Success in this course depends on meaningful participation in and contribution to class discussion, which in turn depends on a close, careful reading of the required texts. Good discussion depends on everyone coming to class prepared – i.e., having read and thought about the material. Reading summaries such as Cliff/Spark Notes, Wikipedia and the like is neither necessary nor sufficient in this regard. Further, it is not permitted but rather prohibited. It is usually the case that students that have read the texts produce good reading responses, and in turn, these form the basis of good essay drafts. Readings, responses, engagement, and writing are all deeply connected in seminars. Please do not think of them as separate chores.
GRADING BREAKDOWN
Engagement (30% total)
Participation 20%
Attendance 10%
Writing (70% total)
Video reading responses = 20%
Capstone I draft and final essay = 25%
Capstone II draft and final essay = 25%
ENGAGEMENT
Participation
The participation grade reflects the quality and quantity of verbal and nonverbal contributions to in-class discussion. Every student bears responsibility for the pursuit, progress, and professionalism of class discussion. Accordingly, daily participation grades will be noted and discussed at one-to-one conferences throughout the semester. Finally, please remember that participation in class sessions includes the tenets of the collegiate seminar and may include informal writing, group work or other differentiated modalities.
Attendance
Participation begins with attendance, as attending class is necessary – but not sufficient – for participating in class discussion. Accordingly, absence or lateness will detract from the engagement portion of the final grade. While classes can and will be missed due to illness, emergency, robot attack, etc., students with more than three absences will not score higher than a B for the final grade, and students with more than four absences will not score higher than a C, and students with more than five absences will not score higher than a D. Three late arrivals, or early departures will count as one absence. Students who miss class are responsible for any missed announcements, handouts, etc.
WRITING
Capstone essays
Details:
Capstone essays are 5-6 pages, 1.5 spacing, Helvetica font, 1-inch margins.
Capstone essays are to be prepared for by writing drafts, which are factored into the grade.
The two capstone essays are meant to be rigorous, thorough examples of the best of your writing. They will demand much thought and reflection about your time at Saint Mary’s and the texts you have encountered and hopefully learned from.
Therefore, what I will be looking for in these essays is your ability to retain complexity while remaining clear; to be honest and forthright; to exhibit your intellectual ability to mobilize your insights and site them within a solid conceptual rationale.
There is information on this syllabus website that will describe the conditions of each essay. You will have access to this material with sufficient time. Electronic copies are to be submitted to the Turnitin.com link on the moodle on the dates indicated there. Assignments submitted late are subject to final grade reduction at the rate of 1/3 letter grade per day. Absence from class on the due date, trouble with files, drives, etc., does not excuse late submissions. Students are encouraged to discuss their essays with their professor prior to submission of the final draft during regular office hours. For more information, please refer to the “Guide for Writing Seminar Essays” in your Reader and chapters 3-5 of Trimble’s Writing With Style.
Moodle Video Responses & Assessments
Video responses are considered and graded as writing. When done well, this approach to reading responses generates very good writing.
Responses: Students are required to log on to the Moodle discussion forum set up for the current reading. Using your cell phone, tablet or computer, record a 60-second video response to the reading. This process will be explained to all on the first day of class. Responses are due 24 hours before class. These video posts should include one interpretative question and some analysis of the reading that serves as an answer.
Critique: Students will provide critique of their peers’ video responses as described below. Before the class, review the current Moodle discussion forum and watch at least five peer videos. Make handwritten notes to bring to and use in the class sessions. These should be retained for your use in capstone essays.
These notes will formalize your reaction to the points made by your peer in their original video. These notes should attempt to respond to, clarify, correct, support, or challenge any conclusions, confusion, or other aspects of the discussion in class. To receive full credit, all posts must (i) be 60 seconds or less, (ii) include specific textual references or quotes with citations, and (iii) offer original analysis and support commensurate with the depth of attention and reflection devoted to the assignment.
Exercises
Periodic exploratory, developmental, and self-assessment writing assignments may be assigned throughout the semester, including but not limited to freewrites, essay proposals, outlines, drafts, etc.