ENGL 330: Medieval British Literature (5th to 15th Centuries)
Fall, 2020 Online Quarter

  • Synchronous Class Meetings over Zoom: W/F 8:10-10:00 AM
  • Virtual Office Hours via Zoom: W 10:10-11:00 AM; Th 12:10-1:00 PM; and by appointment
(Zoom Links provided via email and on Canvas; please do NOT join zoom meetings before scheduled meeting time)
Dr. Debora B. Schwartz 
e-mail: dschwart@calpoly.edu
  • Please BEGIN subject line of ALL emails to me with CLASS NUMBER AND SECTION (330-01)

Calendar of Assignments   PLEASE NOTE that the on-line calendar of assignments may be modified in the course of the quarter.  Check the on-line syllabus regularly (before each class) to ensure you are completing the correct readings and written assignments. Do not rely on a print-out made earlier in the quarter.

Site Navigation


Study Guides:
Online Readings:
Other Required Readings are available on e-reserve in Canvas.

Images: 



Online ENGL 330 with Synchronous, Virtual Class Meetings

Teaching and Learning Online: This quarter in ENGL 330, there will likely be a steep learning curve for all of us.  I never taught online classes before spring quarter, and I very much prefer In Person classes (as I imagine you may, too!)  Please be patient and understanding with me as I continue to navigate this unfamiliar territory, as I will try to be with you. 

It is highly likely that some information included in this Online Syllabus that you review at the beginning of the quarter will be modified over the course of the quarter as I too "learn by doing" and better understand how best to teach ENGL 330 online.  So please be prepared for changes that may be communicated over the class email aliases and/or posted as Canvas Announcements.



Standard ENGL 330 Components that will not change during Online Quarters:

1) A Lecture-Based Class.  ENGL 330 has always been the most lecture-intensive Sequence class because, unlike any other class in the Sequence, it covers 1000 years of both British and  Continental literature in a single quarter (which, this quarter, is only nine weeks long).  Additionally, most of what is covered in this class will be unfamiliar territory for most of you. 

For these reasons, synchronous class meetings are primarily LECTURE, while your individual exploration of details in the text(s) occurs primarily in LOWER STAKES WRITING posted in your assigned ONLINE CANVAS DISCUSSION GROUP, AFTER the lectures.

In order for you to gain anything from the synchronous online lectures, you have these personal responsibilities:
  • Attend every virtual lecture, having completed the assigned readings for that day's lecture BEFORE the lecture begins, and having access to the assigned readings in HARD COPY (preferred) or on a DIFFERENT DEVICE than the one you are using to join the synchronous Zoom meeting for each lecture.
  • RECOMMENDED: Compile a COURSE BINDER with print-outs of Study Guides and Online Readings, as well as required reading that are on E-reserve in Canvas; have this COURSE BINDER, and any hard copy textbooks that are included in the day's reading assignment, with you when you join the Virtual Class Meeting via Zoom.
  • ALWAYS have access to the assigned texts INDEPENDENT OF the screen on which you are attending the Zoom lecture.
ATTENDANCE WILL BE TAKEN at EVERY VIRTUAL LECTURE MEETING.  Your attendance record will contribute significantly to your final course grade.

2) CANVAS will be used to distribute course materials, in particular through folders of Required or Recommended Readings that have been scanned and placed on "e-reserve" as .PDF files.  Some other course materials (e.g. the First-Day Questionnaire, the ME Template, the Essay Evaluation Checklist, and the old Quizzes used to track mastery of background information) are available through direct links on Canvas.  There is also a direct link to the Online Syllabus (the website you are currently reading) and to the Online Calendar of Assignments at the top of the Canvas si.te

3) You will be assigned to a CANVAS DISCUSSION GROUP where you will post lower-stakes writing assignments requiring you to engage directly with the readings and enter into dialogue about them with classmates. A significant component of the course grade is based on these Lower-Stakes Writing Assignments.  These assignments are "ungraded" in that they are not individually assigned a letter grade, but they are REQUIRED, and failure to submit them will have a significant impact on the component of the course grade based on "Participation, Intellectual Engagement, and Collaboration" (for details, see below).  This standard component of an in-person ENGL 330 class will continue to be a significant component of ENGL 330 during the F20 Online Quarter.

4) Other functionalities of Canvas which you may have used in other classes are NOT used for ENGL 330.  The Calendar of Assignments for this class is found online. There is no Gradebook function on the ENGL 330 Canvas site, since ENGL 330 is not a point-based class where results can be calculated using Gradebook.


Differences in ENGL 330 during Online Quarters:

1) No Objective Online Exams.  In a typical quarter, your mastery of the material covered in ENGL 330 would be tested via Midterm and Final Exams worth a significant component of the final course grade.  At this point in time, I do not see a way to incorporate a typical ENGL 330 exam into a class taught fully online.  It is possible that, with the assistance of the Center for Teaching and Learning, I will eventually incorporate some element of online testing into this class.  But at this point in time, I do not anticipate administering online objective exams this quarter.

2) A Set of HOLISTICALLY graded, Open-Book Study quizzes will replace the objective component of written exams this quarter. 

In my considerable experience teaching medieval literature (in general) and ENGL 330 (in particular), I have found that the effort and studying involved in LEARNING the information typically covered on exams has been an important component of both my students' UNDERSTANDING of the material covered in ENGL 330 and -- believe it or not -- of their ENJOYMENT of lectures and their OVERALL SATISFACTION with the class.  For this reason, I believe it is essential to include in the fully online version of ENGL 330 a component that will allow you to demonstrate your learning process and show that you have gained specific knowledge that will help you make sense of the readings covered in this class, both individually, and in terms of how they fit together.

  • Graded Open Book Study Quizzes (available on Canvas) are to be filled out COMPLETELY and submitted to Dr. Schwartz via email attachment by the dates indicated on the Calendar of Assignments.  Study Quizzes should be submitted either as .docx files saved under the file name [YourLastName330Q#].docx or as scanned .PDF files saved under the filename [YourLastName330Q#].pdf  (for example, I would save my Quiz 1 either under the filename "Schwartz330Q1.docx" or as "Schwartz330Q1.pdf").  On the Subject line of your email should read "330 Quiz #" (no need to include your last name unless you are emailing me from an account other than your Cal Poly email which does not clearly indicate your first and last name)
  • Study Quizzes are an untimed, OPEN BOOK exercise which you should fill out class by class, as the material is covered, rather than waiting until the week-end before they are due.  As a replacement for the objective component of timed exams, they allow you to demonstrate your grasp of factual knowledge covered in each unit and your recognition of key passages from the medieval texts discussed in lectures. The complete set of "study quizzes" for the quarter will be graded holistically and will together count for 10% of your final course grade.
  • Individual 20-minute "final exam" meeting over Zoom.  At this meeting, you will be asked to show me materials documenting your learning process: your Course Binder containing print-outs of online readings and study guides (with your annotations and underlining or highlighting) and your dated lecture notes from virtual class meetings.  You will also have the opportunity to share  your "take-aways" from ENGL 330 and offer me (constructive) feedback on the class.
To facilitate your mastery of the objective information covered in ENGL 330, you should:
  • Print out the Study Quizzes available on Canvas BEFORE the first class lecture of each unit and fill them out as we go along!  Don't wait until the night before they are due.
  • Familiarize yourself with the Text Info for each week BEFORE the first class lecture of that week.
  • Print out the Composite Text Information, the Online Readings, and the Study Guides and put them in your Course Binder for easy review.  Remember, you will show me your Course Binder during the Individual "Final Exam" Meeting at the end of the quarter. 
  • Take good notes during lectures, beginning with the date and topic of each class meeting.  Remember, you will be showing me your Lecture Notes during the Individual Midterm and End-of-Quarter Check-In Meetings that will replace written objective exams this quarter. 
3) The ESSAY component of the typical ENGL 330 exams will be replaced by four ungraded Mini-Essays (lower stakes writing) and one GRADED 3-4 page essay (worth 20% of the course grade) submitted before the Thanksgiving Break.  Graded Essays MUST be submitted to me as .docx files via email attachment. 


ornamentWorking in the LibraryENGL 330 PREREQUISITES: GE area A (esp. expository writing, e.g. ENGL 134, and reasoning, argumentation and writing, e.g. ENGL 145); AND GE area C1 (a 200-level literature class, e.g. ENGL 230 or 231 or 240 or 251 or 252 or 253).  Students enrolled in this class are assumed to have the basic writing, argumentation and analytic skills taught in the Prerequisite classes and to have had some prior experience in reading and analyzing literature at the 200-level.

A WRITING-INTENSIVE, G.E. AREA C4 CLASS.  As a writing-intensive class, ENGL 330 requires a minimum of 3000 words of writing over the course of the quarter, and 50% of the course grade must be based on writing assignments.  As a G.E. area C4 class, it provides historical perspective on a significant literary period; covers a range of literary genres and conventions; helps you understand both individual works and their relationship to the social, cultural, and historical context in which they were written, including attention to relevant issues of gender ande diversity; and aims to foster an appreciation of the connections between literary works and non-verbal forms such as the visual arts.  Course readings, lectures and writing assignments aim to help you develop the skills necessary to read with insight, engagement, and detachment; to analyze and evaluate works from cultures which are unfamiliar to you; and to write clear, efffective textual analysis that is firmly grounded in close reading of literary texts.

GWR:  As a C4 literature class, ENGL 330 may be taken by students wishing to fulfill the Graduate Writing Requirement (GWR).    To achieve GWR certification, you must 1) have junior or senior standing; 2) pass the class with a grade of "C" or better (a C- is not adequate); and 3) submit a writing portfolio to the Writing Skills Office



ornamentCOURSE DESCRIPTION AND OBJECTIVES:

ENGL 330 introduces the vernacular-language literature of the British Middle Ages -- the foundation upon which modern English literature stands. In addition to presenting a number of important medieval authors and works, the course aims to familiarize you with medieval attitudes toward authorship and textuality, with medieval modes of textual production, and with specific textual practices relevant to the interpretation of medieval literature. By the end of the quarter, you will be familiar with the most significant English-language authors and works of the 8th to 15th centuries and have an understanding of the historical development of vernacular English literature during that period. You will be able to identify and distinguish between the most significant medieval literary genres. You will have gained an understanding of how medieval literature differs from modern literature (and from modern notions of what literature is): e.g. the differences between manuscript and print cultures; the tension between Latin and the vernacular languages; the emphasis on literature as an on-going process rather than an end product, and thus the inappropriateness of modern notions of "originality" or "intellectual property" in the medieval context.
Readings have been chosen as examples of the major literary genres practiced in the Middle Ages, to illustrate key themes, or to showcase individual authors. All readings except selected passages from the Canterbury Tales are read in modern translations.

Other goals of the course: to convince you that medieval literature is neither boring nor inaccessibly difficult; that it is not only interesting but fun to read; and that knowledge of medieval traditions provides a useful context for understanding the subsequent development of literature in English.

ornamentPRELIMINARY REMARKS:

Much of what is presented will be new to most of you, and many of the readings reflect assumptions and ideas that appear strange to a 21st-century audience. For these reasons, several remarks are in order.

Scholarly woman1) ENGL 330 is a READING-INTENSIVE COURSE. The material covered is unfamiliar, complex and challenging, the pace brisk. One week or another there will probably be a topic/author which you find difficult or simply do not enjoy. If and when this occurs, remember that we will soon move on to something else! Because ENGL 330 is a survey, you are not expected to master the material presented in the depth you would in a 400-level course with a narrower focus.  So while you will need to keep up with the readings and should read carefully (using study guides), don't torture yourself if the details of a given text prove difficult to grasp. We are looking for the broad picture, not the close-up; the idea is to provide you with a sense of the way in which English literature -- and English perceptions of what literature is -- evolved during the course of the Middle Ages. Readings will be considered as contextual evidence reflecting the "world view" of the author and period when they were  written.

2) Because literary production in the Middle Ages was largely controlled by the (Catholic) Church, many of the readings deal with Christian themes. We will approach these readings as cultural artifacts rather than as articles of faith, attempting to understand the society which produced them and the world view which they represent. While students familiar with portions of the Old and New Testaments may find this background useful, no prior knowledge of Judeo-Christian tradition is assumed or required. If something puzzles you, try the following (in this order!): a) check the footnotes and/or introduction to see if an explanation is provided; b) consult a Wikipedia, a dictionary, or an encyclopedia; and c) ask about it in class or office hours. (Chances are, someone else is just as puzzled as you are!)

3) Due to the time constraints under which we will be working, classes will focus on interpretation rather than description. Familiarity with the assigned readings (both background information and primary texts) will be assumed. Readings will NOT be summarized for you in class (which ideally should involve discussion as well as lecture). For these reasons, the success of the course depends largely on you. Please make a personal commitment to come to class regularly, punctually, and prepared. Without these preconditions, ENGL 330 will be of little or no use to you -- and no fun for any of us! SO: be prepared for an intense quarter. But also remember: ENGL 330 SHOULD be -- and usually is -- a lot of fun!
 
 

Ornamental divider

ornamentREQUIRED TEXTBOOKS:  Some required textbooks have been ordered and are available for shipping from the El Corral bookstore, but you will likely find significantly lower prices online..  If you choose to order them on-line, you MUST got THIS EDITION of the book; DO NOT substitute another edition or translation for these printed works.  NOTE: Letters in [square brackets] indicate the abbreviation used to designate this textbook on Calendar of Assignments.   Medieval Library

  • The Norton Anthology of English Literature, 9th ed. (2012), vol. A, The Middle Ages, ed. James Simpson and Alfred David [=NA].  Available at Bookfinder.com or Amazon.com.
  • Chaucer, The Portable Chaucer, ed./trans. Theodore Morrison. Viking-Penguin, 1977 [=CH]. Available at Bookfinder.com or Amazon.com.
  • Medieval English Prose for Women, trans. Bella Millett and Jocelyn Wogan-Browne. Oxford UP, 1990 [=PW]. Available at Bookfinder.com or Amazon.com.
  • Malory, Le Morte D'Arthur, vol. 2, ed. Janet Cowen. Penguin Classics [=MA]. Available at Bookfinder.com or Amazon.com.

Other required readings will be accessed electronically:  Online Background Readings are web-pages authored by me that are found in .HTML files accessible through links on this website; E-reserve readings are .PDF files scanned from printed books and placed on "electronic reserve" on Canvas.  Please note that YOU MUST HAVE ACCESS TO THESE READINGS IN CLASS.  Unless you have an electronic device where you can access AND ANNOTATE these readings (highlight, write comments, etc.), you should PRINT THEM OUT, put them in your course binder, and BRING THEM WITH YOU TO CLASS.
  • To access Canvas, log in at MyCalpoly, go to "My Courses" and select "ENGL 330" from the classes you are taking. Click on the Canvas link and then on the links in the Electronic Reserves section to download, read and/or print the .PDF files using Acrobat Reader.
  • To access online readings, click on the links above or on the Calendar of Assignments.

NOTE: The following recommended textbooks are not required for this class, but may be of interest:

  • Malory, Le Morte D'Arthur, vol. 1, ed. Janet Cowen. (Penguin Classics) -- recommended for interested students who want the whole text of Malory's influential retelling of the Arthurian legends. Available at Bookfinder.com or Amazon.com.
  • The Gawain Poet: Complete Works, trans. Marie Boroff (Norton); this volume includes both Sir Gawain and the Green Knight, and Pearl. Available at Bookfinder.com or Amazon.com
  • If you don't mind reading Sir Gawain and the Green Knight in the .PDF on e-reserve, you can pick up Marie Boroff's translation of Pearl  in the stand-alone volume from which our e-reserve readings were scanned; available at Bookfinder.com or Amazon.com.
  • Marie = The Lais of Marie de France, trans. Robert Hanning and Joan Ferrante (Baker Books). If you enjoy "Lanval" (which we are reading in the Norton Anthology), check out Marie's other 11 lais! Available at Bookfinder.com or Amazon.com.

Ornamental divider

ornament

1) When you email me, it is EXTREMELY IMPORTANT that you BEGIN the subject line with your CLASS NUMBER AND SECTION (330-01).  PLEASE do not forget to do so.  I rely on the subject line of emails to sort the email I receive in to specific folders (there is one for each of my classes).  I will not have time to look up what class you are taking when your email hits my inbox.  I am currently receiving an unprecedented amount of email every day concerning the COVID-19 situation.  If you do not specify your class number and section at the beginning of the email Subject line, it will remain in my extremely full email box and may not be read or answered.

2) You are expected to check your Cal Poly email account regularly.

Important announcements concerning this class will be sent over the class email alias:  engl-330-01-2208@calpoly.edu .  The class email alias is automatically generated using the email address of each enrolled student found in the Cal Poly Directory server. If your Cal Poly email account is NOT your preferred email address, you must

  • Log into http://my.calpoly.edu/ and click on "Personal Info" (the "Personal Information Channel") to change your Email Delivery Address. Once you have done so, any email sent to your <username@calpoly.edu> , including all postings to the class alias, will be forwarded to the address you have designated.
Remember: you are responsible for any information sent over the class email alias (e.g. changes in assignments; other class-related announcements), so be sure to check your email regularly.

Ornamental divider

ornamentPREPARATION:

Woman readingENGL 330 is designed to encourage YOUR interaction with and enjoyment of the medieval texts we are studying. Because familiarity with the historical and cultural context is needed to understand and appreciate medieval works, assigned background readings and class lectures are an integral component of the class. 

Readings on the Calendar of Assignments should be completed BEFORE coming to class on the date assigned. Ideally, introductions and background handouts should be read first; they are the context within which primary readings (i.e. the medieval texts) will be most meaningful. The Introduction and timeline in the Norton Anthology (NA pp. 3-28) provide an overview of historical developments. The NA also has good headnotes to individual authors and works as well as a useful appendix on Literary Terminology (NA pp. A10-A30). Specific introductory pages from other textbooks are assigned on the Calendar of Assignments. Other background information is provided in online readings and study guides. Please note that this background material is an integral part of the course and will be covered on exams. When reading primary texts, refer conscientiously to the critical apparatus (footnotes, glossary, etc.).

A Study Guide will be provided to guide your reading. USE IT!! As a rule, guides will contain a number of general questions based on background information, followed by questions concerning the primary readings. Familiarize yourself with the study questions BEFORE you begin to read, and refer to guide frequently AS you read, jotting down notes as you go along. Upon completing your readings, it's helpful to reread the questions and write up a summary of your ideas. This summary will NOT be collected or graded, but will be helpful in preparing for papers and exams--and class discussion!

Be prepared to DISCUSS readings in class. Note that length and difficulty of assignments vary, so look ahead in the reading list when you are planning your time. You are responsible for ALL the assigned readings, whether fully discussed in class or not, and for material covered in lectures and discussions.
 
 


Participation 1: Attendance Policy.  Due to the twice-weekly class meetings, any absence from a Synchronous Class Meeting will cause you to miss a two-hour lecture that is designed to help you make sense of a substantial chunk of material. Regular attendance at Virtual Class Meetings over Zoom is required.  Please note that attendance will be taken during every virtual class meeting. EVERY absence will affect the 20% Attendance component of your final course grade.

Each student starts out with a 4.0 for Attendance at Synchronous Zoom Class Meetings.  This 20% component of your final grade drops by .3 for the first UNEXCUSED absence; the penalty increases by .1 for each subsequent unexcused absence (from A [4.0] to A- [3.7] to B+ [3.3], to B- [2.8], etc.).  Additionally, it drops .1 for the first EXCUSED absence (4.0 to 3.9) and .2 for the second excused absence (3.9 to 3.7).  Excused absences in excess of two (a full week, 10% of the class) count the same as unexcused absences.

Please note that only absences due to illness, family or personal emergency, or circumstances which are truly beyond your control count as excused.  Deadlines for other courses, work conflicts, and job interviews are NOT valid reasons for missing a synchronous virtual class meeting. 

For an absence to be excused, please email me promptly.  On the subject line, put your course section (ENGL 330-01 or ENGL 330-02) and the date(s) you missed class; in the body of your email, repeat the course section, indicate the date(s) when you missed class, and provide an explanation of the circumstances leading to your absence.

 Class attendance is not the sole measure of your participation in the class. 30% of the course grade is based upon your Intellectual Engagement and Collaboration as measured by your participation in your assigned Canvas Discussion Group Forum (where you will post a series of lower-stakes, ungraded writing assignments:  4 Mini-Esssays and 8 Classmate Responses) and your completion of three Peer Editing assignments.  (the first an ungraded "dry run", and the second and third holistically graded assignments together worth 20% of your final course grade).  Each Peer Engagements and Collaboration assignment that is not submitted to the Discussion Group Forum or (for Peer Editing Feedback) emailed to Dr. Schwartz and to the ME author by the due date counts as an Unexcused Absence.

Participation 2: Intellectual Engagement and Collaboration.  This 30% component of your final course grade will reflect your intellectual engagement with the material and your willingness to collaborate with your peers as demonstrated through participation in an Canvas online discussion group and through peer editing assignments.

You will be assigned to a Canvas discussion group of 6-8 students to which you will post a series of four short (2-pg.), ungraded Mini-Essays (=MEs) over the course of the quarter. You must follow ASSIGNMENT AND POSTING GUIDELINES to receive credit for your MEs.

Each time a mini-essay ("ME") is assigned, you are expected to read the postings of the other members of your discussion group and to post a thoughtful response of at least one paragraph to TWO of their postings. These ungraded Classmate Responses (=CRs) must include additional textual evidence from the medieval text under discussion (i.e. at least one new quote that was not included in the ME to which you are responding); you must post CRs to at least two of your classmates each time an ME is assigned. 

Discussion group postings (both MEs and CRs) will not be assigned individual letter grades, but submission of these assignments is REQUIRED; they will determine the 30% component of your final course grade that is based on Intellectual Engagement and Collaboration.

Each student starts out with a 4.0 for Intellectual Engagement and Collaborations  This 30% component of your final grade drops by .3 for the first MISSING OR INCORRECTLY COMPLETED ASSIGNMENT; the penalty increases by .1 for each subsequent missing or incorrectly completed assignment (from A [4.0] to A- [3.7] to B+ [3.3], to B- [2.8], etc.). 

EACH MISSING DISCUSSION GROUP POSTING (or Peer Editing Feedback assignment) WILL HAVE THE SAME NEGATIVE IMPACT ON YOUR FINAL COURSE GRADE AS AN UNEXCUSED ABSENCE.  NOTE: all of your MEs, CRs, and peer-editing feedback must be correctly submitted in order for you to be eligible to receive credit for the GRADED 3-4 page paper.

A one-time Extension is available upon request to all students allowing them to submit an ungraded assignment after the deadline or to resubmit, for full credit, a revised assignment (if the original submission did not follow guidelines).


Preparation:  Reading assignments are to be completed BEFORE coming to class on the date assigned.

Woman reading

Medieval Readings:

Before reading the primary texts (i.e. the medieval literature), refer to the Study Guides that will point you toward the most important issues for our class.  Familiarize yourself with the study questions BEFORE you begin to read the medieval texts, so you will know what to look for and pay attention to.  Refer conscientiously to any footnotes or definitions provided in the Norton AnthologyPrint out Study Guides and collect them in the course binder you should have with you during every Virtual Class meeting (and will be asked to share with me at your individual, online "Final Exam" meeting).

Ideally, Online Background Readings and the Norton Anthology headnotes should be read before the primary readings, since they provide the context within which primary readings will be most meaningful. But if you are short on time, it's most important that read through the primary readings before the lecture (using the Study Guides to alert you to the elements in assigned readings that are most significant for our class).  Much of the information in the background readings will be covered in lecture, and you can catch up with the background readings over the week-end and when reviewing for exams.

You must have access to all assigned primary readings in class.  I strongly recommend that you highlight, underline, and/or carefully record page numbers for the passages referred to in lecture (some of which will be included on the GRADED study quizzes).  Please be aware that you will not be able to access readings electronically on the same device you are using to attend the synchronous Zoom class lectures.  This means:  you should ALWAYS have required textbooks AND your Course Binder with print-outs of electronically accessed texts with you during virtual class meetings so that you can annotate and/or underline key passages that are discussed or referenced during lectures.  If you are unable to make print-outs, you will need a second electronic device (with a screen larger than a cell phone's) to access electronically accessed readings during Zoom lectures.

Because you are expected to have read them before class, assigned primary readings will not typically be summarized in lectures, which focus instead on helping you understand why an assigned reading is important and what it contributes to the understanding of medieval literature we are building together over the course of the quarter.

Background Information:

The basic text information for each primary reading -- date, author, language, genre, and form -- is provided under the heading "text info" at the end of each week's reading assignment on the Calendar of Assignments.  "Text info" may also include definitions of literary terms with which you may be unfamiliar.  For your convenience, this information is compiled in a page of ENGL 330 Composite Text Information. Print out this page of Composite Text Info and include it in your course binder (which you should have with you during every virtual lecture).

Other background information is found in Online Readings linked to the Calendar of Assignments and/or in the Study Guides for individual texts. Print out these online readings and Study Guides and include them in your course binder.

Some assigned background readings are found in the Introduction to the Middle Ages in the Norton Anthology (=NA) -- a helpful overview of historical developments during the medieval period -- or in headnotes to individual authors and works.  Specific pages in the 9th edition of the NA are listed on the Calendar of Assignments.

In a typical quarter, your mastery of this background information would be tested on the Objective component of the Midterm and Final Exams.  Because I do not anticipate having objective exams this quarter, you will instead submit a series of open-book STUDY QUIZZES available on Canvas that will together count for 10% of your final course grade.  To facilitate your mastery of the background information:

  • Print out the study quizzes available on Canvas BEFORE the first class lecture on each unit and fill them out as we go along!  Don't wait until the night before they are due.
  • Familiarize yourself with the Text Info for each week BEFORE the first class lecture of that week.
  • Print out the Composite Text Information, the Online Readings, and the Study Guides and put them in your Course Binder for easy review. 
  • Take good notes during lectures, beginning with the date and topic of each class meeting.  Jot down page numbers of passages from the texts that are talked about in these notes will be helpful as you consider what do focus on in you writing assignments.


Scaffolded Writing Assignments

Each student will complete a series of writing assignments starting with lower-stakes, ungraded "Mini-Essays" that help you explore the assigned texts and which prepare you for the higher-stakes, graded essay that counts for 20% of your final course grade.

Lower-stakes (ungraded) writing:  Each student will be assigned to a Canvas Discussion Group of 6-8 students.  In the assigned Discussion Group, each student will post:
  • a series of 4 UNGRADED Mini-Essays (=MEs) and 8 UNGRADED Classmate Responses (=CRs), two for each ME assignment.  MEs and CRs are due to your group's Discussion Forum by no later than midnight on the dates indicated on the Calendar of AssignmentsThe two CRs submitted for each set of MEs are required to get credit for your ME postings.
  • Possibly (if time permits), an ungraded Getty Museum Virtual Fieldtrip assignment (document submitted to Canvas discussion group, with possible presentation of one image during a Zoom class meeting).
NOTE: "Ungraded" means only that these "lower-stakes" assignments are not individually assessed and assigned a letter grade; they do however have a significant impact on the 30% of your course grade based on Intellectual Engagement and Collaboration.  Additionally, please note that submission of ALL ungraded assignments (MEs and CRs, as well as peer-editing feedback) is required for you to get credit for the higher stakes writing assignment, the longer graded essay worth 20% of your course grade.

Both ungraded and graded writing assignments will require close reading of the assigned medieval texts.

Woman writing
                    (Christine de Pizan)Assignment details:

  • Discussion Group Mini-Essays: Each 2-page, ungraded Mini-Essay (="ME") will offer a close-reading-based analysis of a narrowly focused element in the text under discussion, building on ideas or concepts which you found interesting or intriguing in the class lectures.  Your focus must be narrow enough to cover in two pages of close reading.  An ME should go beyond simply summarizing a text (or part of a lecture); you will need to point to specific details in the text you are discussing and use those details to "unpack" something in the work you found interesting in the lecture. For instance, you might describe and explain how an author's use of a specific image, theme, character, symbol, plot device, or generic convention reveals something significant about the purpose of the text or the author's intended message to the target audience.

    HINT 1: An ME should demonstrate your understanding of material presented in lectures, so choose a topic that will allow you to explore something in the lecture that you found intriguing, providing textual passages that are relevant to those ideas and explaining their significance.  MEs require you to personally engage with the text; they are intended to push you to "learn by doing" and make the material presented in lectures your own.  (It is one thing to be able to passively follow a lecture, and quite another to be able to clearly articulate something you learned from the lecture while showing how passages in the text provide supporting evidence for your claims.)
  • HINT 2: As you consider what topic to explore in an ME, you may find it helpful to use a question on a study guide to spark your ideas, but you are unlikely to be able to answer all parts of a study question within the constraints of a 2-page ME.  Reading over your lecture notes or listening to portions of a Zoom lecture recording is a good place to start.
  • HINT 3: Be sure to consult the ME Template provided on Canvas BEFORE you begin work on an ME.  Be sure to follow the directions included in this template, and use it to ensure your ME is properly formatted by typing your text into the template itself.
  • HINT 4:  Make conscientious use of the Essay Evaluation Checklist as you work on your MEs.   Make sure you can confidently say "yes" to every item on the checklist, and take care to avoid the issues and errors that are included on the Checklist and in the Grading Codes!

  • POSTING GUIDELINES:  Mini-Essays are due no later than midnight on the Saturdays indicated on the Calendar of Assignments.
  • Save the .docx file of your ME under the filename [YourLastName]330ME#_F20.docx  -- e.g. "Schwartz330ME1_F20.docx"
  • The ME number and title should go on the Subject Line of your ME posting (for example, "ME 1: Symbolic Treasure in Beowulf").  The text of your Mini-Essay (but not your personal information, the due date, or the ME number and title) must be pasted into the message field of your Discussion Group posting so that classmates can hit the "reply" key and respond to it in a Discussion thread
  • In addition to pasting the text of your essay into your Discussion Group Posting (but not the ME # and title, which are on the Subject line of your posting), you must attach your ME to your posting as a .docx file that can be accessed and downloaded by the classmates serving as your Peer Editor (or by your instructor).
    NOTE: A .docx file is required -- NOT A .PDF -- so that, if necessary, I can run an ME through a plagiarism-checking tool (in the unlikely event that there are questions about academic integrity; for information on the University Plagiarism policy, see below).

Lower-Stakes Writing Assignments II:  8 Classmate Responses (= CRs) posted to your Canvas Discussion Group. 
 Over the course of the quarter, you will post ten short (but thoughtful), ungraded replies to MEs submitted by other members of your assigned Discussion Group (2 CRs for each ME assignment). 

  • Begin your CR by addressing the author by name and commenting on what you found most interesting in their ME. The rest of your CR should address the substance of your classmate's ME and enter into conversation with the author about their ideas. DO point out if your colleague has disregarded assignment guidelines (for example, not enough textual support, or textual support not correctly documented), but do NOT critique their writing style; this is a conversation rather than peer-editing feedback.
  • CRs should be at least one meaty paragraph in length, and should quote at least one additional piece of textual evidence from the medieval text in support of your comments (i.e. each CR must cite at least one passage from the medieval text that is not mentioned in the ME to which it is a response). 
  • You may agree or disagree with the ME to which you are responding, as long as you do so respectfully and back up your comments with your own textul support.
  • Like MEs, your CRs are ungraded, but required; they factor into the 40%  Intellectual Engagement and Collaboration component of your final course grade. (Each missing CR has the same negative impact on the 40% of your course grade based on Intellectual Engagement and Collaboration as an unexcused absence.) Additionally, you must submit two CRs for each ME assignment in order to receive credit for your own (ungraded) ME and in order to be eligible for credit on the graded, higher-stakes essay (worth 20% of your final course grade).

POSTING GUIDELINES:   CRs are due no later than midnight on the Mondays indicated on the Calendar of Assignments.  From within the message that contains the text of the ME to which you are responding, hit the "reply" key so that your CR is directly connected to the ME in a Discussion thread. Do not start a new "thread" to reply to your classmate's work.

Possible Lower-Stakes Writing Assignment III: the Getty "Virtual Field Trip." If time permits, as part of our unit on Marian devotion, each student will visit the Getty Museum website and complete a Getty Database assignment exploring imagery related to an assigned topic in the medieval artwork on the Getty website.  This ungraded assignment must be completed and submitted to your Canvas discussion group by the date indicated on the Calendar of Assignments.  You will also be asked to share one image you particularly like with your classmates during the Virtual Class Meeting that covers your assigned topic.   

Like other Lower-Stakes writing assignments, the Getty Virtual Field Trip write-up will not receive a letter grade, but it counts towards the 30% of your course grade based on Intellectual Engagement and Collaboration. (Failure to complete and post this assignment to your Discussion Group will have the same negative effect on your grade as an Unexcused Absence.) Additionally, the quality of your work on this assignment is something I consider in deciding on the final course grade for students who end up on the line between two grades at the end of the quarter.


Peer Editing Feedback Assignments: 

There are three required Peer Editing Feedback assignments, the first an ungraded "dry run" response to ME 1 (to get the hang of how I am asking you to respond to each other's work), the second and two "Official" Peer Editing assignments that will be holistically graded (together worth 20% of the final course grade).  Additionally, timely submission of all three Peer Editing Assignments counts towards the 30% Intellectual Engagement and Collaboration portion of the final course grade.
For each peer editing assignment, you will be assigned a classmate's ME to which you will provide feedback.  You will begin by printing out a hard copy of the ME and a hard copy of the Essay Evaluation Checklist available on Canvas.  You will fill out the check list, and write editing suggestions in brown pencil (not in color) on the hard-copy print-out of your classmate's ME, using the editing codes at the bottom of the checklist and circling or otherwise indicating the codes you have used.  Your feedback must also include a final, summative comment offering specific suggestions for expansion, including at least one NEW quotation from the text that you feel your classmate should consider if they choose to write their graded essay on the work which is the focus of the ME.

You will submit this feedback to the ME author and to Dr. Schwartz in the same email, as a .PDF under the filename [YourLastName]330feedbackME#.pdf. (for example, Schwartz330FeedbackME1.pdf ).

NOTE:  you can download the free app "Adobe Scan Digital PDF Scanner" to create .PDFs from images of documents taken using the photo function on a smart phone.

1) PEER EDIT ONE: DRY RUN FEEDBACK ON ME 1 (counts toward the 30% of course grade based on Intellectual Engagement and Collaboration, but not assigned an individual letter grade).  You will be assigned a classmate's ME 1 on which to provide feedback.  By Sunday, 10//420, the end of Week 3, you will email Dr. Schwartz and the ME Author a single .PDF file containing:
  • the Essay Evaluation Checklist you have filled out for the ME 1 you were assigned to peer edit; your checklist should include brief explanations of items for which you did not check "yes" on the check list; you should also CIRCLE all error codes you used in your Peer Editing comments on the ME itself;
  • your page-long summative comment with specific suggestions for expansion which you should write on the back of the checklist);
  • a .pdf scan of the ME with YOUR penciled-in editing suggestions (use the codes at the bottom of the Essay Evaluation checklist). 
This dry-run peer-editing assignment will allow Dr. Schwartz to provide the class with feedback on whether they have collectively followed the Peer-Editing Guidelines before submitting the two graded"official" Peer Edits that together count as 20% of the final course grade (as well as counting towards the 30% Intellectual Engagement and Collaboration grade). 

2) PEER EDIT TWO: OFFICIAL FEEDBACK ON ME 2 (counts toward the 30% of the course grade based on Intellectual Engagement and Collaboration AND assigned an individual letter grade). You will be assigned to provide "official" feedback on the ME 2 submitted by a different classmate than the one to whose ME 1 you provided your "dry run feedback."   By Sunday, 10/25/20, the end of Week 6, you must send both the author of the ME AND Dr. Schwartz your Peer Editing feedback; this feedback will consist of a .PDF file containing the Essay Evaluation Checklist you have filled out, including brief marginal explanations when you do not check "yes" and circled error codes at the bottom of the checklist; your page-long summative comment with specific suggestions for expansion; and a scan of the ME itself with your penciled-in editing suggestions (using the codes at the bottom of the Essay Evaluation checklist).
  • Dr. Schwartz will evaluate your feedback to determine whether you made a good-faith effort to follow the peer-editing guidelines.  If you did, you will receive credit towards the 30% Intellectual Engagement and Collaboration Component of your final course grade as well as a grade based on the quality of your Peer Editing Feedback.  If you did not follow the guidelines, this will count as an "unexcused absence" for the 30% Intellectual Engagement and Collaboration Component of your final course grade AND you will receive a low grade for your Official Peer Editing Feedback (20% of the final course grade).
  • NOTE: the author of an ME is not required to make specific edits or follow specific suggestions made in the Peer Editor's feedback, but you ARE required to thoughtfully consider these suggestions before writing your higher-stakes graded Essay and submitting it for grading (worth 20% of final course grade).  Additionally, if a Peer Editor points out stylistic or mechanical errors in your ME and you continue to make the same errors on the graded essay, I will notice . . . and there will be a negative impact on your essay grade!
2) PEER EDIT THREE: OFFICIAL FEEDBACK ON ME 3 (counts toward the 30% of the course grade based on Intellectual Engagement and Collaboration AND holisticially assessed and assigned an individual letter grade). You will be assigned to provide "official" feedback on the ME 3 submitted by a different classmate than the ones to whom you provided feedback on ME 1 and ME 2.  

By Sunday, 11/8/20, the end of week 8, you must send both the ME author AND Dr. Schwartz your Peer Editing feedback; this feedback will consist of a .PDF file containing the Essay Evaluation Checklist you have filled out, including brief marginal explanations when you do not check "yes" and circled error codes at the bottom of the checklist; your page-long summative comment with specific suggestions for expansion; and a scan of the ME itself with your penciled-in editing suggestions (using the codes at the bottom of the Essay Evaluation checklist).
  • Dr. Schwartz will evaluate your feedback to determine whether you made a good-faith effort to follow the peer-editing guidelines.  If you did, you will receive credit towards the 30% Intellectual Engagement and Collaboration Component of your final course grade as well as a grade based on the quality of your Peer Editing Feedback.  If you did not follow the guidelines, this will count as an "unexcused absence" for the 30% Intellectual Engagement and Collaboration Component of your final course grade AND you will receive a low grade for your Official Peer Editing Feedback (20% of the final course grade).
  • NOTE: the author of an ME is not required to make specific edits or follow specific suggestions made in the Peer Editor's feedback, but you ARE required to thoughtfully consider these suggestions before writing your higher-stakes graded Essay and submitting it for grading (worth 20% of final course grade).  Additionally, if a Peer Editor points out stylistic or mechanical errors in your ME and you continue to make the same errors on the graded essay, I will notice . . . and there will be a negative impact on your essay grade!


Higher-stakes (graded) writing: 

GRADED 3-4-page Paper, typically a REVISED and EXPANDED version of ME 2 or 3 (or a new essay focused on other aspects of the same text).  The graded essay must be submitted to Dr. Schwartz electronically as an emailed.docx attachment(I do not provide feedback electronically, but Cal Poly faculty are encouraged to require Electronic submission of assignments which allows the use of various plagiarism-checking tools in the unlikely event that there are questions about academic integrity; for information on the University Plagiarism policy, see below).
 
You are encouraged to discuss your ME revision/expansion with me during an office hour prior to submitting your 4-page essay.
 
The revised/expanded Graded Essay will be worth 20% of the final course grade.  NOTE: As you edit and expand your ME, you should think about and take into account the corrections and editing suggestions made by your Peer Editor (or your instructor in an office hour meeting), but the final paper is your own.  Students will be expected to edit carefully to avoid repeating the issues and errors pointed out in the feedback on their ME.

Like MEs, these graded "Exam" Essays should adhere to the prescribed page limit (no more than 4 pages) and should aim to demonstrate your grasp of issues covered in lecture using examples drawn from the medieval text which is your focus.   Although a graded "Exam" essay will be significantly longer than a 2-page ME, it will still have to be narrowly focused on something that interested you in a lecture, so be sure to choose a topic that can be covered within the target length.  The four-page maximum target length will require you to get to the point (lead with your conclusion; articulate your claims fully and explicitly; avoid broad statements and generalities; no "hook!"); to cut out unnecessary wordiness ("dead wood"); and to express your ideas clearly and concisely.  Mini-essays MUST include analysis and interpretation of carefully chosen citations from the text.   An effective ME uses close reading of carefully chosen textual evidence to support an   about the text.  You will need a narrow focus so that you can really "unpack" the language and/or images in the passages you discuss without exceeding the four-page target length.  Careful analysis of a single character, a specific relationship, a key image or symbol, or an important scene or speech may be enough to fill four pages.

MEs should present a logically organized argument to demonstrate the validity of explicitly stated claims; don't simply describe elements in the text or summarize plot.  You have freedom to explore an aspect of an assigned text that interests you, but you must keep your focus on the text itself, not background information or the way in which the text speaks to you on a personal level.  You may find it helpful to begin by brainstorming in response to a question on an online Study Guide; to explore how a key image or theme is presented in a limited number of passages within your chosen text; or to analyze an author's use of a literary device that is of interest to you.   Whatever topic you choose, your ME must be grounded in close readinginterpretive analysis of specific passages quoted in the ME.  You will discover that close attention to specific imagery, word choice, etc. in a single descriptive passage or significant scene may be enough to fill your two-page target length! 

NOTE:  Be sure to use the Essay Evaluation Checklist to guide you as you work on your Higher Stakes Graded "Exam" Essays.   Make sure you can confidently say "yes" to every item on the checklist, and take care to avoid the issues and errors that are included on the Checklist and in the Grading Codes!

  • Your GRADED 4-page ESSAY, worth 20% of the final course grade, is due via email attachment to Dr. Schwartz no later than midnight on SUNDAY, 11/22/20. The graded essay may be a significant expansion of your ME 2 or ME 3; alternatively, it can explore other issues in the same medieval text that was the focus of your ME 2 or ME 3.  Keep in mind that because this essay replaces the essay component of a standard exam, it must articulate (in your own words) your understanding of issues in the medieval text that were pointed to in lectures
  • Like an ME, your graded essay should be grounded in close reading:  your textually based analysis must cite and explain passages from the medieval text to demonstrate the validity of clearly articulated claims about the medieval text.  Because the graded essay stands in for Exam Essays, it should demonstrate your grasp of ideas about the medieval text that were covered in class lectures. 
  • There are no separate guidelines for the graded 4-page essay since it is the same kind of assignment as a 2-page ME, from which it differs only in length and scope.  It should be formatted in the same way as an ME, so you may use the ME Template for basic formatting.  Please include your name, discussion group number, and the due dateSINGLE SPACED, at the upper left of the first page. The title line should NOT begin "ME 1:" or "ME 2:" since this graded, 4-page Exam Essay is no longer a Mini-Essay; put your title only on the title line.  After the first page, number pages by using a header containing your last name and the page number.  
  • Unlike the essay section on an in-class Midterm Exam, there is no set of prompts to choose from for the graded 3-4 page essay, since it is frequently a revision and expansion of one of your 2-page MEs. The graded essay must be broader in scope than the original ME, as it should cover new ground (while focusing on the same medieval text that was the focus of the ME).  The essay should be at LEAST three full pages in length not counting your identifying information and Work Cited listing, so the .docx file must include at least four pages.  It should expand significantly on the ground covered in your original, two-page ME.
  • The expansion in length from two to 4 pages may be achieved in two ways: by adding additional body paragraphs to the original ME, or by starting fresh and writing all new paragraphs. You are NOT required to retain the body paragraphs from your original ME.  If you choose to keep the body paragraphs from your ME in the longer graded essay, you need not keep them in the same order, and your "new ground" body paragraphs can be wherever they best serve your argument --  you are not obliged to tack the new paragraphs on at the end of the original two pages.  Organize your ideas into paragraphs in the order that best demonstrates the validity of your claims -- which should expand upon the more limited claims you could make in the two-page ME.
  • All this to say: you can "grow" the original two-page ME by 1-2 pages or radically rethink it as you see fit. You have the option of reformulating the ideas in the original ME and regrouping them into different paragraphs, or even of changing your focus and starting the graded essay from scratch -- as long as your ME is still focused on the same medieval text.  The goal is to demonstrate your understanding of the medieval text as it was presented in lectures:  why we read it, and how close reading suggests the purpose for which it was created and the message it conveyed to its target audience. 
  • Strive for the same density of textual analysis as is called for in an ME: quote and analyze at least 2-3 passages from the medieval text in shorter body paragraphs (1/2 page or less in length); weave at least 3-4 quotations from the medieval text into longer body paragraphs (over 1/2 page in length).  All quotations should be followed by a parenthetical reference containing the page number on which the quote is found, or the inclusive line numbers for verse passages with numbered lines.
  • Your Opening Statement of Claims and Conclusion should be revised to clearly and explicitly articulate the full scope of the claims you are making in your longer graded essay -- including the new ground you have covered that was not included in the original, 2-page ME.  As with an ME, your introduction should include background information that is essential to your argument, including but not limited to date, authorship, target audience, generic conventions, and definitions of terms that are central to your analysis.
  • NOTE 1:  you are NOT required to follow the substantive suggestions made by your assigned Peer Reviewer as you revise and expand (or radically rethink and rework) your ME, but you ARE required to read and consider that feedback.  DO edit your graded essay carefully for mechanical, stylistic, or formatting errors pointed out by your Peer Reviewer or that you notice when using the Essay Evaluation Checklist.
  • NOTE 2:  While your Peer Editor's feedback should be helpful (and considered as you revise), it is YOUR essay, and YOU are ultimately responsible for both its content and the quality of the writing.  Edit your work carefully for the organizational, stylistic, and mechanical issues listed on the Essay Evaluation Checklist; you are expected to proofread your work carefully and to avoid the errors listed on the Checklist, whether or not they were pointed out by your Peer Editor.




 

Calculating the Course Grade:
20% Participation 1: Attendance at Zoom Synchronous Class meetings and participation in Zoom Break-Out Sessions with Canvas Discussion Group.
30%
Participation 2: Intellectual Engagement and Collaboration, based on submission of ungraded ("lower-stakes") writing assignments to your Canvas Discussion Group (4 MEs, 8 CRs, and possibly a Getty Museum Virtual Fieldtrip write-up, if applicable), as well as  completion of 3 peer-editing assignments (one ungraded "dry run" and two holistically graded "Official Peer Editing Feeback" assignments). 
20%  2 holistically graded "Official" Peer Editing Assignments
10%
Complete set of filled out Study Quizzes (graded holistically)

20%
 4-page Graded Essay (on the text that is the focus of ME 2 or ME 3)


A word about Academic Integrity: because of the nature of the material and of the assignments in this class -- and also because of the faith I have in you as English majors familiar with the conventions of our discipline and committed to the learning process! -- I do not anticipate encountering problems with plagiarism in this class.  Nonetheless, Cal Poly faculty have been encouraged to explicitly address Plagiarism issues on our syllabi.  So for the record:

Plagiarism is a serious offense.  I expect that you understand what constitutes plagiarism and how to correctly use and cite information in your papers.  In its most basic definition, plagiarism means taking ideas and/or words from others without properly citing them.  In this class, you may refer to ideas or concepts defined in lectures and on my web pages without citing the lectures and web pages explicitly, since I consider that information and these concepts to be "yours" to use freely (provided that you do not copy language directly from my pages). The writing assignments in this class should cite ONLY the primary (medieval) texts, not secondary sources or critics. Both ungraded MEs and the graded ME revision paper should cite only the medieval works on the syllabus and offer arguments based on close reading of the primary texts.  It is unlikely that students who adhere to these guidelines might inadvertently commit plagiarism in this class. 

The background and interpretive information in the assigned headnotes in textbooks or provided in lectures and on my website should be sufficient context to ground your close reading of the medieval texts in the manner required for assignments in this class. I strongly recommend that you do NOT consult other online resources for "help" as you grapple with these texts, since in my experience, students using these sites have been most prone to inadvertent (and occasionally deliberate) plagiarism.  If you DO consult such materials, you MUST list these resources in a "Works Consulted" section of your ME or graded Paper.  Please note that a Work Consulted listing, along with the normal Work Cited listing, will cut significantly into the already limited room you have to make your argument (no more than 2 pp. for an ME or 3 pp. for the revised paper).  It is to your advantage to complete the assignments as they are intended; the online resources you may find will not typically help you complete these assignments successfully, and the consequences of even inadvertent plagiarism are high.

That said, if
you are unsure of how to avoid plagiarism in your papers, you should talk to me before you turn in the paper. 
Turning in a writing assignment completed in whole or in part by another individual, or adapted from another individual's work, is plagiarismIf you are caught plagiarizing in this course, you will fail the course and you may be expelled from the university.  Finally, you may not turn in a paper you completed for another class for credit in this class; similarly, you cannot turn in work completed in this class for credit in any other class without obtaining express permission from that professor. 

For your convenience, I am including below the language from Cal Poly's Academic Integrity policy (CAP 681; see <http://www.osrr.calpoly.edu/plagiarism/> ):

"Cal Poly will not tolerate academic cheating or plagiarism in any formAcademic dishonesty is addressed both as an academic issue and as a disciplinary incident under the CSU Standards for Student Conduct.  [. . .] Plagiarism is defined as the act of using intentionally or unintentionally the ideas or work of another person or persons as if they were one’s own without giving proper credit to the source. Such an act is not plagiarism if it is ascertained that the ideas were arrived through independent reasoning or logic, or where the thought or idea is common knowledge. Acknowledgement of an original author or source must be made through appropriate references, i.e., quotation marks, footnotes, or commentary.  Examples of plagiarism include, but are not limited to, the following: the submission of a work, either in part or in whole, completed by another; failure to give credit for ideas, statements, facts or conclusions which rightfully belong to another; failure to use quotation marks [. . .] when quoting directly from another, whether it be a paragraph, a sentence, or even a part thereof; close and lengthy paraphrasing of another’s writing without credit or originality; and use of another’s [paper], project or [. . . ] part thereof without giving credit. Submitting the same project to multiple instructors as a unique creation may also be considered plagiarism. A project produced for another class must be cited just as when citing any other source. Prior to resubmitting work from a previous course, a student must receive explicit written permission from the instructor of the current course. A project produced for another class must also be cited just as when citing any other source."



Contents of this and linked pages Copyright Debora B. Schwartz, 1999-2020 [last updated 9/1/20]