- attention to standard rules of English grammar: This not only assumes that you recognize common punctuation and capitalization standards but that you revise your work to reflect that understanding and express yourself efficiently. If you have questions as you revise, consult a handbook or a reliable online resource, such as the Purdue OWL.
- use of appropriately formal language: Avoid contractions and words or phrases that convey a conversational tone.
- consistent effort on all assignments: From group presentation documents and email to short essay responses and formal essays, each assignment and mode of communication between members of the class and your instructor should represent your best effort.
- attention to directions and feedback: Guidelines of length, focus, content, etc. are deliberate. Please follow them. While brevity has its merits, short responses will not receive full credit. Also make sure you understand my expectations as expressed in these guidelines as well as the feedback I give you on your work. Both are intended to make you better communicators and better readers. If you have questions, ask.
- honesty: The work you submit must be your own effort, not that of a friend, parent, or colleague who has a special interest in writing or an "eye for grammar."
Brief descriptions of each assignment appear below; detailed descriptions of the assignments will be linked as necessary. Due dates expressed here match those on the course calendar.
Each of these points contributes to a positive overall impression. Please aim to deliver your best impression with each assignment and to use appropriately formal language and tone when corresponding with me, especially via email.
This course will be based on a 100-point scale, distributed over five types of assignments:
- primary source presentations (20 points): The primary source presentations provide students insight into the origins of the works we’ll be reading throughout the semester and allow students to continuously contribute their findings on a particular source text. Results from the primary source project will directly contribute to the discussion during each f2f class session and must be posted on the Google Drive in advance of the assignment due date. Presentation dates will be assigned in the first full week of class. All students are required to complete one in-class presentation on the assigned date, and given the class size, everyone will present individually. Those wishing for a more creative project can elect to do an optional material project. [additional details and requirements]
- critical source individual/small-group presentation (10 points preparation, 10 points in-class discussion = 20 points): Individuals will be assigned dates to complete this project and will collaboratively facilitate discussion on one or more of the critical readings to the course. Given the class size, some of the readings will be presented collaboratively. [additional details]
- conference-length research essay (30 points): Craft an 8-10 page research essay on a topic of your own choosing within the scope of this course, developed either from the primary source project, or a related interest in this field of study. All topics must be presented for approval as an abstract (200-250 words, due 8 July). Include at least five pertinent, critical, scholarly sources in support of your argument along with reference (when possible) to an early edition of the work (found on ECCO database). Rely on the resources available through Galileo, GIL-Universal, and inter-library loan to accomplish this part of the assignment.
- mini-conference presentation (10 points): The course will end with a mini-conference featuring the research essays of each of the participants in the course, held on the last day of class, 2 August, in the Nesbitt Building. The event is open to the public and will be advertised to the department.
- participation (20 points): Active participation is expected on a daily basis in our face-to-face meetings. Preparation includes active, engaged reading of the assigned texts and any additional materials necessary to enhance the understanding of the material. Students should be prepared to share at least two questions/critical observations about the text and at least one passage worth further consideration on a daily basis.
