the subject, the appropriateness of instructional materials, and the quality of their students’ responses. We expect our students to:

- o the major representations in English discourse from earliest beginnings to o the major representations in English discourse from earliest beginnings to the current moment; all literatures exist in conversation with earlier literatures;
- o and interpret evidence; o and interpret evidence;
- o the experiences of others, both by engaging in literatures and by their own efforts o the experiences of others, both by engaging in literatures and by their own efforts to create new literatures;
- o how periods, cultural intentions, and literary genres differ; o how periods, cultural intentions, and literary genres differ;
- o the skills and theories of interpretation, and the history of our own discipline; o the skills and theories of interpretation, and the history of our own discipline;
- o how interpretive interests shift with time and place; o how interpretive interests shift with time and place;
- o to linguistic details of semantics, phrasing, and structure; o to linguistic details of semantics, phrasing, and structure;
- o there are reasonable alternative understandings of a text; o there are reasonable alternative understandings of a text;
- o differences through reasoned arguments that honestly engage counter- o differences through reasoned arguments that honestly engage counter- arguments.

Our students will have lives in very different arenas, but all calling for skills in discourse, empathy, civil argument, and civic engagement. We cannot and should not say what those careers will be; we train students for jobs that have not yet been invented.

English Department students with an interdisciplinary major in Narrative Studies should expect instruction that inculcates an appreciation for all of the above, and coordinates with definitions of teaching excellence in USC’s corresponding departments.

The Department of English adheres to the modalities of instruction published in the “USC Definition of Excellence in Teaching.”

Approved September 18, 2018 Undergraduate Studies Committee Department of English

Statement on Academic Conduct and Support Systems Academic Conduct:

- • – presenting someone else’s ideas as your own, either verbatim or recast in • – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Part B, Section 11, “Behavior Violating University Standards” policy.usc.edu/scampus-part-b.
- • forms of academic dishonesty are equally unacceptable. See additional information • forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct.

Support Systems:

- • Counseling Services (SCS) – (213) 740-7711 – 24/7 on call • Counseling Services (SCS) – (213) 740-7711 – 24/7 on call Free and confidential mental health treatment for students, including short-term psychotherapy, group counseling, stress fitness workshops, and crisis intervention. engemannshc.usc.edu/counseling
- • Suicide Prevention Lifeline – 1 (800) 273-8255 • Suicide Prevention Lifeline – 1 (800) 273-8255 Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week. www.suicidepreventionlifeline.org
- • and Sexual Violence Prevention Services (RSVP) – (213) 740-4900 – 24/7 on • and Sexual Violence Prevention Services (RSVP) – (213) 740-4900 – 24/7 on call

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