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ENGL2370: Introduction to Fiction19259 (MWF 12-12:50 Irby 312)

Instructor:Deb Moore, Irby 428 Hours: MWF 11-12, 1-2501-450-3499

dmoore@uca.edu

Course Focus:In this class, we will read, discuss, and write about fiction in a way that considers its formal elements (character, plot, setting, themes, and narrative style) as well as its contexts and value (social, historical, aesthetic). We will build our base of knowledge collectively, through discussion, in both large and small groups. Because our discussion will sometimes address complex and potentially sensitive subjects that may be personal to some of us, it’s important to come to the conversation with an open mind, a willingness to listen and consider alternative points of view, and respect for one another, the authors, and the characters represented in the works.

Class meetings will consist of brief lecture, full-class and small-group

discussion, and various other activities (presentations, in-class writings, slide shows, video and audio recordings).

Catalog Entry:“Satisfies the humanities requirement in the general education program. Students will learn to read stories and short novels carefully and analytically and be encouraged to see the way stories both reflect and enhance our understanding of life. Lecture, discussion, writing. Prerequisite: None. Fall, spring.”

Required Text: The Story and Its Writer: An Introduction to Short

Fiction. 9th ed., by Anne Charters (2015), ISBN 978-1-4576-6461-8.

Download AND PRINT New Yorker Stories Fall 2016 from Blackboard.

Readings:Class discussion is an important part of this course, so I ask that you read and be able to discuss the material on the day that it is due. Bring your annotated PAPER copy of the reading assignment with you on those days when it is being discussed.

On the first day of class, you will receive a paper copy of the syllabus and course outline. You may download additional copies from Blackboard.

Short StoriesYoung Goodman BrownThem Old Cowboy SongsTravis, B.Brokeback MountainA Rose for EmilyThe Red ConvertibleA Very Old Man With Enormous WingsBrief History of the DeadThe Ones Who Walk Away From OmelasThe Things They CarriedPuppyDiary of an Interesting Year

When you report for the final exam, turn in your adequately-annotated copy of New Yorker Stories Fall 2016 for daily work credit. Late submissions cannot be accepted.

Please make yourself familiar with the syllabus, which contains everything you need to know to be successful in this class:

• It details what you will be learning and when it will be covered.• It makes clear what is expected of you as a student.• It allows you to know what to expect of your instructor.• It outlines the organization of the course and when assignments are due.• It explains how to do the assignments.• It explains how grading will be accomplished.• It states the attendance requirements.

Coursework:Coursework consists of daily work as assigned, a position paper, two tests, and a final exam. There are 1000 total possible points in the class:

Daily Work (combined) 200 pointsPosition Paper 200 points Exam one 200 pointsExam two 200 pointsFinal Exam 200 points

A Writing Center tutoring session is required for the Position Paper assignment. You may use your tutoring session at any point during the drafting and revising process (brainstorming, revision, or editing) and as many times as you wish. There are a limited number of appointment slots, though, so please plan ahead and make your appointments early. To make an appointment, submit a paper for online tutoring, or to find out about drop-in hours, visit http://uca.edu/writingcenter/home. The Academic Success Center is also available to help you with all aspects of college work: http://uca.edu/success.

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DAILY WORK is PASS/FAIL and cannot be made up if you are tardy or absent. A PASS grade is awarded to assignments that meet the submission requirements and adequately respond to the assignment. Late submissions, those that consist solely of plot summary or contain plagiarized material, and those that are inadequate in length will receive FAIL grades. Combined, daily work is worth 200 points and consists of the following:

Reader Responses: A 500-word response to the prompt given in the course outline. See Appendix B for specific instructions.

In-Class or Exploratory Writing and Activities: Writing or working alone or in a group in response to a prompt. As assigned.

The Tournament of Shorts: a little friendly March-madness-inspired competition. Every two weeks or so, two works of fiction will go head-to-head. The winner, as determined by a panel of student judges, will move ahead in the brackets. See Appendix C for more information.

Students who receive a PASS grade for every assignment will earn 200 points. Students who receive a lessor number of PASS grades will earn a score equal to the percentage receiving a PASS grade. (Students who receive a PASS grade for half the assignments receive 100 points, etc.)

POSITION PAPER: Write a 750-word (minimum) essay responding to a prompt. This assignment is worth 200 points and is due at the beginning of class on Monday, November 28. See Appendix D for specific instructions.

EXAMS: Exams are comprehensive. There will be two exams and a final, each worth 200 points. Exams cover readings, discussions, films, and lectures. On each exam, you may be asked to identify and write substantially about quotations from the works and respond briefly to short answer questions. While there is no “study guide,” we will review material in class prior to each test. Notify your instructor as soon as you know that you will be missing an exam. There are no make-up exams; in case of a missed exam, you agree to accept the average of the remaining two exams as the score for the missed exam. Multiple missed exams will be handled on an individual basis.

Workload:It is generally accepted that students will need at least 2 hours of course preparation outside of class for every credit hour taken. For a three-hour course such as this one, you should plan to spend a minimum of six additional hours each week outside of class reading, thinking, and writing.

Assessment: To discuss a grade, please meet with me in person during office hours. Although you may use email to make an appointment to speak with me, let us not discuss grades using this platform.

The objective in this course is to master the material. Although grades are meant to represent your level of achievement in that goal, the grade itself is not the objective. Therefore, there are no extra credit opportunities.

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Grading900-1000 = A800-890 = B700-790 = C600-690 = D590 & below = F

Writing assignments will be graded using the following standards, bearing in mind that other factors—such as failure to follow instructions or formatting guidelines, lack of revision, or missing due dates—may also affect your grade:A/Excellent: Shows originality of thought in stating and developing a central controlling idea. Its ideas are clear, logical, and thought-provoking; it contains all the positive qualities of good writing listed below:

Concentration on a main purpose, with thorough development and firm support of evidence using concrete detail and specific examples.

Careful construction and organization. Careful choice of effective words and phrases.

B/Superior: Has a clearly stated central purpose, logically and adequately developed. Its ideas are clear because it contains some of the qualities of good writing described under A above. It is relatively free of errors in the use of English. Although indicating technical competence, the B paper lacks the originality of thought and style which characterizes the A essay.

C/Average: Has a central idea stated and organized clearly enough to convey its purpose to the reader; it avoids serious errors in the use of English. It may, in fact, have few correction marks on it, but it lacks adequate and strong use of supporting details as well as the vigor of thought and expression which would entitle it to an above-average rating.

D/Unsatisfactory: Indicates below-average achievement in expressing ideas correctly and effectively. Most D papers fail to present a clear central idea and or to develop it adequately. Typically, they will contain numerous serious errors in the use of English. With a clearly stated central idea, fuller development, and more careful proofreading, many D papers might be worth at least a C grade.

F/Failing: Is the result of poor writing, which usually includes one or more of the following problems:

Failure to state and develop a thesis or to use some equivalent organization appropriate to the topic;

A lack of unity, coherence, and development within the individual paragraphs or the paper as a whole;

A mass of vague generalizations that essentially restate the thesis without offering specific details as support;

Little or no relation to the assignment; Inadequate length; Frequent misspelling of words; Sentence-structure errors (fragments/run-ons); Lack of agreement between subject and verb or pronoun and antecedent; Lack of clear pronoun-antecedent reference; Verb form errors (including tense, voice, and mood).

Papers that are plagiarized—in whole or in part—will earn a failing grade.

Attendance:Punctual class attendance is expected. In addition to contributing to understanding, in-class discussion, quizzes, and other activities constitute a portion of your grade and cannot be made up if missed.

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If it is absolutely necessary to miss class in order to keep an outside appointment, please schedule that appointment during someone else’s class. In the event of unavoidable absence, check with another class member to find out what you missed before returning to class. Missing class is no excuse for missing an assignment.

There are no “excused” or “unexcused” absences in this class. You may miss six class meetings. Students who miss more than that, and/or miss a week's worth of classes consecutively without contacting the instructor may be dropped for non-attendance and assigned a WF, WP, or W grade as appropriate. Any combination of three late arrivals or early departures will count as one absence. Arriving more than 15 minutes late or leaving more than 15 minutes early will constitute

an absence.

I call roll every day. If you arrive to class late, I may have already counted you as absent. Please get with me immediately after class to make sure that you get credit for having been in there. This cannot be done via email. The roll book is the official record of attendance.

EASTER EGG: Write down a question that you really want to know about this syllabus and bring it with you to the second class meeting for daily work credit. This is a graded assignment and will not be accepted after the second class meeting.

If you expect to miss class for university-sponsored events (choir, band, orchestra, debate, sports), please speak with me about it at the beginning of the semester. In addition, I ask that you:

Be sure I receive written official notification from your coach, director, or sponsor Submit an email reminder to me immediately before each absence Turn in assignments that come due during your absence on or before the due date Check with another student to see what you’ve missed before returning Recognize the importance of being in class when you aren't traveling

Late Work:Assignments are due at the beginning of class. Late assignments, if accepted, receive a whole letter grade reduction per calendar day.

Conduct:Research shows that students who text and hang out on social media during class are less likely to remember details about lectures and more likely to earn a lower grade than students who pay attention. For this reason you are asked to not use your phones during class. Please silent your phone and put it away.

Students who exhibit behavior that interferes with my ability to conduct the class and foster student learning, or who exhibit behavior so outrageous as to severely impede the conduct of the class will be asked to leave and/or dropped with a WF grade.

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Check with a classmate to see what you missed BEFORE returning to class.

Student athletes: remind your instructor (via email) before each sponsored absence.

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Laptops/Tablets: Students who take notes during lectures score higher than those who don’t, but recent studies have shown that taking notes by laptop results in shallower processing and decreased ability to answer questions about ideas, thoughts, and concepts. For this reason, I ask that you take notes in longhand for this class. If you feel that your learning will be hampered by not having access to your laptop for note-taking or other legitimate purposes, please speak to me outside of class.

UCA Policies: Please take the time to familiarize yourself with all the academic policies in the Student Handbook. If you are a new student, you can pick up a copy at 210 Student Health Center. A PDF version is available at https://uca.edu/student/student-handbook/

ACADEMIC INTEGRITY STATEMENT: The University of Central Arkansas affirms its commitment to academic integrity and expects all members of the university community to accept shared responsibility for maintaining academic integrity. Students in this course are subject to the provisions of the university's Academic Integrity Policy, approved by the Board of Trustees as Board Policy No. 709 on February 10, 2010, and published in the Student Handbook. Penalties for academic misconduct in this course may include a failing grade on an assignment, a failing grade in the course, or any other course-related sanction the instructor determines to be appropriate. Continued enrollment in this course affirms a student's acceptance of this university policy.

COUNSELING: All students are entitled to free, confidential, professional counseling. Please contact the University Counseling Center at 450-3138. They are located in the Student Health Center, suite 327.

DISABILITY POLICY: The University of Central Arkansas adheres to the requirements of the Americans with Disabilities Act. If you need an accommodation under this act due to a disability, contact the UCA Office of Disability Services at 450-3613.

EMERGENCY PROCEDURES: An Emergency Procedures Summary (EPS) for the building in which this class is held will be discussed during the first week of this course. EPS documents for most buildings on campus are available at http://uca.edu.mysafety/bep. Every student should be familiar with emergency procedures for any campus building in which he or she spends time for classes or other purposes.

EVALUATIONS: Student evaluations of a course and its professor are a crucial element in helping faculty achieve excellence in the classroom and the institution in demonstrating that students are gaining knowledge. Students may evaluate courses they are taking starting on the Monday of the twelfth week of instruction through the end of finals week by logging in to myUCA and clicking on the Evals button on the top right.

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Please take notes in longhand, rather than on your laptop or tablet.

HARASSMENT POLICY: Harassment by any faculty member, staff member, or student is a violation of both law and University policy and will not be tolerated. Please read the appropriate pages of your Student Handbook for the policies, definition, and procedures concerning harassment. If you have questions or concerns, please contact me or the chair of the department. Individuals who believe they have been subjected to harassment should report the incident promptly to their academic dean or to a departmental chair or directly to the university’s Affirmative Action officer, legal counsel or assistant vice president for human resources

Title IX Disclosure: If a student discloses an act of sexual harassment, discrimination, assault, or other sexual misconduct to a faculty member (as it relates to “student-on-student” or “employee-on-student”), the faculty member cannot maintain complete confidentiality and is required to report the act and may be required to reveal the names of the parties involved. Any allegations made by a student may or may not trigger an investigation. Each situation differs and the obligation to conduct an investigation will depend on those specific set of circumstances. The determination to conduct an investigation will be made by the Title IX Coordinator. For further information, please visit: https://uca.edu/titleix. *Disclosure of sexual misconduct by a third party who is not a student and/or employee is also required if the misconduct occurs when the third party is a participant in a university-sponsored program, event, or activity.

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Appendix A: Course Outline

Date Day Topic What’s Due (at the beginning of class)Aug 19 F Class Overview:

Introduction to the CourseThinking about FictionDistribution of syllabus

Aug 22 M Q&A: The SyllabusWriting Expectations for This Class Reader Responses The Position Paper

The Writing Center

Read the syllabus.

Read textbook pp 1667-1675 Read textbook pp 1692-1701

Aug 24 W The Tournament of Shorts Critical Review

Aug 26 F Reading Short StoriesA Brief History of the Short Story

Aug 29 M “Young Goodman Brown” Read Nathaniel Hawthorn’s “Young Goodman Brown” pp 578-587READER RESPONSE PROMPT: Hawthorne meant “Young Goodman Brown” to be a moral allegory, not a realistic story. Why then is it important that most of the action in this story takes place in the forest? Looking through Hawthorne’s story, isolate and discuss the particular words that are associated with the woods. Consider, too, whether the idea of wilderness remains static throughout history. In the mid-nineteenth century, with industrialization such a potent force, would people have conceived of the forest in the same way the puritans did? What about those of us in the 21st century? Why or why not?

Aug 31 W Talking about Context (Puritans and such.)

Sept 2 F Writing About Short Stories Read textbook pp 1702-1727Sept 5 M Labor Day Holiday Class Does Not MeetSept 7 W How to write a good essay This is an important class to attend if you want to

make the best possible grade on the position paper assignment.

Sept 9 F Review for exam 1Sept 12 M Exam 1 Exam 1Sept 14 W Fall Break Class Does Not MeetSept 16 F Fall Break Class Does Not MeetSept 19 M Theme and the Elements of

Fiction: Setting Read “Them Old Cowboy Songs” by Annie Proulx(New Yorker Stories Fall 2016) READER RESPONSE PROMPT: What do you think Proulx set out to do with this story? How did she do?

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Sept 21 W Bracketology Please bring your syllabus to class.Sept 23 F Tournament of Shorts Dirty Dozen Match One:

“Young Goodman Brown” vs. “Them Old Cowboy Songs”Sept 26 M The Element of Character Read Maile Meloy’s “Travis, B.” (New Yorker Stories

Fall 2016)READER RESPONSE PROMPT: What does Meloy seem to be saying about love and loneliness and why do you think so?

Sept 28 W Read “Brokeback Mountain” by Annie Proulx (New Yorker Stories Fall 2016)READER RESPONSE PROMPT: What do Jack and Ennis consider to be the measure of a man and why? Explain why you agree or disagree.

Sept 30 F Tournament of Shorts Dirty Dozen Match Two:“Travis, B.” vs. “Brokeback Mountain”

Oct. 3 M The Element of Plot Read William Faulkner’s, “A Rose for Emily” pp 453-460READER RESPONSE PROMPT: Emily is called “a fallen monument” and “a tradition.” What do you think that means? Why?

Oct 5 WOct 7 F Tournament of Shorts Round Two Match One:

Winner of Match One vs. Winner of Match TwoOct 10 M Read Louise Erdrich’s “The Red Convertible” pp

445-452READER RESPONSE PROMPT: Where do Lyman and Henry speak directly to each other in this story? Where do they speak indirectly? How do they communicate without speech? Describe specifically how Erdrich presents the moments of emotion in this story.

Oct 12 W Tournament of Shorts Dirty Dozen Match Three:“A Rose for Emily” vs. “The Red Convertible”

Oct 14 F Review for Exam 2Oct 17 M Exam 2 Exam 2Oct 19 W Magical Realism

Elements of Style & Tone

Read textbook, pp 1627-1630

Read Luis Leal’s “Magical Realism in Spanish American Literature” pp 1637-1638

Read “The Very Old Man with Enormous Wings” by Gabriel Garcia Marquez, pp 520-525READER RESPONSE PROMPT: How does García Márquez make the reader believe in his angel?

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Oct 21 F Read Kevin Brockmeier’s “Brief History of the Dead.” (New Yorker Stories Fall 2016)READER RESPONSE: What makes the premise of The Brief History of the Dead—that the recently dead inhabit a necropolis very much like an earthly city but only as long as they are remembered by the living—so engaging? What basic human feelings does this idea draw upon?

Oct 24 M Tournament of Shorts Dirty Dozen Match Four:“A Very Old Man With Wings” vs. “Brief History of the Dead”

Oct 26 W Tournament of Shorts Round Two Match Two:The Winner of Dirty Dozen Match Three vs.

The Winner of Dirty Dozen Match FourOct 28 F Read Ursela K. Le Guin’s “The Scapegoat in

Omelas” pp 1462-1463Read Le Guin’s, “The Kind of Fiction Most Characteristic of Our Times” pp 1641-1642

Read “Through Ecofeminist Eyes: Le Guin's ‘The Ones Who Walk Away from Omelas,’” by Barbara Bennett, English Journal (New Yorker Stories Fall 2016)

Read Ursela K. Le Guin’s, “The Ones Who Walk Away from Omelas” pp 813-818READER RESPONSE PROMPT: There are places in which the narrator anticipates that we will be inclined to imagine the people of Omelas differently than she has in mind, and intervenes to prevent us from doing so. Find and identify these places. In other places, the narrator explicitly puts us at liberty to imagine the situation as it suits us, individually. Find and identify these places. Find and identify those places where the narrator indicates that she considers herself one of us.

Oct 31 M Read Tim O’Brien’s “The Things They Carried” pp 990-1003READER RESPONSE PROMPT: How does O’Brien use small details to illuminate the “whole picture”? What is that whole picture?

Nov 2 W Tournament of Shorts Dirty Dozen Match Five:“The Ones Who Walk Away from Omelas” vs. “The Things They Carried”

Nov 4 F The Element Point of View Read “Puppy” by George Saunders (New Yorker Stories Fall 2016)READER RESPONSE PROMPT: “Puppy” presents two mothers taking very different approaches to child care. Is one inherently better than the other? Explain.

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Nov 7 M Read Helen Simpson’s “Diary of an Interesting Year” (New Yorker Stories Fall 2016)READER RESPONSE PROMPT: Why did the author choose an epistolary form for this work? In what ways does this form add to or detract from the work?

Nov 9 W Tournament of Shorts Dirty Dozen Match Six:“Puppy” vs. “Diary of an Interesting Year”

Nov 11 F Tournament of Shorts Round Two Match Three:The Winner of Dirty Dozen Match Five vs.

The Winner of Dirty Dozen Match SixNov 14 M Tournament of Shorts Semi-Finals

Nov 16 W Tournament of Shorts Semi-FinalsNov 18 F Tournament of Shorts FinalsNov 21 M TBANov 23 W Thanksgiving Break No ClassNov 25 F Thanksgiving Break No ClassNov 28 M TBA Position Paper Due.

Tournament of Shorts Winner is announced.Nov 30 W Review for Final ExamDec 2 F Reading Day No ClassDec 5-9 M Final Exams Turn in annotated supplemental reading packet for

credit when you report to your final exam.(http://uca.edu/registrar/final-exam-schedule/)

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Appendix B: Reader Responses

Reader Responses are graded as Pass/Fail. For selected readings, please write a 500-word response to the prompt given in the course outline. Each Reader Response is due at the beginning of class on the day the reading is due. The objective of this assignment is to ensure that you have done the reading and prepare you to participate in class discussion, so you must be in class on the date due to receive credit.

Your response will measure two full double-spaced pages. Either print these on the front and back of one page of paper or staple the pages together. Use MLA Format:

Typed in Times New Roman 12-point font Be double-spaced, on an 8.5 x 11 inch sheet, with margins of one inch or less Be free of errors (use spell and grammar check; proofread and edit carefully) Have a proper heading (your name, THE TIME AND DAY of the course, my name, the due

date Have a title that reflects the subject and rhetorical purpose

Begin each reader response with a one-line synopsis of the material: “Oedipus Rex tells the story of Oedipus, a man who becomes the king of Thebes, whilst in the process unwittingly fulfilling a prophecy that he would kill his father Laius and marry his mother Jocasta.” Don’t further summarize the material.

Reader Responses are meant to deepen your understanding, encourage you to make connections, and enable you to discuss the text in class. You will receive credit only if the response meets the above technical requirements, fulfills the given assignment, and if you are in class on the day the assignment is discussed. A PASS grade is awarded to assignments that meet the submission requirements and adequately respond to the assignment. Late submissions, those that consist solely of plot summary or contain plagiarized material, and those that are inadequate in length will receive FAIL grades.

I recommend the following for assistance with MLA Formatting:

The UCA Writing Center o Thompson 109o Summer Hours: Monday-Friday: 11:00 AM - 3:00 PM

The OWL at Purdue: https://owl.english.purdue.edu/owl/resource/747/01/

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Appendix C: Tournament of Shorts (Adapted from The Morning News Tournament of Books)

Every two weeks or so this semester, two works of fiction will go head-to-head. The winner, as determined by a panel of student judges, will move ahead in the brackets. Every student will serve as judge on at least one panel.

In this way the original field of 12 competitors is whittled down to three works. However, before those can enter the final championship match, they must compete in the Semi-Finals, which brings back a zombie work that was eliminated during gameplay.

The Dirty Dozen and Opening RoundIn the six opening round matches, class members will read and discuss each of the 12 works. A pre-selected panel of student judges will lead class discussion comparing the two works and will select one work per match to be the “winner.” The winning work in each match will advance to Round Two.

Round Two, Semi-Finals, and FinalsA different panel of student judges will decide each of the First Round and Semi-Final matches. After the final match of round two, the Zombie will be chosen: each student will vote for a favorite from among those works that had been eliminated. The work receiving the most votes from among the eliminated rises from the dead with another shot at reaching the championship.

The two stories that emerge victorious from the Semi-Finals enter the championship match, which is decided by all students (ties are broken by the professor). Each student picks their favorite of the two final works, and the short story that receives the most votes is this semester’s winner! Will the winner be the story you like best?

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Appendix D: Position Paper

In 750 words (approximately 2.5 double-spaced pages) and using MLA format, write an essay that responds to the following:

How does the author use the element of _____________ to establish the theme of the story?

Select one of the stories we are reading this semester. After you’ve chosen the story you want to analyze, spend time thinking about what you understand to be the theme of the story. Then, determine which particular element of fiction you want to focus on as your “way in” to analyzing the theme of the story. The elements of fiction you may choose from are:

Plot/Narrative StructureSettingCharacterStyle, Tone, and SymbolPoint of View

So, you might end up writing about how symbolism develops the theme of isolationism in “Them Old Cowboy Songs,” or how the narrative structure develops the theme of death in “A Rose for Emily” – perhaps you’ll determine that to discuss the theme of masculinity in “Brokeback Mountain,” you need to do a detailed character analysis of Ennis. These are just examples, of course, but they should show you that you can use any of the above elements of fiction as a lens to help you illustrate how the author you’ve chosen has developed a particular theme.

The Position Paper essay must measure exactly 750 words (not including the header). Please be sure that your essay contains a thesis and that everything in the paper “supports” that thesis. Avoid plot summary. Title your essay in a way that reflects the subject and rhetorical purpose.

This is not a research paper; do not use outside sources in your analysis.

Assume that you are writing for an audience of readers like yourself: that is, those who have read the work, share your knowledge and sense of humor, and want to know how you view the material.

In offering your own reading of the material, you must explain by showing how you derived it from passages in the text. Quotations judiciously chosen will support and amplify your point, but they require interpretation. Quote what you need (remember to close your quotation with quotation marks, give the page reference in parentheses, and then give the closing punctuation), and explain its relevance to the main point you're making. Include a Work Cited page.

Please remember to use present tense. The events you're writing about took place in the past, but the act of reading and talking about them takes place in the present.

This assignment is worth 200 points. Papers will be graded on the quality of the ideas and argument, the clarity of the writing, the effectiveness of the organization, and the understanding of concepts from the course. Grading standards for written assignments are included in the syllabus.

Papers are due on Monday, November 28 at the beginning of class. For full credit, turn in a paper copy of your assignment in class and upload a digital version to Blackboard. Do not email Position Papers.

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You will receive credit only if the essay meets the above technical requirements, fulfills the given assignment, and is properly submitted by the due date. Late submissions, those that consist solely of plot summary, or those of inadequate length will not be graded.

A Writing Center tutoring session (Thompson 109) is required for the Position Paper assignment. You may use your tutoring session at any point during the drafting and revising process (brainstorming, revision, or editing) and as many times as you wish. The Writing Center will notify me by email that you have completed your session. There are a limited number of appointment slots, though, so please plan ahead and make your appointments early. To make an appointment, submit a paper for online tutoring, or to find out about drop-in hours, visit http://uca.edu/writingcenter/home. The Academic Success Center is also available to help you with all aspects of college work: http://uca.edu/success.

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