Access and Inclusion

In FYE, we strive to make writing and writing instruction accessible to all members of the Marquette community without discriminating based on age, faith, ethnicity, race, gender or gender expression, sexual orientation, language, disability, social class, or other social distinctions.

B oth access and inclusion begin in FYE classrooms, where the language we use to communicate plays a significant role. As a result, we strive to understand how exclusionary terms evolve within different discourses. We consider the impact they have on ourselves and others, and we actively seek inclusive language appropriate to our writing and conversations (e.g., "humankind" rather than "mankind"; "people" rather than "men and women"; "ze" or "they" rather than "he or she").

In FYE we also welcome students' and instructors' differences as essential tools for learning. To that end, we strive to be aware of our general expectations for ourselves and others, and we work to be responsive to each person's specific needs. To learn more about Marquette's diversity and inclusion resources, visit the Diversity and Inclusion webpages. To learn more specifically about Title IX, the federal act that prohibits sex discrimination in educational settings, visit the Department of Justice online and related university resources.

Importantly, Marquette makes a range of resources and accommodations available to students with documented disabilities. Notably, according to the Office of Disability Services (ODS):

In order to receive accommodations, students must 1) provide appropriate documentation to the ODS Coordinator, 2)meet with the Coordinator each semester, prior to the need for requested accommodations, 3)identify in that meeting the courses for which accommodations are requested, 4) deliver the accommodations letter provided by the Coordinator to each instructor and discuss classroom needs with the instructor, and 5) alert the Coordinator when accommodations are not working or do not meet students' needs.

For more detailed information, consult the ODS website and download the university's official policy and procedure document. To learn more about Titles II and III of the Americans with Disabilities Act,  which inform our policies, visit the ADA National Network website.


In FYE courses instructors take regular attendance and follow related university policies.

To begin, instructors do not distinguish between excused and unexcused absences. As university policy states: "Students are responsible for attending all class meetings for courses in which they are registered. Any absence, regardless of the reason, prevents students from getting the full benefit of the course and, as such, no distinction is made between excused and unexcused absences for purposes of recording attendance."

Further, instructors "may withdraw a student from a course due to excessive absences and assign a grade of WA (Withdrawn-Excessive Absences)." To do so, "instructors must document the dates of absenteeism," and "the number of class hours missed [must exceed] twice the number of course credits." As an example, any student enrolled in a MWF section of English 1001 or 1002 who misses 7 classes or scheduled conferences deemed equivalent to a class meeting will be assigned a WA. Similarly, any student enrolled in a TTh or MW section of English 1001 or 1002 who misses 5 classes or scheduled conferences deemed equivalent to a class meeting will be assigned a WA.

Please note: In FYE being on time is as important as attending class meetings and conferences with instructors. Students who are repeatedly tardy (i.e., late to class on more than 3 documented occasions) will receive a written warning. Subsequently, each tardy will count as an absence.


Open, respectful, and timely communication among students and between students and instructors is vital in FYE. From the start, it is important for everyone to learn and use correctly (e.g., spell, pronounce) each other's preferred names and titles. Outside of class, students and instructors should use email and other agreed upon media (e.g., D2L, phone) for out-of-class communication, observing regular work hours (e.g., weekdays between 8 and 4 or 9 and 5) and other mutually agreed upon days and times.

Deadlines and Late Work

Unless otherwise noted, FYE assignments are due at the start of class on the day they are listed on course calendars. Minor stand-alone writing assignments need to be turned in on time for credit. Major unit assignments should also be turned in on time. However, they can be turned in up to seven days late with a penalty of one letter grade for each day. After seven days (including weekends), late major unit assignments will receive zero points.

In FYE, some minor assignments directly support the development of major unit assignments (e.g., plans, proposals, and drafts). These are scaffolding assignments, and they are clearly marked on course materials with an asterisk (*). Scaffolding assignments must be completed in sequence as well as in sufficient time for students to receive and respond to peers' and/or instructors' feedback. If scaffolding assignments are incomplete, if students turn them in out of sequence, or if students turn them in without time for feedback and revision, instructors cannot accept the major unit assignment. In such cases, students will earn zero points for both missing and/or out of sequence scaffolding assignments and the related major unit assignment.


In FYE, grading aligns with the learning outcomes for each course. Specific grading criteria for each major unit assignment are listed on related assignment sheets, which instructors circulate in class and via D2L.

The basic grading scale in FYE is as follows:

A           is equivalent to  4.0 or 100-93
C           is equivalent to 2.0 or 76-69
AB         is equivalent to 3.5 or 92-89
CD         is equivalent to 1.5 or 68-65
B           is equivalent to 3.0 or 88-81
D           is equivalent to 1.0 or 64-57
BC         is equivalent to 2.5 or 80-77

F            is equivalent to 0 or 56-0

Students should always feel welcome to ask timely questions about grades they receive, seeking clarification from instructors as well as advice about how to improve in the future. "Pushing" for a particular grade is never appropriate, whether by
students or others, including parents, coaches, tutors, and advisors.


In 2016-17, there is only one FYE textbook for both English 1001 and 1002: a custom version of The Allyn & Bacon Guide to Writing by John D. Ramage, John C. Bean, and June Johnson. This textbook follows the 7th edition and includes the latest MLA citation information. It costs just over $100 and is intended for students' use not only in FYE courses but also throughout their college careers.


The university identifies integrity as "the foundation of learning, research and scholarship" and elaborates in several key documents, including "The Statement on Academic Integrity," "The Honor Pledge," and "The Honor Code." For additional information, visit "Academic Regulations."

In FYE, we not only adhere to these policies but also teach related ideas and practices, including citation. Specifically, FYE courses focus on two of the most frequently used citation styles, MLA (in English 1001) and APA (in English 1002); courses also engage students in working with a range of source materials, which raise a range of intellectual property issues important for contemporary writers to consider.

A special note about plagiarism detection software (PDS), including Scholars in rhetoric and composition including the current Director of FYE have questioned the efficacy and ethics of using PDSs in writing classes. The resolution on PDSs passed in 2013 by the by the Conference on College Composition and Communication (CCCC) offers useful perspective:

Whereas CCCC does not endorse PDSs;

Whereas plagiarism detection services can compromise academic integrity by potentially undermining students' agency as writers, treating all students as always already plagiarists, creating a hostile learning environment, shifting the responsibility of identifying and interpreting source misuse from teachers to technology, and compelling students to agree to licensing agreements that threaten their privacy and rights to their own intellectual property;

Whereas plagiarism detection services potentially negatively change the role of the writing teacher; construct ill-conceived notions of originality and writing; disavow the complexities of writing in and with networked, digital technologies; and treat students as non-writers; and

Whereas composition teacher-scholars can intervene and combat the potential negative influences of PDSs by educating colleagues about the realities of plagiarism and the troubling outcomes of using PDSs; advocating actively against the adoption of such services; modeling and sharing ideas for productive writing pedagogy; and conducting research into alternative pedagogical strategies to address plagiarism, including honor codes and process pedagogy;

BE IT THEREFORE RESOLVED that the Conference on College Composition and Communication commends institutions who offer sound pedagogical alternatives to the use of PDSs and encourages institutions who use PDSs to implement practices that are in the best interest of their students, including notifying students at the beginning of the term that the service will be used; providing students a non-coercive and convenient opt-out process; and inviting students to submit drafts to the service before turning in final text.

In 2016-17 the FYE Program will be actively evaluating the appropriateness of continuing to use PDSs in English 1001 and 1002. Instructors who choose to do so will offer students clear alternatives as part of providing non-coercive and convenient ways to opt out.




English Department

Marquette University, Marquette Hall 115 (campus map)
P.O. Box 1881
Milwaukee, WI 53201-1881
(414) 288-7179
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