Expand FAQ List

  • English 1310 Course Description

    This course provides the foundational oral, aural, written, and visual literacy skills that enable the exchange of messages appropriate to the subject, occasion, purpose, and audience. Emphasis is on critical reading and the improvement of essays through reading, drafting, collaborating, reviewing, revising, and editing. This course examines expository writing as a means of exploring and shaping ideas in order to produce rhetorically effective texts that include a thesis, defined as a presentation of a central idea, and competently-organized and well-supported supporting paragraphs.

    English 1310 General Education Core Requirements

    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.

    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.

    Additionally, according to the Core Objectives for the Communication Component of the Texas Core Curriculum, in English 1310 you will . . .

    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.

    Relevant WPA Outcomes for English 1310:

    I. Composition Processes

    Writers use multiple strategies, or composing processes, to conceptualize, develop, and finalize projects. Composing processes are also flexible: successful writers can adapt their composing processes to different contexts and occasions.

    By the end of English 1310, students should be able to . . . 

    ◦ Develop a writing project through multiple drafts.
    ◦ Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing.
    ◦ Use composing processes and tools as a means to discover and reconsider ideas.
    ◦ Engage in the collaborative and social aspects of writing processes.    
    ◦ Provide and act on productive feedback to works in progress. 
    ◦ Reflect on the development of composing practices and how those practices influence their work.
     

    II. Critical Thinking, Reading, and Composing

    Critical thinking is the ability to analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts. 

    By the end of English 1310, students should be able to .  . .

    ◦ Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts.
    ◦ Read a range of texts, attending especially to relationships between assertion and evidence, to patterns of organization, to the interplay between verbal and nonverbal elements, and to how these features function for different audiences and situations.
    ◦ Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer's ideas with those from assigned sources.
    ◦ Learn various types of arguments: Toulmin, Rogerian, and Classical. 
     

    III. Rhetorical Knowledge

    Rhetorical knowledge is the ability to analyze contexts and audiences and then to act on that analysis in comprehending and creating texts.  Rhetorical knowledge is the basis of composing. Writers develop rhetorical knowledge by negotiating purpose, audience, context, and conventions as they compose a variety of texts for different situations.

    By the end of English 1310, students should be able to . . . 

    ◦ Understand and use key rhetorical concepts  [ethos, pathos, logos, exigence, kairos, context, purpose] in order to analyze and compose a variety of texts.
    ◦ Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure.
    ◦ Match the capacities of different environments (e.g., print and electronic) to varying rhetorical situations.
     

    IV. Knowledge of Conventions

    Conventions are the formal rules and informal guidelines that define genres, and in so doing, shape readers’ and writers’ perceptions of correctness or appropriateness. Most obviously, conventions govern such things as mechanics, usage, spelling, and citation practices. But they also influence content, style, organization, graphics, and document design.  

    Conventions arise from a history of use and facilitate reading by invoking common expectations between writers and readers. These expectations are not universal; they vary by genre (conventions for lab notebooks and discussion-board exchanges differ), by discipline (conventional moves in literature reviews in Psychology differ from those in English), and by occasion (meeting minutes and executive summaries use different registers). A writer’s grasp of conventions in one context does not mean a firm grasp in another. Successful writers understand, analyze, and negotiate conventions for purpose, audience, and genre, understanding that genres evolve in response to changes in material conditions and composing technologies and attending carefully to emergent conventions.

    By the end of English 1310, students should be able to . . . 

    ◦ Demonstrate knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising.
    ◦ Understand why genre conventions for structure, paragraphing, tone, and mechanics vary.
    ◦ Negotiate variations in genre conventions.
    ◦ Employ common formats and/or design features for different kinds of texts.
     

  • English 1320 Course Description

    This course is a continuation of English 1310, focusing on expository writing--the kind of objective, audience-directed prose used in college and beyond to explain and defend ideas. Emphasis is on conducting primary and secondary research; quoting, paraphrasing, and summarizing sources; and using standard procedures of citation and documentation. All papers in the course are documented, with at least one requiring the use of several secondary sources. This course provides the foundational oral, aural, written, and visual literacy skills that enable the exchange of messages appropriate to the subject, occasion, purpose, and audience.

    English 1320 General Education Core Requirements

    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. 

    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.

    Relevant WPA Outcomes for English 1320:

    I. Composition Processes

    Writers use multiple strategies, or composing processes, to conceptualize, develop, and finalize projects. Composing processes are seldom linear: a writer may research a topic before drafting, then conduct additional research while revising or after consulting a colleague. Composing processes are also flexible: successful writers can adapt their composing processes to different contexts and occasions.

    By the end of English 1320, students should be able to . . . 

    ◦ Develop a writing project through multiple drafts.
    ◦ Develop flexible strategies for reading, researching, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing.
    ◦ Use composing processes and tools as a means to discover and reconsider ideas.
    ◦ Engage in the collaborative and social aspects of writing processes.    
    ◦ Provide and act on productive feedback to works in progress.
    ◦ Adapt composing processes for a variety of technologies and modalities.
    ◦ Reflect on the development of composing practices and how those practices influence their work.
     

    II. Critical Thinking, Reading, and Composing

    Critical thinking is the ability to analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts. When writers think critically about the materials they use—whether print texts, photographs, data sets, videos, or other materials—they separate assertion from evidence, evaluate sources and evidence, recognize and evaluate underlying assumptions, read across texts for connections and patterns, identify and evaluate chains of reasoning, and compose appropriately qualified and developed claims and generalizations. These practices are foundational for advanced academic writing. 

    By the end of English 1320, students should be able to .  . .

    ◦ Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts.
    ◦ Read a range of texts, attending especially to relationships between assertion and evidence, to patterns of organization, to the interplay between verbal and nonverbal elements, and to how these features function for different audiences and situations.
    ◦ Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer's ideas with those from assigned sources.
    ◦ Learn various types of arguments: Toulmin, Rogerian, and Classical. 
     

    III. Rhetorical Knowledge

    Rhetorical knowledge is the ability to analyze contexts and audiences and then to act on that analysis in comprehending and creating texts.  Rhetorical knowledge is the basis of composing. Writers develop rhetorical knowledge by negotiating purpose, audience, context, and conventions as they compose a variety of texts for different situations.

    By the end of English 1320, students should be able to . . . 

    ◦ Understand and use key rhetorical concepts  [ethos, pathos, logos, exigence, kairos, context, purpose] in order to analyze and compose a variety of texts.
    ◦ Read and compose in several genres to demonstrate understanding how genre conventions shape and are shaped by readers’ and writers’ practices and purposes.
    ◦ Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure.
    ◦ Understand and use a variety of technologies to address a range of audiences
    ◦ Match the capacities of different environments (e.g., print and electronic) to varying rhetorical situations.
     

    IV. Knowledge of Conventions

    Conventions are the formal rules and informal guidelines that define genres, and in so doing, shape readers’ and writers’ perceptions of correctness or appropriateness. Most obviously, conventions govern such things as mechanics, usage, spelling, and citation practices. But they also influence content, style, organization, graphics, and document design.  

    Conventions arise from a history of use and facilitate reading by invoking common expectations between writers and readers. These expectations are not universal; they vary by genre (conventions for lab notebooks and discussion-board exchanges differ), by discipline (conventional moves in literature reviews in Psychology differ from those in English), and by occasion (meeting minutes and executive summaries use different registers). A writer’s grasp of conventions in one context does not mean a firm grasp in another. Successful writers understand, analyze, and negotiate conventions for purpose, audience, and genre, understanding that genres evolve in response to changes in material conditions and composing technologies and attending carefully to emergent conventions.

    By the end of English 1320, students should be able to . . . 

    ◦ Demonstrate knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising.
    ◦ Understand why genre conventions for structure, paragraphing, tone, and mechanics vary.
    ◦ Negotiate variations in genre conventions.
    ◦ Employ common formats and/or design features for different kinds of texts.
    ◦ Understand the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions.
    ◦ Apply citation conventions systematically in their own work.

  • English 1321 Course Description

    This service-learning writing course focuses on supporting sustainable community initiatives in the local area. All writing assignments target real-world audiences in order to advance existing and/or proposed community projects. Writing assignments reflect a variety of genres, including multimodal texts and group-authored projects. (WI).

    English 1320 General Education Core Requirements

    English 1321 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 1321, 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. 

    After completing English 1321, 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.

    Relevant WPA Outcomes for English 1321:

    I. Composition Processes

    Writers use multiple strategies, or composing processes, to conceptualize, develop, and finalize projects. Composing processes are seldom linear: a writer may research a topic before drafting, then conduct additional research while revising or after consulting a colleague. Composing processes are also flexible: successful writers can adapt their composing processes to different contexts and occasions.

    By the end of English 1321, students should be able to . . . 

    ◦ Develop a writing project through multiple drafts.
    ◦ Develop flexible strategies for reading, researching, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing.
    ◦ Use composing processes and tools as a means to discover and reconsider ideas.
    ◦ Engage in the collaborative and social aspects of writing processes.    
    ◦ Provide and act on productive feedback to works in progress.
    ◦ Adapt composing processes for a variety of technologies and modalities.
    ◦ Reflect on the development of composing practices and how those practices influence their work.
     
    II. Critical Thinking, Reading, and Composing

    Critical thinking is the ability to analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts. When writers think critically about the materials they use—whether print texts, photographs, data sets, videos, or other materials—they separate assertion from evidence, evaluate sources and evidence, recognize and evaluate underlying assumptions, read across texts for connections and patterns, identify and evaluate chains of reasoning, and compose appropriately qualified and developed claims and generalizations. These practices are foundational for advanced academic writing. 

    By the end of English 1321, students should be able to .  . .

    ◦ Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts.
    ◦ Read a range of texts, attending especially to relationships between assertion and evidence, to patterns of organization, to the interplay between verbal and nonverbal elements, and to how these features function for different audiences and situations.
    ◦ Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer's ideas with those from assigned sources.
    ◦ Learn various types of arguments: Toulmin, Rogerian, and Classical. 
     
    III. Rhetorical Knowledge

    Rhetorical knowledge is the ability to analyze contexts and audiences and then to act on that analysis in comprehending and creating texts.  Rhetorical knowledge is the basis of composing. Writers develop rhetorical knowledge by negotiating purpose, audience, context, and conventions as they compose a variety of texts for different situations.

    By the end of English 1321, students should be able to . . . 

    ◦ Understand and use key rhetorical concepts  [ethos, pathos, logos, exigence, kairos, context, purpose] in order to analyze and compose a variety of texts.
    ◦ Read and compose in several genres to demonstrate understanding how genre conventions shape and are shaped by readers’ and writers’ practices and purposes.
    ◦ Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure.
    ◦ Understand and use a variety of technologies to address a range of audiences
    ◦ Match the capacities of different environments (e.g., print and electronic) to varying rhetorical situations.
     
    IV. Knowledge of Conventions

    Conventions are the formal rules and informal guidelines that define genres, and in so doing, shape readers’ and writers’ perceptions of correctness or appropriateness. Most obviously, conventions govern such things as mechanics, usage, spelling, and citation practices. But they also influence content, style, organization, graphics, and document design.  

    Conventions arise from a history of use and facilitate reading by invoking common expectations between writers and readers. These expectations are not universal; they vary by genre (conventions for lab notebooks and discussion-board exchanges differ), by discipline (conventional moves in literature reviews in Psychology differ from those in English), and by occasion (meeting minutes and executive summaries use different registers). A writer’s grasp of conventions in one context does not mean a firm grasp in another. Successful writers understand, analyze, and negotiate conventions for purpose, audience, and genre, understanding that genres evolve in response to changes in material conditions and composing technologies and attending carefully to emergent conventions.

    By the end of English 1321, students should be able to . . . 

    ◦ Demonstrate knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising.
    ◦ Understand why genre conventions for structure, paragraphing, tone, and mechanics vary.
    ◦ Negotiate variations in genre conventions.
    ◦ Employ common formats and/or design features for different kinds of texts.
    ◦ Understand the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions.
    ◦ Apply citation conventions systematically in their own work.

  • This course concerns writing in technical professions. It emphasizes planning, writing, revising, editing, and proofreading proposals, reports, instructions, and other forms of professional communication for a variety of audiences. (WI) Prerequisite: ENG 1310 or ENG 1320 or ENG 1321 any with a grade of "D" or better.

    3 Credit Hours. 3 Lecture Contact Hours. 0 Lab Contact Hours.
    Course Attribute(s): Communication Core 010|Multicultural Perspective|Multicultural Content|Writing Intensive
    Grade Mode: Standard Letter

  • The University Writing Center offers individual writing tutoring for all Texas State students, including those taking English 1310 and 1320. Consultants can work with you during any stage of the writing process—from exploring an idea to polishing a draft.

    You can meet with a consultant in person in San Marcos (we are located on the first floor of Academic Services Building-North, across from The Den) and in Round Rock (in Avery 206). The UWC also offers appointments via Zoom. 

    Visit the University Writing Center’s Website at www.writingcenter.txstate.edu to make an appointment with a consultant. For additional assistance, call 512-245-3018.

    Flowers Hall Computer Labs: 

    The English Department offers some classes in computer labs located in FH G13, FH 114, and FH 120.  When classes are not in session, the computers in these labs are available for general student use.  An English coursework printing lab is available in FH G06.

    Office of Disability Services: The University adheres to all applicable federal, state, and local laws, regulations, and guidelines required to afford equal educational opportunity.

    If you are a student with a disability who will require one or more accommodations to participate in your writing class, please contact your instructor as soon as possible.  

    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. 

    Food assistance: Texas State University has Bobcat Bounty, a student-run, on-campus food pantry. See https://bobcatbounty.txstate.edu/  for more information on the student food bank. Proof of eligibility is not required.  

    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.  

  • All instructors keep regular office hours and encourage students to take advantage of those hours. These 1:1 meetings are priceless in helping you become the best writer you can be. Especially if you observe a persistent problem in your writing or have questions about an assignment, seek help from your instructor.  If you cannot meet the instructor during regular office hours, make an appointment for another mutually convenient time. Most instructors offer a Zoom option for office hours.

  • Exchange names, phone numbers, and email addresses with several members of your class.  Because you are responsible for all assignments, even when you are absent, you should know how to reach a classmate in an emergency.  You may also want to contact a classmate to discuss an idea for a paper or to seek advice about an upcoming assignment.  Think of your first-year English class as a community of writers; strive to become an active member of that community.

  • Instructors may emphasize material of particular relevance to a given class, but they always assume that students have read the entire assignment before coming to class.

  • Because the skills taught in first-year English are cumulative, regular and punctual attendance and active participation are essential.  Many instructors conduct their courses as workshops in which students draft and revise their papers and comment on one another’s work.  You cannot benefit from such activities unless you are there to participate.  You should therefore plan to attend, be on time to, and actively participate in every class meeting.

    If you must be absent because of illness, your instructor may require a written statement from the Student Health Center or a private physician before excusing the absence.  Each instructor may establish a specific attendance policy; if yours does, make sure that you understand it.

  • In the classroom, you should only use personal technology for class work, such as referencing an e-book, taking notes, or working on a project assigned by your instructor.  You should not use technology in a way that distracts you and your classmates from what is going on in the classroom.  Each instructor may establish a specific policy regarding classroom computer use; if yours does, make sure that you understand it.

  • The university classroom is a community.  During class discussions, you may hear points of view with which you disagree, as well as express points of view with which others will disagree. Remember that such exchanges are critical to both the development and the communication of informed opinions and beliefs.

    Expect to disagree with, refute, and/or challenge the ideas of others.  However, when doing so, remain calm, polite, and respectful at all times toward your classmates, your instructor, and their ideas.

  • Students have rightly protested that those who hand in late work enjoy an unfair advantage over those who complete work on time. Your instructor is not obliged to accept late papers or to allow you to write an in-class assignment after the rest of the class has done so.  Late work—if your instructor agrees to accept it—may be penalized by grade-reduction.  If you have a legitimate excuse for lateness, speak with your instructor in advance.  Each instructor may establish a specific policy for late work; if yours does, make sure that you understand it.

  • The following standards generally apply to papers written in English 1310, 1320, and 1321.  Early in the semester—and as the course progresses—your instructor may spell out specific criteria in addition to these.

    C   C indicates a 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 in 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 clearly a superior performance according to the criteria of clarity of expression and logical development of a central idea.  It shows 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.

  • Students learn much about how to improve their own work by reading and discussing the work of other students.  Your instructor may duplicate some of your and your classmates’ papers to use as texts for discussion by the entire class.  You should therefore consider your work available for public discussion by an audience (your class) once you have turned it in.

  • The complete Texas State University Honor Code and University policies on plagiarism are available online at: www.txstate.edu/effective/upps/upps-07-10-01.html.

    The English Department expects all students to be familiar with the Honor Code and related policies.

    The Texas State University Honor Code states,

    As members of a community dedicated to learning, inquiry, and creation, the students, faculty, and administration of our University live by the principles in this Honor Code. These principles require all members of this community to be conscientious, respectful, and honest.

    We Are Conscientious:
    We complete our work on time and make every effort to do it right. We come to class and meetings prepared and are willing to demonstrate it. We hold ourselves to doing what is required, embrace rigor, and shun mediocrity, special requests, and excuses.

    We Are Respectful:
    We act civilly toward one another, and we cooperate with each other. We will strive to create an environment in which people respect and listen to one another, speaking when appropriate, and permitting other people to participate and express their views.

    We Are Honest:
    We do our own work and are honest with one another in all matters. We understand how various acts of dishonesty, like plagiarizing, falsifying data, and giving or receiving assistance to which one is not entitled, conflict as much with academic achievement as with the values of honesty and integrity.

    The Pledge for Students
    Students at our University recognize that, to insure honest conduct, more is needed than an expectation of academic honesty, and we therefore adopt the practice of affixing the following pledge of honesty to the work we submit for evaluation:
       
       I pledge to uphold the principles of honesty and responsibility at our University.

    The Pledge for Faculty and Administration
    Faculty at our University recognize that the students have rights when accused of academic dishonesty and will inform the accused of their rights of appeal laid out in the student handbook and inform them of the process that will take place.

       I recognize students’ rights and pledge to uphold the principles of honesty and
       responsibility at our University.
     

    Plagiarizing is submitting work that is in any way not your own.  Refer to The Bedford Handbook 10e, pages 563-68.

    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 first-year English.  (Note: Peer review and consultation with your instructor or a tutor at the Writing Center do not constitute plagiarism and are encouraged.)

    Your instructor may ask you to write and sign the Texas State student academic honesty pledge on all written work in the course. Your instructor may also require you to submit your papers to Turnitin, an online program that will check your work for originality.  If your instructor requires these measures, he or she will provide specific directions.

  • If you would like additional writing instruction beyond first-year English, the Department offers various advanced courses in expository writing, technical writing, professional writing, creative writing, and editing.  The Department also offers a writing minor and an English major with emphases in writing and rhetoric and in creative writing.  For more information, visit the English Department in Flowers Hall 365, or call 512-245-2163.