| Assignment | points | due date | submit on... |
| Weekly discussion and participation | 50 | original QCQs before the work is discussed in class; response posts by the Sunday after the work is discussed | Slack |
| Primary source presentation | 10 | Monday, 11:59pm before the reading is to be discussed in class | Google Drive |
| Critical source collaborative presentation | 10 | Wednesday, 11:59pm before the reading is to be discussed in class | Google Drive |
| Material/digital project | 10 | variable, by 15 November | Google Drive |
| Research essay and presentation | 20 | ___ November, in-person presentations during exam week (standard exam times) | Google Drive |
Weekly discussion and participation: 5 points per week for max of 50 points.
Earn up to five points per week through the following methods:
- post "original" observations about the primary and secondary works we're reading in the appropriate Slack channel. These posts should be 150-200 words and must include at least one quotation (properly cited), commentary about that quotation, and a question for the class to consider. 2 points each
- respond to the posts of your peers in the appropriate Slack channel: 1 point each
Once you earn 50 points, you are not required to post any additional materials. We have 15 weeks of class, so if you plan it right, you will meet the 50-point benchmark by early November. This means that missing a point here or there won't wreck your grade, but it does encourage you to engage early and often.
Primary source presentation: 10 points
You're all likely familiar with the Norton Critical Editions of novels often used in English classes. For example, take a look at the NCE for the eighteenth-century classic, The Expedition of Humphry Clinker (1771), paying particular attention to the table of contents. Notice the types of information that appear in these editions in tandem with the text; these are the kinds of details you'll be looking for in this assignment.Primary source presentations should include the following:
- original publication details
- notable editions, illustrations, adaptations
- pertinent information about the author
- pertinent historical context/timeline
- a series of at least 7 probing questions about the text to generate class discussion
Presenters will be responsible for managing and maintaining class discussion, at least for the first 20 minutes. Findings must be loaded in the shared folder on the Google Drive by 11:59pm the Monday before we will discuss the work. This will allow all of us to review the material before class and be prepared for the questions.Reminders:
- All sources must be properly cited using a modified MLA format. Footnotes are allowed when necessary.
- While the information above will be typed in a Google Document and shared with the class, presenters are discouraged from merely reading the content of the text on the electronic page. Talk us through your findings.
- Please resist simply googling the title of the work. While it can be helpful, this approach does not equate to viable academic research.
- Think about document formatting as you present your information. Single-space, use a clear font and document headings, and insert properly cited quotations and pertinent images.
Critical Source Collaborative Project: 10 points
The critical source presentations will be interspersed with discussion of the primary works throughout the semester. Students have 10 points to earn in this category, 5 awarded on an individual basis and 5 collaborative (if applicable).The collaborative portion of this assignment must be loaded in the Google Drive by 11:59pm on Wednesday before the assigned date we begin discussion of the critical texts. Include the following elements in the shared document:
- 100-word summary of the critical work included on our discussion list for the day
- a series of at least 7 probing questions about the each text to generate class discussion
Presenters will be responsible for managing and maintaining class discussion, at least for the first 20 minutes. Presentation groups will be announced on Slack.The individual portion of this assignment will require students to submit 100- and 500-word summaries on the critical source under consideration by their group. These summaries should be posted in the Google Drive by 11:59 p.m. on the Sunday following the in-class presentation. While it is possible that these summaries will contain some of the same information from -- or even be identical to -- those composed collaboratively, the separate deadline allows individuals to revise after discussion of these works in class and/or after further consideration. By contrast, the 500-word summary should look decidedly different from that composed by your collaborator.Reminders:
- All sources must be properly cited using a modified MLA format. Footnotes are allowed when necessary.
- Students are encouraged when working collaboratively to keep good notes on their contributions to the project. These notes will assist in the assessment.
Material/Digital project: 10 points
The material project allows students to respond creatively to an idea or work discussed throughout the semester in a mode other than writing: compare it to the Material Chaucer projects in Dr. Cowart's class, but on a smaller scale. Examples abound in this category -- performed music, white board animated video, illustrations, baked goods, period-specific writing samples, letter technologies, crochet, et al. Results from these projects will be displayed in the showcase at the end of the semester and will be accompanied by a 250-word justification.
Those wishing not to do a material/digital project may transfer these points to weekly discussion/participation and aim for 60 points in that category.
Research essay: 20 points (15 for essay, 5 for presentation)
This final essay will represent a cohesive argument about a singular issue encountered in one or more of the the readings from the semester. Undergraduates should include at least five critical, peer-reviewed sources, graduate students at least 8 sources.
Students in an upper-division English class are expected to know how to write an original, argumentative essay and to meaningfully synthesize research in a thesis-driven argument. This essay must be properly documented with MLA in-text citations and must show a mastery of the basic mechanics like spelling, punctuation, capitalization, sentence structure, and overall organization. Essays that do not meet these expectations will not earn higher than a C.
length: 7-10 pages for undergraduates (at least seven complete pages of text, not including the Works Cited page) / 10-15 pages for graduates
A final, conference-style presentation will be held as part of the department showcase at the end of the semester. Students will read their papers as part of this event. (5 points)
