Policy Statement and Assignments by NickyvGraham

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									WHGC Fall 2005 Instructor: Hong Gu Instructor: Hong Gu Office: Rahall 235 (Rahall Communication Resource Lab) Phone: 864-7569 E-mail: guh@eckerd.edu

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Policy Statement and Assignments
Attendance: Class attendance is mandatory. Except for sickness or family emergency, absences are not excused (that is, no make-ups for quizzes and no points for class discussion). Three unexcused absences will result in lowering the grade half a letter (i.e. from A to A-), over three unexcused absences will result in lowering the grade one letter (i.e. from A to B), and six unexcused absences will result in lowering the grade two letters (i.e. from A to C). Students who have over six unexcused absences will fail the course. Class Participation: Students are encouraged and expected to contribute to class discussion. There is a 4-point system to grade students’ performance in class. Each student automatically gets 1 point for attending each class meeting. When a student makes a point in discussion, he/she will be rewarded with 1-2 extra points. For those who make significant contributions to class discussion, 3 extra points will be given. This part forms 15% of the final grade. Quizzes: Students should expect quizzes for their reading assignments. Each quiz is consisted of 10 points. All the quizzes will form 15% of the final grade. Discussion Leaders: All students are expected to lead one class discussion in pair or alone. The discussion leader(s) must study the text well and prepare meaningful questions to lead a discussion of that text. This activity is worth 5% of the final grade. Please see the schedule for discussion led by students. Writing Assignments: Altogether students should expect to write three short papers (2 two-page papers and 1 five-page paper). These writing assignments form 30% of the final grade. See instruction sheets for each writing assignment. Midterm and Final Exams: These two exams will form 35% of the final grade.

WHGC Fall 2005 Instructor: Hong Gu

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Schedule for Students’ Led Discussion
9.14 Homer- The Odyssey 9.16 Homer- The Odyssey Ashley Meyer & Noah Wolf 9-19 The Bible – Exodus Jen Caron & Brian Barreto 9-28 Mencius Taylor Vanderhook & Devin Pedone 10-5 The Bible – Book of Job Guilia Pilurzu 10-7 The Bible –Book of Job Lev Pasikhov 10-24 Plato – The Republic Ashley Spencer & Patrick Strong 10-28 Plato – The Republic Andrew Powell 11-2 Aristotle & Euclid Margo Zgola & Troy Jonhston 11-11 Ramayana Chere-Lee Frankson 11-28 The Bible – Gospel of Luke Sarah Knych & Booby Gibbons 11-30 The Romance of Tristan & Iseult Rachel Lataillade 12-2 The Romance of Tristan & Iseult Kirsten Hase & Mark Steele Caroline Gill & Salem Hamidi

WHGC Fall 2005 Instructor: Hong Gu A Guideline for Writing Assignment One (100 points)

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The purpose of this assignment is for you to learn to read texts closely and select the best textual evidence to support and expand your thesis. This is a comparison-and-contrast paper. For this purpose, you will consider and reflect on the three texts—The Epic of Gilgamesh, The Odyssey, and Exodus—we have, so far, read in this course. In examining Gilgamesh, Odysseus, and Mosses as the central hero and leader in their respective texts, you will have to discover what qualities, values, character traits, or experiences that they all share in common. Also, note what make them different from one another in terms of their personalities and quests. Moreover, to what extent, do these ancient heroes represent qualities and values that we still respect and cherish? Is there anything about them, which made them famous then, but you would not regard as a good quality, value, or virtue today? Remember: you are writing this paper for a large audience such as your whole class. Therefore, in this paper, you will discuss 1) the similarities and/or contrasts between two heroes (that is, you must use at least two texts), and 2) your reflections—interpretation and argument—on these heroes. Suggestions for pre-writing and drafting:

1) Do a brainstorm and list all the qualities, values, character traits and experiences that these three 2) 3) 4) 5) 6)
heroes share in common or differ from one another. Pick a particular aspect of these heroes that fascinates you the most. Then try to come up with a tentative thesis statement that will help you organize your discussion. Once you have worked out a thesis statement, it is time you think about the major points. When drafting, use one paragraph for only one major point. Also, select the best textual evidence to develop and support each one of your major points. When you are done with your first draft, go back to your thesis statement and revise it if necessary. Make sure your thesis statement succinctly states the focus of your discussion. Then revise each major point. Ask yourself this question: Can I strengthen, develop, or clarify this point some more? Remember: the key to good writing lies in revision. After completing the draft, think about a title for your paper. Remember an effective title is one that not only attracts the reader’s attention but also brings out the focus of your discussion.

Requirements:

1) Length and typing format of the paper: Two typewritten pages, double-spaced with font size 10/11/12.
Your typewritten paper must include the following information: • On the top left corner, type with single space Your name WHGC Fall 05 Professor Gu Date of submission

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With double space from the above information, type and center the title of your paper with the same font size.

2) The overall structure of this paper should have these three major parts:
Opening with thesis statement Major points 1, 2, 3… Conclusion

WHGC Fall 2005 Instructor: Hong Gu
Due dates: The first typewritten draft is due on 9/21 in class, and the final draft is due on 9/26 in class.

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A Guideline to Peer Evaluation 20 points for the complete first draft + 30 points for peer evaluation Step One: Please read through your peer’s paper once to understand what it discusses. Look for these during your first reading: • • Thesis statement (Is the central idea clearly stated?) Supporting points (how many major points are made?)

Step Two: Write a sentence or two to tell the writer what you like the most about the paper. Step Three: Use the following criteria to respond to the paper (the focus should be on how the central idea is discussed. Therefore, do not edit the paper): • • • • • Thesis statement: Does it clearly and specifically state the central idea of the paper? Organization: Is the opening effective? Is each major point discussed in one paragraph? Are these major points arranged in a way that is logical and easy to follow? Is the conclusion effective? Is the title effective? Development: How is each major point developed/expanded/clarified? Is there strong textual evidence to back it up? Is there enough analysis or interpretation? Coherence: Does the writing flow well? Are sentences and paragraphs linked to one another smoothly and logically or with proper transitions? Language and Grammar: Are the choice of words and phrases precise and appropriate? Identify ungrammatical sentence structures and/or fragments (underline them with a wavy line).

Step Four: On a scale of 1 to 6, rate the following (this step can be done together with Step Three) • • • • • Note: The criteria you use to evaluate your peer’s papers are the same ones with which I will evaluate your final draft. This process is to show you that revision is the key to strong writing. Make sure you take into consideration the points your peers have offered during your revision. Clarity of the Thesis Statement Overall organization Development Coherence Language & Grammar


								
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