EGL 585.02: Topics in Cultural Studies: Disability Language, Rhetoric & Narrative
Dr. Patricia A. Dunn
Stony Brook University
Spring 2013
Classroom: HUM 2045 Class meets: Tuesdays, 7:00 – 9:50 PM Office HUM 2082
Contact info: [email protected] 632-7416
(Email is better.)
Office hours: Tuesdays, 5:30 – 6:30 PM; Thursdays 1:00 – 2:15 & Thursdays 4:00 – 5:00PM
This course focuses on how language and rhetoric frame how disability is perceived, experienced,
and treated. It will include critical and rhetorical analysis of professional discourses as well as
personal disability narratives and memoirs. The Society for Disability Studies, an interdisciplinary
organization, says in its mission statement, “disability is a key aspect of human experience.” So is
language. It will explore the interdisciplinary nature of disability studies and the roles language and
rhetoric play in representations of disability. Some questions to be explored include: In what ways
do clinical or professional discourses and personal narratives reveal experiences of power and
powerlessness? How is the bodily experience of disability described in professional contexts as
compared to personal narratives? How does description and perception influence the practice of
professionals and quality of life for people with disabilities? What assumptions about disability are
revealed through rhetorical analysis? These questions will help frame our attention in this course to
representations of disability in a variety of texts: academic, professional, literary, clinical, personal,
and visual.
To demonstrate awareness of the role language plays in representations of disability;
To demonstrate ability to analyze disability-related texts rhetorically;
To demonstrate understanding of the multi-disciplinary and inter-disciplinary nature of disability
To demonstrate knowledge about terms, definitions, and controversies regarding disability,
especially as it relates to the student’s particular field of study;
To be able to describe different models of disability, as they have developed historically;
To demonstrate an ability to further research disability-related topics in the student’s specific
1) Book: Disability Studies: Enabling the Humanities. Sharon L. Snyder, Brenda Jo Brueggemann, and
Rosemarie Garland-Thompson, Eds. New York: MLA, 2002.
2) Access to the online readings (see lists on calendar, below) and to Blackboard. (See me ASAP if this is
difficult for you.) Go to “PDFs for Readings” at our class Blackboard site for PDFs.
Blackboard info: You can access class information on-line at:
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For help or more information see:
For problems logging in, go to the helpdesk in the Main Library SINC Site or the Union
SINC Site; you can also call: 631-632-9602.
Topic Outline:
Histories/Models of disability
Rhetorical analysis
Personal narratives and memoir
Representations of disability in literature
Visual rhetoric and disability
Philosophy and disability
Clinical/Medical/Professional discourses and disability
Universal Design, access, and disability
Course Components and Percentages
Discussion Board (or Blog)
Comments on Readings
Discussion Board (or Blog)
Comments on Disability Blogs
Beauty is a Verb selection and
Student-led launch of class
discussion of readings
Audio text response to readings
Project on a disability-related
issue in student’s field of study
Peer response to (2-3) peers’
drafts of major project
Class participation
Brief Explanation of Course Components:
Discussion Board (or Blog) Comments on Readings
Four times throughout the semester, your task is to write informally (but intelligently) about the
readings—what you’re learning, how the readings are connected, or questions you have about
them—and post your comments either at the designated forum I’ll have set up at our class
Discussion Board site at Blackboard, or at your own (public?) blog, as long as we all have access
to it.
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Make at least a 250-word entry (but no more than 500 words). These need not be super formal
comments, but they should be thought-provoking responses to the readings and/or to my
questions about them. Sometimes I will pose questions; occasionally, I will ask you to post your
own questions and then respond to them. You should also read and respond to the comments of
at least two other people in the class. These latter comments may be brief. They are not part of
the 250-500 total. In class, we’ll generate criteria for how these comments will be assessed.
Discussion Board (or blog) on disability blogs
There are a number of excellent disability blogs. (I have started a list of them at Blackboard, at
Documents. If you find more, let me know, and I’ll update this list.) Your task is to visit some of
these sites—either one or two in depth or a wider cross-section of them—and write your own
comments or blog about what you’re finding at these blogs: issues being discussed, news,
controversies, points of view, etc.—whatever you think is relevant for this class.
There will be k of these comments on blogs. Make at least a 250-word entry (but no more than
500 words) at the two designated times during the semester.
This can be done at the designated “blog” forum I’ll have set up at Discussion site at Blackboard.
Or, if you’re willing, you could start a (public?) Wordpress or other blog about these disability
blogs. If you have a blog, or start one, make sure that we all have easy access to it. In class, we’ll
generate criteria for how these comments will be assessed.
Beauty is a Verb selection and discussion/presentation
We’ll all be selecting readings from Beauty is a Verb: The New Poetry of Disability. Eds.
Jennifer Bartlett, Sheila Black & Michael Northen. El Paso: Cinco Puntos Press, 2011. Each
week, we’ll be taking turns borrowing my copy of this text.
When you get the book for a week, first please read Jennifer Bartlett’s Preface (15-17) and
Michael Northen’s “A Short History of American Disability Poetry (18—24).
Then, pick 1-3 short pieces from the collection to present/read/discuss with the class for 15
minutes. In class we’ll discuss criteria for this short project and brainstorm options for how to
best spend your 15 minutes. For example, you could contextualize the work(s), do an oral
reading, do some kind of multi-media presentation, and/or take us through a discussion.
Student-led launch of class discussion of readings
Each week, one person will be responsible for starting class discussion of the readings for that
week. That person will start us off in an interesting way and then “run the room” for 20 minutes.
(It should NOT be a twenty-minute lecture.)
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Before it’s your turn, we’ll talk about how to get people engaged with the readings, come up
with good questions, how to get people talking, how to keep things moving along, etc. I will
rescue you after about 20 minutes—unless the discussion is so riveting that I think we should
keep going with it. (This is actually the desired outcome.)
Audio text response to readings
This is a two-minute voice message delivered to my office voice mail (631 632-7416), or it may
be an audio file sent to my email. This message is not simply a personal response or an opinion.
Some summary is necessary, but move on quickly to synthesis and analysis. Have some points
prepared, but please don’t read the entire response. We’ll go over some criteria in class.
This audio response should: be about two minutes long; be articulated clearly; cover some
prepared points but not be read word-for-word; relate the reading(s) to other reading(s), and,
most importantly, raise a provocative, open-ended, sophisticated question designed to
stimulate class discussion. (People tend to forget to add this question, so you may wish to start
with it.)
Project on a disability-related issue in student’s field of study
This is the major project for this class. It make take the form of a research project, in which you
do a review of the literature on a particular issue that has to do with both disability studies and
language/rhetoric, and then you position yourself within the various perspectives about which
you are reading. It may also be more of a rhetorical analysis (similar the ones we’ll be reading in
class), in which you analyze selected disability-related documents and/or visual texts from a
disability studies perspective and explain how these documents or visual texts work, rhetorically.
Your project may be a combination of those two approaches. Most projects will be 20-30 page
papers, but it’s possible to negotiate for a multi-media project (paper and website, paper and
presentation, paper and role-play, paper and video, etc.) More information will be forthcoming.
We will brainstorm ideas and criteria as we move through the semester.
Peer response to (2 or 3) peers’ drafts of major project
The major project will have at least one draft. When that draft is available, you’ll be
responding to the drafts of two or three classmates. This peer responding to ideas
and organization (not peer copy-editing) is to help the writer determine if he or she is
on the right track and also to help the reader see what moves to include or avoid in
his or her own paper. Some practice in peer response will be given as we go along,
and criteria for assessing these peer responses will be generated.
Class Participation
On-time attendance is mandatory. If one class must be missed because of severe illness or
family emergency, students should contact the instructor beforehand as a courtesy. More than
two missed classes will greatly affect the class participation grade. Students who miss more
than three class meetings should not expect to pass. Coming late or leaving early counts as
½ missed class. (This class is highly participatory, and we need everyone’s contribution.)
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How to do well regarding class participation: In addition to on-time attendance at every class,
class participation also includes active participation and engagement in class. Read the assigned
readings carefully and prepare responses to my “heads-up questions” when they’re provided.
Come with your own good question(s) about the readings. Try to make three or more insightful
contributions in every class, but try not to dominate discussion. Listen to others and respond to
their points. Be an active participant in Blackboard discussions and in classroom group work. Put
some time and effort into responding to peers’ drafts. Volunteer for note-taking, if needed.
Grading Scale:
A+ = 98-100
A = 94-97
A - = 90-93
B+ = 87-89
B = 85-86
B - = 80-84
C+ = 77-79
C = 75-76
C - = 70-74
D+ = 67-69
D = 65-66
D - = 60-64
Important: Please come prepared for class by having already read the readings listed for that date.
Please access the readings well in advance of class, so that if you have any difficulty getting them, there
is time to resolve that problem. Ask me for help.
Some readings are in our textbook, some are simply links (see below), and some are PDFs at our class
Blackboard site (see “PDFs for Readings” at Blackboard). A couple of readings will be distributed.
Note: the Supplemental readings are not required but may be useful to you in your projects.
Tues, Jan 29th Histories/Models of Disability (First day)
President’s (Michael Bérubé’s) Call for Papers for 2013 MLA Conference, Boston, January 2013:
Davis, Lennard J. “Why is Disability Missing from the Discourse on Diversity?” The Chronicle of
Higher Education. 28 Sept. 2011.
Tuesday, Feb 5 Histories/Models of Disability (continued)
Bérubé, Michael. “Afterword: If I Should Live So Long.” Disability Studies: Enabling the
Humanities. 337--343. [in our textbook].
____. “Citizenship and Disability.” Dissent Spring 2003.
Brignell, Victoria. “When the Disabled Were Segregated.” December 15, 2010:
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Davidson, Michael, Tobin Siebers, and Rosemary G. Feal. “Introduction” (Conference on Disability
Studies and the University) PMLA 102.2 (March 2005): 498—501. PDF
Longmore, Paul K. “Medical Decision Making and People with Disabilities: A Clash of Cultures.”
Journal of Law, Medicine & Ethics 23 (1995) 82-87. PDF
Snyder, Sharon L., Brenda Jo Brueggemann, and Rosemarie Garland-Thompson. “Introduction.” 14. [in our textbook].
Videos TBA
Supplemental reading(s):
Linton, Simi. “What is Disability Studies?” PMLA 120.2 (March 2005): 518-522.
Beauty is a Verb Presentation #1
All: Discussion Board (or Blog) Comments on Readings (first one)
Tuesday, Feb 12 Rhetorical Analysis
Barton, Ellen. “Discourses of Disability in the Digest.” JAC 21.3 (2001): 555—581. PDF
Lewiecki-Wilson, Cynthia. “‘Doing the Right Thing’ versus Disability Rights: A Response to Ellen
Barton.” JAC 21.4 (Fall 2001): 870—879. PDF
Brignell, Victoria. “Dominated by Ambulist Metaphors.” New Statesman. October 30, 2007:
Bruggemann, Brenda Jo, Linda Feldmeier White, Patricia A. Dunn, Barbara A. Heifferon, and
Johnson Cheu. “Becoming Visible: Lessons in Disability” CCC 52.3 (February 2001): 368—
393. (Read pgs 375—382: “Analyzing the Rhetoric of the Learning Disability Backlash.”) PDF
Dunn’s Mini-Lecture on Plagiarism, available at Blackboard, as well as the WPA Statement on Safe
Practices, available at the Purdue OWL (online writing lab):
DUE Feb 12:
Beauty is a Verb Presentation #2
Student-led launch discussion of readings #1
All: Discussion Board (or Blog) Comments on Blogs
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Tuesday, Feb 19 Rhetorical Analysis (continued)
Barton, Ellen L. “Textual Practices of Erasure: Representations of Disability and the Founding of the
United Way.” In Embodied Rhetorics: Disability in Language and Culture. Eds. James C.
Wilson and Cynthia Lewiecki-Wilson. SIUP: 2001. Pgs. 169—199. (Will be provided.)
Lindblom, Kenneth and Patricia A. Dunn. “The Roles of Rhetoric in Constructions and
Reconstructions of Disability.” Rhetoric Review 22.2 (2003): 167—174.
Longmore, Paul K. “Policy, Prejudice, and Reality: Two Case Studies of Physician-Assisted
Suicide.” Journal of Disability Policy Studies 16.1 (2005): 38—45.
Vidali, Amy. “Seeing What We Know: Disability and Theories of Metaphor.” Journal of Literary &
Cultural Disability Studies 4.1 (2010): 33—54.
Supplemental reading(s):
Dolmage, Jay. “Between the Valley and the Field: Metaphor and Disability.” Prose Studies 27. 1&2 (August 2005): 108—119. PDF
Yergeau, Melanie. “Circle Wars.” DSQ 30.1 (2010):
Cherney, James L. “The Rhetoric of Ableism.” Disability Studies Quarterly. (Just Google it. In fact, that entire special issue would
make for good supplemental readings on this topic.)
Beauty is a Verb Presentation #3
Student-led launch discussion of readings #2
All: Audio-text response to readings
Tuesday, Feb 26 Personal Narrative, Memoir, and Autobiography
Bérubé, Michael. “Disability and Narrative.” PMLA 120.2 (March 2005): 568—576.
Couser, G. Thomas. “Introduction” (to special issue of American Quarterly) American Quarterly
52.2 (June 2000): 305—310.
____. “Signifying Bodies: Life Writing and Disability Studies.” [in our textbook].
Kleege, Georgina. “Reflections on Writing and Teaching Disability Autobiography. PMLA 120.2
(March 2005): 606—610.
____. “Helen Keller and ‘The Empire of the Normal.’” American Quarterly 52.2 (June 2000): 322325.
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Mairs, Nancy “Sex and Death and the Crippled Body: A Meditation.” [in our textbook].
Selection TBA from Beauty is a Verb.
Supplemental reading(s):
See PMLA 120.2 (March 2005).
Temple Grandin, selection from Thinking in Pictures.
Smukler, David. “Unauthorized Minds: How ‘Theory of Mind’ Theory Misrepresents Autism.” Mental Retardation 43.1 (Feb 20005):
DUE Feb 26
Beauty is a Verb Presentation #4
Student-led launch discussion of readings #3
All: Discussion Board (or Blog) Comments on Readings (second installment)
Tuesday, March 5 Personal Narrative, Memoir, and Autobiography (continued)
Biklen, Douglas. Review of Stuart Murray’s Representing Autism: Culture, Narrative, Fascination.
Journal of Literary and Cultural Disability Studies 3.1 (March 2009).
Brueggemann, Brenda Jo. “‘Writing Insight’: Deafness and Autobiography.” American Quarterly
52.2 (June 2000): 316—321.
Mattlin, Ben. “Wheelchair Guys Are All Alike.” NYT March 10, 2012. Online.
Murray, Stuart. “On Autistic Presence.” Journal of Literary Disability 2.1 (2008):
Rose, Irene. Review of Stuart Murray’s Representing Autism: Culture, Narrative, Fascination
Selection TBA from Beauty is a Verb.
DUE March 5th:
Beauty is a Verb Presentation #5
Student-led launch discussion of readings #4
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Tuesday, March 12 Representations of Disability in Literature
Krentz, Christopher. “Exploring the ‘hearing line’: Deafness, Laughter, and Mark Twain.” [in our
Merritt, Tonya. “Finding the Will to Individualize Instruction: How My Son Made Me a Better Teacher.”
English Journal 100.2 (November 2010): 49—55.
Margolis, Howard and Arthur Shapiro. “Countering Negative Images of Disability in Classical Literature.”
English Journal 76.3 (March 1987): 18—22.
Beauty is a Verb Presentation #6
Tuesday, March 19 S P R I N G
B R E A K !!!
Tuesday, March 26 Representations of Disability in Literature (continued)
Dunn (selections from my draft chapters)
Walker, Valerie Struthers et al. “Questioning Representations of Disability in Adolescent Literature: Reader
Response Meets Disability Studies.” DSQ 28.4 (Fall 2008):
Yenika-Agbaw, Vivian. “Reading Disability in Children’s Literature: Hans Christian Anderson’s
Tales.” Journal of Literary and Cultural Disability Studies 5.1 (2011): 91—108.
Supplemental reading(s):
Joshua, Essaka. “The Drifting Language of Architectural Accessibility in Victor Hugo’s Notre-Dame de Paris. DSQ 31.3 (2011):
Special Issue of English Journal 100.2 (November 2010) “Re-Seeing (Dis)Ability.”
Search DSQ and Journal of Literary and Cultural Disability Studies.
Beauty is a Verb Presentation #7
Student-led launch discussion of readings #5
All: Discussion Board (or Blog) Comments on Blogs
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Tuesday, April 2 Clinical/Medical/Professional Discourses and Disability
Block, Pamela et al. “Introducing Disability Studies to Occupational Therapy Students.” American
Journal of Occupational Therapy 59 (2005): 554—560.
Cassuto, Leonard. “Oliver Sacks and the Medical Case Narrative.” [in our textbook].
Keilhofner, Gary. “Rethinking Disability and What To Do About It: Disability Studies and Its
Implications for Occupational Therapy.” The American Journal of Occupational Therapy 59
(2005) 487—496.
Franits, Linnéa E. “Nothing About Us Without Us: Searching for the Narrative of Disability.” The
American Journal of Occupational Therapy 59 (2005): 577—579.
Longmore, Paul K.”Medical Decision Making and People with Disabilities: A Clash of Cultures.”
Journal of Law, Medicine & Ethics 23 (1995): 82—87.
Roush, Susan E. and Nancy Sharby. “Disability Reconsidered: The Paradox of Physical Therapy.”
Physical Therapy 91.12 (December 2011): 1715—1727.
Supplemental reading(s):
Gitlow, Lynn and Kathleen Flecky. “Integrating Disability Studies Concepts Into Occupational Therapy Education Using Service
Learning.” American Journal of Occupational Therapy 59.5 (Sept/Oct 2005) 546—553.
Beauty is a Verb Presentation #8
Student-led launch discussion of readings #6
All: Discussion Board (or Blog) Comments on Readings (installment #3)
Tuesday, April 9 Visual Rhetoric and Disability
Garland-Thompson, Rosemarie. “The Politics of Staring: Visual Rhetorics of Disability in Popular
Photography.” [in our textbook].
Haller, Beth and Sue Ralph. “Are Disability Images in Advertising Becoming Bold and Daring? An
Analysis of Prominent Themes in US and UK Campaigns. DSQ 26.3 (2006):
Longmore, Paul K. “The Cultural Framing of Disability: Telethons as a Case Study.” PMLA 120.2
(March 2005): 502—508.
Panol, Zenaida Sarabia and Michael McBride. “Disability Images in Print Advertising.” DSQ 21.2
(Spring 2001).
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Snyder, Sharon L. “Infinities of Forms: Disability Figures in Artistic Traditions.” [in our textbook].
Supplemental reading(s):
Search Disability Studies Quarterly.
DUE April 9th:
Beauty is a Verb Presentation #9
Student-led launch discussion of readings #7
All: DRAFT of major project
Tuesday, April 16 Philosophy and Disability
Dunn, Patricia A. “What is ‘Normal’? Defining Terms and Questioning Commonplaces in Public Policy
Debates.” JAC 31. 3-4 ( 2011): 736—752.
Johnson, Harriet McBride. “Unspeakable Conversations.” NYT February 16, 2003.
Kittay, Eva. TBA
Singer, Peter. “Happy Nevertheless.” New York Times Magazine. 28 December 2008: MM34.
Supplemental reading(s):
Lewiecki-Wilson, Cynthia. “Ableist Rhetorics, Nevertheless:Disability and Animal Rights in the Work of Peter Singer and Martha
Nussbaum.” JAC 31 (20111): 71—101.
Beauty is a Verb Presentation #10
Student-led launch discussion of readings #8
All: Peer-responses to drafts of major project
Tuesday, April 23 Universal Design, Access, Pedagogy, and Disability
Brueggemann, Brenda Jo, Rosemarie Garland-Thompson, and Georgina Kleege. “What Her Body Taught (or,
Teaching about and with a Disability): A Conversation. Feminist Studies 31.1 (Spring 2005): 13—33.
____. “An Enabling Pedagogy.” [in our textbook].
Green, Nicole. “Teaching (Dis)Abled: Reflections on Teaching, Learning, Power, and Classroom
Community. English Journal 100.2 (Nov. 2010): 86—92.
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Groce, Mary Ellen. Everyone Here Spoke Sign Language (selection TBA)
Kleege, Georgina. “Disabled Students Come Out: Questions without Answers.”[in our textbook].
Wilson, James C. and Cynthia Lewiecki-Wilson. “Constructing a Third Space: Disability Studies,
the Teaching of English, and Institutional Transformation.” [in our textbook].
Student-led launch discussion of readings #9
Tuesday, April 30 Universal Design, Access, Pedagogy, and Disability (continued)
Michalko, Rod and Tanya Titchkosky. “Putting Disability in Its Place: It’s Not a Joking Matter.” In
Embodied Rhetorics: Disability in Language and Culture. Eds. James C. Wilson and Cynthia
Lewiecki-Wilson. SIUP: 2001. Pgs.200—228. (To be distributed)
Stewart, Meredith. “Doubly Vulnerable: The Paradox of Disability and Teaching.” English Journal
100.2 (Nov. 2010): 27—30.
Vidali, Price, and Lewiecki-Wilson. “Disability Studies in the Undergraduate Classroom.” DSQ 28.4
(Fall 2008):
Vidali, Amy. Workshop on Disability (PowerPoint)
Readings TBA from Disability and the Teaching of Writing.
Supplemental reading(s):
Dunn, Patricia A. “Re-Seeing (Dis)Ability: Ten Suggestions.” English Journal 100.2 (Nov. 2010): 14—26.
DUE April 30th:
Student-led launch discussion of readings #10
All: Discussion Board (or Blog) Comments on Readings (installment #4)
Tuesday, May 7 (last night of class)
All: Major projects
All: A stressless, 10-15 minute informal presentation/discussion of your major project
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Plagiarism, Careful Documentation, and Scholarly Honesty:
Read or review “Dunn’s Mini-Lecture on Plagiarism” during the first week of class.
Do not plagiarize. That is, do not lead readers to believe that others’ ideas, phrasings, or unusual
word choices are yours. In the American academic tradition, plagiarism is grounds for failing a
course or at least an assignment. To build your own credibility for scholarly honesty, take
meticulously accurate notes and quote carefully. Give credit where it is due. Different disciplines
have slightly different traditions and assumptions regarding what is plagiarism and what is not,
so please ask me or bring it up in class if you have any question about how to cite sources or
what to credit. Your own students will have misunderstandings about this issue, so it’s important
that you can show them how to avoid plagiarism.
Those in an English graduate program should follow MLA documentation style unless otherwise
directed. Those outside the humanities should follow the document style used by most
professionals in your field (but please direct me to the manual you’re using). Everyone should
follow North American academic conventions regarding summaries, paraphrases, and direct
quotations. If you have any questions about how to do this (in order to avoid plagiarism), please
do not hesitate to ask. The Purdue Online Writing Lab is a
great resource for help with documentation, as is Diana Hacker’s A Pocket Style Manual. Please
keep copies of what you’re quoting or citing.
Class Resources
The Writing Center:
Phone: 631 632-7405, HUM 2009.
The Counseling Center: Phone: 631 632-6720
Class Protocol
You may use your laptops, iPads, or smart phones to access course materials or to take notes. But
please do not text or do non-course-related activities during class. Please do not eat or drink in
class (except for water, coffee/tea, or a discreet power bar). We will always take break about 1
and ½ hours into the class. Please turn cell phones to off or vibrate. If you are expecting an
important call or text regarding, for example, family emergencies, please use the vibrate mode
and step out quietly to handle issues that cannot wait. Please treat others in the class with
courtesy and professionalism.
Assignments Due on Time
It is expected that assignments be completed by the due dates listed on the syllabus. Any student
with a documented illness/severe family emergency may be able to negotiate a later due date,
providing that the negotiation takes place before the listed due date.
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Save your work often and in more than one place. Keep two electronic copies of everything and a hard
copy of important projects. That way, if one of us loses or misplaces a project, or it doesn’t end up
where it’s supposed to, it is not a problem.
If you have a physical, psychological, medical, or learning disability that may impact your
course work, please contact Disability Support Services (631) 632-6748 or They will determine with you what accommodations are
necessary and appropriate. All information and documentation is confidential.
Students who require assistance during emergency evacuation are encouraged to discuss their
needs with their professors and Disability Support Services. For procedures and information go
to the following website:
Note from P. Dunn to everyone regarding the presentation and
assessment of material: Please let me know if there is anything I can do
to help you better access the materials in this course, and I will try to do it
if I can. Also please let me know if you can think of a better way to
evaluate what you know about the course content.
Stony Brook University expects students to respect the rights, privileges, and property of other
people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior
that interrupts their ability to teach, compromises the safety of the learning environment, and/or
inhibits students' ability to learn.
Each student must pursue his or her academic goals honestly and be personally accountable for
all submitted work. Representing another person's work as your own is always wrong. Faculty
are required to report any suspected instance of academic dishonesty to the Academic Judiciary.
For more comprehensive information on academic integrity, including categories of academic
dishonesty, please refer to the academic judiciary website at
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English 585 Disability Language, Rhetoric, and Narrative (Dunn)