10% (100 points)
| Directions for Leaders | Directions for Participants |
| Sign-up Sheet |
Twice during the semester, you will be presenting your understanding of a particular article or book chapter to the class, and then leading the class in discussion for that day by posing several questions you have about the reading. The evaluation of this presentation is less about how well you understand the work, more about how the work makes you think. More information is available on this assignment’s page. If you are not presenting that week, you are still expected to be a leader in participation (see point divisions and instructions below). NOTE: There are at least two pieces to read for each week; I tried to average the number of weekly pages to 36-42 pages.
DIRECTIONS FOR DISCUSSION LEADERS:
Each presentation is worth 50 points. (See the Grade Rubric below for how points are earned.)
- Peruse the list of readings, found on the Readings & Guidelines for Reading page.
- Sign up to be a Discussion Leader twice. The sign-up sheet is HERE. (This is a Google document; if you have trouble accessing it, please let me know right away.)
- Reach out to the other person who signed up for that week (your partner). Get organized: you can divide the readings between you, taking turns to present OR you can present all the readings together.
- Your actual presentation should last about 30 minutes, total. The remaining time is for discussion, for which you are responsible for prompting.
- In preparation for your presentation:
- Read for depth: how does this work fit (or not fit) in with the case study for this week?
- Read for what you find to be most meaningful or interesting.
- Create a short outline: thesis, main points, conclusion.
- Make a list of questions of items you aren’t sure that you understand, or that you don’t understand. (If you feel that you understand it all, that’s great.)
- Find one or two examples that illustrate either the thesis or a particular point or two.
- Is there anything amusing about or in the piece? What?
- Is there anything offensive? What?
- Is there anything inspiring? What?
- What might you do to teach, or help others understand this piece?
- Feel free to ask the Discussion Participants questions about their understanding of the piece, see if there are differences of understanding (which is quite possible).
- Feel free to ask what others liked or didn’t like about the piece.
- Feel free to ask how others might use the piece in their writing.
- Feel free to create a game, a song, a puppet show—anything—to either comment upon your value (or lack thereof) of the work.
- How might you work this piece into your essay? If not, why not?
NOTE: If you wish to do a slide presentation, I’m happy to load it up on the computer and be your technical support (just tell me when to move to the next slide). I advise you to upload your slides somewhere and email me the link the night before class, just in case there are technical problems. I am happy to check for your slides at the start of class, of course, but if there are technical issues then, you will just have to present without the slides.
GRADE RUBRIC:
An A level presentation and discussion leadership demonstrates solid familiarity with the reading(s). There is depth of thought to comments and/or questions made. There are several connections made to the relevant case study and/or to the appropriate essay assignment.
A B level presentation and discussion leadership demonstrates good familiarity with the reading(s). There is some depth of thought to comments and/or questions made. There are a few connections made to the relevant case study and/or to the appropriate essay assignment.
A C level presentation and discussion leadership demonstrates some familiarity with the reading(s). There is little depth of thought to comments and/or questions made. There are very few connections made to the relevant case study and/or to the appropriate essay assignment.
A D level presentation and discussion leadership demonstrates very little familiarity with the reading(s). There is virtually no depth of thought to comments and/or questions made. There are very, very few connections, if any, made to the relevant case study and/or to the appropriate essay assignment.
An F level presentation and discussion leadership demonstrates little-to-no preparation and wastes the class’s time and energy. You better be prepared to buy everyone chocolate!
| Sign-up Sheet |
DIRECTIONS FOR PARTICIPANTS:
Each day of participation is worth 10 points toward the 50 points of one of your three Reflective Journals (whichever one is appropriate for the time: Journal #1, Journal #2, or Journal #3).
- Read for quick understanding—peruse or skim the piece.
- Pick one or two parts that interest you and read for depth in preparation for discussion.
- Make at least two comments or ask at least two questions that are relevant to the readings and discussion for that day.
- If you miss a day of class, be prepared to make at least four comments or ask at least four questions that are relevant to the readings and discussion for the next discussion day.
GRADE RUBRIC: Each comment or question is worth 5 points, but it has to have some value! Comments that compliment or simply “agree” with statements made by others (without justification for the agreement) will not count.
| Sign-up Sheet |
