Required text: Naming What We Know: Threshold Concepts of Writing Studies (Classroom Edition) by Linda Adler-Kassner and Elizabeth Wardle

Note: Many of our required texts will exist in the form of links, PDFs, videos, and various media. You can locate these readings within the weekly schedule and under our Canvas modules page. If you have any barriers to accessing or viewing any of the required readings, particularly regarding accessibility issues due to a lack of transcript on videos/audio, let me know.

Communication is the cornerstone of our class, so if you’re wondering, confused or worried about something, always reach out. The best way is through email (tecanfield@chapman.edu). I’ll respond as quickly as possible, but please allow at least twenty-four hours before following up.

You’re allowed 3 absences, though you’ll likely have to make up some work so as not to miss points. I appreciate a heads-up if you’ll be gone, mostly because I’m concerned for your well-being. Any more than 3 absences and your grade will lower 5 points per missed class. Chapman’s policy states that students who are absent for 20% of the course will be failed. I understand that emergencies happen, so please: communicate with me.

Participation will be factored into your final grade (see Major Assignments for more details) and you’ll need a computer to access the majority of assigned readings and viewings. If you don’t have a personal computer, computers are available for use in Leatherby Libraries. You should check Canvas regularly for class communications.

Each of the three Projects (under Major Assignments) will incorporate a collaborative workshop model. These workshops are designed for you to practice and utilize all six Course Learning Outcomes, as they are:

• Communal in nature (Learning Outcome #1)

• Focused on improving the effectiveness of language, form, voice, tone, and style per each workshop piece (Learning Outcome #2)

• Designed for everyone to participate in the composition process, to contextualize rhetorical choices, and respond appropriately (Learning Outcomes #3 and #4)

• Based in the respect that every individual and identity deserves (Learning Outcome #5)

• Meant to empower you with skills in constructive discourse, increasing your aptitude and confidence with composition and rhetoric (Learning Outcome #6)

If you’re unable to attend class on any assigned workshop day, please let me know immediately so we can plan accordingly.

Because this is a collaborative course revolving around in-class and peer-reviewed work, the schedule relies on everyone turning in their work on time. That’s why the grading system is about meeting requirements, and not on quality of work. That said—life happens. If you need an extension, send me an email before the assignment’s due date, at least 48 hours in advance if possible. Let me know how much extra time you need (up to five days) so I can adjust daily activities accordingly. You’re allowed two extensions total.

I'll evaluate workload throughout the semester, particularly around midterms, to see if overall adjustments to the assignments or schedule are needed.

While they may be necessary, multitasking on devices can negatively impact our collective experience. This device policy is adapted from James Lang's Distracted: Why students can't focus and what we can do about it (2020). It’s also based on my own experience here as a student, studying under Dr. Joanna Levin, who I thank for this policy.

We’re all challenged by the ways in which our digital devices can steal our attention away from our immediate surroundings. In class we’ll spend most of our time engaged in things that rely on everyone being present to one another, so we’ll limit devices everywhere we can. This policy exists for three main reasons:

1. I want to ensure that we show respect for one another. We’ve all likely had the demoralizing experience of trying to speak with someone who was focused on their phone, and feeling hurt by their lack of attention. In this class I want us to respect everyone’s voices by being present and listening.

2. A significant body of research shows that when we engage in off-task behavior on our devices, it hurts the learning of the peers sitting near us. This policy is designed to support your learning, but also to ensure that you’re not harming the learning of others. 

3. This class depends upon everyone’s active engagement. As an instructor, my job is to share information and ideas about the course material and to organize the class so that you develop your own thoughts and work. If you’re focused on your device instead, you’re depriving the class of your ideas and questions—which, in turn, could spur your classmates’ thinking and generate an enriching class environment.

To achieve these objectives, the device policy is as follows:

1. Put all devices on a Do Not Disturb setting. If you need to be reachable during class for a family or personal situation, discuss with me ahead of time.

2. You can use laptops to read the texts and take notes. If you use a laptop, please close any tabs that aren’t related to the course. If you choose to read the works on your device, you might get an app (such as Evernote or Adobe Acrobat Reader) that helps you take and save notes directly on the texts themselves.

3. There will be times when I want everyone to put their devices away and focus on an activity: a discussion, a writing exercise, etc. In those activities, we’ll all be device free.

4. Finally, to demonstrate that we’re listening respectfully to one another, remove headphones or earbuds at the start of class. Unless required for reviewing peer work, if you wear headphones/earbuds in class, it will count as an unexcused absence.

The following guidelines apply only to this class; other instructors may have different views about AI technologies.

Acceptable uses of AI:

• To improve your work: to brainstorm, explore potential counterarguments, draft an outline to organize your thoughts, check grammar/style/format, to translate words and phrases

Unacceptable uses of AI:

• To replace your work: generating full drafts, generating sentences or paragraphs with little to no input of your own thoughts/work as a writer, cheating on the research process

Do not record class meetings without prior permission from me.

• The Chapman Writing Center is a free service where you can get feedback on class projects. Please use it! 

• Student Psychological Counseling Services is a free service for Chapman students, and offers assistance with mental health challenges and other issues. See Student Support under University Policies for more info.

• Students have access to free Grammarly premium through Chapman University. Sign up for this as we’ll be using it in class.

The policies listed are subject to change, as is the schedule. Any changes will be posted on Canvas.