Harrisburg Area Community College English Department College in the High School Fall 2015

Instructor: Mr. Christopher Ruff, M.F.A Phone: (717) 896-3416 ext. 213 Office: Halifax High School, Room M4 E-mail: [email protected] Office Hours: 7:10 – 7:30 AM, M-F; Subject / CRN: ENLG101 2:30 – 3:00 PM, M-F; English Composition I and by appointment

Course Information

Meeting Time/Location: M, T, Th, F: 9:06 am – 9:46 am (pd. 3), M4 HHS Non-instructional lab / work days: Wednesdays: 9:06 am – 9:46 am, M4 HHS (Schedule may vary week to week based on number of days the high school meets; some weeks we may only meet for 2 – 3 Lectures and one non-instructional lab / work day, while the first two weeks we will meet for all 4 days before Labor Day weekend and all four days following)

Delayed Opening Time: 10:30 – 10:53 (pd. 3)

Course Description: The development of fluency in writing clear, forceful, effective prose.

Students will learn and utilize both the research and writing processes for many modes of writing, including narrative, explanatory, argumentative, and analytical writing. Deep understanding of the grammatical concepts of the English language as well as proper form and citation will also be studied. In short, the course prepares the student for the many types of writing required in a college setting.

This course is offered to qualified 11th and 12th grade students. This is a college course, offered by Harrisburg Area Community College, taught in the high school setting. Students who successfully complete this course will earn 3 college credits at HACC, which may be transferred to another college or university (if the receiving institution accepts the credits; there is no guarantee of transfer). Students must receive a qualifying score on HACC’s Reading and Writing Placement Tests (no parental overrides). Students must enroll in both ENGL101 and ENGL102 and pay the fees for both courses before the beginning of ENGL101. In order to move onto ENGL102, students must earn a C or better in ENGL101 (no exceptions, HACC prerequisite).

 Credits: Halifax English Credits: .5; HACC credits: 3 credits  Prerequisites: Completion of English 10 and a qualifying score on HACC’s Reading and Writing Placement Tests (Reading Placement Test can be waived with a score of 480 on the SATs or 18 on the ACTs; the Writing Placement Test must be passed with a qualifying score)

 Length: Semester (August 31st – December 11th, 2015)

 Type: Selective

Required Text: Axelrod, Rise B. and Charles R. Cooper. The St. Martin’s Guide to Writing, 10th edition. Boston: Bedford/St. Martin’s, 2013.

Required Materials: Reading / Writing Journal. Grammar Journal. 3-Ring Binder.

Required Accounts: Students must create a Turnitin.com account to submit electronic copies of their papers. Mr. Ruff will provide your ClassID and Password. Students must also use their HACC or Halifax email address to contact me for assistance.

Learning Outcomes: Upon successful completion of the course the student will be able to:

• Organize compositions using the writing process as a systematic and on-going strategy • Organize essays effectively by using focused paragraphing to support ideas appropriately with specific and credible evidence • Identify sources appropriate to the assignment • Cite sources properly • Demonstrate critical reading and thinking skills by integrating the ideas of others through the analysis and synthesis of information • Adapt writing to various audiences by refining sentences for clarity, variety, and appropriate diction • Employ grammatical conventions suitable to audience and purpose

Schedule of Activities:

This schedule is tentative and subject to change. At the beginning of each new unit, students will receive any updates to the schedule regarding assignments for completion/collection and due dates.

Week 1: Reading, Thinking, Writing (4 days: Aug. 31 – Sept 3)

Day 1: Go over syllabus Day 2: Reading Due: Chapter 1: Introduction to Thinking about Writing (pp. 1- 6) Chapter 12: A Catalog of Reading Strategies (pp. 521- 543) Lecture / Having a Conversation with a text: Annotation, Activities: Questioning, Looking for Patters, and Summarizing a text using CSPACE, SOAPStone, and SSIMPLE Day 3: Reading Due: Handouts “Church Bulletin,” “Eleven,” and “Oranges” (read, annotate, ask questions, find patterns, use mnemonic devices) Lecture / Key Aspects of Readings Activities: Day 4: Reading Due None Lecture / In-class close reading test. Activities: Weekly Diagnostic Test Go to Exercise Central, create an account using your Grammar textbook for access, and take the diagnostic test. Due before Class on Sept. 8)

Week 2: The Writing Process (4 days: Sept. 8 – Sept.11)

Day 1: Reading Due: Chapter 11: A Catalog of Invention Strategies (pp. 508- 520) Chapter 23: Planning a Research Project (pp. 666-673) Chapter 13: Cueing the Reader (pp. 546-560) Lecture / Writing is Rewriting: The Writing Process, Parts of an Activities: essay, and Rhetorical Structures Day 2: Reading Due: Chapter 24: Finding Sources and Doing Field Research Chapter 25: Evaluating Sources Lecture / Finding and Using Good Sources: Books and Websites Activities: and Databases…oh my! Day 3: Reading Due: Chapter 26: Using Sources to Support your Ideas Chapter 27: Citing and Documenting Sources in MLA Style Lecture / Identifying, Using, and Citing Important Information Activities: from Our Sources (including summarizing, paraphrasing and quoting) Day 4: Reading Due None Lecture / Writing Process Test Activities: Weekly Exercise Sets on Do 3 Exercise Sets based on results from Diagnostic test Grammar Exercise Central results. 2 count for participation, best results count as 3.0 quiz score.

Week 3: Descriptive / Narrative Writing (4 days: Sept. 14 – Sept. 18)

Day 1: Reading Due: Chapter 15: Describing Chapter 14: Narrating Lecture / 1. Go over narrative paper assignment. (Draft due Activities: Sept. 21, Final Draft due Sept. 24) 2. SHOW, DON’T TELL! Abstract v. Concreet 3. Practice Writing Descriptively Day 2: Reading Due: Guide to Reading pp. 61-63, “The Last Stop,” “I’m Not Leaving…,” “The Long Goodbye…,” and “A Gringo in the Lettuce Field” (pp. 63-87) Lecture / Illuminating Details and Dominant Impressions Activities: Day 3: Reading Due: Chapter 2: Remembering an Event (pp. 8-44 Lecture / Prewriting and Organizing a Narrative: Picking an Event, Activities: Describing Setting and Character, Developing Plot Day 4: Assignments Outline of narrative, setting sketch, character list and Due: sketches Lecture / 1. Planning Your Draft: Tense, Activities: Dialogue, Revising / Incorporating Descriptions 2. Significance Test with Peer Weekly Exercise Sets on Do 3 Exercise Sets on Word Choice in Exercise Central. Grammar Exercise Central Two of 3 count for participation; highest score counts as 3.0 quiz score

Week 4: Descriptive / Narrative Writing Continued (3 days: Sept. 21 – Sept. 24)

Day 1: Assignment Due: Rough Draft of Narrative Paper Reading Due: Review “Calling Home” pp. 14-17 (notice annotations and apply to draft) and read “A Writer at Work” section pp. 51-56 (notice rewriting process); Read “Evaluating the Draft…” pp. 44-45 Lecture / Peer Review Activities: Day 2: Assignment Due: Peer reviews not finished in class Reading Due: “Improving the Draft” pp. 45-51 Lecture / Revision vs. Editing: Focus on Story, Description, and Activities: Significance; Polish Tense Dialogue, and Word Choice Day 3: Assignment Due: Final Draft of Narrative Paper (paper copy and Turnitin.com) Lecture / 1. Collect Paper Activities: 2. Work on Grammar 3. Read “Thinking Critically” section on pp. 56-57 and reflect in writers journal. Weekly Exercise Sets on Do 3 Exercise Sets based on results from Diagnostic test Grammar Exercise Central results. 2 count for participation, best results count as 3.0 quiz score.

Week 5: Explanatory Writing (4 days: Sept. 28 – Oct. 2)

Day 1: Reading Due: Chapter 4: Explaining a Concept pp. 116-151 Lecture / 1. Go over 2nd paper assignment: Explanatory Essay Activities: (Draft due Oct. 8; Final due Oct. 13) 2. Explanatory / Informative Writing 3. Key Aspects of Readings Day 2: Assignment Due: Topic(s) brainstormed for Expository Essay Reading Due: Chapter 4: Explaining a Concept pp. 152-155 Lecture / KW2L: what do I KNOW, what do I WANT to know Activities: more about, WHERE will I find information, and what do I LEARN: From choosing one’s topic to preliminary research to narrowing the topic, refining research, and taking notes. Day 3: Assignments KW2L, Research Questions, Narrowed Topic, Annotated Due: Bibliography Reading Due: Chapter 4: Explaining a Concept pp.155-156 Lecture / Drafting a Thesis. Creating a Topical Outline. Refining Activities: Research. Creating a Formal Outline. Day 4: Assignments Thesis, Informal Outline, Revised Bibliography Due: Lecture / Conferences on Thesis, Informal Outline, Bibliography; Activities: Students work on creating a Detailed Outline, with citations and Works Cited. Weekly Exercise Sets on Appositives, Mixed Sentence Construction, Commas Grammar Exercise Central with Nonessential Clauses (Do 3 each for Participation 3.0 Credit)

Week 6: Explanatory Writing Continued (4 days: Oct. 5 – Oct. 9)

Day 1: Assignment Due: Detailed Outline Reading Due: Chapter 4: Explaining a Concept pp. 157-158 Chapter16: Defining pp. 586-593 Chapter 17: Classifying pp. 594-600 Chapter 18: Comparing and Contrasting pp. 608-607 Lecture / Considering Strategies for Incorporating Research Activities: (Mixing Different Modes for Greatest Effect) Day 2: Reading Due: Chapter 4: Explaining a Concept pp. 158-160 “A Writer at Work”: Patricia Lyu’s Use of Sources pp. 169-170 Lecture / Summaries, Paraphrases, and Quotation Review: How to Activities: Integrate Sources. Day 3: Assignment Due: Rough Draft Reading Due: Chapter 4: Explaining a Concept pp. 161-168 Lecture / Peer Review, Conferences, Revising Activities: Day 4: Lecture / Peer Review, Conferences, Revising Activities: Weekly Exercise Sets on Appositives, Mixed Sentence Construction, Commas Grammar Exercise Central with Nonessential Clauses (Do 1 Each for Quiz Credit) 3.0

Week 7: Argumentative Writing (3 days: Oct. 13 – Oct. 16)

Day 1: Assignment Due: Final Draft of Explanatory Essay (paper copy and Turnitin.com) Lecture / 1. Collect Paper Activities: 2. Read “Thinking Critically” section on pp. 170- 171 and reflect in your writer’s journal 3. Work on Grammar Day 2: Reading Due: Chapter 6: Arguing a Position pp. 242-277 Lecture / 1. Explain Argumentative Paper Activities: Assignment (Draft due Oct. 26, Final due 30) 2. Key Aspects from Reading Day 3: Assignment Due: Topic(s) brainstorm Reading Due: Chapter 19: Arguing pp. 612-620 Chapter 6: Arguing a Position pp. 277-282 Lecture / 1. Argumentation v. Persuasion Activities: 2. Narrowing Your Topic, Writing an Argumentative Thesis, Finding and Using Scholarly Research. Weekly Exercise Sets on Semi-colons and Missing Commas with Coordinating Grammar Exercise Central Conjunctions in Compound Sentences (3 exercises each, 3.0 all count for participation)

Week 8: Argumentative Writing Continued (4 days: Oct. 19 – Oct. 23)

Day 1: Assignment Due: Working Thesis, Preliminary Research, Bibliography (without annotations) Reading Due: Chapter 6: Arguing a Position pp. 282-286 Lecture / 1. Considering the Other Side Activities: 2. Organizing your Paper. 3. Peer Review of Day 2: Assignment Due: Topical Outline Reading Due: Logical Fallacies pp. 620-621 Lecture / Logical Fallacies: Identifying and Correcting Activities: Day 3: Assignment Due: Detailed outline (with citations and Works Cited) Reading Due: Chapter 21 Designing Documents pp. 640-651 Lecture / 1. Utilizing, referencing, and citing Activities: visuals. 2. Peer Review of Detailed Outline Day 4: Assignment Due: Peer Review of Detailed Outline (w/ student feedback and evaluation paragraph) Lecture / Peer Conferences on Detailed Outline Activities: Weekly Exercise Sets on Semi-colons and Missing Commas with Coordinating Grammar Exercise Central Conjunctions in Compound Sentences (1 exercise each; 3.0 both counting and quiz score)

Week 9: Argumentative Writing Continued (4 days: Oct. 26 – Oct. 30)

Day 1: Assignment Due: Rough Draft of Argumentative Writing Reading Due: “Evaluating the Draft pp. 286-287 Activities: Peer Review of Draft / Conferences Day 2: Activities: Peer Review of Draft / Conferences Day 3: Assignment Due: Peer Review of Rough Draft (with student feedback and evaluation paragraphs) Reading Due: Improving the Draft pp. 288-292 Activities: Conferences / Revising and Editing the Draft Day 4: Assignment Due: Final Argumentative Essay Due (paper copy and Turnitin.com) Lecture / Read “Thinking Critically” pp. 294-295 and reflect in Activities: journal Weekly Exercise Sets on Do 3 Exercise Sets based on results from Diagnostic test Grammar Exercise Central results. 2 count for participation, best results count as 3.0 quiz score

Week 10: Problem and Solution / Cause and Effect (4 days: Nov. 2 – Nov. 6)

Day 1: Reading Due: Chapter 7: Proposing a Solution pp. 296-329 Lecture / 1. Go over final / term paper assignment Activities: 2. Key aspects of Reading Day 2: Reading Due: Chapter 7: Proposing a Solution pp. 330-349 Lecture / The Problem / Solution Essay from Beginning to End Activities: Day 3: Reading Due: Chapter 9: Speculating about Causes pp. 402-433 Lecture / Key Aspects of Reading Activities: Day 4: Reading Due: Chapter 9: Speculating about Causes pp. 434-456 Lecture / The Cause and Effect Essay from Beginning to End Activities: Weekly Exercise Sets on Do 3 Exercise Sets on Vague Pronouns (one must be on Grammar Exercise Central the Ambiguous use of This and That; all are for 3.0 participation)

Week 11: Analysis / Writing for Exams (2 days: Nov. 9 – Nov. 11)

Day 1: Reading Due: Chapter 10: Analyzing Stories: pp.457-458; then “The Use of Force” pp. 501-503; then back to “Analyzing Essays that Analyze Stories” pp. 459-471 Lecture / 1. Explain Final Exam (timed writing / lit. analysis Activities: with other cumulative information) 2. Key Aspects of Reading Day 2: Reading Due: Chapter 10: Analyzing Stories: pp. 472-495 Lecture / 1. What Makes a Literary Analysis and Why It Is Activities: Important to the Academic Endeavor Weekly Exercise Sets on Do 3 Exercises on Sentences that Lack an Agent (all 3 Grammar Exercise Central are for participation) 3.0 Week 12: Analysis / Writing for Exams Continued (4 days: Nov. 16 – Nov. 20)

Day 1: Reading Due: “The Story of an Hour” pp. 495-497; “Araby” pp. 497- 501 Lecture / 1. Review of Reading: Elements, Key Details, Big Activities: Ideas…Reading Literature to Write about Literature. 2. Write working theses for these stories Day 2: Assignment Due Create an Outline (with a thesis and specific examples from text) for a lit. analysis of either “The Story of an Hour” or “Araby” Lecture / Conference to Review Outlines Activities: Day 3: Reading Due: “Girl” pp. 504-505, “My Mother’s Hands” (handout) and “The Colonel” (handout) Assignment Due: Have a working thesis and an outline for a potential lit. analysis on one of the stories assigned for today Lecture / 1. Key Aspects of Readings Activities: 2. Review Theses and Outlines Day 4: Reading Due: Chapter 20 Analyzing Visuals pp. 626-637 Lecture / Analyzing Other Types of “Texts” Activities: Weekly Exercise Sets on Do 1 Exercise Set for Each: Vague Pronouns, Grammar Exercise Central Ambiguous use of This and That, and Sentences Lacking 3.0 an Agent.

Week 13: Analysis / Writing for Exams Continued (2 days: Nov. 23 – Nov. 24)

Day 1: Reading Due: Chapter 29: Essay Examinations pp. 752-759 Lecture / Writing for Timed Exams Activities: Day 2: Reading Due: Chapter 29: Essay Examinations (Model Answers) pp. 760-765 Lecture / What Makes a Good Exam Essay? Activities: Weekly Exercise Sets on Do 3 Exercise Sets based on results from Diagnostic test Grammar Exercise Central results. 2 count for participation, best results count as 3.0 quiz score

Week 14: Analysis / Writing for Exams Continued (3 days: Dec. 1 – Dec. 4)

Day 1: Assignment Due: Term Paper (Prob. / Solution or Cause / Effect Paper) Due Lecture / Practice Essay Exam Activities: Day 2: Reading Due: None Lecture / Review Practice Exam Activities: Day 3: Reading Due None Lecture / Review of Concepts on the Final Exam Activities: Weekly Exercise Sets on Take Diagnostic Test Grammar Exercise Central 3.0

Grammar Unit: The study of grammar will take place throughout the duration of the course. Grammar lessons will be based on student need from the Exercise Central Diagnostic Test, from Instructor-observed needs of students, and from skills directly relating to the Revision and Editing Skills in the different units.

Grading Procedures

Grading:

There will be 5 major grades this semester, plus grammar participation and quizzes, minor tests, quizzes, and in-class writings, and homework. The major assignments are described below:

Assignment Length Description Point Due Date Value Narrative Essay 3-5 pgs. Strong 1st Person narrative, well-told 100 pts. Sept. 24th and organized, with vivid description, and autobiographical significance, MLA page formatting Explanatory 3-5 pgs. A clear, focused, logical, and 100 pts. Oct. 13th Essay research explanation of a concept. Will use a variety of explanatory strategies to fully convey the concept within the scope and purpose of the essay. MLA formatting and integration of research. Argumentative 5 + pgs. A well-focused, well-presented 100 pts. Oct. 30th Essay argument on an issue, supported by appropriate research (with effect response to opposing views) and a clear, logical organization. Must use some sort of visual as part of the document. MLA formatting and integration of research. Problem / 8-10 pgs. This is the student’s term paper. 200 pts. Dec. 1st Solution or Here the student is asked to Cause / Effect demonstrate the various research Essay and writing strategies in either a Problem / Solution or a Cause and Effect essay. The essay should have a clear focus, well-developed explanations of concepts, fully- supported arguments (for Solutions or Causes / Effects), clear organizational strategies, and effective use of research. MLA formatting and integration of research. Final Exam N/A Students will take a Final Exam that 200 pts. Week of Dec. will have 2 parts: 1. A Review of 7-11 Concepts from the Course (multiple choice and short answer) and 2: In- class, timed essay (Literary Analysis).

Homework: 10 – 50 points, depending on assignment (Examples of possible pieces include outlines, annotated bibliographies, notes, rough drafts, etc. Also, Exercise Central sets that count for participation will be counted as homework. Not all of these pieces will be required or collected for each major writing assignment.)

Writing notebook: 40 points per marking period

Grammar quizzes/other tests and quizzes: 10 – 50 points each

Calculating Grades:  Every assignment is given a point value.  Points earned by a student can be divided by the total point value of an assignment to get the percentage and / or letter grade of each assignment  All points a student earns for a marking period will be divided by the total possible points one could earn to get the final marking period grades

Grading papers:  You will not receive specific rubrics for each assignment. Below is the rubric that I will use for every writing assignment:

Focus Content Organization Style Conventions Research

The single The presence The order The choice, Grammar, The use of controlling of ideas developed and use and mechanics, proper MLA point made developed sustained arrangement spelling, usage citation with an through within of words and sentence strategies awareness facts; and across and formation (according of examples, paragraphs sentence to the 7th task (mode) anecdotes, using structures edition) about a details, transitional that including specific opinions, devices and create tone parenthetical topic statistics, including and citations and reasons, introduction voice a Works and/or and Cited page explanations conclusion

 Failure to proficiently meet any one of these criteria could result in a low grade. For example, if you fail to cite information that is researched, then you fail the paper. Similarly, if you do not read your own papers to edit for grammar and mechanical mistakes, and it becomes unreadable, then you will most likely receive a D or F score.  All papers are given a letter grade first, which has a corresponding percentage grade. If papers are worth fewer or more points than 100, the appropriate percentage of points will be awarded. Below I have included the percentage scores to correspond with letter grades: A+ =100% A= 96% A- = 93% B+ = 91% B = 88% B- = 86% C+ = 84 % C = 81 % C- = 78% D+ = 76% D = 73 % D- = 70% F grades (Failures) can be any grade 69% or lower depending on effort and amount of assignment complete.

Policies

Class Participation: In order to grow and develop as thoughtful readers and writers, students are required to participate in class.

Late Work Policy: There will be no acceptance of late work. Assignments are due on their due dates. If you are sick or miss class for any reason, you are still expected to turn in the assignment on time (via. Turnitin.com and email) If you turn in assignments late, you will earn a 0%.

Makeup Work: Procedures for makeup work (in-class work or homework missed due to an excused absence) will be determined on a case-by-case basis. Missing a due date is NOT considered part of makeup work. See late work policy above.

Attendance policy (AP 661, Student Attendance): As per HACC Administrative Procedure 661, I reserve the right to reduce course grades after unexcused absences exceed 10% of the total class hours that will take place throughout the semester. In addition, I reserve the right to drop a student from a class with the concurrence of the division/campus administrator when unexcused absences exceed 15% of the total class hours that will take place throughout the semester and when the excessive.

Excused Absence is defined as “an absence that occurred for reasons that were: a) beyond the student’s control to prevent, or b) significant enough to reasonably prohibit attendance in class.”

Unexcused Absence is defined as “an absence that occurred for reasons that were: a) within the student’s control to prevent, or b) not significant enough to reasonably prohibit attendance in class, even if uncontrollable.” Academic Dishonesty (AP 594, Academic Dishonesty): As per HACC Administrative Procedure 594, academic dishonesty is defined as an intentional act of deception in which a student seeks to claim credit for the work or effort of another person, or uses unauthorized material or fabricated information in any academic work. It includes, but is not limited to:

A. Cheating – giving or receiving answers on assigned material, using materials or aids forbidden by the instructor, unauthorized possession of examinations, or any other intentional use or attempted use of unauthorized materials, information, or study aid. B. Plagiarism – the offering of someone else’s work, words, or idea as one’s own or using material from another source without acknowledgement. C. Interference – interfering without permission with the work of another student either by obtaining, changing or destroying the work of another student. D. Buying or selling of term papers, homework, examinations, laboratory assignments, computer programs, etc. E. Falsifying of one’s own or another’s academic records, or falsifying of admissions, registration, or other related college materials. F. Knowingly assisting someone who engages in A-E above.

The first time a student is found to be guilty of academic dishonesty, as defined above, the penalty will include failure of the assignment with no opportunity for a score, parental contact, and a notice to the administration of Halifax High School. The infraction will also be reported to HACC.

Upon a second infraction, the penalty will include failure of the course as well as disciplinary action by Halifax High School. The infraction will also be reported to HACC.

When a faculty member reports an incident of academic dishonesty to his/her academic dean, that dean shall document the incident within five business days and send a letter to the student and faculty member and Chief Academic Officer, outlining the disciplinary action and explaining the option to appeal this action as outlined in AP 663, Appeal of Academic Decisions.

“W” Grade (compliant with AP 667, Grades W, I, Y): As per HACC Administrative Procedure 667, a grade of “W” may be awarded to students who have withdrawn or have been withdrawn from a course after the refund period and through the last class day of the semester/session.

A grade of “I” is awarded by the approving faculty member to students who, because of extenuating circumstances, need additional time beyond the semester to complete coursework.

STUDENTS IN NEED OF ACCOMMODATIONS: Students with disabilities who are in need of accommodations should contact the campus disability coordinator listed below. Coordinators for each campus are listed here: http://www.hacc.edu/Students/DisabilityServices/Contact-Disability-Services.cfm

EEOC POLICY 005: It is the policy of Harrisburg Area Community College, in full accordance with the law, not to discriminate in employment, student admissions, and student services on the basis of race, color, religion, age, political affiliation or belief, gender, national origin, ancestry, disability, place of birth, General Education Development Certification (GED), marital status, sexual orientation, gender identity or expression, veteran status, genetic history/information, or any legally protected classification. HACC recognizes its responsibility to promote the principles of equal opportunity for employment, student admissions, and student services taking active steps to recruit minorities and women.

The Pennsylvania Human Relations Act (“PHRAct’) prohibits discrimination against prospective and current students because of race, color, sex, religious creed, ancestry, national origin, handicap or disability, record of a handicap or disability, perceived handicap or disability, relationship or association with an individual with a handicap or disability, use of a guide or support animal, and/or handling or training of support or guide animals.

The Pennsylvania Fair Educational Opportunities Act (“PFEOAct”) prohibits discrimination against prospective and current students because of race, religion, color, ancestry, national origin, sex, handicap or disability, record of a handicap or disability, perceived handicap or disability, and a relationship or association with an individual with a handicap or disability.

Information about these laws may be obtained by visiting the Pennsylvania Human Relations Commission website at www.phrc.state.pa.us.

Harrisburg Campus Carole Kerper— [email protected] Director, Disability Services Cooper 230 One HACC Drive Harrisburg PA 17110 Phone: 717-780-2614 Fax: 717-780-2335