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<\/a><\/h3>\nQUICK NAVIGATION<\/p>\n
\u2192 Preamble<\/a> I. THE CAVEAT<\/p>\n There is a lot of information here below. That is because it is intended to be as comprehensive as possible, in the interest of helping you<\/strong>. There are also links to selected parts of UBC’s rules and regulations (carefully gleaned for pertinence) and to further information sources of and associated with the University: all in all, there is a lot to read. (There may also be Easter Eggs.<\/a>)<\/p>\n The “search” button and the standard “find” \/ “spotlight” functionality may be helpful \ud83d\ude42<\/p>\n You are reminded that students are expected to be cognisant with University rules and regulations: this is part of the contractual agreement every student enters into with the University when they register. The same goes for any course and programme.<\/p>\n \u201ctl;dr\u201d is not a defence, nor an excuse, nor generally acceptable at the university level. This is a good and positive thing because of…<\/p>\n II. THE FIRST RULE: WE ARE ALL MEMBERS OF THE UNIVERSITY<\/p>\n You are responsible intelligent adults. I (O’Brien) expect you to think, act, and communicate accordingly. You should expect me and everyone else you deal with at the University to do so too: this gives parity and mutuality to our academic work and intellectual relations and interactions.<\/p>\n UBC’s motto, tuum est\u2014<\/i>“it is yours”\u2014is a reminder of what a university is and what universities have been for their long history: a unified scholarly community, with scholars of various sorts\u2014from first-year undergraduate students to senior professors and librarians and archivists\u2014united in the adventure of scholarship. You are as much a part of that as anyone else, with the same obligations of good scholarly citizenship. We all reap the benefits: individually and immediately, and as a larger entity over a longer time.<\/p>\n See further: the Golden Rule<\/a> (via the Wikipedia)\u00a0and\u00a0the University\u2019s policy on academic freedom:<\/a> See also:<\/p>\n It\/we also hope to provide you with, as a bonus,<\/p>\n back to the top<\/a><\/p>\n What you should expect from this course:<\/p>\n back to the top<\/a><\/p>\n (In proper 18th-century social-contract style.)<\/p>\n You will be expected to:<\/p>\n AND IN RETURN…<\/strong> AND ALSO:<\/strong><\/p>\n There are “Golden Rule \/ good behaviour” rules that apply to all UBC employees. If you are a teaching assistant, research assistant, or other student worker, this includes you. WorkSafeBC also applies to UBC employees, and indeed to all <\/em>workers in all <\/em>workplaces throughout British Columbia, so it’s worth knowing about, for everyone:<\/p>\n \u2192 UBC information on preventing bullying and harrassment<\/a> back to the top<\/a><\/p>\n A note on marking (for everyone, students and instructors alike). Marking scales should be used fully: not “relative to perfection,” nor “in comparison with a native Francophone,” nor “hazing \u00e0 la fran\u00e7aise”; but also not “being nice to encourage you and because you work so hard and you’re such a decent, pleasant, intelligent human being.”<\/p>\n It is human nature to vary, and so some classes\/sections\u2014and indeed whole courses, from year to year\u2014will vary, naturally, in their mean, median, mode, and range; but classes tend to produce a standard normal or binomial curve, and a mean somewhere between 67 and 78%. As in all UBC courses, grades may be adjusted\/calibrated (including specific assignments: ex. if a test is too hard\/easy), but there is no obligation to “curve the grades” (= grade to a bell curve with a predetermined average). (Instructors should apply common sense, and if in doubt consult the coordinator.)<\/span><\/p>\n For compositions \/ written work with an individual, subjective, creative component:<\/p>\n half of the points = language (“le fond”) :<\/p>\n half of the points = content (“la forme”) :<\/p>\n This next part won’t necessarily be relevant for the specifics of all courses, but it may be useful for your other courses and it’s part of my general “Rules” statement. I’m leaving it in here, just in case.<\/em><\/p>\n back to the top<\/a><\/p>\n Academic Integrity<\/b><\/p>\n The academic enterprise is founded on honesty, civility, and integrity. As members of this enterprise, all students are expected to know, understand, and follow the codes of conduct regarding academic integrity. At the most basic level, this means submitting only original work done by you and acknowledging all sources of information or ideas and attributing them to others as required. This also means you should not cheat, copy, or mislead others about what is your work. Violations of academic integrity (i.e., misconduct) lead to the breakdown of the academic enterprise, and therefore serious consequences arise and harsh sanctions are imposed. For example, incidences of plagiarism or cheating may result in a mark of zero on the assignment or exam and more serious consequences may apply if the matter is referred to the President\u2019s Advisory Committee on Student Discipline. Careful records are kept in order to monitor and prevent recurrences.<\/p>\n A more detailed description of academic integrity, including the University\u2019s policies and procedures, may be found in the Academic Calendar<\/a>.<\/p><\/blockquote>\n (That is an example of quotation<\/i>: visibly differentiated and distinct from what I\u2019m writing in this parenthetical paragraph here, as that text above is someone else\u2019s words that I\u2019m quoting as direct speech.)<\/p>\n UBC Vancouver Senate, A Guide for Curriculum Submissions for UBC Vancouver. Version 12.2. Last updated 3 October 2017.<\/i> \u201cAppendix H: Course Syllabus Template and Example\u201d: 60. Retrieved from\u00a0https:\/\/senate.ubc.ca\/sites\/senate.ubc.ca\/files\/downloads\/Curriculum%20Guidelines%20v12.2%20-%20FINAL.pdf<\/a> on 2 September 2018.<\/p>\n (That is an example of attribution<\/i>: attributing the quotation at the top of this section, giving due credit to its source, so that anyone else\u2014like you\u2014can go and check that it was indeed they who said what I claim that they said: remembering that curiosity, scepticism, and questioning everything are key to a university higher education, to our work as adventurers in scholarship, and to knowledge itself.)<\/p>\n Plagiarism is taken very seriously at UBC. It is also often difficult or unclear what exactly it is. That can, in turn, aggravate fear of committing plagiarism (including accidentally) and of its consequences. If you are ever unsure, please ask your instructor, who will be able to help.<\/p>\n Plagiarism robs you of what you think and what you can learn. Avoid it. Please be reminded that your education includes academic integrity. Unattributed use of someone’s else work (book, journal article, newspaper clip, online material, etc) and other demonstrated incidences of plagiarism will result in penalties ranging from an F course grade to expulsion from the university when the incident is reported to the President’s Advisory Committee on Student Discipline.<\/p>\n This is a part of your formal relationship with the University. See further:<\/p>\n Guidance on avoiding plagiarism:<\/p>\n Proper citation and quotation is of course permitted, actively encouraged, and a vital part of academic work and indeed any intellectual engagement (especially in fields involving culture and literature). It is a different thing from plagiarism. It is often difficult to figure out the difference between, for example, citation and plagiarism; and learning about this is a useful part of university education. Fear of committing plagiarism can be paralysing and affect your work, limiting its (and your) creative and critical potential. Fortunately, you do not need to suffer and struggle alone: your instructor is a knowledgeable person who will be able to offer expert guidance. Source: plagiarism.org<\/p><\/div>\n back to the top<\/a><\/p>\n Extensions or make-up alternative versions are often possible, in certain\u2014but not all<\/a>\u2014situations. From Arts Academic Advising: Academic Concession<\/a>:<\/p>\n If you experience unanticipated events or circumstances that interfere with your ability to accomplish your academic coursework, you may be eligible for academic concession.<\/em><\/p>\n If you are already registered with the Centre for Accessibility<\/a> and your concession is related to your registered medical condition or disability, contact your Accessibility Advisor.<\/em><\/p>\n If you need immediate emotional, mental, or physical support, find a UBC health and wellness resource<\/a> to help you.<\/em><\/p>\n The most appropriate type of academic concession<\/a> (deferred standing, in-term-concession, late withdrawal etc.) will be determined by your unique situation and the academic requirements for your course.<\/em><\/p>\n You may be eligible for an in-term concession<\/a> if you meet the following criteria:<\/em><\/p>\n For RMST 221B, here is what you should do next:<\/p>\n 1. CHECK if you are eligible for a concession: if one or more of the conditions listed below unexpectedly hinders your ability to complete an assignment or participate in classes or an examination:<\/p>\n These grounds for concession are quite detailed and include a range of examples of unanticipated events and circumstances. They are part of UBC\u2019s policy (September 2019) on Academic Concession<\/a>.<\/p>\n 2. IF THIS IS THE FIRST TIME THIS YEAR IN THIS COURSE:<\/p>\n 3. IF THIS IS NOT THE FIRST TIME, AND FOR ALL OTHER ACADEMIC CONCESSION SITUATIONS:<\/p>\n REFERENCES AND FURTHER READING<\/p>\n NB<\/p>\n Otherwise, if an academic concession has not been granted:<\/p>\n <\/p>\n back to the top<\/a><\/p>\n <\/a>These rights, rules, and responsibilities are in addition to, not instead of, all policies and guidelines as supplied by the University, Faculty of Arts, and Department of FHIS. Some rules may change along the way; this should always be for good reason and be done in a reasonable way.<\/p>\n back to the top<\/a><\/p>\n
\n\u2192\u00a0I. Aims and objectives<\/a>
\n\u2192 II. Expectations<\/a>
\n\u2192 III. Responsibilities<\/a>
\n\u2192 IV. Grading criteria<\/a>
\n\u2192 V. Academic integrity & avoiding plagiarism<\/a>
\n\u2192 VI.<\/a> In-term academic concession: late work, extensions, and rescheduling missed tests or examinations<\/a> (UPDATED 2019-09-30: new UBC Academic Concession policy, effective September 2019<\/a>)
\n\u2192 VII.Quick links to UBC rules, policies, and procedures<\/a>
\n<\/a><\/p>\nCAVEAT AND PREAMBULATORY FIRST RULE<\/h2>\n
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<\/a> <\/a><\/p>\nI. AIMS & OBJECTIVES<\/h2>\n
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II. EXPECTATIONS<\/h2>\n
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\n\u2014reading, rereading, thinking while reading, making notes, rerereading, etc.<\/li>\n<\/ul>\n\n
\n\u2014most of this will be short; in a variety of forms; intended to be non-traumatic but intensive<\/li>\n<\/ul>\n\n
\n\u2014through a combination of lectures, discussion with peers, collaborative work, and your own independent initiative<\/li>\n<\/ul>\n\n
\n\u2014(especially via linguistic geekery)
\n\u2014for this is what “education” is
\n\u2014and a major step towards becoming, in the longer term, “educated” and a philologist <\/em>and\/or philosopher<\/em><\/li>\n<\/ul>\n\n
III. RESPONSIBILITIES<\/h2>\n
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\n\u2014regular attendance is expected<\/strong> of all students
\n\u2014unexcused absences and late arrivals will drastically affect your final grade
\n\u2014attendance is one of your obligations as a UBC student: UBC Policies and Regulations > Attendance<\/a><\/li>\n<\/ul>\n\n
\n\u2014generally behave in a decent civil adult human way
\n\u2014know and act in accordance with University and other applicable rules (ex. the law); and be familiar with principles of justice and fairness<\/strong>, and their application to everyday life
\n\u2014before speaking or acting, consider the consequences and think of your fellow students (and their possible reactions and sensitivities)
\n\u2014think, similarly, of other fellow human beings such as faculty, student TAs, and staff: remember that your instructor is a person too<\/li>\n<\/ul>\n\n
\n\u2014An instructor can only do for one student what they can also do for every other student in the class\/course; and they cannot do something for one student that they could not also do for every other student (ex. individual tutoring). This may mean making decisions that go against a student’s individual self-interest, when acting in the interests of the greater good.
\n\u2014Please note that an instructor\u2019s office hours are NOT for individual tutoring or catching up on missed classes.\u00a0<\/span>For catching up with missed classes, we would recommend working with peer colleagues from your class, with the FHIS Learning Centre<\/a>\u00a0(free) or, if you need more time and attention, with the FHIS tutors\u00a0<\/a>(not free).
\n\u2014There are some times when your instructor will not be accessible and available. Instructors (and coordinators, and other faculty) are not customer-service-bots. They will be unable to read and answer emails while doing other work that requires concentration: ex. while teaching you, preparing your classes, and marking your work.
\n\u2014Instructors are humans and need to rest (evenings, nights, weekends, public holidays, midterm break, and whenever the university is closed), the better to work with you. Respecting your instructor as a human is therefore also in your own interests.<\/li>\n<\/ul>\n\n
\n\u2014attend class in an active<\/strong>, attentive<\/strong> manner
\n\u2014switch off electronic devices in class at certain times<\/strong>, when asked to do so in the interests of an attentive working environment for the common good (= for you, your fellow students, and your instructor).
\nReasons why: Anne Curzan, “Why I’m Asking You Not to Use Laptops<\/a>.” Lingua Franca: Language and Writing in Academe. (<\/em>The Chronicle of Higher Education <\/em><\/a>, 2014-08-25).
\nException<\/strong>: if you need to use a laptop, or if you are using one to help another student, for bona fide Accessibility reasons
\nIndividual instructors\u2019 policies on the use of electronic devices in the classroom will vary. (O\u2019Brien policy: you may record my class\u2014audio only\u2014for educational purposes, and not for sharing outside this class or for sale.)
\n\u2014think <\/strong>and ask questions<\/strong>
\n\u2014be interactive<\/strong>:
\nparticipate and contribute, this contributes to part of your final grade (ex. quizzes in FREN 102)
\n\u2014prepare for class:
\nhave the requisite texts, and if asked to do so beforehand, sometimes to have read (and sometimes also reread) them in advance
\n\u2014complete the required assignments
\n\u2014do so without cheating<\/a> or other low, disreputable, underhand, unethical, or illegal means
\n\u2014do so in a timely manner:
\nlate work<\/a> will be penalized, and will not be accepted at all once it is a week late; individual instructors’ policies may be stricter still. Late work covered by medical or other acceptable official certification is another matter and discussed further in VII. Late work, extensions, and making up for missed work<\/a> (further down).<\/li>\n<\/ul>\n\n
\n\u2014check your email (the account you have on record with UBC) frequently, and check this site regularly
\n\u2014keep your email contact information up to date with UBC IT;
\nthis is also one of your obligations as a UBC student, as per Student Declaration and Responsibility <\/a>
\n\u2014courteously:
\nEx. 1: Debrett\u2019s on email etiquette<\/a> and on the conventions of written correspondence<\/a>.
\nRemember that email is closer in form to the traditional letter than it is to the text message: be that personal, professional, academic, or in any other area of communicative interactivity.
\nEx. 2: the Emily Post Institute: Email etiquette Dos & Don\u2019ts<\/a> and Further advice on email and texting<\/a>
\n\u2014communicate in a timely fashion
\nwith your instructor (or the coordinator, if appropriate) if you are absent, ill, suffer a mishap, and\/or\u2014especially\u2014if this will impact on the due handing in of work or sitting of examinations
\n\u2014exercise consideration and common sense:
\nbear in mind that your instructor and the coordinator will not be reading or able to respond to emails received while they are teaching; nor immediately before it starts because they will be doing pre-class preparation, walking to class, and setting up; and not while conducting quizzes, tests, and examinations.
\n\u2014NB: PLEASE INCLUDE YOUR COURSE + SECTION IN YOUR EMAIL SUBJECT LINE (ex. FREN 101-102)<\/strong><\/span>
\n(otherwise your email will go into a general inbox and be read later; it may even land and malinger in spam)<\/li>\n<\/ul>\n\n
\nYour instructor promises to<\/p>\n\n
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\n\u2014(as above, the same rules for all of us)
\n\u2014be fair and just and humane, to all students
\n\u2014apply principles of justice and fairness:
\nAn instructor can only do for one student what they can also do for every other student in the class\/course; and not do something for one student that they could not also do for every other student. This may mean making decisions that go against a student’s individual self-interest, when acting in the interests of the greater good.<\/li>\n<\/ul>\n\n
\n\u2014listen
\n\u2014be open to questions and requests for further explanations
\n\u2014be patient, non-judgmental, encouraging, kind, and sympathetic<\/li>\n<\/ul>\n\n
\n\u2014in class: to participate and be prepared
\n\u2014comment on, mark, grade, and return your work in a timely manner (usually around 1-2 weeks after that work’s submission; times may vary depending on your instructor\u2019s other work, about which your instructor should keep you informed as necessary)
\n\u2014mark justly and fairly, in the same way for all students
\n\u2014include useful and constructive comments as needed
\n\u2014hold weekly office hours (usually one hour per course)
\n\u2014make time to go through corrected work with students, in office hours or by appointment<\/li>\n<\/ul>\n\n
\n\u2014in a timely fashion on any matters pertaining to the course:
\nfor example, composition topics will be emailed between one and two weeks before their due date
\n\u2014read email regularly in usual working hours:
\nMonday to Friday from 9:00 a.m. to 6:00 p.m. (except when incompatible with work, ex. while preparing classes, teaching, and marking)*
\n\u2014respond to your emails as soon as possible; usually within a couple of days (but if you email between Friday evening and Sunday evening or on public holidays: then on Monday or the next working day), sooner depending on the urgency of the matter*<\/li>\n<\/ul>\n\n
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\n\u2192 UBC Respectful Environment Statement<\/a>
\n\u2192 other pertinent UBC policy documents<\/a> and links to WorkSafeBC resources<\/a><\/a><\/p>\n![\"z\u00e9ro](\"https:\/\/blogs.ubc.ca\/fren101\/files\/2013\/12\/Screen-Shot-2014-06-05-at-10.39.30-AM-225x300.png\")
<\/a><\/p>\nIV. GRADING CRITERIA<\/h2>\n
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\n\u2192 stick your neck out: be brave! be bold! be beautiful!<\/li>\n
\n\u2192 let your hair down: be witty! be wild! be wise!<\/li>\n<\/ul>\n\n
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\nThis next bit IS IMPORTANT AND APPLIES TO ALL FRENCH\u2014AND INDEED ALL UBC\u2014COURSES!<\/em><\/p>\nV. UBC ACADEMIC INTEGRITY & AVOIDING PLAGIARISM: IMPORTANT:<\/h2>\n
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\nIf in doubt, if you\u2019re ever not sure, please talk to your instructor<\/b>\u00a0before handing in your work. We are here to help.<\/b><\/p>\n![\"\"](\"https:\/\/blogs.ubc.ca\/fren102\/files\/2013\/12\/IMG_6179-900x582.jpg\")
<\/a>VI. IN-TERM ACADEMIC CONCESSION: LATE WORK, EXTENSIONS, & RESCHEDULING MISSED TESTS OR EXAMINATIONS<\/h2>\n
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<\/a><\/p>\nVIII. SOME QUICK LINKS FOR UBC RULES, POLICIES, & PROCEDURES<\/h2>\n