Class Participation

Most of our time together will be spent in a conversation about the readings and the issues and questions that they suggest. You will learn not only from the authors and from me, but also from each other.

Like any conversation, you can’t usefully participate if you don’t know what you’re talking about. So it is essential that you come to our meetings prepared:

  • Read (and often re-read) the assigned text carefully before class.
  • Think about the reading, and identify some questions, themes, and ideas that you’d like to discuss.
  • Reflect on and carefully answer the daily question(s).

Everyone in the class should be a part of our conversation. I hope that you'll volunteer regularly - but if not, I will call on you anyway!

With sixteen of us in the room, no one person needs to talk all of the time. As long as you are regularly involved in the discussion, the quality of your contribution is much more important than the quantity of time that you’re speaking. I also understand that everyone has good days and not-so-good days; some of the readings and conversation topics will engage you more than others. Your participation grade will depend on your overall involvement throughout the semester.

These are the grading criteria that will be used:

An OUTSTANDING (A-level) participant typically:

  • Displays genuine enthusiasm and engagement with the readings.
  • Advances the conversation to new levels.
  • Contributes complex insights into the texts and issues.
  • Draws connections among different texts and issues.
  • Enhances the participation of others by questioning, actively listening, and sharing time.

A GOOD (B-level) participant typically:

  • Shows genuine effort.
  • Actively listens and volunteers.
  • Stays on-topic and furthers the conversation.
  • Expresses substantial, text-based ideas.
  • Asks good questions about the texts and issues.
  • Engages other students, not just the professor.

An ADEQUATE (C-level) participant typically:

  • Listens but does not volunteer.
  • Shows acquaintance with the text and signs of preparation if called on.
  • Offers opinions on the text, but without specific textual reference or other support.

UNACCEPTABLE (failing) behavior includes:

  • Frequent absence.
  • Repeated dozing in class.
  • No evidence of preparation.
  • Other signs of total disengagement: doodling, working for another class, etc.
  • “Toxic” or hostile behavior that undermines our intellectual community.

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