Expand FAQ List

  • August 2025 

    Here's the newest newsletter from the AI and Honor Code Committee!

    Fall 2025 Newsletter

    Required Syllabus Statements re: Student AI Use

    Option #1: AI use prohibited:  

    For this class, “AI” has a broad definition and refers to any program or browser extension that can edit your writing or create new content, including text, images, and code. The use of AI or Generative AI tools, including those provided by Texas State University, such as Co-Pilot, Grammarly, ChatGPT, or similar programs, is strictly prohibited for all assignments. Relying on AI undermines certain learning objectives of this course and could be considered academic dishonesty. This includes using AI for brainstorming, proofreading, changing the tone and style, editing, summarizing, or drafting any part of your work. Violations will be treated as any other violation of the Honor Code as listed in this syllabus and will be reported to the Honor Code Council.  

    If you are unsure whether a tool is permitted, assume it is not, and consult with me first. You are responsible for your own original work and academic integrity. For writing assistance, please visit the University Writing Center.  

    Option #2: Limited AI use allowed:  

    For this class, “AI” has a broad definition and refers to any program or browser extension that can edit your writing or create new content, including text, images, and code. The use of most AI or Generative AI tools, including those provided by Texas State University, is limited in this course. Only the following are approved: [list specific tools, e.g., Grammarly for proofreading, Zotero for citation management]. For similar tools not listed, ask the professor before you use them. Using other AI tools, (especially for creating or suggesting content beyond grammar or spelling) is not allowed and will be considered plagiarism and will be treated as any other violation of the Academic Honor Code as listed in this syllabus and will be reported to the Honor Code Council. If you’re unsure about a tool, consult the instructor first.  

    [If appropriate, the faculty member should include citation instructions here.]   

    Option #3: AI use allowed:  

    For this class, “AI” has a broad definition and refers to any program or browser extension that can edit your writing or create new content, including text, images, and code. You may use AI tools for brainstorming, exploring responses, and creative work as permitted by each assignment. AI can provide feedback and assistance, but instructor guidance and your input is essential.   

    [If appropriate, the faculty member should include citation instructions here.]   

    University AI Tools

    To see which AI tools the university is currently providing, visit TXST's AI Hub:  https://doit.txst.edu/txstai.html. 

    AI Statements

    Consider TXST's marketing department's statement on their AI use: https://brand.txst.edu/resources/ai-guidelines.html. 

    Recommended Reads

    1. From Anne Winchell: I highly recommend Derek O'Connell's "How are Students Really Using AI," which includes links to numerous other resources, all of which are fascinating. It's a good baseline for where we are right now with AI and education. https://www.chronicle.com/article/how-are-students-really-using-ai/

    2. "The Urgency of Interpretability" by Dario Amodei. 

    • Under the "Dangers of Ignorance" section, Amodei wrote, “Modern generative AI systems are opaque in a way that fundamentally differs from traditional software. If an ordinary software program does something—for example, a character in a video game says a line of dialogue, or my food delivery app allows me to tip my driver—it does those things because a human specifically programmed them in. Generative AI is not like that at all.  When a generative AI system does something, like summarize a financial document, we have no idea, at a specific or precise level, why it makes the choices it does—why it chooses certain words over others, or why it occasionally makes a mistake despite usually being accurate.”

    3. Vee, A., Laquintano, T., & Schnitzler, C., editors. TextGenEd: Teaching with Text Generation Technologies.The WAC Clearinghouse, 2023.  https://doi.org/10.37514/TWR-J.2023.1.1.02

    • A collection of experiments in pedagogy with generative text technology, including but not limited to AI. The fully open access and peer-reviewed collection features 34 undergraduate-level assignments to support students' AI literacy, rhetorical and ethical engagements, creative exploration, and professional writing text generation technology, along with an Introduction to guide instructors' understanding and their selection of what to emphasize in their courses. TextGenEd enables teachers to integrate text generation technologies into their courses and respond to this crucial moment.

    February 2025: 

    /.assets/department-of-english/department-of-english-calico/faculty-resources/teaching-fye/1 FEB 2025 1

    New University Tools

    I. Perplexity.ai Enterprise Pro

    Perplexity.ai Enterprise Pro is now available at no cost for all Texas State students. This powerful AI search tool is already making waves on campus. 
    What can Perplexity do for you? 

    • Answer your research questions with current web information 
    • Provide cited sources you can verify 
    • Help you find information faster than traditional search engines 

    Ready to get started? 

    Want to learn more? Check out these quick videos: 

    Questions? Reach out anytime - we're here to help you succeed! 

    II. Grammarly 

    Grammarly launched Authorship in their Grammarly suite. Grammarly Authorship automatically labels text as being written by the writer, created with AI, or edited with Grammarly so students can show their work is original. It also has a play-back function that might be helpful in showing the writing process in writing courses, writing center sessions, or honor code queries.

    Here are links to more information about Authorship. The Grammarly Authorship Demo is a little long, so once you get the gist of how it works, you can skip to the 6-minute mark to see how the reports work and again to the 11-minute mark to see the authorship replay. The authorship replay provides a full editing history of the document, which could help students understand their writing process and also help faculty have a more accurate view of their students’ writing process. From my very brief experience with Authorship, it seems more accurate and holistic than Turnitin, although I have not done a point-to-point comparison on the two products.

     

  • Best Practices for Increasing Student Engagement in FYE

    /.assets/department-of-english/department-of-english-calico/faculty-resources/teaching-fye/Best Practices for Increasing Student Engagement in First Year English

    Lesson Plans to Encourage Student Engagement

    Note:  These lesson plans are stored in the CLASSROOM MANAGEMENT folder in our Teaching FYE Sharepoint.  

    “Freewriting for CMC” by Eric Wallenstein

    “Lesson Plan: ‘The Coddling of the American Mind’” by Sandi Sidi (Welch)

    "Lesson Plan: ‘The Terrible Phone-Based Childhood’” by Sandi Sidi (Welch)

    “Mission to Mars Icebreaker” by Blake Vanderlind

  • FYE Overviews

    Approved FYE Textbooks

    The Texas State Department of English requires all FYE faculty to choose textbooks (a handbook and a reader) from a list of vetted texts.  

    FYE Syllabus

    You must use a university syllabus template for English 1310 and English 1320. Be sure to include the correct section number.

    • See below.

    P-Sections: If you are teaching a P-section of English 1310, you may wish to include in your syllabus this explanation of the grade required for becoming TSI-compliant:

    /.assets/department-of-english/department-of-english-calico/faculty-resources/teaching-fye/P-Sections and Grades

    FYE Course Calendar

  • ENG 1310.xxx: COLLEGE WRITING I  

    Semester & Year

    Days and Times, Flowers Hall XXX

    Course Description (from catalog): 

    ENG 1310: Expository writing as a means of exploring and shaping ideas. Emphasis on critical reading and the improvement of essays through revision. 

    Welcome to English1310. As your instructor, I hold the fundamental belief that everyone in the class is fully capable of engaging and mastering the material. It is my job to create a learning environment where ideas and questions can be discussed with respect. Your job is to complete all your out-of-class assignments to the best of your ability and to come to class prepared and ready to engage with the course material and our writing community.  

    INSTRUCTOR INFORMATION 

    Instructor:   

    Email:  

    Office:   

    Office Phone:   

    Departmental Phone: 512.245.2163 

    Student Help Hours: _________ in person (and on Zoom by appointment). 

    Note: Student Help Hours are times I set aside each week specifically for you and other students to visit me in my office. If you want to come during the designated times, you do not need to let me know in advance or ask permission – I will always be there. I am also happy to meet with you outside the designated office hours; just email me to set up an appointment.     

    COURSE TEXTS (available through BookSmart) AND MATERIALS  

    Your Textbooks  

    COURSE DESCRIPTION 

    English 1310 is a foundational and fundamental course that focuses on the development of the literacy and critical thinking skills that are crucial to success in one's academic, professional, and civic life.  You will study the principles of effective composition, with emphasis on the improvement of papers through revision and the critical reading of substantive nonfiction texts. While self-expressive and narrative writing may serve as a means of supporting ideas within a given paper, such writing is not, in itself, the focus of the course. 

    In English 1310, you will study the principles of effective composition, with an emphasis on the improvement of your own texts through revision, the critical reading of substantive nonfiction texts, and a foundational understanding of rhetoric.    

    After completing English 1310, you should be able to draft, revise, and edit rhetorically effective texts in which you demonstrate the ability to formulate a thesis (central idea) in an orderly way; form clear and effective paragraphs and sentences; use an appropriate vocabulary; and apply the grammatical conventions of written English. 

    Why is this class in the General Education Core Curriculum?  The mission of the communication component is to focus on developing ideas and expressing them clearly, considering the effect of the message, fostering understanding, and building the skills needed to communicate persuasively.  

    Communication: 

    You will effectively develop, interpret, and express ideas through written, oral and visual communication.  

    Become familiar with the process of prewriting, researching, drafting, and revision—and the many forms that process can take, including engaging in rigorous discussions with your classmates and instructor. 

    Explore valuable genres of academic communication, including autoethnographies, annotated bibliographies, research proposals, primary and secondary research papers, multimodal projects, and oral presentations. 

    Critical Thinking:  

    You will demonstrate creative thinking, innovation, inquiry, and analysis, evaluation, and synthesis of information.  

    Investigate complex ideas in published texts, and synthesize those ideas with personal  
    experiences, research, other published works, and/or brand-new ideas. 

    You will become fluent in critically evaluating your own work and the work of others. 

    Personal Responsibility 

    You will relate choices, actions, and consequences to ethical decision-making. 

    You will establish long-term reading and writing habits that translate outside of the classroom and beyond college. 

    Develop a habit for close reading.  

    Teamwork 

    You will recognize different points of view and work effectively with others to support a shared purpose or goal. 

    You will participate in a mutually supportive environment that fosters academic communication, growth, and exploration. 

    You will provide formative feedback on the work of other students. 

    ASSIGNMENTS 

    List major assignments and their weights. 

     

    Chart 1, Chart element
    Shape

    COURSE POLICIES AND PROCEDURES 

    After completing English 1310, you should be able to draft, revise, and edit texts in which you demonstrate the ability to formulate a thesis (central idea) in an orderly way; form clear and effective paragraphs and sentences; use an appropriate vocabulary; conduct primary research, and apply the grammatical conventions of written English. 

    Note: This syllabus supplements the general First-Year English Syllabus, available online at  https://www.english.txst.edu/student-resources/syllabus/first-year.ht  

    Professionalism: 

    Come to class prepared and fully present.  

    Do not arrive late.  

    Eliminate distractions, especially from your phone and/or laptop. Doing so will enable you and those around you to focus on class.  

    Familiarize yourself with Canvas so you know course assignment details and deadlines. Be sure to set Canvas alerts to receive Announcements, Emails, and Grades. 

    Civility: All members of this class, myself included, are expected to contribute to a respectful, welcoming, and inclusive learning environment for every other member of our writing community. Remain calm, polite, and respectful as you interact with your classmates, your instructor, and their ideas.   

    Per the university, “Civility in the classroom is very important for the educational process and it is everyone’s responsibility.  If you have questions about appropriate behavior in a particular class, please address them with your instructor first.  Disciplinary procedures may be implemented for refusing to follow an instructor’s directive or refusing to leave the classroom.  

    Additionally, the instructor, in consultation with the department chair/school director, may refer the student to the Dean of Students Office for further disciplinary review.  Such reviews may result in consequences ranging from warnings to sanctions from the university. For more information regarding conduct in the classroom, please review the following policies at https://policies.txstate.edu/division-policies/academic-affairs/02-03-02.html, Section 03: Courteous and Civil Learning Environment, and https://studenthandbook.txstate.edu/rules-and-policies/code-of-student-conduct.html, number II, Responsibilities of Students, Section 02.02: Conduct Prohibited.”  

    Academic Honesty: The Texas State University Honor Code states, “We do our work and are honest with one another in all matters.  We understand how various acts of dishonesty, like plagiarizing, . . . conflict as much with academic achievement as with the values of honesty and integrity.”      

    Plagiarizing is taking credit for work that is in any way not your own, including work generated by an generative artificial intelligence tool such as ChatGPT.  Refer to the First-Year English Syllabus and The College Writer for definitions and general policies concerning plagiarism. Any cases of verifiable plagiarism, whether deliberate or accidental, will result in a failing grade on the assignment and may result in a failing grade for the course.  (Note: Peer review and consultation with your instructor or a counselor at the Writing Center do not constitute plagiarism and are encouraged.)  

    AI Use:  [Note:  There are three different AI policies below. If you will not allow your students to use AI, ever, choose the first policy: “AI Use Prohibited.” If you might allow AI use on occasion, choose the second policy: “Limited AI Use Allowed.”  And if you will allow ethical use of AI on any assignment, select the third policy: “AI Use Allowed.” We recommend also reiterating your AI policy on actual writing assignments.]   
     
    AI Use Prohibited:

    For this class, “AI” has a broad definition and refers to any program or browser extension that can edit your writing or create new content, including text, images, and code. The use of AI or Generative AI tools, including those provided by Texas State University, such as Co-Pilot, Grammarly, ChatGPT, or similar programs, is strictly prohibited for all assignments. Relying on AI undermines certain learning objectives of this course and could be considered academic dishonesty. This includes using AI for brainstorming, proofreading, changing the tone and style, editing, summarizing, or drafting any part of your work. Violations will be treated as any other violation of the Honor Code as listed in this syllabus and will be reported to the Honor Code Council.  

    If you are unsure whether a tool is permitted, assume it is not, and consult with me first. You are responsible for your own original work and academic integrity. For writing assistance, please visit the University Writing Center.  

    Limited AI Use Allowed:  

    For this class, “AI” has a broad definition and refers to any program or browser extension that can edit your writing or create new content, including text, images, and code. The use of most AI or Generative AI tools, including those provided by Texas State University, is limited in this course. Only the following are approved: [list specific tools, e.g., Grammarly for proofreading, Zotero for citation management]. For similar tools not listed, ask the professor before you use them. Using other AI tools, (especially for creating or suggesting content beyond grammar or spelling) is not allowed and will be considered plagiarism and will be treated as any other violation of the Academic Honor Code as listed in this syllabus and will be reported to the Honor Code Council. If you’re unsure about a tool, consult the instructor first.  

    [If appropriate, include citation instructions here.]   

    AI Use Allowed:  

    For this class, “AI” has a broad definition and refers to any program or browser extension that can edit your writing or create new content, including text, images, and code. You may use AI tools for brainstorming, exploring responses, and creative work as permitted by each assignment. AI can provide feedback and assistance, but instructor guidance and your input is essential.   

      [If appropriate, include citation instructions here.]   

    Attendance Policy: A strong correlation has been proven between attendance and academic success. This is especially true for this writing class. Consequently, you should make a concerted effort to attend every class session. If you encounter an emergency that requires you to miss class, excused absences can be requested via the Dean of Students Office’s Student Absence Notification System. Please note that even when an absence is unavoidable, you will still be responsible for acquiring missed course materials and the information supplied in class. Alternate assignments will be considered on a case-by-case basis. 

    Upon your fourth unexcused absence, you will lose 5 points on your final course grade and continue to lose five points for each additional unexcused absence. (See chart below.) 

    Final Grade 

    Upon 4th absence 

    Upon 5th  absence 

    Upon 6th  absence 

    Upon 7th absence 

    Upon 8th absence 

    Upon 9th  absence 

    Upon 10th absence 

    Upon 11th absence 

    95 (A) 

    90 (A-) 

    85 (B) 

    80 (B-) 

    75 (C) 

    70 (C-) 

    65 (D) 

    60 (D-) 

    55 (F) 

    85 (B) 

    80 (B-) 

    75 (C) 

    70 (C-) 

    65 (D) 

    60 (D-) 

    55 (F) 

     

     

    75 (C) 

    70 (C-) 

    65 (D) 

    60 (D-) 

    55 (F) 

     

     

     

     

    65 (D) 

    60 (D-) 

    55 (F) 

     

     

     

     

     

     

    NB: If you stop participating in this class and fail, you will be given a “U” (an “Unearned F), and you may be required to repay your financial aid.   

    Late Paper Policy: Papers are due at 11:59 pm via Canvas on the date indicated on the course calendar. If your paper is submitted after 11:59 pm, it is considered late and is subject to a grade deduction. A technological reason for a late paper is not a valid excuse, nor is a corrupted file. If you anticipate a paper will be late, email me in advance. Extensions will be granted on a rare, case-by-case basis. For each full day a paper is late, I will deduct 2 points from the final grade. This includes weekends.  

    Sexual Misconduct Reporting (SB 212): Effective January 2, 2020, state law (SB 212) requires all university employees, acting in the course and scope of employment, who witness or receive information concerning an incident of sexual misconduct involving an enrolled student or employee to report all relevant information known about the incident to the university's Title IX Coordinator or Deputy Title IX coordinator.  According to SB 212, employees who knowingly fail to report or knowingly file a false report shall be terminated by university policy and The Texas State University System Rules and Regulations. 

    NB: Since I am legally required to report, you may wish to consult a confidential resource such as a counselor at the Counseling Center.  

    More information about reporting and a list of confidential resources may be found at https://compliance.txst.edu/oeotix/your-rights/resources-for-victims-of-sexual-misconduct.html

    Shape

    GRADES AND GRADING  

    I will be providing both formative and summative feedback as you move through the course. You will have opportunities to revise your work with my guidance because there is much to be gained from learning from mistakes. I will set time limits on revising work to help you manage your time. If you believe that a grade is unfair, please let me know.  Refer to the standards below to substantiate your claim for a different grade: 

    Departmental Grading Standards: 

    C   C indicates satisfactory performance.  A C paper demonstrates positive qualities and avoids serious errors.  The positive qualities include the presentation of a central idea that is adequately developed and competently organized.  The errors to be avoided include serious flaws in the construction of paragraphs and sentences, in the selection of appropriate words, and the use of conventional written English.  The style of the writing is generally clear.  

    B   The B paper surpasses the C paper by demonstrating a higher level of effectiveness in the organization and development of a central idea.  The B paper shows greater complexity of thought and development while sustaining clarity in expression.  It has few or none of the common errors in the use of conventional written English.  The style of the writing is generally fluent and polished  

    A    The A paper is outstanding work.  It is a superior performance according to the criteria of clarity of expression and logical development of a central idea.  It shows the originality of thought and imaginative competence in the development of the material.  It engages and holds the reader’s attention and invites rereading.  The style of the writing is consistently fluent, polished, and distinctive.  

    D  D indicates an unsatisfactory performance. A D paper is flawed by any one or several of the following: weakness in establishing or developing a central idea; serious errors in sentence or paragraph construction; serious errors in grammar, spelling, or the mechanics of written expression.  

    F  F indicates an unacceptable performance.  An F paper is flawed by one or more of the following: failure to follow the assigned topic; failure to conceive, state, or develop a central idea; serious repeated errors in sentence construction or paragraph development; serious repeated errors in grammar, spelling, or the mechanics of written expression.  

    U Grade.  A grade of U (Unearned Failing) is awarded to students who do not officially withdraw from but fail to complete, a course (i.e., do not take a final exam, stop attending, etc.) and fail to achieve the course objectives.  

    STUDENT RESOURCES 

    Academic Support 

    Office Hours: I am one of your most valuable academic resources for this class, so do not be shy in reaching out to me. If my established hours do not work for you, email me to set up an appointment. We can meet over Zoom. 

    University Writing Center: in San Marcos, ASBN 100; in Round Rock, Avery 206. UWC’s trained peer and faculty consultants can help with any writing you may have, from our class assignments to your own personal projects. Consultants can assist with all kinds of writing roadblocks--including brainstorming, citing sources, and developing your ideas--or simply serve as an extra pair of eyes.  You don't even need anything written down; just book a session to help get you started! If you're looking for a focused, quiet time to work, consider dropping in on Write Time, the writing accountability group.  Also check out the UWC's workshop series to learn more about topics such as APA citation style, revision and editing skills, and more.   

    Bobcats Bounce Back: The B3 team supports TXST students working to bounce back to good academic standing by providing regular communication about academic opportunities and requirements, setting clear expectations for academic support utilization, helping students access necessary academic and basic needs resources, and advocating for additional supports where gaps exist. 

    Counseling Services: Texas State University offers student counseling services. The Texas State University Counseling Center is located at 5-4.1 in LBJ Student Center and is open Monday-Friday 8 am-5 pm. Contact the center at 512-245-2208 or counselingcenter@txstate.edu. 

    Food assistance: Texas State University has Bobcat Bounty, a student-run, on-campus food pantry. Proof of eligibility is not required. 

    Office of Disability Services: Texas State University is committed to providing equal opportunity for participation in all programs, services, and activities. Requests for accommodations by persons with disabilities (seen or unseen) may be made by contacting the Office of Disability Services at https://www.ods.txstate.edu. If you are a student with learning needs that require accommodations, contact the Office of Disability Services at 245-3451 or ods@txstate.edu.  Please share the accommodations letter with me during the first two weeks of the course, so we can plan for your success. 

  • ENG 1320.xxx: COLLEGE WRITING II

    Semester & Year

    Days and Times, Flowers Hall XXX

    Course Description (from catalog): 

    ENG 1320: Continuation of English 1310. Expository writing as a means of analyzing and understanding texts. Research paper required. Requirements in sophomore English must be completed before a student takes any advanced work in English.

    Welcome to English 1320. As your instructor, I hold the fundamental belief that everyone in the class is fully capable of engaging and mastering the material. It is my job to create a learning environment where ideas and questions can be discussed with respect. Your job is to complete all your out-of-class assignments to the best of your ability and to come to class prepared and ready to engage with the course material and our writing community.  

    INSTRUCTOR INFORMATION 

    Instructor:   

    Email:  

    Office:   

    Office Phone:   

    Departmental Phone: 512.245.2163 

    Student Help Hours: _________ in person (and on Zoom by appointment). 

    Note: Student Help Hours are times I set aside each week specifically for you and other students to visit me in my office. If you want to come during the designated times, you do not need to let me know in advance or ask permission – I will always be there. I am also happy to meet with you outside the designated office hours; just email me to set up an appointment.     

    COURSE TEXTS (available through BookSmart) AND MATERIALS  

    Your Textbooks  

    COURSE DESCRIPTION 

    English 1320 is a foundational and fundamental course that builds on the literacy and critical thinking skills developed in English 1310. English 1320 develops skills that are crucial to success in one's academic, professional, and civic life. 

    In English 1320, you will learn how to conduct, cite, and use secondary research in order to develop your arguments.  All papers in the course are documented, with at least one of them requiring the use of several secondary sources. 

    Why is this class in the General Education Core Curriculum?  The mission of the communication component is to focus on developing ideas and expressing them clearly, considering the effect of the message, fostering understanding, and building the skills needed to communicate persuasively.  

    Communication: 

    You will effectively develop, interpret, and express ideas through written, oral and visual communication.  

    Become familiar with the process of prewriting, researching, drafting, and revision—and the many forms that process can take, including engaging in rigorous discussions with your classmates and instructor. 

    Explore valuable genres of academic communication, including autoethnographies, annotated bibliographies, research proposals, primary and secondary research papers, multimodal projects, and oral presentations. 

    Critical Thinking:  

    You will demonstrate creative thinking, innovation, inquiry, and analysis, evaluation, and synthesis of information.  

    Investigate complex ideas in published texts, and synthesize those ideas with personal  
    experiences, research, other published works, and/or brand-new ideas. 

    You will become fluent in critically evaluating your own work and the work of others. 

    Personal Responsibility 

    You will relate choices, actions, and consequences to ethical decision-making. 

    You will establish long-term reading and writing habits that translate outside of the classroom and beyond college. 

    Develop a habit for close reading.  

    Teamwork 

    You will recognize different points of view and work effectively with others to support a shared purpose or goal. 

    You will participate in a mutually supportive environment that fosters academic communication, growth, and exploration. 

    You will provide formative feedback on the work of other students. 

    ASSIGNMENTS 

    List major assignments and their weights. 

    Shape

    COURSE POLICIES AND PROCEDURES 

    After completing English 1320, you should be able to draft, revise, and edit texts in which you demonstrate the ability to understand and analyze a variety of texts; quote, paraphrase, and summarize secondary sources to support your ideas; and use standard procedures of citation and documentation.Additionally, you must continue to meet the objectives outlined for English 1310, including the six Core Objectives for the Communication Component of the 2014 Texas Core Curriculum:

    1. demonstrate command of oral, aural, written, and visual literacy skills that enable people to exchange messages appropriate to their subject, occasion, and audience.
    2. demonstrate creative thinking, innovation, inquiry, as well as analysis, evaluation, and synthesis of information.
    3. effectively develop, interpret and express ideas through written, oral, and visual communication.
    4. relate choices, actions, and consequences to ethical decision-making.
    5. recognize different points of view and work effectively with others to support a shared purpose or goal. 

    Note: This syllabus supplements the general First-Year English Syllabus, available online at  https://www.english.txst.edu/student-resources/syllabus/first-year.ht  

    Professionalism: 

    Come to class prepared and fully present.  

    Do not arrive late.  

    Eliminate distractions, especially from your phone and/or laptop. Doing so will enable you and those around you to focus on class.  

    Familiarize yourself with Canvas so you know course assignment details and deadlines. Be sure to set Canvas alerts to receive Announcements, Emails, and Grades. 

    Civility: All members of this class, myself included, are expected to contribute to a respectful, welcoming, and inclusive learning environment for every other member of our writing community. Remain calm, polite, and respectful as you interact with your classmates, your instructor, and their ideas.   

    Per the university, “Civility in the classroom is very important for the educational process and it is everyone’s responsibility.  If you have questions about appropriate behavior in a particular class, please address them with your instructor first.  Disciplinary procedures may be implemented for refusing to follow an instructor’s directive or refusing to leave the classroom.  

    Additionally, the instructor, in consultation with the department chair/school director, may refer the student to the Dean of Students Office for further disciplinary review.  Such reviews may result in consequences ranging from warnings to sanctions from the university. For more information regarding conduct in the classroom, please review the following policies at https://policies.txstate.edu/division-policies/academic-affairs/02-03-02.html, Section 03: Courteous and Civil Learning Environment, and https://studenthandbook.txstate.edu/rules-and-policies/code-of-student-conduct.html, number II, Responsibilities of Students, Section 02.02: Conduct Prohibited.”  

    Academic Honesty: The Texas State University Honor Code states, “We do our work and are honest with one another in all matters.  We understand how various acts of dishonesty, like plagiarizing, . . . conflict as much with academic achievement as with the values of honesty and integrity.”      

    Plagiarizing is taking credit for work that is in any way not your own, including work generated by an generative artificial intelligence tool such as ChatGPT.  Refer to the First-Year English Syllabus and The College Writer for definitions and general policies concerning plagiarism. Any cases of verifiable plagiarism, whether deliberate or accidental, will result in a failing grade on the assignment and may result in a failing grade for the course.  (Note: Peer review and consultation with your instructor or a counselor at the Writing Center do not constitute plagiarism and are encouraged.)  

    AI Use:  [Note:  There are three different AI policies below. If you will not allow your students to use AI, ever, choose the first policy: “AI Use Prohibited.” If you might allow AI use on occasion, choose the second policy: “Limited AI Use Allowed.”  And if you will allow ethical use of AI on any assignment, select the third policy: “AI Use Allowed.” We recommend also reiterating your AI policy on actual writing assignments.]   
     
    AI Use Prohibited:

    For this class, “AI” has a broad definition and refers to any program or browser extension that can edit your writing or create new content, including text, images, and code. The use of AI or Generative AI tools, including those provided by Texas State University, such as Co-Pilot, Grammarly, ChatGPT, or similar programs, is strictly prohibited for all assignments. Relying on AI undermines certain learning objectives of this course and could be considered academic dishonesty. This includes using AI for brainstorming, proofreading, changing the tone and style, editing, summarizing, or drafting any part of your work. Violations will be treated as any other violation of the Honor Code as listed in this syllabus and will be reported to the Honor Code Council.  

    If you are unsure whether a tool is permitted, assume it is not, and consult with me first. You are responsible for your own original work and academic integrity. For writing assistance, please visit the University Writing Center.  

    Limited AI Use Allowed:  

    For this class, “AI” has a broad definition and refers to any program or browser extension that can edit your writing or create new content, including text, images, and code. The use of most AI or Generative AI tools, including those provided by Texas State University, is limited in this course. Only the following are approved: [list specific tools, e.g., Grammarly for proofreading, Zotero for citation management]. For similar tools not listed, ask the professor before you use them. Using other AI tools, (especially for creating or suggesting content beyond grammar or spelling) is not allowed and will be

    considered plagiarism and will be treated as any other violation of the Academic Honor Code as listed in this syllabus and will be reported to the Honor Code Council. If you’re unsure about a tool, consult the instructor first.  

    AI Use Allowed:  

    For this class, “AI” has a broad definition and refers to any program or browser extension that can edit your writing or create new content, including text, images, and code. You may use AI tools for brainstorming, exploring responses, and creative work as permitted by each assignment. AI can provide feedback and assistance, but instructor guidance and your input is essential.   

    Attendance Policy: A strong correlation has been proven between attendance and academic success. This is especially true for this writing class. Consequently, you should make a concerted effort to attend every class session. If you encounter an emergency that requires you to miss class, excused absences can be requested via the Dean of Students Office’s Student Absence Notification System. Please note that even when an absence is unavoidable, you will still be responsible for acquiring missed course materials and the information supplied in class. Alternate assignments will be considered on a case-by-case basis. 

    Upon your fourth unexcused absence, you will lose 5 points on your final course grade and continue to lose five points for each additional unexcused absence. (See chart below.) 

    Final Grade 

    Upon 4th absence 

    Upon 5th  absence 

    Upon 6th  absence 

    Upon 7th absence 

    Upon 8th absence 

    Upon 9th  absence 

    Upon 10th absence 

    Upon 11th absence 

    95 (A) 

    90 (A-) 

    85 (B) 

    80 (B-) 

    75 (C) 

    70 (C-) 

    65 (D) 

    60 (D-) 

    55 (F) 

    85 (B) 

    80 (B-) 

    75 (C) 

    70 (C-) 

    65 (D) 

    60 (D-) 

    55 (F) 

     

     

    75 (C) 

    70 (C-) 

    65 (D) 

    60 (D-) 

    55 (F) 

     

     

     

     

    65 (D) 

    60 (D-) 

    55 (F) 

     

     

     

     

     

     

    NB: If you stop participating in this class and fail, you will be given a “U” (an “Unearned F), and you may be required to repay your financial aid.   

    Late Paper Policy: Papers are due at 11:59 pm via Canvas on the date indicated on the course calendar. If your paper is submitted after 11:59 pm, it is considered late and is subject to a grade deduction. A technological reason for a late paper is not a valid excuse, nor is a corrupted file. If you anticipate a paper will be late, email me in advance. Extensions will be granted on a rare, case-by-case basis. For each full day a paper is late, I will deduct 2 points from the final grade. This includes weekends.  

    Sexual Misconduct Reporting (SB 212): Effective January 2, 2020, state law (SB 212) requires all university employees, acting in the course and scope of employment, who witness or receive information concerning an incident of sexual misconduct involving an enrolled student or employee to report all relevant information known about the incident to the university's Title IX Coordinator or Deputy Title IX coordinator.  According to SB 212, employees who knowingly fail to report or knowingly file a false report shall be terminated by university policy and The Texas State University System Rules and Regulations. 

    NB: Since I am legally required to report, you may wish to consult a confidential resource.  

    More information about reporting and a list of confidential resources may be found at https://compliance.txst.edu/oeotix/your-rights/resources-for-victims-of-sexual-misconduct.html

    Shape

    GRADES AND GRADING  

    I will be providing both formative and summative feedback as you move through the course. You will have opportunities to revise your work with my guidance because there is much to be gained from learning from mistakes. I will set time limits on revising work to help you manage your time. If you believe that a grade is unfair, please let me know.  Refer to the standards below to substantiate your claim for a different grade: 

    Departmental Grading Standards: 

    C   C indicates satisfactory performance.  A C paper demonstrates positive qualities and avoids serious errors.  The positive qualities include the presentation of a central idea that is adequately developed and competently organized.  The errors to be avoided include serious flaws in the construction of paragraphs and sentences, in the selection of appropriate words, and the use of conventional written English.  The style of the writing is generally clear.  

    B   The B paper surpasses the C paper by demonstrating a higher level of effectiveness in the organization and development of a central idea.  The B paper shows greater complexity of thought and development while sustaining clarity in expression.  It has few or none of the common errors in the use of conventional written English.  The style of the writing is generally fluent and polished  

    A    The A paper is outstanding work.  It is a superior performance according to the criteria of clarity of expression and logical development of a central idea.  It shows the originality of thought and imaginative competence in the development of the material.  It engages and holds the reader’s attention and invites rereading.  The style of the writing is consistently fluent, polished, and distinctive.  

    D  D indicates an unsatisfactory performance. A D paper is flawed by any one or several of the following: weakness in establishing or developing a central idea; serious errors in sentence or paragraph construction; serious errors in grammar, spelling, or the mechanics of written expression.  

    F  F indicates an unacceptable performance.  An F paper is flawed by one or more of the following: failure to follow the assigned topic; failure to conceive, state, or develop a central idea; serious repeated errors in sentence construction or paragraph development; serious repeated errors in grammar, spelling, or the mechanics of written expression.  

    U Grade.  A grade of U (Unearned Failing) is awarded to students who do not officially withdraw from but fail to complete, a course (i.e., do not take a final exam, stop attending, etc.) and fail to achieve the course objectives.  

    STUDENT RESOURCES 

    Academic Support 

    Office Hours: I am one of your most valuable academic resources for this class, so do not be shy in reaching out to me. If my established hours do not work for you, email me to set up an appointment. We can meet over Zoom. 

    University Writing Center: in San Marcos, ASBN 100; in Round Rock, Avery 206. UWC’s trained peer and faculty consultants can help with any writing you may have, from our class assignments to your own personal projects. Consultants can assist with all kinds of writing roadblocks--including brainstorming, citing sources, and developing your ideas--or simply serve as an extra pair of eyes.  You don't even need anything written down; just book a session to help get you started! If you're looking for a focused, quiet time to work, consider dropping in on Write Time, the writing accountability group.  Also check out the UWC's workshop series to learn more about topics such as APA citation style, revision and editing skills, and more.   

    Bobcats Bounce Back: The B3 team supports TXST students working to bounce back to good academic standing by providing regular communication about academic opportunities and requirements, setting clear expectations for academic support utilization, helping students access necessary academic and basic needs resources, and advocating for additional supports where gaps exist. 

    Counseling Services: Texas State University offers student counseling services. The Texas State University Counseling Center is located at 5-4.1 in LBJ Student Center and is open Monday-Friday 8 am-5 pm. Contact the center at 512-245-2208 or counselingcenter@txstate.edu. 

    Food assistance: Texas State University has Bobcat Bounty, a student-run, on-campus food pantry. Proof of eligibility is not required. 

    Office of Disability Services: Texas State University is committed to providing equal opportunity for participation in all programs, services, and activities. Requests for accommodations by persons with disabilities (seen or unseen) may be made by contacting the Office of Disability Services at https://www.ods.txstate.edu. If you are a student with learning needs that require accommodations, contact the Office of Disability Services at 245-3451 or ods@txstate.edu.  Please share the accommodations letter with me during the first two weeks of the course, so we can plan for your success. 

  • Below are several important University and departmental policies and procedures that pertain to teaching First-Year English. 

    ***Each semester, all faculty are required to upload their syllabi and current CV to the "HB 2504" site (see link above).

  • Reading Task Force's Newsletter Issue One (Spring 2025)

    /.assets/department-of-english/department-of-english-calico/faculty-resources/teaching-fye/Reading Task Force Newsletter Issue One

    Reading Committee's Recommended Reads

    Sinykin, Dan. “Pay Attention! The Invention of Close Reading.” The Nation, 12 May 2025. 

    We especially like this definition – “Close reading is a genre that turns quotations into evidence for well-crafted arguments made beautifully” – as well as the following paragraph:

    But if we embrace a broader definition of close reading, if we take a closer look at how it works and what is required of it when it succeeds, we can teach it better. We can specify the steps of close reading, even if no close reading succeeds by performing the steps alone but requires beauty and grace. We can note that one should delimit the context for the text and one’s reading of it. One should quote a detail worth noticing and construct an argument to persuade one’s reader how to understand that detail, why it matters, and how it changes what we know about the text. Each of these steps entails skills that we can teach and that can sometimes blossom—with, yes, practice and imitation—into beautiful performances. We can, in other words, democratize close reading.

    Carlson, Scott. “On Marginalia, Memory, and Making Meaning.” The Edge, 21 May 2025. 

    This week I stumbled across an essay in the Substack feed The Culturist, which offered advice on “how to remember everything you read.”

    “Studies in educational psychology show that annotating a text dramatically improves your retention of its contents,” the essay noted. “In some cases, readers who engage actively with what they read by marking a book remember up to seven times more than those who don’t.” Part of the magic here is in mentally reprocessing and playing with the ideas the author presents, engaging in the “elaborative encoding” that helps the brain transfer knowledge into long-term memory. The Culturist features a picture of a page spread from Mario Puzo’s The Godfather, with Francis Ford Coppola’s marginal scribbles and arrows pointing to underlined passages.

    “The margins of a text provide the real-world, physical space where you stop consuming ideas and start working with them,” the essay says. “In other words, the margins are where reading becomes thinking.”

    McMurtrie, Beth. “The Reading Struggle Meets AI.” The Chronicle of Higher Education, 22 May 2025. 

    “[AI] misleads students by giving them a false sense of having absorbed something. That makes it harder for instructors to convince them that reading is important.”
     
    “This idea that students find reading ineffective and stressful comes up again and again in conversations with faculty members. It likely ties into the foundational challenges students have with reading comprehension. If you trip over words, don’t understand how the parts of a chapter or academic article fit together, or are unclear what your professors want you to glean from a reading, then the act of reading can lead to confusion rather than clarity. It stands to reason that a summary generated by a chatbot would at least give you an orientation toward what your professor wants you to know.”

  • With small class sizes, students often turn to their First-Year English instructors for guidance. One of the ways you can be most helpful is to refer students to available University resources. 

  • With the rise of mental health awareness and concerns on universities, it's important to know your resources and what actions you can take. This link provides websites, assessments, and other tools for you. Find Resources for Student Mental Health Concerns. 

  • https://txst.sharepoint.com/sites/TeachingFYE

    In SharePoint, you can find a myriad of lesson plans, prompts, sample essays, and other teaching resources for your FYE courses. If you develop successful original lesson plans or resources, please send them to nw05@txstate.edu.

First-Year English Overviews

Course descriptions for ENG 1300, 1310, & 1320, and the official syllabus for First-Year English.

Approved Textbooks

The Texas State Department of English requires all faculty to adopt Andrea Lunsford's 'Easy Writer' and a reader selected from this list of vetted texts.