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Course Syllabus for Freshman Composition II
ENGL 1213-405 Mondays 6:00 – 8:50pm Room L-132 and
ENGL 1213-412 Wedsnesdays 6:00 – 8:50pm Room L-120
Arguing Through Literature
Tulsa Community College, West Campus Spring 2012
“When I read great literature, great drama, speeches, or sermons, I feel that the human mind has not achieved
anything greater than the ability to share feelings and thoughts through language.” James Earl Jones
“The man who does not read books has no advantage over the man that can not read them.” Mark Twain
“The answers you get from literature depend upon the questions you pose.” Margaret Atwood
Instructor: Pamela Webb
Office: Writing Center (I-116)
Phone: 595-8063
Email: pamela.webb@tulsacc.edu
Liberal Arts Division
Division Associate Dean: Karen Harmon
Office: L144
Phone: 595-8080
Catalog Description
Course Description & Prerequisites
English 1213 -- Freshman Composition II
A continuation of English 1113 (Freshman Composition I), Composition II involves critical reading, thinking, and writing. The course
includes analysis and evaluation of reading selections and techniques of research and documentation.
This course will transfer readily to any public institution of higher education in Oklahoma.
TEXTBOOKS and Required Materials
Delbanco, Nicholas, and Alan Cheuse. Literature Craft & Voice. 2nd ed. New York: McGraw Hill, 2012. Print.
(ISBN# 9780073384924)
Fowler, H. Ramsey, and Jane E. Aaron, eds. The Little Brown Handbook. 2nd Cust. ed. for Tulsa Community
College. New York: Pearson, 2012. (ISBN# 3781256707028)
A notebook or folder, with pockets—this will be your journal; you are expected to take substantial notes during
this course and to keep copies of all assignments, instructions, and handouts as well as your returned
work.
SUGGESTED RESOURCES/Materials
The Modern Language Association. MLA Handbook for Writers of Research Papers. 7th ed. New York: MLA,
2009.
A college dictionary and a substantial thesaurus are extremely helpful, if not essential, for successful writing.
A portable storage device (such as a flash drive): it is a very good idea to keep copies of everything you turn in
for this course.
GENERAL EDUCATION GOALS
General Education courses at TCC ensure that our graduates gain skills, knowledge, and abilities that comprise
a common foundation for their higher education and a backdrop for their work and personal lives. TCC’s
General Education goals are: Critical Thinking, Effective Communication, Engaged Learning, and
Technological Proficiency.
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COURSE OBJECTIVES
To be successful in this course, first read the “Prerequisites for Composition II” on page xv in The Little Brown
Handbook and make sure they realistically apply to you. Your work must reflect your proficiency in these areas
as well as your ability to:
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Demonstrate and practice mastery of the grammatical and composition skills required for Composition I,
English 1113.
Compose and develop coherent meaningful thesis statements
Write well-developed essays and research papers of five or more pages that address complex topics and
use multiple writing strategies and modes of development
Use critical thinking in order to analyze and critique the ideas of others in texts, especially essays,
articles, and short fiction
Write a well-developed, well-reasoned, accurately documented argumentative paper
Participate in civil academic discussion
Incorporate appropriate technology
ATTENDANCE
This is not High School--There is no such thing as an excused or unexcused absence.
Attendance is required and necessary to successfully complete this course because most of your writing will
be based on or guided by material covered in class. Additionally, work assigned or completed in class cannot be
made up, so if you miss class you will receive a zero for work done that day. Finally, any changes to the
schedule, including changes to assignments, due dates, or class location, will be announced in class. For these
reasons, any student who misses four classes (the equivalent of two weeks) will be reported to the Dean as
excessively absent. Any student who misses six classes (the equivalent of 3 weeks) may be administratively
withdrawn for the course, which will result in an AW as the final course grade on his or her transcript, or may
receive an F for the course.
If you are absent, check your course schedule, Blackboard, and ask a classmate. NEVER ask if we “did
anything important” in class—everything we do in class is important. You are responsible for developing
your own buddy system with other students in the class. Use the class schedule, Blackboard, and your buddy
system to keep up.
TEACHING METHODS
This course combines lecture, individual and group activities (on and off line), daily reading and discussion of
assignments, individual conferences, and in-class writing sessions, as well as three formal essays to develop
critical thinking and communication skills.
EVALUATION TECHNIQUES
To successfully complete this course, I expect you to: demonstrate regular, active attendance; adequately
prepare for class; read all assigned material; take notes while reading on your own and during class;
demonstrate knowledge of both content and vocabulary through research, questions, and discussion; and
complete all assignments on time and according to provided instructions. Your grades will be based on your
skill and compliance in completing the following:
 Formal Essays: Three formal essays of 4+ pages, including one research paper of 6-10 pages in length,
which will be graded on compliance with the assignment requirements and the standards of good writing
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(see The Little, Brown Handbook and the Grade Descriptions herein for details). A detailed handout on
grading elements and writing requirements is provided on Blackboard.
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In Class Work and Active Participation: in-class writings, actively participating in group activities, and
attending individual conferences with your instructor.
 Journal: Three times during the semester, I will evaluate your journal (notebook), which should include
your in-class and reading notations (questions, comments, ideas, word definitions, etc.) and three specific
journal assignments, which may include a less formal essay.
 Thesis: Working thesis for your final research paper.
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Discussion Boards: Four discussion notes/responses to be posted on our Blackboard Discussion Board
(specific instructions for each will be provided on Blackboard).
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Reading Responses: Four analysis/response papers.
 Final Exam: The final is an open book exam covering rhetorical principles and terms, literary analysis, and
the conventions and rules of MLA documentation. A short essay/analysis section may be included. There is
no makeup option for the final exam.
GRADING
Grades are not negotiable. The grade you earn is determined by the quality and persistence of your work. Extra
credit is not an option. A number of assignments allow you to earn points for effort. Skipping this work is never
a good choice.
Your grades are always available on Blackboard. Check and calculate them frequently. If you have a question
about a grade, bring it to my attention immediately: within one week of the time the grade is posted, except for
the final, which you must bring to my attention within 2 days of posting. Waiting until the last week or two of
class to calculate your grade and beg for mercy is neither a wise nor productive strategy. You are responsible
for keeping up with your progress.
Percentage/Points
1000—900
899—800
799—700
699—600
599 and below
A
B
C
D
F
Point Breakdown
Journal
Essays
Thesis
Research Paper (RP)
In-class Work
Discussion Boards
Reading Responses
Final Exam
150
200 (2 @ 100 pts. each)
25 (For the Research Paper)
150
75 (includes points for mandatory conferences and chapter exercises)
100 (4@25 pts. each)
200 (4@ 50 pts. each)
100
Total Points
1000
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SUBMITTING ASSIGNMENTS: BLACKBOARD
Please access Blackboard through Mozilla Firefox -- it is the most compatible with the current version of
Blackboard used by TCC and there may be submission, access, or compatibility issues if you use a different
browser when submitting your work. All assignments should be submitted through the appropriate assignment
links on Blackboard, unless otherwise noted on the assignment instructions. The final exam will be completed
and submitted on Blackboard during the designated class period. There is no make-up exam allowed for the
final.
The assignment links close at the due date/time specified on the link. For example, if an assignment is due on
Tuesday at 10:00pm, the link will close on Tuesday at 10pm. If you fail to upload by this time, you will
receive a zero for the assignment. The only exception is if the Blackboard system is unavailable. If your
computer is slow, or you are on a different time than Blackboard, or your ISP kicks you off, or your
computer or software is incompatible with Blackboard, or your internet is down, or whatever the reason
or excuse, I still expect you to submit your work on time, so plan to submit before the due date/time to
avoid or adjust for unexpected difficulties.
Once you have submitted your work, an exclamation (!) appears in Blackboard. This means the file has been
submitted and is waiting to be graded. It does not indicate that you have submitted the right file, only that a file
has been submitted. For this reason, I encourage you to open the document (after submission) to make sure it is
correct. If you submit the wrong document, or forget to attach a document, and do not correct your submission
before the due date/time, you may be allowed to re-submit the assignment as Late Work, but you MUST follow
the procedure for turning in Late Work as described below.
I allow 2 submission opportunities for each assignment, so if you make a mistake – submitting the wrong
document, or no document, for example – don’t worry. You may use your second attempt to submit the correct
document. NOTE: If you submit more than one document, I will discard the first attempt and grade the second,
so stay focused and organized when submitting your work.
Reviewing Grade Commentary
Once your assignment is graded, I will upload the graded file. To review comments, click on your grade under
the appropriate assignment, scroll to item #3 Instructor Comments and open the file attached.
LATE WORK POLICY
As a rule, I do not like to accept late assignments because doing so is unfair to the students who get their
assignments in on time and because it is too difficult for students to keep up with scheduled activities and
assignments when they are working behind. However, sometimes we make mistakes or something happens
beyond our immediate control and we get behind. So, while I whole-heartedly discourage you from counting on
this option, you may turn in up to THREE late assignments during the semester. To submit late work, the
following rules and procedures must be followed:
 In-class work cannot be made up, so it may not be submitted late
 Only one Essay may be submitted as late work
 The final exam and Research Paper are ineligible to be turned in as late work
 You must advise me by email within 1 day (24 hours) of the assignment due date that you will submit
the work as late
 Late Work must be submitted by email through Blackboard or TCC Outlook within 7 days of the due
date
 Email submission MUST include a note indicating that you are turning in late work and the following:
o Assignment title
o Original due date
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o Date of submission
o Completed assignment attached as a Word document
o If the email does not include all of these elements, you will receive a zero for the assignment
BlackBoard System Failure
Late days are not applied when Blackboard is down for the majority of the day on a due date. If
Blackboard remains down, you have approximately twenty-four hours to submit your work once the system is
operational. In those instances, I will know when the system is down and when it’s up and running. A revised
due date will be posted under Announcements.
If you experience computer problems unrelated to Blackboard, computer labs are available on every
campus to serve you. Your home computer problems, whatever their nature, do not excuse you from
your course responsibilities. DO NOT WAIT UNTIL THE LAST MINUTE TO BEGIN OR TO SUBMIT
YOUR WORK. Keep a copy of all of your work. Keep a copy of all email transmittals.
RECORDED DOCUMENTATION
For your own protection, always, ALWAYS, ALWAYS keep a copy of your work. In addition to the hard drive
copy you may have at home, I recommend a print copy and an electronic copy. No additional time or
concession will be granted to work lost due to a technological malfunction, but if you save your work regularly
and keep a copy, you will not have to completely redo it if you lose electricity, computer functions, etc.
COMMUNICATIONS
TCC Provided Email: TCC provides free email for students. Your college email address is automatically
entered in your Blackboard courses. All communication from your instructors will be sent to this email address.
You will not be able to change your email address in the Blackboard system.
The URL for the college e-mail is http://www.tulsacc.edu/office365/students.
All email correspondence must be conducted through the TCC email system: send email to me through
Blackboard or your TCC email address ONLY, and check your TCC email often for communication from me. I
will not respond to or accept email from personal email addresses after the 1st week of class. Keep a copy
of your email to certify your email submittal (cc yourself when you send me an email).
COURSE WITHDRAWAL
The deadline to drop the course with a full refund and with no impact on your transcript is Friday, Jan. 25. The
deadline to withdraw from the course and receive a “W” on your transcript is Friday, April 12. Contact the
Counseling Office at any TCC campus to initiate a drop, to withdraw, or to change from Credit to Audit. Check
the TCC Academic Calendar for additional deadlines.
It is every student’s responsibility to attend class and to complete all required course work. If you are
unable to do so, for any reason, it is your responsibility to officially withdraw from the course. Non-attendance
DOES NOT constitute official withdrawal. Students who stop participating in the course and fail to
withdraw will receive a course grade of “F” or an “AW” at my discretion, either of which may incur
financial aid or administrative discipline consequences for the student.
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INSTITUTIONAL STATEMENT
Each student is responsible for being aware of the information contained in the TCC Catalog,
TCC Student Handbook, Student Code of Conduct Policy Handbook, and semester information
listed in the class schedule. All information may be viewed on the TCC website: www.tulsacc.edu
ADA POLICY
TCC provides accommodations for qualifying students in compliance with the Americans with Disabilities Act.
The Education Access Center (formerly the disABLED Student Resource Center) is the first stop to qualify
students attending TCC’s four campuses and other locations for educational accommodations in compliance
with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. The Center's staff
partners with students to begin the accommodation process and to provide access to classroom instruction and
college services. The EAC is housed on the Metro Campus but is a college-wide function under the leadership
of Dr. Jan Clayton, Associate Vice President of Student Affairs. For information, students may contact the
Education Access Center at 918-595-7115 or eac@tulsacc.edu or the Resource Center for the Deaf and Hard of
Hearing (RCDHH) at rcdhh@tulsacc.edu or 918-809-1864 (text).
If any student is in need of academic accommodations from either office, it is the student’s responsibility to
advise the instructor so an appropriate referral can be made no later than the first week of class. Students may
also contact the disabled Student Services Offices directly at the telephone numbers indicated. ACADEMIC
ACCOMMODATIONS WILL NOT BE PROVIDED UNLESS APPROPRIATE DOCUMENTATION IS
PROVIDED TO THE DISABLED STUDENT SERVICES OFFICES TO SUPPORT THE NEED.
INCLEMENT WEATHER
TCC rarely closes. If extreme weather conditions or emergency situations arise, TCC always gives cancellation
notices to radio and television stations. This information is also posted on the TCC website (www.tulsacc.edu).
If I cancel class due to weather, or any other reason, I will post an announcement on Blackboard and send an
email notification through MyTCC, so check those resources often.
LEARNING SUPPPORT SERVICES: READING AND WRITING CENTER
Students may find help with reading, writing, and study skills by visiting the Reading and Writing Center
located in the Technology Learning Center in the Information Commons building. This service is offered to
students free of charge.
COMPUTER SERVICES
Access to computing resources is a privilege granted to all TCC faculty, staff, and students. Use of TCC
computing resources is limited to purposes related to the College’s mission of education, research, and
community service. Student use of technology is governed by the Computer Services Acceptable Use
Statements/Standards found in the TCC Student Code of Conduct Policy Handbook. These handbooks may be
obtained by contacting any Student Activities or Dean of Student Services office.
WORD PROCESSING SOFTWARE
Unless otherwise indicated, course work is to be prepared using Microsoft Word 2007 or 2010. If you are using
different software, it is your responsibility to make the appropriate conversion prior to submitting your
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assignments. Help is available in the Technology Learning Center (TLC). Handwritten work will not be
accepted (except journal entries and some in-class writing) and will be subject to all applicable penalties.
It is your responsibility to take care of software issues prior to class or assignment due dates. Do not wait
until the last minute to submit your work as failure to comply may result in a late work assessment.
CLASSROOM ETIQUETTE
Open and mutually respectful communication of varied opinions, beliefs, and perspectives during classroom or
online discussion encourages the free exchange of ideas that is essential to higher learning and to the ability to
learn from each other.
Students are expected to display tolerance for others’ views. Comments and language should be respectful and
appropriate for a college community. Remember that your experience of the world is not a universal
experience. When we speak of the values of a community, a core principle entails the recognition that the
experiences of others have merit and worth. Commentary should never be personal. We discuss ideas, not
students.
Courtesy is catching! Please:
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Turn off and put away your cell phone and any other personal electronic devices before coming to class.
DO NOT send or receive text messages, or access the Internet during class unless I ask you to.
Clean up your trash before you leave.
Treat others with dignity and respect.
Allow others to talk, and listen with an open mind.
Think before you speak. Never make a personal attack.
Don’t chatter or engage in private conversations.
Don’t sleep in class! 1st offense: student will be awakened and given the choice to stay awake and alert
or to leave; 2nd offense: student will be asked to leave and will receive an AW for the course.
Any student who sleeps in class runs the risk of an automatic administrative withdrawal.
CLASSROOM EMERGENCY SITUATIONS
During an emergency, students should not leave the classroom or call for emergency services unless asked to do
so by the instructor.
ALARMS: When a continuous fire alarm sounds, I will evacuate all students to a designated area outside the
building. Students should gather as a group so I may account for all students. When an intermittent tornado
alarm sounds, I will direct students toward designated rooms in the lower, inside part of the building.
MEDICAL EMERGENCIES: In a medical emergency, I will remain in the classroom and call for assistance
or I’ll ask a student to call for assistance. STUDENTS SHOULD NOT ACT WITHOUT A REQUEST FROM
ME, unless I am incapacitated.
EMERGENCIES OUTSIDE THE CLASSROOM: Call West Campus Police at 595-8158 or stop by their
office located next to the main entrance of the Information Commons Building in the center of campus. Phones
that connect directly to Campus Police are located on light poles in the parking lots.
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TENTATIVE CALENDAR SCHEDULE
The calendar is an invaluable tool for keeping up with the class. It includes major assignment due dates and a
schedule of readings. It does not include all of the required assignments. For that information, daily attendance
is required. We will try as much as possible to adhere to the calendar schedule. In the event that a modification
is required, the announcement will be made on a timely basis and I will post any changes to the schedule on BB.
It is your responsibility to keep up with any changes. Again, attendance and personal responsibility are
paramount.
SYLLABUS CHANGES
Occasionally, changes to the syllabus may be necessary. If so, I will announce a change during class with a
follow-up notification by email and on Blackboard.
HANDOUTS
When a handout accompanies an assignment, it is your responsibility to read the handout and to check your
work according to the assignment parameters. If you don’t understand the requirements, it is your
responsibility to ask questions. If you miss a handout, it is your responsibility to secure a copy. Whenever
possible, handouts will be available to students on Blackboard. Another option is to secure a copy from a
classmate.
I expect all students to abide by the policies and procedures described in this syllabus. If you have a
question about syllabus content, bring it my attention immediately. Your continued enrollment in this
course constitutes your agreement to abide by the policies of the class.
GRADING STANDARDS
You will be doing a variety of writing for this class. In these efforts, your success is a matter of skill and
determination. I encourage you to visit the Writing Center several times in the course of polishing a writing
assignment or essay. The Writing Consultants can provide valuable assistance at any stage in the writing
process.
Serious Errors
The following is a list of errors that, if found in sufficient numbers, will considerably lower your writing grade,
regardless the superiority of its content. Avoid making them. If you do not know what any of this errors consist
of, find out—look it up (your Little, Brown Handbook is an invaluable source for these things).
1. Sentence fragments
2. Comma splices
3. Fused sentences
4. Misuse of the semicolon
5. Failure in subject and verb agreement
6. Confusing pronoun reference
7. Wrong pronoun case
8. Spelling
9. Garbled or incoherent sentences
10. Excessive errors in usage, grammar and/or punctuation
Grades will be assessed using the following criteria/grade descriptions:
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A
Most teachers recognize an A paper as one with a spark of true originality. Its thesis is specific, insightful, and
intriguing. The discussion of primary support ideas is generous and thoughtful, and the supporting secondary evidence is
explicit, coherent, and interesting. The organization of ideas exemplifies a carefully planned, thoughtful consideration of
audience and of the elements of persuasion. It has smooth transitions, exceptional details, consistent diction and tone,
sophisticated sentence structure, and few, if any, grammatical and/or mechanical errors. The paper meets or exceeds all of
the assignment requirements.
An A is earned by excellence. Merely doing the assignment does not constitute grounds for an A. By definition, an A is
markedly superior in quality and integrity. The amount of time a student spends on an assignment is not the basis for the
grade. It is possible to work for hours on an assignment and, unfortunately, complete the work incorrectly.
B
A B paper is one in which the thesis, while perhaps not as insightful or original as in an A paper, is nevertheless
neither dull nor ordinary. The writer organizes the material into coherent, well-unified paragraphs that have clear topic
sentences. The writer does not violate the tone by shifting levels of diction, nor does the writer make serious or numerous
grammatical and/or mechanical errors. A generous discussion of primary support ideas is attempted, the secondary
supporting evidence is fairly detailed, and the sentences are somewhat varied in terms of structure and length. The paper
meets or exceeds all of the assignment requirements.
A B is earned by outstanding work. By definition, a B is more than a measure of competency, more than mere completion
of the required work. Again, the amount of time a student spends on an assignment is not the basis for the grade.
C
In a C paper, teachers find evidence that the student is learning. C is not a negative grade: it means “satisfactory.”
Students often think that this grade means “mediocre” or “unsatisfactory,” but a grade of C means that the work has been
completed with a measure of competence and skill that reflects a solid level of accomplishment. A C paper usually has
several serious grammatical/mechanical errors, and it may have problems in content. Its thesis may need to be narrowed,
primary support ideas may be offered, but not sufficiently discussed, and the paper often needs more detail and secondary
supporting evidence. The organization often lacks careful planning and a consideration of audience. The paper may need
better transitions both within and between the paragraphs, and some paragraphs may need better topic sentences. This
kind of paper typically is wordy and has inadequate subordination as well as illogical coordination. Its sentences are often
monotonous in terms of structure and length. The paper may shift tone and levels of language. The paper meets or exceeds
all of the assignment requirements.
A C is earned by student effort, attention to assignment details, and writing competence. Merely doing the assignment
does not constitute grounds for a C. By definition, a C indicates persistent student learning and adherence with
assignment parameters. The amount of time a student spends on an assignment is not the basis for the grade. It is possible
to work for hours on an assignment and, unfortunately, complete the work incorrectly.
D
A D paper is one that has numerous grammatical and mechanical errors, including some problems in sentence
boundaries (e.g. comma splices, fragments, fused sentences) that make the ideas unclear. Usually it lacks a clear thesis
and clear organization, and its language is often much too general and dull. It offers no real evidence to support its points.
Its sentences are wordy and unvaried in terms of length and structure. This kind of a paper often shifts levels of language
and tone. A D paper can, however, be relatively free of mechanical errors but have so many serious problems with content
and organization that it seems unfocused and even garbled. A D paper is often one that ignores or fails to meet the basic
requirements of the assignment.
F
An F paper is one that has no clear thesis, no clear organization, few specific details, and many grammatical
and/or mechanical errors, especially problems with sentence boundaries (e.g. comma splices, fragments, and fused
sentences). This kind of paper usually has problems with diction and wordiness, and its sentences are unvaried in terms of
structure and length. The writer often coordinates ideas that do not belong together. Paragraphs lack coherence and unity.
Numerous rhetorical errors and a failure to meet basic assignment requirements ensure an unsatisfactory grade.
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Composition II Class Schedule Spring 2013
This is a tentative working schedule. As the semester progresses, changes may occur. While you will be
apprised in a timely manner, it is your responsibility to keep up with the schedule and any changes.
Due dates: You may always submit your completed work early, and I encourage you to do so. The deadline
indicated below is the final date and time for submittal. This class moves quickly and waiting until the last
minute to complete the work is a recipe for failure.
Make sure you provide enough time to complete the upload prior to the link closing time on the due
dates. Your work is LATE if you fail to meet the deadline.
How to use the schedule:
Readings: Readings are to be completed prior to the first class meeting of the week. Read carefully and make
notes in your journal. If you have questions about the text, please ask. Otherwise, I will assume you have solid
comprehension of the material and are prepared to discuss the texts. Be sure to look up any vocabulary words
you do not know. You never know when there might be a pop quiz.
Abbreviations: LCV = Literature Craft & Voice; LB = The Little, Brown Handbook; BB = Blackboard; HHH =
Hints, Helps, and Handouts (in Course Documents on BB)
Work on Assignments: Print and read all assignments prior to the first class of the week. Be prepared to ask
questions. Assignments have detailed instructions and models for you to follow. I WILL NOT NECESSARILY
GO OVER EVERY ASSIGNMENT TO YOU IN CLASS. I will ask for questions at the beginning and end of
each class. It is your responsibility to make a note of what you don’t understand and ask for clarification.
Week 1 (1/14-1/20)
Course Intro: Syllabus, schedule, texts. After the break, MEET IN ROOM I-132: BB, resources, expectations,
and MLA formatting. We will review LB ch. 46b, “Basic MLA document,” and “MLA Practice” (in HHH),
and will begin your first assignment in class: “MLA Practice.”
For Next Week: Read LB Ch. 8; read and print Argument Terms, Critical Reading and Annotation, How to
Make Appeals in Argument, and review Responsibilities and Expectations in HHH; read and print “Desperation
Forced a Horrific Decision” in External Links; bring a copies of the printed texts to our next class.
Week 2 (1/21-1/27) COLLEGE CLOSED MONDAY, JAN. 21 - NO CLASSES
Discussion of LB Ch. 8; review of argument terms and critical analysis/argument; analysis of “Desperation.”
Because the college is closed on Monday and I do not want to get behind, the above discussion, review, and
analysis will be conducted through BB for ENGL 1213-405 beginning Tuesday, January 22.
For Next Week: Read LB ch. 49; print and read Hints for Literary Analysis and Literary Elements Handout in
HHH; print and read “Leap” by Brian Doyle in Poetry about September 11 in Course Documents
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Appendix 1: ACADEMIC INTEGRITY (from TCC Student Code of Conduct)
Tulsa Community College is dedicated to providing the strongest learning-centered environment possible for
student development. The faculty has defined critical thinking, oral and written communication, global
awareness, computer literacy, and civic responsibility as the major educational goals for students to attain as
they pursue their individual academic objectives.
The cornerstone for intellectual achievement is academic integrity. Tulsa Community College realizes that
academic dishonesty abounds in our society because of the many pressures that exist for students in job
attainment, competition for grades, survival under economic difficulties, balancing complex personal work and
study schedules, and many other, similar societal demands. However, the College also realizes that academic
honesty is the vital key to a student‘s true intellectual growth and ultimate personal satisfaction and success.
Admission to Tulsa Community College carries with it the presumption that the students will conduct
themselves as responsible members of the College community. Thus, when students are admitted to and/or
enrolled in Tulsa Community College, they likewise assume the obligation to observe standards of academic
conduct appropriate to the pursuit of educational goals as they interact with peers, faculty, staff, administration
and even members of the external community in pursuit of these goals both on and off campus.
Student Responsibilities for Intellectual Pursuit
Intellectual pursuit is at the heart of all college work. All higher education endeavors require that students
possess certain values and characteristics. Specifically, students should
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remain open to different and sometimes disconcerting ideas.
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learn independently, outside a classroom.
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take full responsibility for the work of learning the material presented in course textbooks, activities and
lectures.
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devote several hours of study time outside of class each week for each class.
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demonstrate, in their own work and through interactions with others, honesty, trust, fairness, respect, and
responsibility.
Academic Dishonesty
Academic dishonesty (cheating) is defined as the deception of others about one‘s own work or about the work
of another. Examples of academic dishonesty include, but are not limited to:
Submitting another‘s work as one‘s own or allowing another to submit one‘s work a though it were his
or hers.
Several people completing an assignment and turning in multiple copies, all represented either implicitly
or explicitly as individual work.
Failing to contribute an equal share in group assignments or projects while claiming equal credit for the
work.
Using a textbook, notes, or technology tools during an examination without permission of the instructor.
Receiving or giving unauthorized help on assignments.
Stealing a problem solution or assessment answers from a teacher or other student.
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Tampering with experimental data to obtain ―desired‖ results, or creating results for experiments not
done.
Creating results for observations or interviews that were not done.
Obtaining an unfair advantage by gaining or providing access to examination materials prior to the time
authorized by the instructor.
Tampering with or destroying the work of others.
Submitting substantial portions of the same academic work for credit or honors more than once without
permission of the present instructor.
Lying about these or other academic matters.
Falsifying college records, forms or other documents.
Accessing computer systems or files without authorization.
Plagiarizing (see section below).
Adapted from “Oklahoma State Regents Faculty Advisory Council Recommended Attributes for Model Policy
on Academic Integrity”
Plagiarism
Plagiarism is a specific type of academic dishonesty. It is claiming, indicating, or implying that the ideas,
sentences, or words of another are your own; it includes having another person do work claimed to be your
own, copying the work of another and presenting it as your own, or following the work of another as a guide to
ideas and expressions that are then presented as your own without citing the original source.
Specific examples of plagiarism include, but are not limited to:

copying long or short passages from a text without putting quotation marks around them and without
documenting;

incorporating ideas from a text, even when the wording has been changed, without giving credit to the
originator of the ideas;
asking someone to write all or parts of an assignment;
imitating the organizational structure, key ideas, and style of another work—published or unpublished—
and presenting it as your own;
buying or reprinting all or parts of a paper from an online or other commercial source.



To avoid plagiarism:




place quotation marks around any language that you borrow from a source, even if you borrow only a
short phrase or even a term that would not be considered common knowledge;
substantially change the wording (sentence structures, clauses, phrases) of the original text so that you
express the text’s ideas in your voice, and then document the information (paraphrases or summaries);
mark the beginning of borrowed passages that you put into your own voice (i.e. paraphrases and
summaries) by using an introductory or attributive phrase;
always provide documentation when you borrow anything from another source, including ideas.
Webb 13
Consequences of Academic Dishonesty
Academic dishonesty or misconduct is not condoned or tolerated at campuses within the Tulsa Community
College system. Most cases of academic dishonesty are governed by the Student Code of Conduct. Certain
forms of authority for disciplinary action are traditionally delegated to faculty, and Tulsa Community College
adopts this policy. Such disciplinary actions delegated to the faculty include, but are not limited to:





requiring the student to redo an assignment or test, or requiring the student to complete a substitute
assignment or test;
recording a zero for the assignment or test in question;
recommending to the student that the student withdraw from the class, or administratively withdrawing
the student from the class;
recording a grade of F for the student at the end of the semester;
filing a complaint and requesting that disciplinary action be taken against a student at the administrative
level.
Some cases of academic dishonesty may be violations of state or federal laws or professional code and may
have serious legal consequences.
NOTE: Penalties for plagiarism are at my discretion. If I believe you have intentionally plagiarized any portion
of your work, you will receive an F for the assignment; if the plagiarism is pervasive, you will receive an F for
the course, and I may request that administrative disciplinary action be taken by the college.
Webb 14
Appendex 2: Financial Aid Policy Statements
Please be aware that your successful completion of this course is crucial to your financial aid!
TCC official statements for students receiving financial aid:
Dear TCC Student,
We wanted to let you know that the Federal Financial Rules and Regulations have changed. Beginning now, if
you receive any type of federal financial aid (Title IV aid) such as student loans, veterans benefits, grants,
scholarships or any other type of federal financial aid, you could be affected.
For the fall 2011 semester and beyond, if you receive Federal Financial Aid and you withdraw from or fail a
class, you may lose your funding. TCC is required to run a calculation and determine if we must return some or
all of your financial aid funds to the Department of Education. This often leaves a student with a balance owed
to TCC that must be repaid. For this reason, it is crucial that all students who receive any type of financial aid
visit with both an academic advisor and a financial aid advisor before withdrawing from a class or if they feel
they are not doing well in a class.
We have provided more details on our website www.tulsacc.edu/finaid. Remember to also check MYTCC
email frequently for updates and check your financial aid status on TED.
Best wishes for a successful semester,
TCC Director of Financial Aid
Webb 15
PLAGIARISM POLICY
Deliberate plagiarism is claiming, indicating, or implying that the ideas, sentences, or words of another writer
are your own. It includes having another writer do work claimed to be your own, copying the work of another
and presenting it as your own, or following the work of another as a guide to ideas and expression that are then
presented as your own. It also includes using information or work found on the Internet or through other
electronic sources without proper acknowledgment, documentation, and citation. Finally, it is also considered
plagiarism to use your own, in full or in part, whether you wrote professionally or as a student, and submitting it
as current, new work for a specific course assignment. Students should review the relevant sections of the TCC
Student Code of Conduct Policy Handbook.
I have a No Tolerance policy: deliberate plagiarism will result in failure of the assignment and may, at
my discretion, result in failure of the course. Additionally, I may request that the Dean of Student
Services institute disciplinary action against the student at the administrative level, which could result in
academic suspension or expulsion. Unintentional plagiarism will result in a minimum 20% penalty for
the assignment; however, if the unintentional plagiarism is pervasive or acute, the student will receive an
F for the assignment.
The following is taken directly from the TCC Student Code of Conduct Policy Handbook:
ACADEMIC DISHONESTY OR MISCONDUCT
Academic dishonesty (cheating) is defined as the deception of others about one’s own work or about the work
of another. Academic dishonesty or misconduct is not condoned or tolerated at campuses within the Tulsa
Community College system. Tulsa Community College adopts a policy delegating certain forms of authority for
disciplinary action to the faculty. Such disciplinary actions delegated to the faculty include, but are not limited
to, the dismissal of disrespectful or disorderly students from classes. In the case of academic dishonesty a
faculty member may, at his or her discretion:
 require the student to redo an assignment or test, or require the student to complete a substitute
assignment or test;
 Record a "zero" for the assignment or test in question;
 Recommend to the student that the student withdraw from the class, or administratively withdraw the
student from the class;
 Record a grade of "F" for the student at the end of the semester.
Faculty may request that disciplinary action be taken against a student at the administrative level by
submitting such request to the Dean of Student Services
The Plagiarism/Academic Dishonesty policy for this course has been thoroughly explained in class. Further, I
understand the policies as discussed and have read and understand them as explained above, and I agree to be
bound by them. If I am uncertain about what constitutes source material, how to incorporate it into my work, or
how to properly acknowledge, document, and cite the material, I understand that it is my responsibility to ask
my instructor or to seek assistance in the TCC West Campus Writing Center. Finally, I understand that failure to
follow these policies by including plagiarized material in my work will result in an F for the assignment and
will likely result in an F for the course.
_____________________________________________________
Student’s name
______________________
Date
Webb 16
Student Information Sheet
Name:
________________________
Home Phone: ____________________ Cell/Message Phone: _________________
Do I have your permission to leave a message at these numbers? ________________
Note: All email correspondence for this course must be conducted through your MyTCC
email account.
Is this your first attempt at this course?
Yes
No
IF NOT, HOW MANY TIMES HAVE YOU ATTEMPTED THIS COURSE? _____
Semester and year of your last English or writing course ______________________
Have you written an essay of 3 pages or more in length? ____________________
Are you familiar with MLA style formatting? _____________
DO YOU CONSIDER YOURSELF TO BE A STRONG ENGLISH STUDENT?
Yes
No
Briefly state why or why not: ___________________________________________________
___________________________________________________________________________
I have read the syllabus and by remaining enrolled in this course I agree to adhere to all
terms/conditions outlined in the syllabus, as this is my contract for this course.
Furthermore, I understand the presumption that there are certain prerequisite skills of
which I have knowledge, and by remaining enrolled in this course I affirm that I have
those skills or am willing to accept responsibility if I do not. Additionally, I have
familiarized myself with this instructor’s policies on late assignments and I agree to
abide by them. I am also aware that my attendance is required in this class and I am
willing to accept the responsibility of my actions and the repercussions if I do not attend
class. I understand that if I miss class I will miss information, discussion, or work that
may be necessary for successful completion of a particular assignment or for the course,
and that I will be responsible for the missed material without the benefit of instruction.
Finally, I acknowledge that if I do not understand any part of the syllabus, assignments,
lecture material, or any other course content that it is my responsibility to ask questions
and get clarification from my instructor immediately.
Signature
Date