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The
Fundamental Standard
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Students
at Stanford are expected to show both within and without the University
such respect for order, morality, personal honor and the rights
of others as is demanded of good citizens. Failure to do this will
be sufficient cause for removal from the University.
The
Stanford Honor Code
- The
Honor Code is an undertaking of the students, individually and collectively:
that they will not give or receive aid in examinations; that they
will not give or receive unpermitted aid in class work, in the preparation
of reports, or in any other work that is to be used by the instructor
as the basis of grading; that they will do their share and take an
active part in seeing to it that others as well as themselves uphold
the spirit and letter of the Honor Code.
- The
faculty on its part manifests its confidence in the honor of its students
by refraining from proctoring examinations and from taking unusual
and unreasonable precautions to prevent the forms of dishonesty mentioned
above. The faculty will also avoid, as far as practicable, academic
procedures that create temptations to violate the Honor Code.
- While
the faculty alone has the right and obligation to set academic requirements,
the students and faculty will work together to establish optimal conditions
for honorable academic work.
Examples
of conduct which have been regarded as being in violation of the Honor
Code include:
- Copying
from another's examination paper or allowing another to copy from
one's own paper
- Unpermitted
collaboration
- Plagiarism
- Revising
and resubmitting a quiz or exam for re-grading, without the instructor's
knowledge and consent
- Giving
or receiving unpermitted aid on a take-home examination
- Representing
as one's own work the work of another
- Giving
or receiving aid on an academic assignment under circumstances in
which a reasonable person should have known that such aid was not
permitted
Violating
the Honor Code is a serious offense, even when the violation is unintentional.
The Honor Code is included in the Stanford Bulletin (p. 670-671),
and you are responsible for understanding the university's rules regarding
academic integrity. You should familiarize yourself with the code if
you haven't already done so. In brief, conduct prohibited by the Honor
Code includes all forms of academic dishonesty, among them copying from
another's exam, unpermitted collaboration, representing as one's own
work the work of another, revising and resubmitting work for re-grading
without the instructor's knowledge and consent, and plagiarism. If you
have any questions about these matters, please consult the Office of
Judicial Affairs (Tresidder Memorial Union, 2nd floor, 650-725-2485,
judicial.affairs@stanford.edu)
or see your instructor during office hours.
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- Attendance
Policy
- Because
PWR courses make use of writing activities, in-class workshops, and
small group discussion, your consistent attendance is crucial to your
success. If you must miss a class for religious holidays, medical
reasons, or valid University-related activities, you must let your
instructor know as far in advance as possible of the absence and obtain
information about the work you must do to keep up in class. If you
miss a class for any other reason (sudden illness, family emergency,
etc.), you should get in touch with your instructor as soon as possible
and arrange to make up the work missed. If you do not take responsibility
for communicating with your instructor about absences, your instructor
will contact you by phone or email and issue a warning about your
standing in the course. Should you miss a second unexcused class,
your work in the class will be seriously compromised, and a continued
pattern of absences may jeopardize your enrollment in the class. The
best policy, therefore, is to be in class, on time, every day.
- Evaluation
& Grading Criteria
- As I
mentioned above, you will receive an assignment sheet for each major
assignment that describes what you are expected to do and the criteria
that will be used to evaluate your work. The general evaluation criteria
of the Program in Writing and Rhetoric are described below.
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- Successful
writers carefully take into account the rhetorical situation (purpose,
audience, persona) in which their writing will function, developing
the compositional elements (content, organization, style, and form)
in response to the demands and boundaries set by the particular writing
task. Rhetorically-aware and effective writing thus cannot be reduced
to a formula, but is better conceptualized and assessed as the dynamic
play of the writer's choices among the available rhetorical strategies
and text features.
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- The
descriptions below aim to explore this dynamic through listing and
reflecting on some traditional terms of rhetoric and composition.
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- A/Excellent.
Writing is of consistently outstanding quality, addressing a complex
and significant topic and successfully handling the interaction among
topic, audience, purpose, and persona in relation to content, organization,
style, and form.
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- Topic-a
clearly defined and significant subject, carefully introduced
and consistently explored in informative ways
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- Audience-a
sophisticated understanding of the readers' values, assumptions,
and expectations
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- Purpose-a
carefully articulated, achievable aim or aims.
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- Persona-a
rhetorical
stance and voice that serve the purpose and appeal effectively
to the audience
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- Content-sustained
arguments that are well-supported with multiple forms of evidence
and "good reasons," fully developed with appropriate
strategies (and in research-based writing demonstrating a sophisticated
understanding of and ability to use, evaluate, and integrate a
wide range of source materials)
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- Organization-a
clear and imaginative structure or pattern that provides coherence,
leads the audience from idea to idea, clarifying relationships
and connections, and shows a mature awareness of genre
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- Style-varied
and forceful sentences, purposeful and apt diction, and appropriate
and carefully-nuanced tone that expresses the personality (ethos)
of the writer and engages the audience
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- Form-strong
control of the conventions of academic discourse: format, syntax,
paragraph structure, punctuation, mechanics, diction, documentation;
the control is strong enough to allow the writer to push the boundaries
of the conventions in imaginative and effective ways.
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- B/Good.
Writing is of consistently good quality, addressing an appropriate
and significant topic and competently handling the interaction among
topic, audience, purpose, and persona in relation to content, organization,
style, and form.
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- C/Adequate.
Writing is of satisfactory quality, addressing an acceptable topic
and adequately handling the interaction among topic, audience, purpose,
and persona in relation to content, organization, style, and form.
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- D/Weak.
Writing is of poor quality, addressing a vague or unwieldy subject
and inadequately handling the interaction among topic, audience, purpose,
and persona in relation to content, organization, style, and form.
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- NP/Failing.
Writing does not respond to the assignment or is not submitted on
time.
- Policy
on Grade Disputes
- If you
have a complaint about this PWR course or wish to question a grade
on an assignment, please write me a memo explaining the problems you
are having with the course, the reasons for your dispute, and any
other relevant information about the situation. Submit the memo to
me, and we'll meet to discuss the dispute. You may want, for example,
to ask me to read an assignment again, reconsidering your work in
light of points you have made about it. Many misunderstandings or
problems can be worked out in such a meeting. If you wish to pursue
a complaint or dispute, make an appointment to see Marvin Diogenes,
the Associate Director of PWR. He will advise you on any further course
of action.
- Policy
on Dual Submissions
- The
same paper may not be submitted for a grade in more than one class.
- Policy
on Plagiarism
- Students
are responsible for living by the Honor Code and for maintaining honesty
in scholarship. Work submitted for a course must be the student's
own (or a group's work, if students have collaborated on an assignment).
The use of someone else's words or ideas without acknowledgement and
as your own contradicts PWR goals and principles. As such, PWR will
take reasonable precautions to prevent it and all measures prescribed
by the Stanford Judicial Affairs Office for remedy and redress.
- Policy
on Academic Integrity/Appropriate Use of Sources
- All
written work submitted to PWR classes may be sent by the PWR instructor
to one or more databases for the noncommercial purpose of checking
the writer’s use of sources. These databases check student writing
against published works and other submitted student writing to ensure
academic integrity, specifically that words and ideas have not been
borrowed without appropriate citation.
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- The
Stanford Libraries and Archives:
- The
Stanford Libraries and Archives will be crucial to student success
in PWR courses, so students should begin familiarizing themselves
with these resources early in the quarter. The new on-line library
research tutorial (SKIL -- Stanford's Key to Information Literacy)
should be completed by students as part of their work in PWR1 and
should be reviewed by students entering PWR2 in their sophomore year.
In addition, "W.G.'s Funky Tour of Green Library," developed
by PWR instructor Wendy Goldberg and available on-line at http://www.stanford.edu/~wendyfay/tour.html
provides a detailed guide of Green Library. Green Library also offers
an on-line tour of the library, available at http://www-sul.stanford.edu/depts/green/greentourphoto.html.
Students can use the Library
Research site (at http://www-sul.stanford.edu/guides/beglib.html)
for an overview of library resources and the PWR
student's starter page (at http://www-sul.stanford.edu/guides/pwrframe.html)
as a guide for beginning their own library research.
- Museums:
- The
Cantor Center for the Visual Arts <http://www.stanford.edu/dept/ccva>,
located on Lomita Drive at Museum Way, is an excellent source for
comprehensive information on exhibits and standing collections, as
well as on how to contact docents and curators.
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Tutorial
Services:
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The Stanford Writing Center
<http://swc.stanford.edu>:
The Stanford Writing Center assists students with writing in all academic
contexts. The Center emphasizes support for first- and second-year
students writing for PWR, IHUM, and Stanford Introductory Seminars.
Ultimately, the Writing Center serves all Stanford undergraduates
through one-to-one and group tutorials, workshops, and seminars. The
Stanford Writing Center is located in Building 460 (Margaret Jacks
Hall), Room 020. The Center's phone number is 723-0045. Forty-minute
appointments are
available on-line at http://swc.stanford.edu/schedule.htm.
For more information on the Stanford Writing Center, tutoring, and
events, visit their website.
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Undergraduate
Advising Center (UAC) <http://www.stanford.edu/dept/undergrad/uac/main/index.html>:
The UAC offers undergraduate students peer tutors in writing, chemistry,
biology, human biology, physics, math, economics. Peer tutors are
available for drop in study sessions and questions from Sunday through
Thursday, 7pm to 11pm all over campus. To see a description of the
tutor program, including specific location and times for tutors, please
go to the
tutor homepage (http://www.stanford.edu/dept/undergrad/uac/tutoring/index.html)
or, for further information, contact the UAC.
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Academic Resource Center Study Hall (ARC): Stern North Dining Hall.
ARC academic tutoring is run in conjunction with the UAC tutoring
system. It is most frequently used by, and oriented toward, athletes
but is available to any Stanford undergraduate. ARC is open Sunday
through Thursday nights from 7:30-9:30. Contact
Verity Powell at eavkp@stanford.edu
with any questions.
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Department Of Linguistics/English
For Foreign Students (EFS)<http://www.stanford.edu/group/efs>:
EFS courses are open to both undergraduate and graduate students each
quarter. To reserve a course space, students must submit their schedules
to the EFS office by the first Tuesday of the quarter. The EFS program
can also provide students with a list of tutors ("fee arrangements
must be made independent of the English for Foreign Student program").
For further information, contact Tracey Fowler at tafowler@stanford.edu
or at 723-1310; or contact EFS Director Beverley
McChesney at mcchesne@CSLI.stanford.edu.
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The Center
for Teaching and Learning Oral Communication Program <http://ctl.stanford.edu>
The Oral Communication Program, located on the fourth floor of Sweet
Hall, can help students interested in improving oral presentation
skills. Students who would like coaching on oral presentations, job
talks, conference papers, etc. are invited to contact CTL to find
out about lab hours or to arrange a special consultation with Doree
Allen, Tom Freeland, or a speech consultant. Call Doree Allen at 725-4149
or see the website.
Counseling
Services:
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Vaden Student Health Center
Counseling And Psychological Services (CAPS) <http:caps.stanford.edu>:
723-3785 (all hours). CAPS sponsors a range of workshops and support
groups, including help for students diagnosed with writing phobias.
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The Bridge <http://www.stanford.edu/group/bridge>:
723-3392 or drop in (563 Salvatierra Walk). Peer counselors at the
Bridge are available to talk to students any time. The Bridge sponsors
a variety of workshops and support groups.
Other
Related Resources:
- The
PWR Undergraduate Advisory Board (UAB), which meets once each term,
provides advice to the Director and Associate Director of PWR. Students
are invited to bring concerns or ideas about PWR to the UAB. You can
contact the UAB through the PWR website.
- The
Student Disabilities Resource Center (DRC)is the primary resource
for students who have a disability that may necessitate an academic
accommodation or the use of auxiliary aids and services in a class.
Students who have a disability that may necessitate an academic accommodation
or the use of auxiliary aids and services in a class must initiate
the request with the Student Disability Resource Center. The DRC will
evaluate the request along with the required documentation, recommend
appropriate accommodations, and prepare a verification letter dated
in the academic term in which the request is being made. Students
should contact the DRC as soon as possible; timely notice is needed
to arrange appropriate accommodations. The DRC is located at the Office
of Accessible Education, 563 Salvatierra Walk (Mail Code: 8540). Call
3-1066 (or 5-1067 TTY) and/or consult the DRC
website at http://www.stanford.edu/group/drc.
Tech
Resources:
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