Success in this course depends on meaningful participation in and contribution to class discussion, which in turn depends on 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.

Engagement = 50%

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 recorded and posted to the moodle following each class. Please refer to the attached Participation Assessment Rubric for a detailed explanation of grading criteria.

Attendance

Participation begins with attendance, as attending class is necessary – but not sufficient – for participating in class discussion. Accordingly, your absence or lateness will effect the engagement portion of the final grade. While classes can and will be missed due to illness, emergency, etc., students with more than 3 absences will not score higher than a B for the final grade, 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 = 50%

Grading breakdown:
2 Textual analysis essays = 40%;
2 Assessments = 15%;
25 Reading responses = 25%;
1 Reflection Essay = 20%

Textual Analysis

The 2 textual analysis essays build on the close reading and analysis skills introduced in English 4 by developing a clear, interpretive thesis and supporting it with evidence from the text. The primary aim here is not truth so much as clarity. In other words, don’t worry about being right or wrong. Just try to be clear and give reasons supported by evidence from the text. 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. Please refer to the “Guide for Writing Seminar Essays” in your reader and chapters 3-5 of Trimble’s Writing With Style for more information. More specific guidelines to follow.

Self-Reflection

Throughout the four years of Seminar, students are called to reflect upon and assess their own process of learning. Toward the end of Seminar 103, students will write a self-reflection essay that assesses their progress in the main learning outcomes of 1) Shared Inquiry, 2) Critical Thinking and 3) Written and Oral Communication. The final version of the essay will be placed in the student’s electronic portfolio and be available to their future Seminar instructors. All essays should: 1) be 1500-2500 words in length; 2) explicitly address each of the three learning goals in general and at least one learning outcome in particular from each; 3) explicitly address the author’s prior learning experience in some way and compare it to the learning process in seminar; 4) use specific evidence from informal and formal writing assignments, actual class discussions, experiences of reading, and reading notes; 5) explore how the author’s learning has impacted his or her behavior in seminar discussions and role in the group’s shared inquiry process; 6) explore how some aspect of the course content (e.g. a specific text, a theme, a question) has impacted the author.

Moodle Video Responses

Pre-discussion: 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 the midnight before class (which will mean midnight Mondays and Midnight Wednesdays). In order to receive full credit, all posts must (i) be 60 seconds or less, (ii) include specific textual references or quotes with page numbers and/or citations, and (iii) offer some original analysis using the support of the references selected. Videos are responses – NOT summaries!
Post-discussion: Students are required to log on to the moodle discussion forum, watch each others’ videos and supply a reaction to the points made by your peer in the original video.  These posts should attempt to respond to, comment on, clarify, correct, support, or challenge any conclusions, confusions, or other aspects of the discussion in class.
*We will use some of the first class session to go through this procedure.

Exercises

Periodic exploratory, developmental, and self-assessment writing assignments will be assigned throughout the semester, including but not limited to freewrites, essay proposals, outlines, drafts, etc.