The success of our in-class discussions will depend on your regular attendance and active participation. As we all know, discussions are most lively when everyone shares their thoughts and ideas, and listens carefully and responds thoughtfully to others’ comments. Since you will have finished the assigned reading before every meeting and posted a response to it in your blog, you will be well prepared to share your idea. (Standards for successful participation are below.)
Since your participation is so vital the attendance policy for this class is very important. You are allowed one unexcused absence. Your second unexcused absence will lower your in-class participation grade by one third of a grade. For each unexcused absence after your second, your final grade will be lowered by one third of a grade (e.g., from a B+ to a B).
|4||Demonstrates excellent preparation: exceptional ideas and comments, relating them to readings and other material (e.g., course material, other classes, discussions, experiences, etc.).
Offers analysis, synthesis, and evaluation of readings, e.g., puts together pieces of the discussion to develop new approaches that take the class further.
Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students’ comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate, etc.
Demonstrates ongoing very active involvement.
|3||Demonstrates good preparation: knows reading facts well, has thought through implications of them.
Offers interpretations and analysis of readings (more than just facts) to class.
Contributes well to discussion in an ongoing way: responds to other students’ points, thinks through own points, questions others in a constructive way, offers and supports suggestions that may be counter to the majority opinion.
Demonstrates consistent ongoing involvement.
|2||Demonstrates adequate preparation: knows reading facts, but does not show evidence of trying to interpret or analyze them.
Offers straightforward information (e.g., straight from reading), without elaboration or very infrequently (perhaps once a class).
Does not offer to contribute to discussion, but contributes to a moderate degree when called on.
Demonstrates sporadic involvement.
|1||Present, not disruptive.
Tries to respond when called on but does not offer much.
Demonstrates very infrequent involvement in discussion.
(Adapted from Martha L. Maznevski, Grading Class Participation. Teaching Concerns.)
A newsletter for Faculty and TAs. Teaching Resource Center, 1996