emotive level, but each piece will help its readers reconstitute and understand the
world divergently. Ultimately, the goal of our literary pursuits is to undergo
metamorphosis, that we might leave behind a story a different person than when we
began it.
This semester, we will be exploring literature as widely and as deeply as possible
within a 15-week period. We will be reading novels, short stories, and micro-fiction,
plays, poems, and nonfiction. We will be examining the monumental task of what
literature attempts to do — which is both to reflect humanity back upon itself, and to
push the boundaries of familiarity: to both resonate and to impact. We will first and
foremost use these stories to help develop our skills of critically reading, discussing, and
writing about texts, but we’ll also consider major questions like: How do authors use
rhetorical and literary devices to depict the world presented in their text? What elements
of story are writers engaging with in order to push/engage with their readers and to
circumscribe/make real the themes that they grapple with? In what ways are the
narratives we’re presented with familiar or strange to us? Why? What can we learn on a
personal scale and on a societal scale from the narratives we are presented with?

required texts
Exit West by Mohsin Hamid, Penguin Pub.
Group, 9780735212206.
These two novels will be read in their
entirety during the course of this class. You
will need hard copies of these books in
class. Please purchase through the school
bookstore or through any local bookstore.
These books are readily available on
bookstore shelves.
Piranesi by Susanna Clarke, Bloomsbury
USA, 9781635577808.

additional texts
*provided on Blackboard

2
We will be reading short stories, short essays, and a play sourced from the books pictured
above, as well as a few other pieces. These will be required reading, but the material will
be available via Blackboard so that you do not need to purchase a stack of books for this
class. However, if you do want hard copies of these books, please feel free to acquire
them as you wish!
Though not required, I would most recommend purchasing a copy of The
Anthropocene Reviewed as we will be reading a fair amount of it.

additional materials you’ll need

A place to take notes: either laptop, notebook, whatever.
Pen/pencil, sticky notes, highlighter, etc. for annotating the texts we read  please have
these on hand while completing your homework readings and during class for our
discussions.
In terms of technology, you will need:
- A reliable internet connection and an internet-accessible device with a full
keyboard, microphone, and camera (such as laptop or desktop computer). Classes
will be hosted in-person. However, with the possibility of inclement weather and
potential changes in COVID-19 policies, it is important to ensure that a move to
Zoom if needed is possible. See the tech policy below for more details.
- Microsoft Word: All papers must be submitted in a Microsoft Word format
(see “Submitting Class Work” below for more details). If you don’t currently
have Microsoft Word, Microsoft Office (including Word) is available to you as a
student (click here).
- Access to Google Drive: We’ll use Google Drive fairly consistently for
engagement-related in-class work.

a note on course content

This course will deal with themes that might be disconcerting, disagreeable, or
concerning. Though it might be difficult to engage with material that features such
themes like violence or assault, we will do so with respect and care. If there are pieces

3
that we read for this class that are too much to engage with in terms of content, please
speak to me directly about it.

course goals
The goal of this course is not to just read for completion but to read to better understand
and analyze literature and the world around us. By the end of this course, you will learn
how to…
(1) read for comprehension, nuance, and meaning
(2) identify specific literary qualities of language as employed in the texts we read
(3) analyze the ways specific literary devices and writing techniques contribute to
the meaning of a text
(4) synthesize the ways in which different writers and works speak to themes in
similar and differing ways, as well as through similar and differing technique

As a Mason Impact course, ENGH 201 fulfills the core requirement in literature and
counts as 3 credits.

mason core statement

This course is part of the Mason Core (General Education) Program, which is designed to
help develop “a Mason Graduate [who is] an engaged citizen, a well-rounded scholar,
and someone who is prepared to act for the world” (Mason Catalog). It fulfills the Mason
Core Lower Level Written Communication requirement. For more information on the
Mason Core, visit the Provost’s Mason Core page.

covid-19 & gmu mask policy

Students are required to follow Mason's current policy about facemask-wearing. As
of August 11, 2021, all community members are required to wear a facemask in all
indoor settings, including classrooms. An appropriate facemask must cover your nose and
mouth at all times in our classroom. If this policy changes, you will be informed;
however, students who choose to wear masks regardless of whether or not there is an
institutional mask policy will always be welcome in the classroom.
All students taking courses with a face-to-face component are required to follow
the university’s public health and safety precautions and procedures outlined on the
university Safe Return to Campus webpage (https://www2.gmu.edu/safe-return-campus).
Similarly, all students in face-to-face and hybrid courses must also complete the Mason
COVID Health Check daily, seven days a week. The COVID Health Check system uses a

4
color code system and students will receive either a Green, Yellow, or Red email
response. Only students who receive a “green” notification are permitted to attend
courses with a face-to-face component. If you suspect that you are sick or have been
directed to self-isolate, please quarantine or get testing. Faculty are allowed to ask you to
show them that you have received a Green email and are thereby permitted to be in class.

gender identity and pronoun use

If you would like to be addressed or identified in a particular manner, please let me know
either in person or via email how you wish to be addressed. If this changes in the course
of the semester, also please feel free to let me know.
I go by she/her/hers pronouns and you can call me Emilie or Professor Knudsen in email
or verbally.

5
 course schedule
*I will notify you if anything in this schedule shifts*

week one:
date reading due writing due &
reminders
Tuesday (January 25th) - Course Syllabus &
Course Schedule
-“Tips for Reading
Literature” from The
Learning Centre
-“Annotating Texts” from
The Learning Center of
UNC

Thursday (January 27th) - Marriage Variations by -Syllabus Quiz

Monique Laban -Blog Post due by Monday
-She Unnames Them by 1/31 at midnight
Ursula K Le Guin
-Madlib by Kim Magowan

week two:
Tuesday (February 1st) -Exit West by Mohsin -In-class Reading Quiz
Hamid pgs 3-75, or Ch 1-4

Thursday (February 3rd) -Continue discussion: Exit -Blog Post due by Monday
West by Mohsin Hamid pgs 2/7 at midnight
3-75, or Ch 1-4

week three:
Tuesday (February 8th) -Exit West by Mohsin
Hamid pgs 79-166, or Ch
5-8
Thursday (February 10th) -Continue discussion: Exit -Blog Post due by Monday
West by Mohsin Hamid 2/14 at midnight
pgs 79-166, or Ch 5-8

week four:
Tuesday (February 15th) -Exit West by Mohsin -In-class Reading Quiz
Hamid pgs 169-end, or Ch
9-12
Thursday (February 17th) - Continue discussion: -Blog Post due by Monday

6
 Exit West by Mohsin 2/21 at midnight
Hamid pgs 169-end, or Ch
9-12

week five:
Tuesday (February 22nd) -Prick Song by Zoe -In-class Reading Quiz
Gilbert
-The City Born Great by
NK Jemisin
-Beast by Samantha Hunt
Thursday (February 24th) -Atria by Ramona -Blog Post due by Monday
Ausubel 2/26 at midnight
-The Rhett Butlers by
Katherine Heiny

week six:
Tuesday (March 1st) -The Trojan War Museum -In-class Reading Quiz
by Ayse Papatya Bucak:
- The History of Girls
- Iconography
- Good Fortune
Thursday (March 3rd) -Cretan Love Song by Jim -Submit Paper #1 draft to
Shepherd peers for workshop
-There Will Come Soft
Rains by Ray Bradbury
-Opening of A Burning by
Megha Majumdar

week seven:
Tuesday (March 8th) Paper #1 Workshop

Thursday (March 10th) Vinegar Tom -Paper #1 due by

Saturday (3/12/2022) at
midnight

week eight:
Tuesday (March 15th)
SPRING BREAK –
CLASS DOES NOT
MEET
Thursday (March 17th)
SPRING BREAK –

7
 CLASS DOES NOT
MEET

week nine:
Tuesday (March 22nd) -Call My Name by Melissa -In-class Reading Quiz
Febos
-Shark Girl by Elissa
Washuta
-Landspeak by Robert
Macfarlane Poetry Module
Thursday (March 24th) -Anthropocene Reviewed -Blog Post due by Monday
by John Green: 3/27 at midnight
- Introduction pg 1 - Write your own review
- Humanity’s Temporal in the style of
Range pg 13 Anthropocene Reviewed,
- Halley’s Comet pg 23 due Thurs. March 31th in
- Our Capacity for class.
Wonder pg 29
- Lascaux Cave Paintings
pg 35
- Canada Geese pg 55

week ten:
Tuesday (March 29th) -Anthropocene Reviewed -In-class Reading Quiz
cont.
- Sunsets pg 95
- CNN pg 127
- The Yips pg 139
- Auld Lang Syne pg
145
- Googling Strangers
pg 153
- Monopoly pg 175
- Plague pg 205
- Wintry Mix pg 215
- The Hot Dogs of
Bæjarins Beztu
Pylsur pg 233
- Postscript pg 271

Thursday (March 31st) -Anthropocene Reviewed -Due: Write your own

cont. review in the style of
Anthropocene Reviewed.
-Blog Post due by Monday

8
 4/4 at midnight

week eleven:
Tuesday (April 5th) No Class for student
conferences
Thursday (April 7th) No Class for student
conferences

week twelve:
Tuesday (April 12th) Poetry Module
Thursday (April 14th) Poetry Module -Paper #2 due by
Saturday (4/16/2022) at
midnight

week thirteen:
Tuesday (April 19th) -Piransei by Susanna -In-class Reading Quiz
Clarke Parts 1 & 2

Thursday (April 21st) -Piransei by Susanna -Blog Post due by Monday

Clarke Parts 1 & 2 4/25 at midnight

week fourteen:
Tuesday (April 26th) -Piransei by Susanna -In-class Reading Quiz
Clarke Parts 3 & 4

Thursday (April 28th) -Piransei by Susanna -Blog Post due by Monday

Clarke Parts 3 & 4 5/2 at midnight

week fifteen:
Tuesday (May 3rd) -Piransei by Susanna -In-class Reading Quiz
Clarke Parts 5, 6, & 7

Thursday (May 5th) -Piransei by Susanna -Blog Post due by Monday

Clarke Parts 5, 6, & 7 5/7 at midnight

Final Paper (Paper #3) due Saturday, May 14th by midnight.

9
10
 methods of instruction

English 201 is not a lecture-style class. This course is learner-oriented and

focused on skill building with reading, writing and critical thinking. We will
explore, learn, and grow via activities, group and individual work, reflection,
instructional feedback, and peer-review feedback. In the classroom, we will
focus on inquiry through both a collaborative and an individual lens. We will
accomplish much within the classroom, but our progression is reliant on
classwork accomplished outside the classroom. As such, please expect to spend
a portion of each week dedicated to reading through the literature we are
discussing and keeping pace with coursework so that you are prepared and
staying on top of the work for this class.

This class will consist of the following kinds of activities:

 Solo working time to consider reflection questions and/or find textual
evidence to support our answers to these questions
 Partner-based chats in Zoom breakout rooms, based on
questions/prompts from me
 Team-based activities to break down specific concepts and techniques in
texts (also in Zoom breakout rooms)
 Whole-class dialogues and debriefs about readings and in-class work
Outside of class, you can expect to read roughly 75 pages per week during the
semester, in addition to working on writing assignments spaced throughout the
semester. Time management is key, so make sure to start the larger projects
early and take detailed notes to help you analyze and discuss the pieces
throughout the semester.

class engagement & attendance

Engagement
What “engagement” is and isn’t: Because this isn’t a lecture class, your engagement is
critical to our collective success. So, I’ll expect you to actively contribute to every class
session. That means that you will be actively listening when your classmates and I are
speaking and actively thinking/writing during solo work time.
I also expect you to do your best to contribute your thoughts to small group work
and class discussions. I understand that speaking out is more difficult for some people
than others, and that you may not always feel comfortable sharing your ideas with your
classmates. That’s okay. While I want you to remember that our class is a space to share
ideas and work together, I also want you to feel comfortable. So, as long as I can tell that
you are actively engaged in class, you will receive full engagement credit for the day.

11
 Meanwhile, the opposite of active contribution is coming late to class, being off-
task, or being distracted in your technology usage. These things will lower your
engagement score, especially if it distracts me or other students during class time. I tend
to give people the benefit of the doubt when it comes to engagement, but I reserve the
right to dock engagement points if you are not paying attention or your behavior is not
contributing to a positive learning environment.
Class Participation/Engagement grades are measured on a five-point scale every
class period and is based on the percentage of total points possible. It will be updated
after every class period on Blackboard. If you are concerned about your Class
Participation/Engagement grade, please email me, schedule an appointment, or visit
during office hours.

Absence Policy
Two absences are permitted throughout the course of the semester. If you are to miss
class, please notify me of your absence. Also, please keep in mind that you must still be
responsible for the readings and homework that were due and/or assigned in class that
day. If you will be absent beyond the allotted two, you will receive a zero for the day.
Always feel free to reach out to peers to see what you missed and come to me with any
questions, concerns, or clarifications (and, of course, see my Office Hours or schedule
time with me). If you are in the midst of emergency or dealing with difficult/extenuating
circumstances, please reach out to me and we can work together. Absences for mandated
government or military service are excused.

Attendance
In general, being absent from class will result in a “zero” in your engagement grade for
that day. However, you have two “free” absences that will not count against your
engagement grade. I recommend saving them for emergencies, because beyond that you
will receive a zero for every other absence, except for those resulting from mandated
government or military service. If you don’t use both of your free absences by the end
of the semester, let me know via email and I’ll bump up your engagement grade by
two points for each free absence you have left over. The “life is crazy” addendum: All
that being said, I understand that life can be chaotic and unpredictable (this semester
more than others), so if there is any reason you might have trouble fulfilling the above
requirements—lack of access to specific materials, anxiety speaking in class—please talk
to me in advance so we can work something out.

how you’ll be graded in this class

% of
Project & Due Date Grading Criteria Course
Grade
Rubric (and described below in: 25%
Final Paper: 1,500-word literary analysis

12
 Major Assignment Grading
paper – Due May 14th Standards)
 Paper #1 (due March 12th) – 15%
Rubric (and described below in:
of course grade (750 words)
Major Assignment Grading 30%
 Paper #2 (due April 16th) – 15% Standards)
of course grade (750 words)

Homework: (grading described

Weekly Homework & Quizzes – below)
25%
Ongoing Quizzes: Percentage of
questions answered correct
In-Class Engagement – Ongoing See engagement policy 20%
*Completion Policy* Students must earn a C (73%) or higher to fulfill the ENGH 101
Mason Core requirement; students must complete all major projects to earn a C (or
higher).
Mason Core Passing Grades Non-Passing
Grades
A+ 100-97.5% B+ 89.9-87.5% C+ 79.9-77.5% C- 72.9-70%*
A 97.4-93% B 87.4-83% C 77.4-73% D 69.9-60%
A- 92.9-90% B- 82.9-80% F below 60%

Low-Stakes Assignments
Low-stakes work comprises of homework, quizzes, and any other work that is not a
paper. It comprises 30% of your final grade.
Homework – We’ll use Blackboard for at-home writing to share ideas about the
texts we’ve read and comment on each other’s thoughts. Most weeks, you’ll be asked to
write a discussion post (of 200-300 words) about a particular topic and comment on two
of your classmates’ responses (the responses being around 50 words each). Your total
Blackboard contribution for each week will be scored with a check plus (100%), check
(85%), check minus (70%), or 0. You’ll earn a check plus by meeting the requirements of
the assignment (in both your discussion post and your comments on your classmates’
posts); if you don’t earn a check plus, your score will be determined by how close you
came to meeting the assignment requirements.
Quizzes – We’ll occasionally have reading quizzes at the beginning of class. My
goal is to keep these to a minimum, but I reserve the right to use them if it seems like
people aren’t doing the reading. Each quiz will be weighted the same as a weekly
homework assignment, grade-wise, regardless of the number of questions in it.
Low-stakes assignments shall be graded using the scale below:
Check Plus Check (✓) Check Minus (✓-) Zero (0)
(✓+) 85% 70%

13
 100%
Assignment Assignment Assignment is missing Assignment is
exceeds meets all some information/falls incomplete or not
expectations requirements shorts of requirements turned in

Major Assignment Grading Standards

“A” Level Grade (90% “B” Level Grade (80% “C” Level Grade (70% - “D”/“F”
- 100%) - 89%) 79%) Level Grade
(69% or
below)
An assignment with An assignment with An assignment with this An
this grade marks a text this grade highlights a grade denotes competent assignment
that engages the reader strong example of college-level writing and that does not
in a provocative college writing and achievement. The writer meet the basic
conversation. Even thinking. In addition to responds to the specified expectations
more than in a “B” meeting the “C” level rhetorical situation: they of the
essay, the writer requirements, the meet, to some degree, all the assignment.
anticipates and writer goes further in assignment requirements,
responds to possible some way(s): they and employs some key
reader questions, uses a demonstrate some strategies for communicating
wide range of insight into the “gray their ideas to their targeted
supporting evidence, areas” of the topic and audience. The essay has a
structures arguments provides original or central focus, presents some
and analyses to create a thorough support that support; it is appropriately
fluid reading is tightly woven into organized for the genre.
experience, and the text.
provides unexpected
insights.
*Please note that each major assignment will have its own specific expectations, grading
criteria, and rubric. This scale merely acts as a basic reference for general the grading
criterium.

Submitting Class Work

All work must be submitted in the manner specified on the assignment sheet. All major
assignments will be submitted and returned electronically, through Blackboard, and most
homework will be done through Blackboard discussion posts. My feedback will be
accessible through MyGrades.
All work should be computer-generated, double-spaced, and in a reasonable 12-point font
(such as Times New Roman). All assignments uploaded to Blackboard must be in a .doc
or .docx file format.

Late Work & Revision Policy

14
Late work: You are allowed three “crisis passes” for turning in assignments. One crisis
pass allows you two extra days/48 hours on any assignment. You can use all three on the
same assignment (to give yourself six extra days on it) or use them on different
assignments. Whatever works best for you. A couple of extra things about crisis passes
and late work:
- You do not need to notify me before you use the crisis pass, but you should notify
me as soon as you can. Letting me know how many crisis passes you’re using
on an assignment when you turn it is recommended.
- For each day an assignment is late that isn’t covered by a crisis pass, I will deduct
5% from the assignment grade.
- You’re welcome to use crisis passes for any assignment, but I highly recommend
using them on major assignments, as these grades are much more heavily
weighted.
- Since quizzes will be given during class, they cannot be made up. You’ll be
excused from a quiz if you use either of your allowed absences during that class
period. But if you’re absent unexcused for a quiz, it will be counted as a zero.
- As with the excused absences, if you don’t use all of your crisis passes by the end
of the semester, let me know and I will bump the grade on your final paper
(NOTE: not your final course grade) by 1% for each crisis pass you have left.

Revision policy: You may revise either of the first two papers after receiving a grade. To
do so, you will schedule a revision conference with me within two weeks of receiving
your grade. At the conference, we will discuss major points of revision, in addition to
setting a due date for your revision. You are not guaranteed a higher grade if you revise,
but I will never lower your grade due to a revision. If your revisions do not result in a
higher grade, then it will not change.
Please note that you will not be able to revise your final paper, as there won’t be
enough time left in the semester to do so after the due date.

final notes
Save Your Work/File Back-up Recommendations
Please save all of your work for this course to an external hard drive or Google Drive.
Work that is lost due to technological failure will be neither excused nor specially
accommodated.
Blackboard & Other Course Tools
https://mymasonportal.gmu.edu/ultra/institution-page
Please follow the above link to access Blackboard, which will act as an integral aspect of
this class. I will primarily use Blackboard in order to post readings, assignment
reminders, and course expectations. I might also ask you to submit work via Blackboard
as well. If you ever have questions about accessing/ using Blackboard, please follow this
link for Blackboard Support: https://its.gmu.edu/knowledge-base/blackboard-

15
instructional-technology-support-for-students/# df
789op;’You can also email courses@gmu.edu for additional aid.

other policies
Technology Requirements & Policy
In class, please be prepared to have access to notes, readings, and documents. For those
who choose to take notes by hand, please know that we will occasionally use tech/laptops
in class. If this occurs, I will notify the class the week prior that we will be using laptops
in the next class. If you do not have access to a laptop, please let me know in advance.
For those who use laptops for notetaking, please keep onscreen distractions to a
minimum.
For those who bring cellphones to class, please keep your phones on silent or off.
If you do need to step out and make a call, you may do so.
I hope that we can create a learning environment that is relatively free from the
distraction with which technology so often lends itself.
Recording/Privacy Policy
The recording and the sharing of class sessions without explicit permission is strictly
prohibited. The sharing of any instructional videos I may make is also strictly prohibited.
This is a FERPA privacy violation for all course users and an Honors Code violation.
GMU Email Policy
Per FERPA guidelines, I cannot read or respond to any communication that you send to
me that is not from your official Mason email account. Do not use Slack, Gmail, or any
other method of technological communication to message me.
Inclement Weather/Class Cancellation Policy
In the event of inclement weather in which campus closes and classes are cancelled, I will
send out an email with any updates in as timely a manner as I can manage!
If weather poses a problem for you either due to your location (NOVA is well
known for being fickle and having a plethora of weather-related winter challenges), due
to your transportation needs, etc., please email me with this concern. Do not come into
class if you think that you’re going to get into an ice-related accident on the way.
Statement on Plagiarism
It is expected that students adhere to the George Mason University Honor Code as it
relates to integrity regarding coursework and grades: “To promote a stronger sense of
mutual responsibility, respect, trust, and fairness among all members of the George
Mason University community and with the desire for greater academic and personal
achievement, we, the student members of the University Community have set forth this:
Student members of the George Mason University community pledge not to cheat,
plagiarize, steal and/or lie in matters related to academic work.” More information about

16
the Honor Code, including definitions of cheating, lying, and plagiarism, can be found at
the Office of Academic Integrity website at http://oai.gmu.edu
Mason’s English Department recognizes that appropriately attributing sources is a
learning process. This class will include direct instruction in source integration,
documentation, and citation strategies in a range of rhetorical situations, and follows the
CWPA Best Practices for Defining and Avoiding Plagiarism. Instructors in the English
Department support the Mason Honor Code, which requires them to report suspected
instances of deliberate plagiarism to the Mason Honor Committee.
Students with Disabilities
Disability Services at George Mason University is committed to providing equitable
access to learning opportunities for all students by upholding the laws that ensure equal
treatment of people with disabilities. If you are seeking accommodations for this class,
please first visit http://ds.gmu.edu/ for detailed information about the Disability Services
registration process. Then please discuss your approved accommodations with me.
Disability Services is located in Student Union Building I (SUB I), Suite 2500.
Email: ods@gmu.edu | Phone: (703) 993-2474.
GMU Nondiscrimination & Diversity Policies
In this classroom, we will prioritize creating a space of learning and curiosity. In order
for this to be accomplished, we must have conversations that explore, probe, and
enlighten. In doing so, we will strive to uplift each other’s’ voices, to learn from each
other, and to recognize that classrooms are places of growth and change. With that being
said, please know that any hostile rhetoric, discrimination, or prejudiced speech will not
be tolerated.
For more information, please follow:
https://universitypolicy.gmu.edu/policies/non-discrimination-policy/ and
http://stearnscenter.gmu.edu/professional-development/mason-diversity-statement
resources
a note on resources:
Above are listed my usual course policies. However, this is not a “usual” time. I fully
understand that each of us may face new obstacles, or old obstacles in new ways, during
this time. Please tell me if such things are getting in your way in this class.
If you are experiencing feelings of anxiety, panic, depression, sadness during the
semester, Student Health Services and Counseling and Psychological Services Offices
(703-993-2380) provides a range of resources to assist and support you. Students can call
(703-993-2831) or walk-in during open hours to schedule an appointment to talk with a
healthcare provider. If you or someone you know experiences a mental health crisis or
emergency, seek help immediately. Call 911 for local emergency services, the National
Suicide Prevention Lifeline (1-800-273-8255), or text the Crisis Text Line (741-741)
anytime. I am also available to speak with you about stresses related to your work in my
course.

17
 I believe we learn best when we can show up as whole and healthy people. To
learn effectively we need to have basic security: a roof over our head, a safe place to
sleep, a stable place to live, and enough food to eat. If you are struggling to meet any of
these basic needs please talk to me, visit our campus food pantry
(https://ssac.gmu.edu/patriot-pantry/), or reach out to other Mason resources
https://learningservices.gmu.edu/campus-resources/. Remember that asking for assistance
simply means advocating for yourself. I am here to help. You are not alone.
The University Writing Center
Take advantage of the Writing Center as you work on written assignments in this course.
You can book free 45-minute appointments to meet with a tutor or to submit a draft for
written feedback. Tutors will work with you on any phase of a writing project. In addition
to free individual tutoring sessions (by appointment), the center has an outstanding
website that offers resources for writers. To schedule an appointment, go to
writingcenter.gmu.edu, register, and use the online scheduler. For more information on
the Writing Center, watch their video about their online services. Send any questions
to wcenter@gmu.edu.
The Mason Library
Librarians are available in person and virtually to help with your research! More
information on online library services are available here. The library’s website offers
tutorials, research resources, and databases that we’ll use throughout the semester. You
can also visit the library, to study or use computers there. A good place to start is the Ask
a Librarian page: library.gmu.edu/ask.
CAPS (Counseling and Psychological Services)
CAPS offers free counseling and academic workshops and a 24/7 student crisis line:
(703) 993-2380. Services are provided by professional counseling and clinical
psychologists, social workers, and counselors. CAPS’ individual and group counseling,
workshops and outreach programs are designed to enhance students’ personal experience
and academic performance.
SSAC (Student Support and Advocacy Center)
The Student Support and Advocacy Center is committed to providing an empowering
environment for all Mason students to seek support services and to explore healthy life
choices. They offer educational programming, one-on-one consultations, and resources in
the areas of sexual and interpersonal violence, financial well-being, substance use, and
collegiate recovery. They also assist students encountering barriers to personal success.
Stay Mason Student Support Fund:
The Mason Emergency Assistance Fund is designed to provide temporary, short-term
assistance to students experiencing financial hardship. The fund is available to all
students, regardless of immigration status. For information and updates about available
funding, visit Student Emergency Assistance Funding – University Life (gmu.edu) 
Resources for Multilingual Writers

18
ESL Writing Support at the Mason Writing Center Workshops and Tutoring at the
Language Resource Center in Mason’s Global Center. To register for reading, speaking
and writing support: https://intomason.mywconline.com/  
Notice of mandatory reporting of sexual assault, interpersonal violence and stalking:
As a faculty member, I am designated as a “Responsible Employee,” and must report all
disclosures of sexual assault, interpersonal violence and stalking to Mason’s Title IX
Coordinator per University Policy 1412. If you wish to speak with someone
confidentially, please contact one of Mason’s confidential resources, such as the Student
Support and Advocacy Center (703-380-3686, 33686 on campus) or Counseling and
Psychological Services (703-993-2380, 32380 on campus). You may also seek assistance
from Mason’s Title IX Coordinator by calling 703-993-8730 (38730 on campus) or
emailing cde@gmu.edu.
View the Title IX Campus Resources:  https://diversity.gmu.edu/sexual-misconduct\ and
https://diversity.gmu.edu/sexual-misconduct/who-can-i-call/campus-title-ix-resources
Important Dates (add/drop/selective withdrawal)
The policy and dates for each semester are available on the Registrar’s website:
https://registrar.gmu.edu/calendars/

19