* CORE: Articulate and refine a question, problem, or challenge.

* ETHICAL: Identify relevant ethical issues and follow ethical principles.

* DISCOVERY: Distinguish between personal beliefs and evidence.

* METHOD: Gather and evaluate evidence appropriate to the inquiry.

* METHOD: Appropriately analyze scholarly evidence.

* CONTEXT: Explain how knowledge is situated and shared in relevant scholarly contexts

1. analyze the rhetorical situation (audience, purpose, and contex) in order to recognize the expectations of readers and understand the main purposes of composing across multiple contexts relevant to their fields of study
   
2. understand the conventions of academic and non-academic genres, to include usage, specialized vocabulary, format and attribution/citation systems
3. apply critical reading strategies that are appropriate to advanced academic and nonacademic texts of relevance to their fields of study
4. identify and synthesize multiple perspectives in articulating and refining a research question relevant to their fields of study
   
5. engage in a recursive process of inventing, investigating, shaping, drafting, revising and editing to produce a range of academic and nonacademic texts of relevance to their fields of study

1. use writing as a tool for exploration and reflection in addressing advanced problems, as well as for exposition and persuasion
2. successfully employ strategies for writing as a recursive process of inventing, investigating, shaping, drafting, revising, and editing to meet a range of advanced academic and professional expectation,including, when given appropriate time for drafting and editing,  the ability to produce documents in Standard Edited American English that are generally free from error 
   
3. collaborate with others as they write, through peer review, group projects, and/or consulting with outside experts (writing center tutors, librarians, subject-matter experts, workplace informants, etc.) 
   
4. identify, evaluate, and use research sources (print and electronic), to include advanced online library searching of databases pertinent to their disciplines and the critical use of web sites 
   
5. employ a range of appropriate technologies to support their researching, reading, and thinking, with particular attention to the ways that advanced students and professional locate, analyze, organize and share information

• For Windows: Avast, AVG, Sophos, Microsoft Windows Defender
• For Mac: Avast, AVG, Sophos

IMPORTANT: The Research Paper has a non-negotiable due date due to the necessity of submitting final grades in time for graduation. It cannot be submitted late.

It is University policy that in all Mason Core English classes (English 100, 101, 201 and 302), students must achieve a grade of C (73) or higher to receive credit for the course. Students must complete all major projects to earn a C (or higher.) Students with averages of C-  (72.4) or lower will receive an NC (No Credit) for the course. Students can keep track of their grade in the course folder in Blackboard by clicking on My Grades in the Course Menu.

Each assignment, as well as the final course grade, is based upon a total of 100 points. Grading ranges are:

Essays are graded using the following general criteria:

•  An "A" level grade (90-100%) marks an essay that is a delight for the reader and engages him/her in a provocative conversation  Even more than in a "B" essay, its author anticipates and responds to possible reader questions, uses a wide range of supporting evidence, structures arguments and analyses to create a fluid reading experience, provides unexpected insights, and/or uses language with care and facility.
•  A "B" level grade (80-90%) highlights a strong example of college writing and thinking.  In addition to meeting the "C" level requirements, such an essay goes further in some way(s): it demonstrates some insight into the "gray areas" of the topic, provides original or very thorough support that is tightly woven into the overall argument, reads smoothly at both the sentence and paragraph levels, and/or exhibits a lively personal "voice" or style.  It has few sentence-level errors.
• a "C" level grade (70-79%) denotes average college-level writing and achievement.  The essay is a competent response to the assignment:  it meets, to some degree, all the assignment requirements, and demonstrates tsome key strategies for communicating his/her ideas to his/her targeted audience.  It has a thesis or central focus, presents some support, and moves from point to point in an orderly fashion; sentence-level errors do not significantly prevent comprehension.  Essays that do not meet these criteria will not earn a "C."

• "D" and "F" level essays do not meet the basic expectations of the assignment.

1. The Analysis of Academic Writing--identifies characteristic of the academic writing genre in a research article of the student's choice
2. The Annotated Bibliography---presents your preliminary research about your potential topic to establish that it is a current and viable issue in your field. The research should help you narrow your topic to a current "problem" that can be addressed in your literature review.  English Department policy requires that students be able to rewrite one major assignment for a higher grade; this is that assignment. 
3. Annotated Public Writing--compares and contrasts academic writing with writing for a wider audience on the same topic

4. The Research Paper--a scholarly paper that includes the current knowledge and gaps in the research on the "problem" identified in your Annotated Bibliography.  This assignment allows the student to demonstrate:
1. Synthesis writing as students review the current state of scholarly and popular-media knowledge about a current technology which affects their disciplines
2. Identification of research gaps and fruitful avenues for future exploration
   
3. Standards and expectations for graduate level research in students'field of study, including evaluation of types of source and requirements for credibility
4. Participation in the intellectual conversation in students' disciplines by evaluating current technology use and proposing practical applications of their research
   
5. The use of the appropriate documentation format for a given discipline
6. Use of appropriate vocabulary, sentence structure and organizational patterns for college-level writing
7. Tone and diction appropriate to a scholar 
8. Ability to move smoothly from first-person to third-person writing when appropriate

Four SHORT WRITINGS will establish appropriate online behavior norms, used for critical reading, writing and reflection on research material:

1. a class blog in which students compare appropriate with potentially challenging topics for online interaction, followed by a survey to establish a class code of conduct for a business environment
2. a worksheet designed to introduce and reinforce the concept of an academic discipline
3. peer review of classmates' literature review drafts
4. a brief statement  which accompanies the student's face-to-face or virtual conference on his/her research proposal

Three QUIZZES, taken online, will cover concerns in business research and writing.

1. The first will cover punctuating and citing quotations from sources, an essential mechanical skill for researched writing
   
2. The second tests student knowledge of the policies established by the Mason Core program, Students as Scholars, the English Department and the University itself, as well as the professor's policies for the class
   
3. The third will review plagiarism and intellectual property. It is a prerequisite for acceptance of the Research Paper, which in turn is required in order to pass the class. 
   

To avoid plagiarism, meet the expectations of a US Academic Audience, give their readers a chance to investigate the issue further, and make credible arguments, writers must:

• put quotation marks around, and give an in-text citation for, any sentences or distinctive phrases (even very short, 2- or 3-word phrases) that writers copy directly from any outside source: a book, textbook, article, website, newspaper, song, baseball card, interview, encyclopedia, CD, YouTube video, movie, etc.
• completely rewrite (not just switch out a few word) any information they find in a separate source and wish to summarize or paraphrase for their readers, and also give an in-text citation for that paraphrased information
• give an in-text citation for any facts, statistics, or opinions which the writers learned from outside sources (or which they just happen to know) and which are not considered common knowledge in the target audience (this may require new research to locate a credible outside source to cite)
• give a new in-text citation for each element of information; that is, do not rely on a single citation at the end of a paragraph, because that is not usually sufficient to inform a reader clearly of how much of the paragraph comes from an outside source.

Text generated by an artificial intelligence (AI) generation tool such as Chat GPT is not accepted in this class as "the student's own work" and so will be considered similarly to text published on paper or online or text composed or significantly edited/altered by another person.  The use of such text without proper attribution is a violation of academic integrity and is therefore an Honor Code violation.

George Mason University values diversity. Through the webpage on Diversity, Equity and Inclusion, Mason seeks to create and sustain inclusive learning environments where all are welcome,valued and supported. It is committed to providing equal opportunity and an educational and work environment free from any discrimination on the basis of race, color, religion, national origin, sex, disability, veteran status, sexual orientation or age.  The Center for Culture, Equity and Empowerment focuses on advocacy and direct studednt support to advance equity and inclusion. GMU adheres to all applicable state and federal equal opportunity/affirmative action statutes and regulations.

Students can use the tools Mason provides to change their name and pronouns on Mason records.  If you wish, you can inform the instructor of your name and gender pronouns, and how best to address you in emails or conferences. The instructor uses the pronouns "she/her/hers" and prefers to be addressed as "Professor Johnston" in emails and verbally. Chosen pronouns (as selected in PatriotWeb) will soon display wherever a user profile displays in Blackboard courses, such as discussion boards.

Students of all immigration statuses are welcomed and valued in this classroom, including undocumented students, students fom mixed-status families, and students with Temporary Protected Status.  The aim is to create a learning environment that respects and affirms the diversity of student experiences and perspectives.  If your status is impacting your success in English 302, please consult the professor to plan ways to accommodate your situation.  Your status will be kept confidential unless required by judicial warrant.  You can also reach out to UndocuMason (our local chapter of Undocu+) or email them at undocumason@gmail.com.  They have compiled resources for undocumented students that can be helpful as you navigate your academic career.

The Student Support and Advocacy Center , available at (703) 380-1434, offers educational programming, one-on-one consultations, and resources in the areas of interpersonal violence, personal wellness, and alcohol and drug use. Students seeking additional counselling or advice should contact Counseling and Psychological Services  (CAPS) at (703) 993-2380.   CAPS provides free counselling and academic workshops to enhance students' personal experience and academic performance.

The Mason  Emergency Assistance Fund is designed to provide temporary, short-term assistance to students experiencing financial hardship. The fund is available to all students, regardless of immigration status.  For information and assistance with hunger and homelessness, visit https://ssac.gmu.edu/patriot-pantry/  For available short term funding, visit https://ulife.gmu.edu/student-emergency-assistance-funding-fall-2023

ACADEMIC RESOURCES

IMPORTANT: The University Catalog is the central resource for university policies affecting all students, faculty and staff conduct in university academic affairs.  Other policies are available at http://universitypolicy.gmu.edu/.  All members of the university community are responsible for knowing and following established policies.

The University Writing Center: The Writing Center is one of the best resources you will find on campus. The center offers a wealth of online resources for student writers. You can schedule a free 45‐minute appointment with a trained tutor to help with any phase of the writing process. Tutors can help you brainstorm, provide feedback on a draft, answer your questions, and show you strategies for organizing, drafting, revising, and editing. In addition to free individual tutoring sessions, the center has a website that offers Quick Guide resources for writers. To schedule an appointment, visit the center's main location in Robinson Hall B 213, or go to writingcenter.gmu.edu, register with the center, and make an appointment using the online scheduler.

The University Library: In addition to a wealth of printed resources, the library hosts around 150 electronic databases indexing hundreds of journals. GMU is also a member of the Washington Research Library Consortium (WRLC), which means you have hassle‐free access to the library resources of eight area universities.  Please take some time to explore the librarys offerings; you may also instant message the library with any questions. In our distance learning environment, the library's Online Education Services are particularly helpful. Visit COVID-19 Frequently asked Questions for current information about library services and COVID guidelines.

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