ENGL 101 Fall 2022

ENGL 101: English Composition

Instructor: DR. JOSÉ APARICIO

Meeting Time: Mon & Wed.
9:30AM - 10:20AM
Class location: Building R 201
E-mail: jose.aparicio@bellevuecollege.edu
Phone: 786-543-0781
Office location: Zoom and R230.
Office Hours:

Welcome, Writers!

English Composition One is meant to prepare you for the kind of reading, writing, and
critical thinking that you will have to do in all your college classes. I am of the belief that
if you can engage in reading for its own sake and find the joy in it, you will begin to see
how others engage in critical thinking, and you will learn strategies to better
communicate.

If you put in the work each week and do the readings—and read them in a critical, slow,
manner—you will develop better reading, writing, and thinking skills. You will learn
about different kinds of thesis, ways to organize paragraphs to highlight your best
thinking, and evaluate and analyze those readings to help inform your own critical
thinking. Good writing is about joining a conversation and having something insightful to
say about that reading, and your professor (a discipline pro in literature and critical
theory research) wants to read what you have to say. That’s powerful stuff!

This syllabus provides the basic information you need to plan for a successful quarter.
Your readings will be provided, and our course is set up as a a labor-based contract
system for your grade. Therefore, you must read this syllabus to learn how that will work
and then review the various grade contracts to see which one you want to sign. Review
the course schedule (laid out in the Canvas page by weekly modules), and make plans
for classes you will have to miss (see info on attendance) and prepare for when
mistakes happen (submitting late work, tech mishaps, etc.). Our course structure is a
hybrid format, meaning we will hold classes on campus (as of this writing) and do some
work online, too. Some weeks, we might meet entirely on-line to save us all on
commute time and driving stress, and every week you will have work to do online.
When we meet in person, our course format is highly engaging and participatory, which
will keep up your energy and best ensure your learning work sticks. This participation
means that I am merely here as a guide, to point you in the right direction and to focus
the class so that we can all talk about the same subject, but other than that, I expect
you to take responsibility for your learning. You’ll get out of this class what you put
in.

As with every syllabus, this one provide you with a list of assignment, with how those
assignments will be graded and how grades work in this course, and provide you with
stuff like how our class community will develop: to include civility, inclusivity. Get to
know this roadmap to success!

Course Information

Outcomes—The stuff you should know at the end of the quarter:

• Think Critically and Read Analytically: carefully interpret and evaluate claims, beliefs,
arguments or issues, reading various texts critically for purposes of interpretation,
analysis, synthesis, or evaluation.

• Compose and Revise in Context: shape written responses for--and employ style, tone,
and mechanical conventions appropriate to--the demands of different audiences and
purposes, using various methods of development such as illustration, comparison and
contrast, and analysis, and balancing their individual voices with those from other texts.

• Reflect, Collaborate & Evaluate: incorporate newly acquired skills, both individually
and with peers, to critique their own and others’ work, to gain a clearer perspective of
habits that may detract from the effectiveness of their own writing, and to develop
flexible strategies for revising, editing, and proofreading in response to comments from
their instructor and peers.

Class Theme- A way to have a shared subject to have productive discussions

This class explores the intersection of identity and how you come about that identity in
the world through language, reading, writing, and education. We create an identity
through writing: what we chose to write about and how we chose to write about it.
Writing and reading (as well as watching and listening) helps us build our identities,
influencing what and how we think. An introductory writing course will allow us to
confront those beliefs we hold close because we “identify” with them. In other words,
identity, like the writing process, involves an invention, drafting, and revising process
that never ends. Since we will focus on writing and identity, I encourage you to use your
most authentic writing voice.

Books and Materials Required

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 1) You will need reliable and readily available access to the internet. If you do not
have it at home, you need to make time to do work in the computer labs, spots
on campus, or public library. All readings will be posted in Canvas and accessible
on-line.
Assignments and Expectations
The following is a general timeline of the assignment sequences. Details regarding our
assignment sequences will be discussed as the class progresses. The timeline is
subject to change.
Assignments: Time

 Project One: Critical Response Week 1 - 4

 Project Two: Narrative Week 5 – 8

 Project Three: Position Argument Week 9 – 12

 Discussion Posts, class participation, All quarter

readings, etc

Class Expectations
English 101 uses a workshop model emphasizing both independent work and close
collaboration with instructors and peers at every stage in the processes of reading and
writing; our goal is the development of your critical reading practices and written
analysis of various texts. You will engage in peer review throughout the quarter,
providing thoughtful and specific feedback on each others’ works-in-progress. We will
also hold writing conferences for each major writing assignment to discuss your drafts
and strategies for revision. This collaborative work is crucial to this course and to your
capacity to reflect on and improve your writing. 
Assessment: Contract Grading
In this course, we will use a system of evaluation called “contract grading.” That means
that I will provide some broad tasks (things that get you to practice thinking and writing),
and YOU will decide what kind of work you want to put into the course which will
determine your grade. I use this system so that grading is transparent, which enables
you to be in control of the grade you receive. I also think a course grade should reflect
your learning and work in a course, not what you were already able to do when you
entered the course. This labor based, contract grading means that if you do the work
outlined in your contract, you will get that grade. It also means that I will not punish you
for not writing in correct Standardized Edited English.

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If you want, I will comment on your writing assignments and my comments will reflect
my reading your assignment as a reader (not as a teacher). That means that my
comments will be in the spirit of having a conversation with you on your paper.
Depending on the grade you want to get on that paper, you can respond or not (details
below). In other words, YOU will devide what grade you want on your paper.
Labor to be completed throughout the quarter:

1 - Turn in a rough draft of all major essays that follows the assignment sheet directions
in time for a peer review

2 - Complete “A-level” peer reviews of at least two classmates’ drafts and fill out peer
review sheets for your classmates on time so that your peers have time to revise using
your comments.

3 - Revise three essays using peer review comments; these revision should go beyond
just editing for grammar and should be global revisions

4 - Turn in all three project reflection where you describe what peer review comments
you used to revise and why, and you reflect on the writing process: You will answer the
following questions: what peer comments did you use to revise and why? What Teacher
comments did you use and why? How do you feel about the writing process (rough
draft, peer reviews, teacher comments, revisions)? Provide, for me, what kind of
comments you are looking for on this final draft?

5 - Participate in class activities with good faith, interacting with others in appropriate
and productive ways.

6 - Complete all ten discussion posts; make sure to follow the directions.

7 - Complete all homework readings, including taking notes on the readings and coming
to class with questions about the readings.

8 - Complete the midterm evaluation with sincere self-reflection.

9 - Visit at least one tutor session at any campus writing center to discuss one of the
three major assignments before it is due. Prepare specific questions or have concrete
goals about what you would like help with. Complete the assignment “Reflection-
Visiting A Writing Center” on Canvas reflecting upon that process. Note: you can
complete this assignment online.

10 – Maintain a “Labor Log” where you: a] track the time you work on this class (doing
the readings, completing discussion post, working on your major projects) b] write a
short reflection about this labor you did for the class

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*NOTE: Your work will be graded for the “labor” (effort) you put into it, and not on
“correctness” or following Standardized Edited English. We will work out what kind of
comments you want on your work, but as a default, I will comment as a reader and let
you know my experience reading your work. The idea is to start thinking of your writing
for an audience, and rather than writing “Standardized” or “Academic” English, you
should be thinking about the best way to convey what you want to say and to whom you
want to say it.
Grade Breakdown:

The choices for grades in this course are:

1,000-930        A

900-929           A-

899-870           B+

869-830           B

829-800           B-

799-770           C+

769-730           C

Some logisitics:
Between week TWO and THREE of the course, you will be asked to choose a grade
contract that seems suitable to you, and you will have the opportunity to negotiate the
contract to better meet your learning (and writing and reading) goals, and we will sign
the grade contract. We will revisit your progress in this class periodically to make sure
you are fulfilling the contractual obligations you signed up for.

Assignments

Three Major Projects

You will write three major essays in multiple genres. Detailed assignment sheets and rubrics will
be posted in Canvas.

Project One Critical Response

Write a summary/strong response essay of 800-1,000 words (headings and works cited page do
not count as part of the word count) that includes: (a) a short summary of an identified and
selected text; (b) a strong response to the text (either in support or in opposition to its ideas) in
which you respond with your own critical thinking, personal experience, and values. As you
formulate your response, consider both the author’s rhetorical strategies and the author’s
ideas. Think of your response as your analysis of how the text tries to influence its readers

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rhetorically and how your wrestling with the text has expanded and deepened your thinking.
Additionally, you will use an additional reading to respond to the original text you are analyzing.

Project Two Narrative Reflection on Identity:

For your second essay, you will write a 800- 1,000 word (heading and works cited page do not
count as part of the word count) narrative essay that reflects on an aspect of your identity
through culture (culture thought here in the broadest definition), and informs the reader about
this aspect of your identity. You will need to describe how you became aware of this aspect of
your identity: consider what these aspects of your identity means to you; how it has affected
your identity when you were a child and how it influences you today as an adult. Your essay
should answer the following questions:

“What does this aspect of my identity mean to me?”

“What role has the aspect of my identity played in my life (in the past)?”
“What role does it play in my life today?”
“How does it continue to influence me as an adult?”
“What do our readings help us to understand about this particular aspect of your identity? How
do you relate (or not) to the reading when the reading discusses this particular aspect of
identity?”

Project Three- Classical Argument:

For this essay, you are to write a 800 - 1,000 word essay (the header and works cited page do
not count toward the word count) that DEFINES a problem, Makes an explicit CLAIM, and
SUPPORTS that claim with well-reasoned thinking, research, and outside sources. Your essay
should define and identify an issue and then present your position on the issue using claims,
support, and clear thinking.  A classical argument paper presents one side of an arguable
opinion about an issue and supports that opinion. The goal of any argument paper is to
convince the audience that your opinion is valid and defensible. Ideas that you are considering
need to be carefully examined in choosing a topic, developing your argument, and organizing
your paper. Your writing must ensure that you are addressing all sides of the issue and
presenting it in a manner that is easy for your audience to understand. Your job is to take one
side of the argument and persuade your audience that you have well-founded knowledge of
the topic being presented (ethos). It is important to support your argument with evidence to
ensure the validity of your claims (logos), as well as to refute the counterclaims to show that
you are well informed about both sides (ethos). You should use personal experience to further
support your claims and draw your audience into your thinking (pathos).

Three Project Reflections

For each major project, you will write a 350 – 500 word reflection on your writing process.
Reflective writing will help you learn from particular practical experiences. Reflection should be
used to make connections between what you are taught and how you execute that knowledge
so that you can become better aware of your writing in order to improve it.

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This kind of writing asks for you to walk the reader through your process and show your
thinking. Through reflection, you should be able to make sense of what you did and why, and
perhaps help yourself to do it better next time. Your reflection needs to include your process
for accepting or rejecting your peers’ comments.

Three Peer Reviews:

Peer review has always been an important part of the writing process. Using language is
inherently a social process. Many people find discussions with trusted colleagues to be an
invaluable way to develop and polish ideas. Professionals in most disciplines, for example,
attend conferences so that they can discuss ideas with colleagues and leading researchers.
Writers in business and scientific contexts commonly work in teams with individuals responsible
for their areas of expertise, such as marketing language, audience, finance, research, and
editing.  Some authors do not feel comfortable beginning a new project until they have
discussed their ideas with others.  Successful writers do not wait until they have completed a
project before seeking constructive criticism.  Instead, they share early drafts with critics.

As a peer reviewer, you can't just say, "I liked it," or "I didn't like it." Instead, you want to give
the writer information that will really help to improve what the writer has written. What is
important to remember is that while you should not be harsh or personal, you should be
honest. Saying something works when it really does not will not help anyone. 

Discussion Boards:
As part of the class, you will be asked to write reflections on a topic, a story, journal entries,
reading responses, or other types of writing to help you reflect on what we are reading in class.
The point of the discussion board is to get conversations going. At other times, these discussion
boards will work as critical reading practice. These entries will not be graded for grammar or
“correctness,” just for making a good faith effort.

Labor Logs:
Labor logs are a way for you to realize that the work you do for this class is labor. Many
times we think of labor in terms of manual labor—it’s something you do physically. In
college, however, your work is mental. I want you to reflect on and think about the labor
—the time, in other words—that you are putting into reading, writing, and reflecting. You
can only get better at mental, intellectual labor by doing it. Show me and yourself that
you are doing the work of reading, writing, revising, and helping your peers to learn.

Note that you can download Microsoft Office for free through Bellevue college by going
to this website and following the directions.

Criteria for Accepting Assignments

1) Students will turn in major project assignments to Canvas, and they will be
expected to complete all assignments through Canvas.

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 2) Be sure that all documents:

 are typed;
 use 12 point font size;
 use Times New Roman font;
 are double-spaced;
 follow MLA style requirements (Links to an external site.) for all other formatting
isues (see the Purdue OWL for guidelines (Links to an external site.));
 have been spell-checked and edited for grammar and syntax problems (you can use
https://www.grammarly.com/ for free and it will find mistakes)
 are properly uploaded as a WORD doc or docx file (you can download Microsoft
word for free by using your Bellevue College sign in at the Microsoft webpage).

2) Late assignments  I feel that as long as you complete the assignment and are
showing that you are engaging with the learning outcomes, then I don’t mind if
something is late, BUT since we are working with contracts, late work will only be
accepted up to four weeks from when they were due , and this four
week window gets smaller the closer to the end of the quarter we are. For
example, if you don’t do Discussion post one, you will have four weeks to make it
up, but if you don’t do discussion post #10, then you will only have about two
weeks to make it up. Due to when grades are due, you will not be able to turn
in your last major project late because it is due the last week of class.

The exception to this rule is on Peer Reviews that have to be completed on

time so that your peers can revise their essay. (If your Peer reviews are late,
YOU will be responsible for talking to classmates to make up the assignment—
within four weeks). The last essay will also not be accepted late just because the
turn around time between the final due date and when I have to turn in final
grades is so short.

Help with Canvas

Students can find help with Canvas by following the link here: Student Canvas Help

Classroom Learning Atmosphere

Essential to a liberal arts education is an open-minded tolerance for ideas and modes of
expression that might conflict with one’s personal values. By being exposed to such
ideas or expressions, students are not expected to endorse or adopt them but rather to
understand that they are part of the free flow of information upon which higher
education depends. To this end, you may find that class requirements may include
engaging certain materials, such as books, films, and art work, which may, in whole or
in part, offend you. Again, the goal here is to form a better, deeper, and more critical
understanding of topics and arguments. Here’s a cartoon to help you understand the
open-minded attitude that will help you succeed in college.

Language We use and Read:

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Aspiring to create a learning environment in which people of all identities are
encouraged to contribute their perspectives to academic discourse, this class will use
the following guidelines regarding gender-inclusive/non-sexist language. Following
these guidelines fosters an inclusive and welcoming environment, strengthens
academic writing, enriches discussion, and reflects best professional practices. 

Language is gender-inclusive and non-sexist when we use words that affirm and
respect how people describe, express, and experience their gender. Just as sexist
language excludes women’s experiences, non-gender-inclusive language excludes the
experiences of individuals whose identities may not fit the gender binary, and/or who
may not identify with the sex they were assigned at birth. Identities including trans,
intersex, and genderqueer reflect personal descriptions, expressions, and experiences.
Gender-inclusive/non-sexist language acknowledges people of any gender (for
example, first-year student versus freshman, chair versus chairman, humankind versus
mankind, etc.). It also affirms non-binary gender identifications and recognizes the
difference between biological sex and gender expression. Students, faculty, and staff
may share their preferred pronouns and names, and these gender identities and
gender expressions should be honored.

With that said, we will be reading material that uses offensive language. This language
should be understood in context (and it should help us understand the historical time
period from which it comes). When we read something offense, or if the offensive word
is used in class, we are “mentioning” the word to reflect what we read and discuss it in
context, which should be tolerated in an open debate, discussion, and review of the
literature and the words the literature uses. What we (what I) will not tolerate is “using”
the word.

What follows is the Arts & Humanities Division’s policy on classroom behavior:
“The college's ‘Affirmation of Inclusion’ is posted in each classroom and sets forth the
expectation that we will all treat one another with respect and dignity regardless of
whether or not we agree philosophically.  This expectation is in line with the principle of
free speech in a free society:  we have the right to express unpopular ideas as long as
we don't show disrespect for reasonable people who might believe otherwise.  In the on-
line component of this course, you will be expressing ideas through the medium of the
course site rather than face to face in the classroom.  In that case, these expectations
refer to the courtesy with which you communicate with one another through e-mails and
e-discussions.

Part of this respect involves professional behavior toward the instructor, colleagues, and
the class itself.  Disruptive behavior is disrespectful behavior.  The Arts and Humanities
Division honors the right of its faculty to define "disruptive behavior," which often
involves such things as arriving late, leaving early, leaving class and then returning,
talking while others are trying to hear the instructor or their group members, doing other
homework in class, wearing earphones in class, bringing activated beepers, alarm
watches, or cellular phones into class, inappropriate comments or gestures, etc.  In on-
line courses, “flaming’ anyone in the class is also considered disruptive behavior.  Such

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behavior interrupts the educational process.  When you are in doubt about any
behavior, consult your instructor during office hours:  we recognize the judgment of the
instructor as the final authority in these matters.

When disruptive behavior occurs, instructors will speak to or e-mail the students
concerned.  Those students are then responsible for ending the disruptions at
once.  Failure to do so may result in removal of the students from class.”

Instructor’s Expectations
Here’s some stuff I expect you will do as a student in this class.

Required Reading
Reading assigned “text” (“text” for this course will be all material—in writing or videos or
websites or anything provided for you to read, watch, ro engage with) and other online
resources are required as part of the weekly assignment modules. Additionally, all
course emails and announcements are considered required reading. Failure to read this
material may compromise your ability to successfully complete or submit course
assignments. Here’s the thing: I KNOW if you actually read and watched everything, so
please do it or write about why you did not in your assignment reflection.

Students are responsible to access and read all sample course files and documents to
support success with weekly assignments. Blocking out sufficient time for coursework,
setting personal completion goals, and checking off each assignment when completed
is strongly recommended.
Course Expectations
Being a successful student requires that students take responsibility for their learning.
Becoming a better reader and writer and more critical thinker requires that students
practice reading and writing and critical thinking. It requires a curious mind that wants to
seek answers to the questions that interest you, and the ability to accept answers and
views that you might not agree with. It requires reading the assigned texts with an open
and curious mind. Being successful also means putting in the work for the class, which
requires planning ahead to have time to read (and sit on that reading and go back to it)
and think about the reading, to write and revise, and to let that writing sit so that you can
go back to it with fresh eyes. The following suggestions are designed to make your
experience this quarter as productive as possible.
 
Work offline, post online, and complete assignments

 MOST assignments will be due Sunday at 11:59pm. You will know all the work that
is due for the week because it will be posted on Canvas and broken down into
weekly modules. Each modules will have your weekly to do list that will mostly be

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 due Sundays at 11:59 p.m.. You should set aside 15 hours a week to complete
your weekly to do list (that’s about two hours a day).
 Write ALL assignments in a word document off-line first. You want to craft your
writing before submitting it, and you don’t want to be in the middle of crafting a
response just to have Canvas or your computer time out and lose all of your work.
Once you have written the assignment and are satisfied with it, then copy it and
paste it into the correct spot or upload it in the right spot.
 Complete reading assignments before due dates. Self-discipline is essential for
succeeding. You are expected to use the provided material as a guide to your
writing, so I will know if you completed the readings or not. Failing to complete
assignments will result in a zero for that assignment which will make it much harder
for you to pass the course. I expect you to read and watch EVERYTHING that is
assigned. I will expect for you to use those readings when crafting your writing.
 Check your course messages and emails every day. (Here are instructions (Links to
an external site.) to set up your notifications to make sure you don’t miss any) I will
use course announcements as my primary manner of keeping in touch with you
and providing updates. Every week I will track your work. I prefer that you use
canvas messaging to contact me, or that you call or text me using my phone
number (more on that below)
 Be sure that you are dedicating enough time to do all the work and turn it in on time.
Make sure you give yourself ample time just in case any problems arise. While I do
allow late work, it creates more work for me and means that I will not be able to give
you comments on your work.
 Keep up with deadlines for posting homework (part of weekly assignments). Since
the discussion post and readings form the base of knowledge you will need to write
the papers, and since your discussion posts are worth a good percentage of your
grade, it is essential that you keep up with postings and remain active in class
discussions. I do not expect you to have a complete comprehension of the material
in advance of your posting, but I do expect you to be familiar with the material and
make a good faith effort at answering all questions in complete, thoughtful
sentences.
 Plan ahead for drafting essays and revising them well in advance of the due date.
You do not want to run into an unresponsive website because the entire class is
trying to upload the paper at the last minute. Also, you will need to turn in a draft of
your essay in order to complete peer reviews.
 I expect you to conduct yourself as adults. You are free to disagree with me and
your classmates as long as you are respectful and we all discuss the work, the
writing, the ideas, and not the person.
 Proofread and edit and revise ALL your writing that you turn in to this course. HOW
you say something is as important as WHAT you say.
 Take advantage of the Writing Center. (Links to an external site.)
 Take advantage of my office hours. Being confused about an assignment and
turning in work that fails to follow the assignment expectations because you
didn’t understand something will not be a valid excuse for poor work. If you do
not understand something, you need to come talk to me during office hours.

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Communication
Bellevue College email is the official form of communication between the college and its
students. I will not read email that is not from the official Bellevue College email system.
If you are not clear about an assignment or have any concerns about the class, please
feel free to contact me. You have my phone number where you can call or text message
me: 786-543-0781; you have my e-mail address: jose.aparicio@bellevuecollege.edu.

Text Messages:
You have my number so feel free to text message me. Please remember that I do not
know your number, so when you do text me a quick question that is easily answerable
through text, make sure to identify yourself and the class you are in so that I know how
to better respond. Text messages will be answered within 24 hours, but keep in mind
that I might be in class or busy in a meeting when you text, and it might take me some
time to get back to you. Use common courtesy, only text or call between 9am-9pm. Text
and calls not within these hours will go ignored.

Email Etiquette
 Check your Bellevue College email at least once daily; twice a day is strongly
recommended. (You MUST use your Bellevue College Email for communication
and to check on updates).
 Email is a good way of contacting me (or through text messages between 9am-
7pm at the number provided;
 Emails will be answered within 48 hours (or less in most cases). If you do not
receive a response within 48 hours, please resend your email or text me to let
me know I need to check for your email, as technology is not foolproof.
 As the Subject of your email, put the course and section number.
 Begin with a salutation (Dear Instructor Doe), and then clearly state the reason
for your email. Be sure to relate your question(s) to a specific assignment,
project, or activity.
 Keep the tone of your email positive, and proofread your text before submission.
 Use correct grammar, spelling, and capitalization. An email is not a text
message.
 End the email with a sigh off (Thank you, all the best) and your name (You
ABSOLUTELY MUST include your name and the course and section number).
 Here’s a link you should read before e-mailing any of your professors:
https://www.insidehighered.com/views/2015/04/16/advice-students-so-they-dont-
sound-silly-emails-essay

Accessibility
The online elements of this course are designed to be welcoming to, accessible to, and
usable by everyone, including students who are English-language learners, have a
variety of learning styles, have disabilities, or are new to online learning. Be sure to let
me know immediately if you encounter a required element or resource in the course that

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is not accessible to you. Also, let me know of changes I can make to the course so that
it is more welcoming to, accessible to, or usable by students who take this course in the
future.

Affirmation of Inclusion
Bellevue College is committed to maintaining an environment in which every member of
the campus community feels welcome to participate in the life of the college, free from
harassment and discrimination.
We value our different backgrounds at Bellevue College, and students, faculty, staff
members, and administrators are to treat one another with dignity and respect.

Religious Holidays
Students who expect to miss classes, examinations, or any other assignments because
of their religious observance should be provided with a reasonable alternative
opportunity to complete such academic responsibilities. It is the obligation of students to
provide faculty with reasonable notice of the dates of religious holidays on which they
will be absent, preferably at the beginning of the term. The Request for
Accommodations for Reasons of Faith or Conscience Form provides more information
about and the steps to request this accommodation.
Students who are absent on days of examinations or class assignments should be
offered an opportunity to make up the work without penalty (if they have previously
arranged to be absent), unless it can be demonstrated that a makeup opportunity would
constitute an unreasonable burden on a member of the faculty. Should disagreement
arise over what constitutes an unreasonable burden or any element of this policy,
parties involved should consult the department chair, or Dean.
Policy 2950 Accommodations for Reasons of Faith or Conscience
(http://www.bellevuecollege.edu/policies/id-2950p-2/).

Annual Notice Non-Discrimination

Bellevue College does not discriminate on the basis of race or ethnicity; creed; color;
national origin; sex; marital status; sexual orientation; age; religion; genetic information;
the presence of any sensory, mental, or physical disability; or veteran status in
educational programs and activities which it operates. Bellevue College is prohibited
from discriminating in such a manner by college policy and by state and federal law. All
college personnel and persons, vendors, and organizations with whom the college does
business are required to comply with applicable federal and state statutes and
regulations designed to promote affirmative action and equal opportunity.
Equal Opportunity (http://www.bellevuecollege.edu/equal/)

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Confidentiality and Mandatory Reporting
As an instructor, one of my responsibilities is to help create a safe learning environment
on our campus. It is my goal that you feel able to share information related to your life
experiences in classroom discussions, in your written work, and in our one-on-one
meetings. I will seek to keep information you share private to the greatest extent
possible. However, I am required to share with the Title IX Coordinator any and all
information regarding sexual assault and other forms of sexual misconduct (e.g.
relationship violence, stalking) that may have occurred on campus or that impacts
someone on campus. Students may speak to someone confidentially by contacting the
BC Counseling Center at (425) 564-2212. The Title IX Office can be contacted at 425-
564-2641 and more information can be found at Title IX
(http://www.bellevuecollege.edu/titleix/).
If you have any concerns, you may report to: Report Concerns
(https://www.bellevuecollege.edu/reportconcerns/).

Plagiarism:
Plagiarism, or academic dishonesty, is the act of using another writer’s words or ideas
as your own. According to the BCC Arts & Humanities website, plagiarism “may take
many forms, including, but not limited to, using a paper written by someone else, using
printed sources word-for-word without proper documentation, and paraphrasing or
summarizing the ideas of others without acknowledging the source.  Plagiarism can also
occur when non-written ideas are taken without documentation--using someone else's
design or performance idea, for example.  In short, plagiarism is passing off someone
else's ideas, words, or images as your own; it amounts to intellectual theft--whether or
not it was your intention to steal.” Plagiarism in this course may result in a paper’s failing
grade, or further disciplinary action from the Dean of Student Success. Consecutive
acts of plagiarism may result in a failing grade for the class.
[Information about Bellevue College's copyright guidelines can be found at:
College Copyright Policy

Student Conduct Policy (https://www.bellevuecollege.edu/policies/id-2050/)

states:
“Academic dishonesty. Any act of academic dishonesty including, but not limited to,
cheating, plagiarism, and fabrication. The decision to bring a student conduct
proceeding under this code for academic dishonesty is at the sole discretion of the
student conduct officer. Nothing in this code prohibits instructors and/or academic
divisions or departments from imposing academic consequences, up to and
including a failing grade in an academic course or dismissal from an academic
program, in response to academic dishonesty. Policies and procedures governing
the imposition of academic consequences for academic dishonesty can be found in
the course syllabus and any applicable program handbook.
(a) Cheating. Any attempt to give or obtain unauthorized assistance relating to the
completion of an academic assignment.

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(b) Plagiarism. Taking and using as one’s own, without proper attribution, the ideas,
writings, or work of another person in completing an academic assignment. May also
include the unauthorized submission for credit of academic work that has been
submitted for credit in another course.
(c) Fabrication. Falsifying data, information, or citations in completing an academic
assignment. Fabrication also includes providing false or deceptive information to an
instructor concerning the completion of an assignment.
(d) Multiple submissions. Submitting the same work in separate courses without the
express permission of the instructor(s).”

Student Conduct Code and Academic Integrity

Any act of academic dishonesty, including cheating, plagiarism (using the ideas or
words of another as one’s own without crediting the source), and fabrication, and
inappropriate/disruptive classroom behavior are violations of the Student Conduct Code
of Bellevue College. Examples of disruptive behavior include, but are not limited to,
talking out of turn, arriving late or leaving early without a valid reason, allowing cell
phones to ring, and inappropriate behavior toward the instructor or classmates. The
instructor can refer any violation of the Student Conduct Code to the Manager of
Student Conduct for investigation. Specific student rights, responsibilities, and appeal
procedures are listed in the Student Conduct Code at: Student Code
This course will use Canvas’s TurnItIn tool which searches papers for plagiarism.
Remember that plagiarism includes using someone’s ideas without citation, not just
word for word stealing of words. I have access to all the sources you do, and I read
those sources. I know what those sources have to say; I am looking for what you have
to say! Refer to the communication section for advice about contacting me if you are
having trouble completing your writing.

Important Links
Bellevue College E-mail and access to MyBC
All students registered for classes at Bellevue College are entitled to a network and e-
mail account. Your student network account can be used to access your student e-mail,
log in to computers in labs and classrooms, connect to the BC wireless network and log
in to MyBC. To create your account, go to:https://bellevuecollege.edu/samLinks to an
external site. .
 BC offers a wide variety of computer and learning labs to enhance learning and student
success. Find current campus locations for all student labs by visiting the Computing
Services website.Links to an external site.

Disability Resource Center (DRC)

The Disability Resource Center serves students with disabilities. Common disabilities
include physical, neurological (e.g. Autism, ADD/ADHD), and mental health (e.g.
depression, anxiety). If you are a student who has a disability or if you think you may
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need accommodations in order to have equal access in your classes, programs,
activities, and any other services, please contact the DRC.

If you require assistance in an emergency, please meet with your individual instructors
to develop a safety plan for while in class and contact the DRC to develop a safety plan
for while you are elsewhere on campus.
The DRC office is located in building B Room 132. You can contact the DRC by
stopping by the office at B132, calling our front desk phone number (425) 564-2498,
emailing drc@bellevuecollege.edu. Deaf students can reach us by calling TTY: (425)
564-4110, or by Skype (account name DRCatBC). For more information about the
services we offer, including our Initial Access Application, visit our website at Disability
Resource Center (http://www.bellevuecollege.edu/drc).

Service Animals are allowed in this classroom. Emotional Support Animals need to be
approved through the DRC. All other animals will be asked to leave. If you believe you
need your animal with you, please connect with the DRC and refrain from bringing your
animal until a decision has been made.

Fall 2022

Calendar
Assignment and Schedule: (Instructor reserves the right to modify this schedule as
needed during the course. Make note that the schedule is NOT the syllabus, and as
such, I can change the schedule as I see fit to fulfill the needs of the class. Any changes
made will be posted with 24 hour notice, so you absolutely must check your canvas
announcements and modules for any changes made. One suggestion is to check your
Canvas the night before classes).

Each week, you will click on the weekly module that corresponds to the date. You
will be responsible for finishing everything in that Module under that “To Do” list.

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