Grading:
Participation:
Since class participation is a part of your grade, you might be wondering what that actually looks like, especially outside of the formal requirements of something like reading someone else's paper for a workshop. I want to emphasize that especially in regards to our in-class discussions, it is crucial that you all contribute in some way, however that does not mean everyone's contributions will look the same. Most of the time we think of "good" participation as answering a teacher's question directly and correctly, but at least for the purposes of our time together "good" participation and productive contributions will include much more. First and foremost, remember that there are no "right" answers that we are looking for in the course of our conversations, but rather substantive engagements with the materials and topics at hand. To help clairfy what I mean by the "much more" that contributions to class discussions might include, below I have listed just a few of the other ways you might productively contribute to our classroom discussions:
1. Ask questions. When you don't understand something that has been said ask for clarification or an example. While it might feel a bit embarrassing to admit you didn't understand something, the fact of the matter is that if you didn't understand it, there are probably others who didn't and so you are
doing a public service for the whole class when you stop us and ask for clarification.
2. Respond to each other. Remember, our classroom discussions should not be merely 16 discussions between each of you and myself, but rather a truly inclusive and collaborative thinking through of our shared readings and thoughts. Or to put it simply: speak to each other, not just to me. Such
responses might also include disagreeing with what has just been said, which is perfectly fine and often quite productive, but please remember to
always be respectful while expressing differences of opinion.
3. Make room for each other in the conversation. As I am only one person, with only one set of eyes, and our room does not have the best set-up to
allow me to see everyone's faces, I would ask you all to help me make sure that those who are interested in contributing always have the space in
which to do so. That means being aware of each other during our conversations and making room for someone to talk (by saying something like: "I
think X wants to say something") who looks like they have something to say but have not yet been quite able to inject their voice into the discussion.
This might also mean being aware of whose voice you have and have not been hearing and actively thinking of ways to incorporate even those who
are quieter (which some of us will no doubt be) such as by referencing their written works. Remember, we are working collaboratively in this class and
thus all benefit from having access to the most diverse range of opinions.
Low Stakes (LS) assignments:
These assignments, which include any in-class writing, are aimed to help you work through your ideas more then anything else and thus will not be assigned a letter grade but rather assessed according to completion and effort on a check+/check/check- scale. Occasionally I might give you feedback on specific writing issues that I note in them, but such feedback is merely for your improvement on the formal papers and is not attached to a grade.
Self-Assessment:
As this class is about writing and helping you develop as a writer, for each formally graded writing assignment, I will ask that you turn in an accompanying self-assessment of that text, which will require you to take some time after finishing the assignment to reflect on what you have done well and what you perhaps struggled with in the text. This will help you become more self-aware writers and will help me to see where you might have particular anxieties about your text allowing me to better direct my feedback. Like you low stakes writing, these self-assessments will not be assigned a letter grade but rather assessed according to completion and effort on a check+/check/check- scale.
Late Work:
All assignments must be turned in on time in order to receive full credit. If for any reason you are unable to do so, and you contact me 48 hours prior to the deadline I will be willing to work out individual extensions on a case-by-case basis no questions asked. Work that is merely turned in late will be marked down a third of a grade for each class period later than the original deadline.
Extra-Credit:
There will be numerous opportunities for extra-credit which will primarily take the form of attending Disability Studies and Disability Culture related activities occurring on campus and in the local area--which I will make you aware of--and then composing a 150-250 word blog post reflecting on the event you attended. One easy opportunity you might take advantage of is the new Disability Studies Initiative's Film Series which will be taking place on campus. For more info on the film series, see this web page: http://www.disabilitystudies.emory.edu/news/Filmseries.html
Grading Scale:
90-100=A range
80-89=B range
70-79=C range
65-69=D
65 and below=F
Grade Breakdown:
15% Regular Attendance, Participation and Completion of All Low Stakes Assignments
20% Defining Disability
(20%) 750-1000 word entry + 250 word self-assessment
(20%) remediated multimodal artifact with a 250-500 word reflection on the remediation process and your rhetorical choices
(60%) Revised 750-1000 word multimodal webpage glossary entry
20% Mapping Accessibility
(30%) Four to Five 250-word multimodal site annotations
(50%) 750-1000 word multimodal expanded site annotation
(20%) Small group produced document/artifact based on the map & in-class presentation
30% Researching Disability
(15%) Annotated bibliography
(15%) Literature Review
(60%) 1750-2000 word Research Project + 250 word self-assessment
(10%) Creative project based on your research + 250-500 word reflection
15% Portfolio
(75%) Collection/organization of course materials (including draft versions, etc.) and any further revisions
(25%) 500-750 word Reflective essay on portfolio content and your development as a composer over the course of the semester
Since class participation is a part of your grade, you might be wondering what that actually looks like, especially outside of the formal requirements of something like reading someone else's paper for a workshop. I want to emphasize that especially in regards to our in-class discussions, it is crucial that you all contribute in some way, however that does not mean everyone's contributions will look the same. Most of the time we think of "good" participation as answering a teacher's question directly and correctly, but at least for the purposes of our time together "good" participation and productive contributions will include much more. First and foremost, remember that there are no "right" answers that we are looking for in the course of our conversations, but rather substantive engagements with the materials and topics at hand. To help clairfy what I mean by the "much more" that contributions to class discussions might include, below I have listed just a few of the other ways you might productively contribute to our classroom discussions:
1. Ask questions. When you don't understand something that has been said ask for clarification or an example. While it might feel a bit embarrassing to admit you didn't understand something, the fact of the matter is that if you didn't understand it, there are probably others who didn't and so you are
doing a public service for the whole class when you stop us and ask for clarification.
2. Respond to each other. Remember, our classroom discussions should not be merely 16 discussions between each of you and myself, but rather a truly inclusive and collaborative thinking through of our shared readings and thoughts. Or to put it simply: speak to each other, not just to me. Such
responses might also include disagreeing with what has just been said, which is perfectly fine and often quite productive, but please remember to
always be respectful while expressing differences of opinion.
3. Make room for each other in the conversation. As I am only one person, with only one set of eyes, and our room does not have the best set-up to
allow me to see everyone's faces, I would ask you all to help me make sure that those who are interested in contributing always have the space in
which to do so. That means being aware of each other during our conversations and making room for someone to talk (by saying something like: "I
think X wants to say something") who looks like they have something to say but have not yet been quite able to inject their voice into the discussion.
This might also mean being aware of whose voice you have and have not been hearing and actively thinking of ways to incorporate even those who
are quieter (which some of us will no doubt be) such as by referencing their written works. Remember, we are working collaboratively in this class and
thus all benefit from having access to the most diverse range of opinions.
Low Stakes (LS) assignments:
These assignments, which include any in-class writing, are aimed to help you work through your ideas more then anything else and thus will not be assigned a letter grade but rather assessed according to completion and effort on a check+/check/check- scale. Occasionally I might give you feedback on specific writing issues that I note in them, but such feedback is merely for your improvement on the formal papers and is not attached to a grade.
Self-Assessment:
As this class is about writing and helping you develop as a writer, for each formally graded writing assignment, I will ask that you turn in an accompanying self-assessment of that text, which will require you to take some time after finishing the assignment to reflect on what you have done well and what you perhaps struggled with in the text. This will help you become more self-aware writers and will help me to see where you might have particular anxieties about your text allowing me to better direct my feedback. Like you low stakes writing, these self-assessments will not be assigned a letter grade but rather assessed according to completion and effort on a check+/check/check- scale.
Late Work:
All assignments must be turned in on time in order to receive full credit. If for any reason you are unable to do so, and you contact me 48 hours prior to the deadline I will be willing to work out individual extensions on a case-by-case basis no questions asked. Work that is merely turned in late will be marked down a third of a grade for each class period later than the original deadline.
Extra-Credit:
There will be numerous opportunities for extra-credit which will primarily take the form of attending Disability Studies and Disability Culture related activities occurring on campus and in the local area--which I will make you aware of--and then composing a 150-250 word blog post reflecting on the event you attended. One easy opportunity you might take advantage of is the new Disability Studies Initiative's Film Series which will be taking place on campus. For more info on the film series, see this web page: http://www.disabilitystudies.emory.edu/news/Filmseries.html
Grading Scale:
90-100=A range
80-89=B range
70-79=C range
65-69=D
65 and below=F
Grade Breakdown:
15% Regular Attendance, Participation and Completion of All Low Stakes Assignments
20% Defining Disability
(20%) 750-1000 word entry + 250 word self-assessment
(20%) remediated multimodal artifact with a 250-500 word reflection on the remediation process and your rhetorical choices
(60%) Revised 750-1000 word multimodal webpage glossary entry
20% Mapping Accessibility
(30%) Four to Five 250-word multimodal site annotations
(50%) 750-1000 word multimodal expanded site annotation
(20%) Small group produced document/artifact based on the map & in-class presentation
30% Researching Disability
(15%) Annotated bibliography
(15%) Literature Review
(60%) 1750-2000 word Research Project + 250 word self-assessment
(10%) Creative project based on your research + 250-500 word reflection
15% Portfolio
(75%) Collection/organization of course materials (including draft versions, etc.) and any further revisions
(25%) 500-750 word Reflective essay on portfolio content and your development as a composer over the course of the semester