Class Participation

Most of our time together will be spent in a group 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 perhaps re-read) the assigned text carefully before class.
  • Reflect on the reading, and identify some questions, themes, and ideas that you’d like to discuss.
  • There will occasionally be other assignments, which you should complete with thoughtfulness and attention.

Everyone in the class should be a part of our conversation. With so many of us, no one person needs to talk all of the time. 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 great enthusiasm and personal engagement with the readings.
  • Advances the conversation to new levels.
  • Contributes complex insights into the texts and issues.
  • Draws insightful connections among different texts and issues.
  • Enhances the participation of others by questioning, actively listening, and sharing time.
  • Takes a leadership role in the research group.

A GOOD (B-level) participant typically:

  • Shows genuine effort.
  • Actively listens and volunteers.
  • Stays on-topic and furthers the conversation.
  • Raises substantial, text-based questions and ideas.
  • Contributes an equal share of work to the research group.

A FAIR (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.
  • Takes more than gives to the research group.

UNACCEPTABLE (failing) behavior includes:

  • Frequent absence.
  • Repeated dozing.
  • No evidence of preparation.
  • Other signs of total disengagement: doodling, working for another class, etc.
  • "Toxic" or hostile behavior that works against our intellectual community.
  • Complete withdrawal from or undermining of the research group.

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