- Registration: Drop/Add Procedures
- Composition Credit Policies
- Use of Electronic Devices/Cell Phones
- Academic Honesty
- ICaP Student Decorum Policy
- Permission to Use Student Work
- Conflicts and Complaints
- Purdue University’s Nondiscrimination Policy
- Disability Resource Center Accommodations
- Copyright Materials
- Campus Emergencies
Students at Purdue have diverse academic interests and professional goals. And although not every student at Purdue is an English major or strives to become a career writer, the ability to communicate creatively and effectively is important to all of us for several reasons:
- it provides us an outlet for sharing our ideas and an opportunity for making those ideas better;
- it empowers us to understand different conventions, genres, groups, societies, and cultures; and
- it allows us to have a voice in multiple academic, civic, and personal situations.
In short, writing is a way of learning that spans all fields and disciplines. Specifically, Introductory Composition at Purdue (ICaP) is designed to help students:
- build confidence in their abilities to create, interpret, and evaluate texts in all types of media;
- develop knowledge by inspiring new ideas through writing;
- understand, evaluate, and organize their ideas;
- articulate, develop and support a topic through first-hand and archival research;
- become an effective writer who can respond credibly and accurately to a variety of composing situations.
Introductory composition courses include: ENGL 10600, First Year-Composition; ENGL 10600-I, First-Year Composition: International Sections; ENGL 10600-R, First-Year Composition: Learning Community; and ENGL 10800, Accelerated First-Year Composition: Engaging in Public Discourse. This year, we are also piloting ENGL 10600E, First Year Composition for Technology Students.
English 106 is the standard 4-credit hour composition course for students at Purdue. The course provides students with the opportunity to interpret and compose in both digital and print media across a variety of forms. Students engage in active learning, which includes class discussion, learning in small groups, problem solving, peer review, and digital interaction. English 106 is grounded in the idea that writing provides an outlet for sharing and developing ideas; facilitates understanding across different conventions, genres, groups, societies, and cultures; and allows for expression in multiple academic, civic, and non-academic situations. In short, writing is a way of learning that spans all fields and disciplines.
By the end of the course, students will:
Demonstrate rhetorical awareness of diverse audiences, situations, and contexts.
This may include learning to:
- Employ purposeful shifts in voice, tone, design, medium, and/or structure to respond to rhetorical situations
- Identify and implement key rhetorical concepts (e.g., purpose, audience, constraints, contexts/settings, logos, ethos, pathos, kairos)
- Understand the concept of rhetorical situation and how shifting contexts affect expression and persuasion
- Understand how cultural factors affect both production and reception of ideas
- Match the capacities of different environments (e.g., print and digital) to varying rhetorical situations
Compose a variety of texts in a range of forms, equaling at least 7,500-11,500 words of polished writing (or 15,000-22,000 words, including drafts).
This may include learning to:
- Adapt composing processes for a variety of tasks, times, media, and purposes.
- Understand how conventions shape and are shaped by composing practices and purposes
- Use invention strategies to discover, develop, and design ideas for writing
- Apply methods of organization, arrangement, and structure to meet audience expectations and facilitate understanding
- Apply coherent structures, effective styles, and grammatical and mechanical correctness to establish credibility and authority
Critically think about writing and rhetoric through reading, analysis, and reflection.
This may include learning to:
- Read a diverse 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
- Analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts
- Reflect on one’s composing processes and rhetorical choices
Provide constructive feedback to others and incorporate feedback into their writing.
This may include learning to:
- Effectively evaluate others’ writing and provide useful commentary and suggestions for revision where appropriate
- Use comments as a heuristic for revision
- Produce multiple drafts or versions of a composition to increase rhetorical effectiveness
- Learn and apply collaborative skills in classroom and conference settings
Perform research and evaluate sources to support claims.
This may include learning to:
- Enact rhetorical strategies (such as interpretation, synthesis, response, critique, and design/redesign) to compose in ways that integrate the writer’s ideas with those from appropriate sources
- Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias and so on) secondary research materials, including journal articles and essays, books, scholarly and professionally established and maintained databases or archives, and informal electronic networks and Internet sources
- Practice primary research methods (such as interviews, observations, surveys, focus groups, et cetera) and demonstrate awareness of ethical concerns in conducting research
- Successfully and consistently apply citation conventions for primary and secondary sources
- Explore the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions
Engage multiple digital technologies to compose for different purposes.
This may include learning to:
- Understand writing as a technology that restructures thought
- Use commonplace software to create media that effectively make or support arguments
- Compose effective arguments that integrate words, visuals, and digital media
- Evaluate format and design features of different kinds of texts
- Demonstrate rhetorical awareness of how technologies shape composing processes and outcomes
- Remediate writing from one form into another with a different rhetorical context
- Navigate the dynamics of delivery and publishing in digital spaces
Most students enroll in English 10600, 10600-I, or 10800 in either Fall or Spring of their first year. Your academic advisor may have specific suggestions on which class you should take for your program. However, the following guidelines may help you in determining the appropriate composition placement for you.
English 10600 vs. English 10800
You should consider enrolling in English 10600, First-Year Composition, (4 credits) if:
- You think you would benefit from having frequent individual conferences in which you discuss your writing projects with your writing instructor;
- You would welcome the chance to develop your writing and internet research skills in a computer lab classroom;
- Establishing a solid academic foundation for college work is important to you.
You should enroll in English 10800, Accelerated First Year Composition: Engaging in Public Discourse, (3 credits) if:
- You usually try to exceed your instructor’s expectations;
- You enjoy the challenge of an accelerated course;
- You have fluent control of discourse conventions such as sentence structure, punctuation, spelling, and mechanics;
- You usually understand a teacher’s instructions the first time and rarely need for them to be repeated or explained;
- You will seek out help on your own—such as visiting the Writing Lab—when you need it.
- You believe you are better prepared for college work than most first-year students.
If you are considering taking ENGL 10800, please ask your academic advisor for the ENGL 10800 Program Statement that’s in their Advisor’s Guide. Either English 10600 or 10800 will fulfill both the Written Communication and the Information Literacy requirements on the University Common Core (UCC).
English 10600 vs. English 10600-I: Self-Placement Guide for International Students
Most international students enroll in English 10600-I## for International Students. However, the following guidelines may help you in determining the appropriate composition placement for you.
You should consider enrolling in English 10600 for International Students (ENGL 10600-I##) if:
- Your TOEFL (Test of English as a Foreign Language) total score is below 100 (internet-based test)
- Your TOEFL writing subscore is below 26 (internet-based test)
- English has not been the medium of instruction for most of your education prior to enrolling at Purdue
- You are in the first generation of your family to attend a college or university
- Your speaking/listening skills in English are not as strong as your writing/reading skills in English
- You can read difficult passages in English, but you are likely to need extra time and will have difficulty with a heavy reading load
You should consider enrolling in English 10600-### if:
- Your TOEFL total score is 100 or above (internet-based test)
- Your TOEFL writing subscore is 26 or above (internet-based test)
- English has been the medium of instruction for most of your education prior to enrolling at Purdue
- Your parents, sibling(s) or other immediate family members have attended a college or university
- Your speaking/listening skills in English are strong enough that you will most likely be able to understand your instructor’s and classmates’ classroom conversation
- You will be able to handle a heavy (many pages) reading load
- You are familiar with the informal written and spoken English often used in class by instructors and students at Purdue University
If you have questions about appropriate course placement, contact the Director of ESL Writing, Harris Bras, at the Department of English by e-mail (firstname.lastname@example.org)
In the first week of class, all students in all sections of composition write sample essays, which their instructors review to confirm that the composition placement is appropriate. Instructors will notify students who should consider a change of course enrollment.
In this section you’ll find out just what to expect from your ICaP course, and you’ll also see what’s going to be expected of you. ICaP courses, as you know, are geared toward meeting a set of goals that involve more than just producing polished texts: they involve developing a composing process and becoming a critical thinker, reader, and writer. These process-oriented goals make ICaP courses seem a little different, so your course will probably be different than the classes you took in high school and different than the “traditional” English course in your head. Yes, that’s right, this is not your mama’s composition class.
Composing through Various Genres and Media
You will be expected to compose in various genres and with various media in this course. This may include writing letters to the editor, review essays, and research papers. You may also be asked to analyze non-alphanumeric or non-print based texts such as films, video games, or photo essays. Please keep in mind that these analyses are all done rhetorically and hold as much intellectual merit as their more traditional counterparts.
In addition to writing more traditional alphanumeric texts (i.e. essays, reviews, and letters) in your Introductory Composition course, your instructor will assign at least one multimodal assignment as well that can include web page building, audio recording & editing, or video recording & editing. Don’t worry if you don’t know how to do these things at the beginning of the class: your instructor will provide adequate resources for you to work though these things, and you will not be expected to work at a level that exceeds your ability.
Regular conferences will be invaluable to you in your ICaP course. If you’re taking English 106, you will conference one on one with your instructor each week or at least every other week during your assigned course conferencing time to discuss your assignments or progress in the course. (You may conference more often if you set up appointments during office hours.) If you’re taking English 108, you can set up one on one conferences during your instructor’s designated office hours. Coming to conferences prepared to makes conferencing even more productive. Using the pre-conference form at the end of this book is highly recommended as is using the post-conferencing form to reflect upon the conference afterwards. (For more on conferencing and attendance please see the specific sections in the “Policies” section of this guide).
Another thing that you can expect to do in your ICaP course is research. Because research at the college level involve not just reading and synthesizing material but also contributing new, original ideas to a larger conversation, ICaP courses will often integrate both primary and secondary research. Most ICaP students are very familiar with secondary research, but few have conducted primary research in which they gather new data to learn about a topic or issue. Even if you haven’t conducted primary research before, you can expect to learn about some of the ways that this kind of research can be conducted and why it’s important in particular fields or projects. For more information about primary and secondary research and the expectations for citing sources of information, see the Purdue OWL’s resource on conducting research: https://owl.english.purdue.edu/owl/section/2/8/.
Because of the social nature of the process of composing, it will be imperative that you attend and participate in the class. Our Introductory Composition courses revolve around group discussion, peer evaluation, and a number of in-class, group assignments that reinforce or clarify the work of the class. These assignments are a regular part of the class itself and may or may not appear on the syllabus or receive official letter grades. Often, the points designated for these activities are included in the generic heading “Participation.” (For more detail on how this fits into the Goals of the Introductory Composition courses overall please see “Learning Outcomes” in the “What is ICaP?” section)
During the course of the semester it is expected that you will come to class having used the books that you purchased (aka that you will have done the reading) and the that you will be ready and willing to discuss the readings in a meaningful and respectful way. Your teacher will be excited to hear what it is that you have to say and even more excited if you can articulate why it is that you agree or disagree with what it is that you have read for class. Instructors don’t necessarily assign readings because they agree with them or want you to, but rather because they want to engage you in the topic and make you think. Discussion works best if you have actually done the reading.
In-Class or Group Assignments
From time to time your instructor may assign in-class or group assignments that range from doing an impromptu debate style activity to preparing notes for a class discussion. These are learning activities, and everyone is expected to participate in them equally. These activities do affect not only your grade in the class (“Participation”), but also help you to become a better composer/writer. These assignments often cannot be “made up” if you miss the class that they were assigned in; therefore, regular class attendance is crucial.
Although your instructor’s feedback is important to your writing process, your peers’ feedback is also crucial. Throughout the semester, your instructor may integrate formal peer review sessions in class or out of class in order to give you the opportunity to give and receive feedback during the writing process. Peer review is your opportunity (1) to have another set of eyes (besides the teacher’s) on your writing before it is turned in as a final draft and (2) to participate in a personalized and colloquial discussion about your and your classmates’ work.
Peer review is a workshop geared toward improvement and development of key elements in the project. On the one hand, it is not a “feel better” session for your classmates. On the other hand, this is not a time to transform into Captain “CorrectThis” or Dr. “DoingItWrong” and tell a peer that his or her work is “bad.” Instead, you are to carefully read and consider the work of your peers with the intention of offering constructive, advice-centered comments that pair intuitive questions with productive suggestions. Read your peers work carefully, with the intention of giving them the best advice, suggestions, and feedback possible.
Although some days you may not feel like participating in class, you must remember that every time you’re in the classroom you’re making an impression on your instructor. It’s helpful to think of your time in the classroom as a job. How would you act in a professional setting? Would you be prepared and prompt? Or would you miss work deadlines and come in ten minutes late?
Although the consequences at work would be more severe – being fired, missing out on raises or promotions – there are consequences in academia, too. You may miss out on participation points and fail to make a positive impression that could lead to other opportunities. Remember, this impression may affect your grade or whether your teacher will write you a letter of recommendation.
Academic DOs and DON’Ts
Although these academic DOs and DON’Ts seem basic, many students fail to follow them. Stay ahead of your classmates and implement these rules to conduct yourself like a professional.
- Stay engaged during class. Make eye contact with your teacher. Contribute to class discussions. Take notes during class.
- Turn in assignments on time. Although everyone has hectic times and emergencies do happen, if you develop a pattern of completing assignments on time and making them look professional, your instructor might be more understanding if a crisis occurs and you need an extension.
- Pay attention and stay organized. Your instructor hands out assignment sheets and class schedules (or posts them online) to help you stay organized. Take advantage of these documents. Read through assignment sheets in full and make sure you understand the project’s objectives. Keep yourself updated on the class schedule, so you know what’s coming up and can plan around your other classes accordingly.
- Wait until the last minute. Respect your time and your instructor’s time and plan ahead. Don’t email your instructor with a burning question about an assignment an hour or even the evening before it’s due. A good rule of thumb is to give your instructor at least a day to respond to any emails.
- Be rude. In many composition classes you may be engaged in debate and passionate discussion. Remember to express yourself with respect even if you disagree with someone. Don’t roll your eyes, talk in a sarcastic tone of voice, or make belittling comments. Again, this seems basic, but you’d be surprised how many students fail to stay polite and respectful in the classroom and when meeting with an instructor. Remember to stay calm and approach the meeting the way you would if you were talking with your boss.
- Be tied to your phone. During classes and conferences, make sure your phone is not intrusive. Don’t be the student who interrupts a conference with an instructor to send a text message.
Email: Communicating Professionally with Your Instructor
To effectively communicate with your instructor, you need to compose a professional email that includes a clear subject line, an appropriate greeting, information with the needed context or a call to action, a polite closing, and your contact information. Understanding how to write a proper email is one step toward your professionalization as a student, and later, as an employee. You need to become accustomed to writing well in all communication modes to present yourself professionally.
When composing an email, first consider your audience. Is this message going to only one person? Is it being cc’d to other people? If you are replying to an email, are you replying to only one person, or are you “Replying to All”? If you Reply to All, do you know the others on the reply list? Do they have the necessary context to understand your response? Are you saying something that you don’t want someone on the reply list to read? It’s important that you know who else might read your email before you click the Send button.
Subject Line: Your email requires a compact but meaningful subject line that suggests the email’s content. You don’t want your subject line to be twenty words long; the last part of it will not be visible in most email interfaces. But you don’t want your subject line to be too short to be meaningful, either.
Greeting: Next, begin your email with a proper greeting and use a name that’s appropriate for the relationship you have with the recipient. For example, if you are sending an email to an instructor you’ve never met, you might use the greeting, “Dear Professor Blackmon”. Once you get to know your instructor, use the name he has asked you to use. If you get into the habit of including a greeting at the beginning of your emails, you’ll stand out as a serious student.
Information/Call to Action: Emails are typically short documents, yet you need to provide any context your recipient needs to understand your message. Is your email merely informative? If you are going to miss class, does your email say when you will miss, why, and how you plan on making up the work? Is your email asking your recipient to do something? Is it clear what you want your reader to do?
Closing: Many people don’t give the closing of an email any thought, but the closing is important; it leaves a lasting impression with your recipients. Consider an email to your instructor in which you ask for a letter of recommendation for the Study Abroad program. If you write “Thank you for your consideration,” or “My best regards,” followed by your typed name, you are leaving a polite and respectful impression that could last while your instructor writes the letter for you. What is the impression your instructor might be left with if you merely say, “Thanks” or if you omit the closing? What does that say about the time you spend on the email in which you ask your instructor to spend valuable time writing for you?
Your Signature: Of course you need to “sign” your email. Your instructor can’t always figure out who you are by your email address alone. You can set up your email account to include a full signature every time you send an email (if you chose), but many email programs allow you to select a signature file from several you have created.
Email as Genre: Professional email is a genre that requires a different kind of consideration from other writing. For one thing, we perceive that the transmission of our message happens instantly. The message might be sent immediately, but has it been transmitted to the reader? When you send someone an email, you cannot assume that person will be situated in the same time in which you are writing the email. You must account for the possibility that the recipient might not read the email until the following day or week. Does the recipient remember the conversation you had twenty minutes before you write your email? Maybe, if your email is read right away. The point is that you need to consider what your reader might or might not remember or know.
Grammar, Mechanics, Tone: You might equate email with texting. Please, don’t. Get into the practice of giving your email more attention to detail than you do to texting. You may be used to the suggestions your cell phone makes when you misspell a word. You may also be used to texting lots of abbreviations and ignoring commas, periods, and proper grammar. That’s fine when you are texting your friends, but remember with email you are not texting.
Attachments: Never email an attachment with no subject line. Many email programs will send such files to the Spam folder. Also never send an attachment with no message at all. If the recipient is not expecting an attachment from you and you don’t write anything at all in the body of your email, your message attachment and all could be deleted without being read.
Let’s say you are sending your instructor an electronic file of your research paper. Your subject line might be “Research Paper Submission” and your email might be:
- Dear Ms. Pinkert,
Attached you’ll find the final version of my research paper with the required annotated bibliography.
Have a wonderful weekend,
College of Science- Chemistry
student @ purdue.edu
Notice the proper greeting, the message that indicates there is an attachment (and what is in that attachment), a respectful yet friendly closing, the student’s name (signature) and a signature block that tells the instructor which class the student is in and offers contact information.
Here is an unwise email:
- Subject: “Hey!”
I missed last Thursday and Friday. Did I miss anything?
This email doesn’t offer any identifying information for the sender and is less likely to gain a response from the instructor, because it lacks a specific question and respectful tone.
As a student in an ICaP course, you can expect to receive feedback and grades on your assignments in a timely manner. Feedback may be delayed in extraordinary circumstances such as instructor illness or zombie apocalypse. Feedback may be given in the form of substantial written comments or in face to face conferencing with the instructor.
During your composing process, you can also expect to receive specific assignment guidelines and evaluation criteria. Grades on your final project drafts will be clearly marked, and you can expect to receive an explanation of why your assignment earned the grade that it did. Sometimes, your instructor may require you to come to his or her office hours to discuss your grade.
While it would be nice to have your instructor remind you of your grades via email from time to time (or to share that information with curious parents) neither of these is actually possible because of FERPA (Family Educational Rights and Privacy Act) which prevents instructors from emailing or posting grades in nonsecure locations such as office doors (even if they are listed by anonymizing numbers). For this reason, you can expect your grades to be shared with you only through secure, university approved means such as MyPurdue, Blackboard, or Drupal.
- I overslept.
It happens to everyone at one time or another. The best way to handle the situation is to be honest with your instructor, make up the missed work and reading, and don’t make it a habit.
- My computer died/ I saved it to the wrong drive/ the file won’t open/ my dog ate it.
Technology can be your best friend — or your worst enemy. To ensure that you don’t lose points for turning in an assignment late or have to rewrite an entire essay, save your work frequently, print a copy, save a copy to a thumb drive or external hard drive, email yourself a copy, and save a copy to your career account on the Purdue H drive. Barring a zombie apocalypse, one of these versions should be accessible. You may also contact the ITaP help desk with computer questions:
Phone (on-campus): 44000
Phone (off-campus): (765) 494-4000
Help Desk: Main floor of the Humanities, Social Science, and Education Library (HSSE) – Stewart Center 135
- I was sick.
The first order of business is to get well — don’t come to class if you’re contagious. Visit PUSH (the Purdue Student Health Center) and get a note that you can show your instructor when you return to class:
Purdue Student Health Center
601 Stadium Mall Drive
Phone: (765) 494-1700
- There was a family emergency or a death in the family.
We’re so sorry for your loss, and you have our deepest condolences. To learn how to handle an absence because of grief, please consult the Grief Absence Policy Guidelines (http://www.purdue.edu/studentregulations/regulations_procedures/classes…. – number three on the list) and talk to the Office of the Dean of Students:
Office of the Dean of Students
Schleman Hall of Student Services, Room 207
475 Stadium Mall Drive
Phone: (765) 494-1747Tell your instructor about the situation, but make your family a priority during this difficult time.
- I didn’t understand the assignment/I didn’t know where to begin writing/ I didn’t know the due date.
If you have questions about an assignment or a due date, check the syllabus (an electronic copy is always available on your course website) and ask your instructor for clarification sooner rather than later – don’t wait until the night before the assignment is due. You can ask questions during class, during office hours, or through email. Another valuable resource is the Purdue Writing Lab, which can help with any stage of the writing process — from brainstorming ideas to polishing an essay:
Purdue Writing Lab
Heavilon Hall 226
Phone: (765) 494-3723
- I was studying for another class/had a Purdue sponsored event.
College can be hectic, and learning to balance attending classes, completing assignments, studying, and having a social life is not an easy feat. There will be times when you let an assignment go to the last minute or don’t read for class. Be honest with your instructor and complete the assignment or reading as quickly as possible, even if you might not get full credit. If you are having consistent problems with time management, the staff at the Counseling and Psychiatric Services can help you learn how to balance your responsibilities. There are even specific groups which meet to discuss study skills and time management:
Counseling and Psychiatric Services
Purdue University Health Center, Room 246
601 Stadium Mall Drive
Phone: (765) 494 – 6995
Website: http://www.purdue.edu/caps/If you have a Purdue sponsored event at the same time as your English class, such as participating in an athletic or academic event, let your instructor know as soon as possible and provide a note from the coach, director, or leader of your team. However, it is still up to your instructor whether or not to excuse you from class, Purdue’s absence policy (under number one), has more detailed information: http://www.purdue.edu/studentregulations/regulations_procedures/classes….
- I forgot what day I had class/ I forgot it was a conference day/ I forgot which room we were in.
The class schedule and room numbers are on your syllabus. If you lost your copy of the syllabus, your schedule is always available at mypurdue.purdue.edu under the Academic tab, and an electronic copy should be posted on your course website as well.
- I lost my room key/ I locked myself out of my dorm/ I couldn’t start my car.
We’ve all had those days. Email your instructor to let them know what happened and come to class with the readings and in-class assignments you missed completed. If you have an assignment due that class period, submit it electronically to avoid being too far past the deadline. And always check the syllabus for your instructor’s policies on absences and make-up work.
- My roommate is going through a difficult time right now.
Mental health is just as important as physical health, and being a friend to a roommate dealing with these issues is admirable. To help your roommate access the resources they need, refer them to CAPS, Purdue’s Counseling and Psychiatric Services. Make sure to take care of yourself and your own needs as well — academic, physical, and mental — and don’t hesitate to make an appointment at CAPS for yourself:
Counseling and Psychiatric Services
Purdue University Health Center, Room 246
601 Stadium Mall Drive
Phone: (765) 494 – 6995
- I don’t have my book yet so I couldn’t do the homework.
If the book is out of stock or you are waiting on your student loans, you have several options. You can borrow the book from a classmate, ask the instructor if they have an extra copy or would be willing to post the first few readings to the course website, or check the book out from the library. Use the library’s main website to check if a copy is available and where to find it: https://www.lib.purdue.edu/
You’re responsible for completing the readings on time, so make sure you choose an option that works for you.
In your ICaP course, you can expect to compose in new ways, participate in process of collaborative learning, and develop your writing abilities, and you can also expect a few perks along the way. Here are at least ten reasons that you should take (and enjoy) your course!
- You’ll have a small class size.
You will have no more than 19 classmates in your composition class. You’ll get to know them (and their writing) quite well. Instant friends!
- Your instructor will know your name.
With only 20 students in the class, your instructor will know your name. You will be something other than your PUID number, and your instructor will have office hours if you’d like to talk about your work outside of class.
- Writing in college is not the same as writing in high school.
Whether you wrote a lot or a little in your previous courses, you’ll find that writing in upper level college courses and writing outside the university requires you to adapt to new rhetorical situations, compose in new genres, integrate multiple media, etc. and these are just the things that ICaP courses emphasize. (Don’t worry, if the term “rhetorical situation” doesn’t sound familiar yet, your ICaP course is the right place for you!)
- If you are already a good writer, it could be a GPA boost!
Even if you did well in high school composition (yeah!), you need to continue to write to hone your skills. The writing you did in high school was prep work for what you’ll do now.
- You’ll get to practice, practice, practice!
Do you play soccer? Knit? Play guitar? You have to practice to improve your skills, right? The same is true for writing, and your composition course gives you the opportunity to practice and improve your skills with instruction.
- Your composition instructor is a pretty good resource.
Need a letter of recommendation for Study Abroad? Can’t figure out how to organize your paper for history class? Need a job and don’t have a résumé? Need to know where the best ice cream in town is sold? Ask your instructor. If she can’t help you, she can direct you to someone who can.
- You’ll learn about composition in a whole new way.
You’ll learn to produce a variety of textsfilms, books, comics, games, articles, websites. In the process, you’ll also learn how to analyze these texts in rhetorically sound ways and to think about how they operate in a larger social context.
- You’ll learn about the Libraries (notice that’s plural) at Purdue.
You might take a field trip to visit them. You might learn about information retrieval, “The Stacks”, or archives. Also, there’s a nifty coffee shop outside of Hicks Undergraduate Library.
- You’ll take your writing skills with you.
You’ll learn to write for different audiences, in different genres, with different media. Whatever you learn, you’ll be able to transfer it to your major or field. But remember: you have to practice your skills to keep and improve them!
- You’ll use and improve your technology skills.
Not all compositions are written on 8 ½” x 11” paper. You might use your composing skills to create a web page, a podcast, a brochure, a short video, or a poster. You may learn to use software you’ve never tried before. Either way, you’ll learn about visual rhetoric and how visuals impact your communication.
The following policies come from either University Regulations or from the ICaP Program Policy Statements. In addition to the policies written here, your instructor will have policies that are specific to your composition class. Please read your course syllabus and refer to it regularly for your class objectives, requirements and expectations.
During the first week of the semester, you may add or drop any class that has space available using the mypurdue online registration. Composition courses have strict course limits, so ICaP instructors will not sign you into their classes during the first week.
ICaP instructors will not sign you into their classes after the first week of the semester either; it is against ICaP policy for them to do so, so please don’t ask. Composition courses begin readings and writing assignments the first week, and the pace of the course is fast. Of course you believe you can “catch up”, but that rarely works. Your instructor has a lot of material to cover in 16 short weeks. The foundation instructors set the first week is important, so you shouldn’t miss it.
- Week 1: You may do web registrations with no approval needed; you are strongly encouraged to consult with your academic advisor before adding a class.
- Weeks 2-4: You may not add an ICaP class after the first week. If you have been cancelled from your classes by the university (from non-payment of fees), take a copy of your original schedule and a Form 23 to the assistant director of ICaP for approval to add. (For non-ICaP classes, you must have approval from your academic advisor and instructor before adding a class.)
- Weeks 5-9: Adding an ICaP class at this time is unlikely for any reason. The only way you can add any class is if you have extenuating circumstances and only with approval of an academic advisor, the instructor, and the head of the department in which the course is listed.
- Weeks 10-16: Course additions are not permitted.
- Weeks 1-2: You may drop courses with no approval from anyone. You are strongly encouraged to consult with your academic advisor before dropping a class.
- Weeks 3-4: You may drop with approval from your academic advisor. The drop will be recorded with a grade of W (withdraw).
- Weeks 5-9: You may drop with the approval from your academic advisor. Instructors must indicate with their signature (on a Form 23) whether you are passing or failing, and a grade of W, WF, WN, or WU will be recorded. If you have a semester classification of 0 and fewer than 31 hours of college credit, OR you have a semester classification of 01 or 02, you need not have the instructor’s signature. Your grade will be recorded as W.
- Weeks 10-16: Course assignments cannot be cancelled during this period.
There is no test-out for First-Year Composition. If you took the English Language and Composition Advanced Placement (AP) Exam and received a score of 4 or 5, you may already have credit for English 10600. Please see your academic advisor right away. If you took the English Literature and Composition AP Exam, you do NOT get credit for English 10600.
Honors: Composition courses may not be taken for honors credit. Honors courses are taught only by faculty members, and composition courses are largely taught by graduate instructors who are not members of the faculty.
You are expected to be present every day your class is scheduled, and you can expect your instructor to be present for every class meeting that is listed on your course schedule. If your instructor must cancel class, he or she will contact you through email or will post a message on the course website. If your class is held in Heavilon Hall, your instructor will ask the ICaP secretary to put a sign on the door stating that your class has been cancelled for the day.
Your instructor should be in the classroom when class begins. If your instructor does not show up 10 minutes after class is scheduled to start, one student should call the ICaP office (494-3730) or the English Department Office (494-3740) and ask if the instructor has cancelled class.
Attendance in Conferences
If you are in English 10600, your class schedule indicates that you will meet in either HEAV 223 or 225 for conferences every week. In reality, you may meet every week or every other week for conferences, and you may have group meetings or individual conferences. Your instructor will give you a detailed conference schedule, but you should be in conferences at least once every other week, so reserve this time on your personal schedule. You should always meet for your scheduled conference in either Heavilon Hall Room 223 or 225, not in the Union or in your instructor’s office.
Attendance in the Classroom
Unless your instructor has scheduled a supplementary computer lab time or a library trip, you should meet in the classroom or lab that’s listed on your schedule. If you are meeting somewhere else, you should be notified through email and the new venue will be listed on your course website.
Purdue University’s Attendance Policy: Students are expected to be present for every meeting of the classes in which they are enrolled. Only the instructor can excuse a student from a course requirement or responsibility. When conflicts or absences can be anticipated, such as for many University sponsored activities and religious observations, the student should inform the instructor of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification to an instructor is not possible, the student should contact the instructor as soon as possible by email, or by contacting the main office that offers the course. When the student is unable to make direct contact with the instructor and is unable to leave word with the instructor’s department because of circumstances beyond the student’s control, and in cases of bereavement, the student or the student’s representative should contact the Office of the Dean of Students. (See Grief Absence Policy Statement in the next section.)
The link to the complete policy and implications can be found at http://www.purdue.edu/advocacy/students/absences.html
Purdue University’s Grief Absence Policy
Purdue University recognizes that a time of bereavement is very difficult for a student. The University therefore provides the following rights to students facing the loss of a family member through the Grief Absence Policy for Students (GAPS). GAPS Policy: Students will be excused for funeral leave and given the opportunity to earn equivalent credit and to demonstrate evidence of meeting the learning outcomes for missed assignments or assessments in the event of the death of a member of the student’s family.
A student should contact the ODOS to request that a notice of his or her leave be sent to instructors. The student will provide documentation of the death or funeral service attended to the ODOS. Given proper documentation, the instructor will excuse the student from class and provide the opportunity to earn equivalent credit and to demonstrate evidence of meeting the learning outcomes for missed assignments or assessments. If the student is not satisfied with the implementation of this policy by a faculty member, he or she is encouraged to contact the Department Head and if necessary, the ODOS, for further review of his or her case. In a case where grades are negatively affected, the student may follow the established grade appeals process.
Purdue University’s entire Grief Absence Policy can be found here: http://www.purdue.edu/studentregulations/regulations_procedures/classes….
Laptops and smartphones are welcome in the classroom, but only as appropriately used educational tools. Your instructor needs to maintain a classroom environment without disruptions, so while you are in your composition class, keep your attention on the activities and tasks going on in the classroom. You should not be texting, playing computer games, doing homework for other courses, or checking email or social media sites unless you are doing so as part of a class activity. The ringer on your cell phone should be silent, and other students should not be able to hear your phone vibrate on the desk or table. Your instructor may ask you to keep your cell phone in your backpack or pocket to avoid distractions.
Appropriate use of laptops and smartphones in the classroom may include:
- Reading online texts or textbooks
- Researching articles or websites
- Taking notes
- Writing drafts
- Completing peer reviews
- Receiving emergency text messages
The university communicates emergency information to students, faculty, and staff who have signed up with the Emergency Warning Notification System: Purdue ALERT. In cases of threatening weather or other dangers to the campus community, the university will send text messages. Therefore, at least one person in every room should have the ability to receive emergency text messages. (Whether or not you are going to this weekend’s football game is not an emergency situation.)
Your instructor will have a complete definition of plagiarism on your course syllabus, and you can expect to have discussions in class on how to properly cite sources which you have summarized, paraphrased or quoted. During the first nine weeks of the semester, your instructor will explain what plagiarism is and how to avoid plagiarizing others’ work. As you are learning how to take careful notes and to attribute your sources, you may make errors based on misunderstanding what plagiarism is or how to cite sources. Your instructor will address your errors of misunderstanding or carelessness as correctable and teachable moments. You may need to revise your assignment (perhaps for a reduced score), and you may meet with your instructor in conference or office hours to further discuss plagiarism and its consequences.
If, after you have discussed academic honesty in class, you copy and paste sections from other sources without attribution (also known as “patch writing”), if you paraphrase without attribution, or if you fail to heed the in-class lessons on attribution, your instructor may fail your paper or project and file a report with the Dean of Students.
There is no doubt that handing in someone else’s written work as your own is dishonest and wrong. Therefore, if you commit egregious acts of plagiarism, even in the first nine weeks of the semester, your instructor may file a report with the Office of the Dean of Students. Additionally, you may fail your paper and depending on the policies your instructor has on the class syllabus, you may fail the course. If you commit an egregious act of plagiarism beyond the ninth week of the semester, you have clearly violated Purdue’s Academic Integrity Policy. At this point, your instructor may see that you have missed your “teachable moment” in the current semester and you will receive a grade of F (failing) for the course.
Egregious acts of plagiarism include:
- Purchasing or “borrowing” essays
- Purchasing essays from a Paper Mill
- Using parts of a Paper Mill essay (such as copying and pasting the parts you can see without paying for the entire paper)
- Lifting major parts of your paper from sources (without documentation)
- Translating a foreign language article
- “Patch writing” large amounts of your paper
- Faking citations, sources, or quotes
- Taking, stealing, or “borrowing” a paper from a friend, organization, or from a local database of essays
- Any act of obvious academic dishonesty
The English Department’s definition of plagiarism is: When writers use material from other sources, they must acknowledge this source. Not doing so is called plagiarism, which means using without credit the ideas or expression of another. You are therefore cautioned (1) against using, word for word, without acknowledgement, phrases, sentences, paragraphs, etc. from the printed or manuscript material of others; (2) against using with only slight changes the materials of another; (3) against using the general plan, the main headings, or a rewritten form of someone else’s material. These cautions apply to the work of other students as well as to the published work of professional writers.
Penalties for plagiarism vary from failure of the plagiarized assignment to expulsion from the university, and may include failure for the course and notification of the Dean of Students’ Office. The Department of English considers the previous explanation to be official notification of the nature and seriousness of plagiarism.
Purdue University’s Regulation on Academic Dishonesty
Purdue prohibits “dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty” (Student Conduct Section B2a, University Regulations). Such behavior is subject to disciplinary sanctions. Furthermore, the University Senate has stipulated that “the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest” (University Senate Document 7218, December 15, 1972).
The following websites further explain Purdue’s regulations on student conduct.
- Purdue University’s Student Conduct Code at http://www.purdue.edu/studentregulations/student_conduct/
- The Dean of Students’ “Academic Integrity: A Guide for Students” at http://www.purdue.edu/odos/osrr/academic-integrity/index.html
All students at Purdue are expected to abide by the university’s Code of Conduct. The Introductory Composition at Purdue (ICaP) Student Decorum Policy further explains how Purdue’s Code of Conduct applies to the specific classroom situations and environments that students in all ICaP courses share.
Who Should Read this Policy?
Students, to understand the etiquette of college classroom behavior and to be aware of the consequences of inappropriate actions. Instructors, to enforce program-specific and university policies consistently. Administrators, to support instructors and students when behavioral issues arise.
What is Decorum in the ICaP Classroom?
While we do want our classrooms to be spaces of open discussion and dialogue, students must be aware that their speech and compositions act as part of the larger classroom discourse, and thus have effects and repercussions beyond their own personal experience in the class, and even beyond the teacher-student relationship within the class.
We want to foster an environment where everyone (regardless of nationality, sex, sexual orientation, etc.) is free to express their views without fear of intimidation, unless that expression impinges on others’ ability to do so. This requires that we provide others in the classroom with the ability to express their views in a safe environment, and recognize one’s own responsibility to contribute to the safety of that environment. The environment of the classroom includes not solely larger class discussion, but also working with groups, course projects, course activities, and conduct in online spaces (forums, online discussions, blogs).
What is Inappropriate Behavior in the English 106 Classroom?
The following are examples of inappropriate behavior which will not be tolerated in any ICaP classroom:
- Causing or threatening to cause bodily harm to other students or to the instructor
- Hate speech, including producing written work or images that promote or support hate crimes
- Gratuitously sexual or violent texts
- Sexually harassing other students or the instructor
- Attempts to intimidate other students or the instructor, i.e. harassment, bullying
- Classroom disruptions, or behaviors that interfere with the educational environment for other students
What are Classroom Disruptions?
According to the Office of Student Rights and Responsibilities, disruptive behavior is “repeated, continuous, or multiple student behaviors that prevent an instructor from teaching and/or prevent students from learning.” (https://www.purdue.edu/odos/osrr/resources/documents/managing_classroom_…)
Disruptive classroom behavior can target either students or the instructor and can include conduct during class projects, in-class activities, and within online environments. In these cases, while harassment can be a single, egregious instance, disruption might better be defined by its accumulation, that is, continuous and deliberately done. Examples include:
- Language or behavior that offends or would prevent other students from feeling safe to express themselves in the classroom
- Continual and heedless “hijacking” of discussions through interruption and distraction
- Inappropriate use of computers, laptops, cell phones, mp3 players, or other technological devices
What Happens when Students Act Inappropriately in the Classroom?
ICaP instructors expect their students to be curious learners, to ask questions, and to offer their ideas and thoughts, often in open classroom discussions. And while instructors expect students to have different opinions, they expect students to express those opinions respectfully and without disrupting the learning process of others. In accordance with that goal, instructors will resolve classroom behavior problems according to the following:
Student Behavior: Mildly inappropriate, disruptive, unprofessional. Disrupts the learning of others.
- Step 1: The instructor may address the disruptive behavior. The instructor will issue a verbal warning to the student.
- Step 2: Repeated inappropriate behavior: the instructor may ask the student to leave the classroom and take an absence for the day. The instructor will remind the student that this is a repeated offense. The instructor will document the incident and may contact an administrator in the ICaP office to file a Student Conduct Form.
- Step 3: The instructor will inform the student that this is a repeated documented offense. The instructor will contact an administrator in the ICaP office and file a Student Conduct Form.
- Step 4: Depending on the infraction the instructor or the Program Director may call and/or send a written report to the Office of the Dean of Students.
Student Behavior: Egregiously inappropriate or disruptive, potentially harmful to self and/or others.
- Step 1: The student may be asked to leave the classroom and the instructor will immediately talk with an administrator in the ICaP office. The instructor will file a Student Conduct Form. Depending on the infraction, the student may be reported to the Office of the Dean of Students. If the instructor feels threatened and is concerned for his or her own safety, the safety of the students, or the safety of the disruptive student, the instructor should call the Purdue Police.
- Step 2: If egregiously inappropriate, disruptive, or potentially harmful behavior continues, the instructor and Program Director will ask the Office of the Dean of Students to investigate the matter.
The entire text of Purdue University’s Student Code of Conduct is available at http://www.purdue.edu/studentregulations/student_conduct/.
These definitions are excerpted from Purdue University’s Policies on Ethics which include, Harassment, Racial Harassment, and Sexual Harassment are located at http://www.purdue.edu/policies/ethics/iiic1.html
Purdue defines Harassment as: Conduct towards another person or identifiable group of persons that has the purpose or effect of creating an intimidating or hostile educational environment, or unreasonably interfering with or affecting a person’s educational environment or opportunities. Use of the term Harassment includes all forms of harassment, including Racial Harassment and Sexual Harassment.
Purdue defines Racial Harassment as: Conduct that demonstrates hostility towards another person (or identifiable group of persons) on the basis of race, color, national origin or ancestry and that has the purpose or effect of creating an intimidating or hostile educational environment, or unreasonably interfering with or affecting a person’s educational environment or opportunities.
Purdue defines Sexual Harassment as: any act of Sexual Violence, any act of Sexual Exploitation, any unwelcome sexual advance, request for sexual favors or other written, verbal or physical conduct of a sexual nature when:
- Submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s education
- Submission to, or rejection of, such conduct by an individual is used as the basis for, or a factor in, decisions affecting that individual’s education, or
- Such conduct has the purpose or effect of unreasonably interfering with an individual’s academic performance or creating an intimidating, offensive or hostile environment for that individual’s education.
Purdue University’s Violent Behavior Policy is located at http://www.purdue.edu/policies/facilities-safety/iva3.html
Purdue defines violent behavior as: a broad range of behaviors that generate reasonable concerns for personal safety, result in physical injury or result in damage to University Facilities. Violent behavior includes, but is not limited to, aggressive or frightening acts, Intimidation, Threats, Physical Attacks or Property Damage.” Threat is defined as “An expression of intent to cause physical or mental harm or damage to property. A threat may be direct, indirect, conditional or veiled. Any threat is presumed to constitute a statement of intent. An expression constitutes a threat without regard to whether the party communicating the threat has the present ability to carry it out and without regard to whether the expression is contingent or future.
Purdue University students who violate this policy on or off University Facilities may be subject to disciplinary action up to and including expulsion, as provided in the Regulations Governing Student Conduct.
In the first two weeks of the semester, your instructor will ask you to hand in a “Permission to Use Student Work” form. If you sign this form, you allow your instructor to use your writing as an example in teaching and research. You are under no obligation to allow your instructor to use your work, and your decision will have no influence on your grade in the class. The form gives you options and conditions under which you would allow your work to be used.
If you are having a problem in your composition class, you should first try to talk with your instructor. But if you are having a conflict with your instructor, you have a complaint about your class or your instructor, or if you have any question or concern about your composition class, please contact Linda Haynes, the Assistant Director of Composition for Student Concerns (email@example.com).
You will receive feedback from your instructor in the form of written and/or verbal comments on your work that will help you revise and improve your writing and composing, but at some point, your instructor will assign a grade to your paper or project. Assigning grades is how instructors give you an evaluation of your work, and you will receive these grades throughout the semester. Even if you are handing in a portfolio at the end of the semester, you should have an idea of where you stand grade-wise at any time during the semester. If your instructor does not use Blackboard or display your grades on a course management system, you can keep track of the graded work that’s been returned to you.
Most instructors grade your papers with either the number of points you earned for the assignment (and out of how many points) or with a percentage grade. Your instructor will include on your syllabus how much each assignment or project is worth. With each project or major writing assignment, your instructor will give you an explanation of how your compositions are being assessed.
Your instructor will include on the course syllabus whether your final course grade will be a regular A, B, C, D, F letter grade or whether you will be on the +/ grading system. If your instructor uses the +/ system, then all of your graded pieces will also be graded as such.
What Grades Mean
The following section offers you some meaning behind the letter grades and points your instructor will use while assessing your work.
The A range: You did what the assignment asked at a high quality level, and your work shows originality and creativity. Work in this range shows all the qualities listed above for a B; but it also demonstrates that you took extra steps to be original or creative in developing content, solving a problem, or developing a verbal or visual style.
The B range: You did what the assignment asked of you at a high quality level. Work in this range needs little revision, is complete in content, is organized well, and shows special attention to style and visual design.
The C range: You did what the assignment asked of you. Work in this range tends to need some revision, but it is complete in content and the organization is logical. The style, verbal and visual, is straightforward but unremarkable.
The D range: You did what the assignment asked at a low level of quality. Work in this range tends to need significant revision. The content is often incomplete and the organization is hard to discern. Verbal and visual style is often non-existent or chaotic.
F: A grade of F is generally for students who don’t show up or don’t do the work. If you feel you put in your best effort and still received an F, you might consider dropping the class.
Grades of Incomplete: A grade of incomplete is given to a student only under extenuating circumstances beyond a student’s control, such as a serious illness or accident. Purdue’s University Regulations states, “A grade of incomplete is a record of work that was interrupted by unavoidable absence or other causes beyond a student’s control, which work was passing at the time it was interrupted and the completion of which does not require the student to repeat the course in order to obtain credit. The incomplete grade is not to be used as a substitute for a failing grade.” If you are in a situation in which you do need an incomplete, you should first talk to someone in the Office of the Dean of Students to have your extended absence recorded.
Keeping Track of and Getting Your Grades: At the end of the semester, you will see your final grade on mypurdue, but you should have some idea of your where you stand in the course throughout the semester. Your instructor may use the gradebook in Blackboard or in the Drupal course management system, but instructors are not required to use these features. You should keep track of your own scores as you receive returned graded work from your instructor. As you accumulate your graded papers, quizzes, and assignments, write down the scores to keep your own running grade tally.
According to the Family Educational Rights and Privacy Act (FERPA), your instructor may not post your grades in a public area that lists your name or even a portion of your PUID. Your instructor is also not allowed to email grades to you unless the information is password protected or encrypted in a file (like Purdue’s FileLocker).
University Regulations states that
- The grade appeals system affords recourse to a student who has evidence or believes that evidence exists to show that an inappropriate grade has been assigned as a result of prejudice, caprices, or other improper conditions such as mechanical error, or assignment of a grade inconsistent with those assigned to other students. Additionally, a student may challenge the reduction of a grade for alleged scholastic dishonesty. In essence, the grade appeals system is designed to protect students from grade assignments that are inconsistent with policy followed in assigning grades to others in the course.
Procedure for ICaP Grade Reviews
If you wish to challenge a final course grade, you must first discuss the situation with your instructor. If you are not satisfied with the results of that meeting, you may then request an ICaP Grade Review. If you are not satisfied with the decision made by the ICaP Grade Review, you may then speak with the Head of the Department of English and then appeal your grade through the College of Liberal Arts (CLA).
Step One: Contact your instructor.
- It is your right to know how your grades are figured, so your first step is to visit, call, or email your instructor to discuss your grade. In some cases, a scoring error may have happened, which can be easily fixed. Or, your instructor can explain how he/she arrived at the grade you received.
Step Two: Submit a completed ICaP Grade Review form, the package of your graded materials, and a cover letter to the Writing Programs Secretary in Heavilon 302.
ICaP Grade Review forms are available in the ICaP office (HEAV 302) and are downloadable on the ICaP website (http://icap.rhetorike.org/sites/default/files/GradeReviewForm.doc). The grade review package you submit should include your graded work for the class, including teacher comments. We will not accept items that do not show comments from the teacher. Also, write a 1-2 page cover letter that explains why you believe the grade you received does not reflect your work in the class. See the checklist on the grade review form for more information.
Step Three: Wait a week.
We will respond to your grade review in written form within one week. Then, you can pick up the response and your materials at the desk of the Writing Programs Secretary in Heavilon 302.
If we determine a higher grade is warranted, we will make the change automatically through the Office of the Registrar. You should see the new grade reflected soon afterward in your records. Under no circumstances will your grade be lowered as a result of your work being reviewed or regraded.
ICaP Grade Review requests must be submitted before or during the third week after the start of the following regular semester. We will not accept requests that arrive after 3:00pm on Friday of the third week of the following semester in which you received your grade.
If you have concerns about your composition class at any time during the semester, please see Linda Haynes, Assistant Director of Composition in Heavilon 303C (firstname.lastname@example.org).
If you are not satisfied with the results of your grade review, you may take your appeal to the Head of the Department of English.
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.
Purdue University prohibits discrimination against any member of the University community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation, disability, or status as a veteran. The University will conduct its programs, services and activities consistent with applicable federal, state and local laws, regulations and orders and in conformance with the procedures and limitations as set forth in Executive Memorandum No. D1, which provides specific contractual rights and remedies.
Purdue University is required to respond to the needs of students with disabilities as outlined in both the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 through the provision of auxiliary aids and services that allow a student with a disability to fully access and participate in the programs, services, and activities at Purdue University.
If you have a disability that requires special academic accommodation, please make an appointment to speak with your instructor in order to discuss any adjustments. It is your responsibility to notify the DRC (http://www.purdue.edu/drc) of an impairment or condition that may require accommodations and/or classroom modifications.
The notes you take in class are considered to be “derivative works” of your instructor’s lectures or class materials and therefore may subject to copyright laws. You are allowed to take notes in class and to use those notes for any non-commercial use, but you are not allowed to sell or barter your class notes without permission from your instructor.
Take notes, please! And feel free to use your class notes to study either individually or in groups, but remember you may not receive payment or material goods in return for your notes.
Being prepared for any emergency is your personal responsibility, but in emergency situations there can be chaos and uncertainty. True emergencies are rare at Purdue, but if you hear the sirens, you need to know what to do to keep yourself and others safe. If you are in a classroom, listen to your instructor for guidance, but you still need to know what to do to keep yourself and others safe. Your instructors should go over Emergency Preparedness during the first week of classes, including specific information about where to go or shelter in case of an emergency notification.
For any emergency, call 911. Whether you call from a campus phone or your cell phone, your 911 call goes directly to campus police when you are on campus.
Indoor Fire Alarm: Immediately evacuate the building. Do not use the elevator. Move away from the building until emergency response personnel tell you it is safe to return.
All Hazards Outdoor Emergency Warning Siren:
- Shelter in Place – Tornado: You will hear an outdoor emergency warning siren. Shelter in the lowest level of the building you are in, away from windows or doors.
- Shelter in Place – Hazardous Materials: Shelter in your classroom and shut all windows and doors.
- Shelter in Place – Civil Disturbance (Shooting): Shelter in a room that is securable if possible. Stay away from windows and remain hidden.
The Purdue ALERT system uses several methods to communicate imminent danger to students. In case of threatening weather, civil disturbance, or release of hazardous materials, you may hear the “All Hazards Emergency Warning Sirens” (the outdoor sirens) which mean you should seek shelter in a safe location within a building. In Heavilon Hall, the Emergency Warning Sirens are not audible. Therefore, it is a good idea to sign up with Purdue ALERT so you can receive emergency notifications through text messages.
According to Purdue ALERT, “When you hear either emergency warning notification system you should immediately evacuate or go inside a building to a safe location (as applicable) and use all communication means available to find out more details about the emergency. You should remain in place until police, fire, or other emergency response personnel provide additional guidance or tell you it is safe to leave.”
- Number of Purdue Police: (765) 494-8221 for non-emergencies
Email for Purdue Police: email@example.com (not monitored 24 hours/day)
For any emergency, call 911. Whether you call from a campus phone or your cell phone, your 911 call goes directly to campus police when you are on campus.
In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor’s control. Relevant changes to your course will be posted onto the course website or can be obtained by contacting your instructor via email or phone. You are expected to read your @purdue.edu email on a frequent basis.