Rubrics for Graded Work
Weekly Responses - Presentations - Formal Papers - Participation - Grading Scale -
A note about final grades
Weekly Responses
Note: This rubric in particular should be considered ONLY as a rough guideline. For example, excellent responses below the 250-word count might not see a deduction, etc.
Improvement across the semester will be noted in the final grade. Similarly, slacking off after midterm will not help your grade.
Category |
Description | Percentage |
| Length | 250 words or more | 10% |
| Timing | Is turned in on-time (9 PM night before class) | 10% |
| Content | Discusses appropriate day's reading | 10% |
Quotes the text. |
10% | |
| Is factually accurate. Errors of fact in your posts suggest you either did not do the reading or did it in an unsatisfactory fashion. | 20% | |
Makes original contributions.
|
40% |
Presentation/Discussion Leading
Category |
Description |
| Length | 15 minutes of presentation and discussion-leading |
| Timing | Is performed on the assigned day |
| Content | Discusses appropriate text |
| Is factually accurate. | |
Uses at least two scholarly sources (ie, not Wikipedia) |
|
| Includes handout of notes and questions. | |
| Selects discussion-worthy sections of the text, with questions that allow for open discussion | |
| Presentation presents a reading -- that is, an interpretation or set of possible interpretations -- not merely a "book report" |
Note: Your grade on your class presentation will be determined by peer review (see the form here) as well as my own judgment. In other words, I reserve the right to be more rigorous, or more generous, than your classmates. Thus, grades are given holistically according to this chart:
Grade |
Description | |
| Class Assessment | In others words... | |
| A | "Top Ten": Mostly "Very Good" and no "Needs Work" assessments from your classmates and me. | Memorable, would be a model for future presentations |
| B | Mostly "OK" with some "Very Good" and few/no "Needs Work" | Completes the assignment well, though not spectacularly |
| C | A mix of "OK" with more "Needs Work" than "OK" | Assignment is acceptable, but is missing some qualities that would raise it to a "B" level. |
| D | Mostly "Needs Work" | Assignment is technically complete, but lacking in significant ways |
| F | Almost entirely "Needs Work" | Major parts of the assignment were incomplete, or done poorly. |
Formal Papers
Again, please consider this a useful guideline. Please note that doing poorly in one category will usually lead to a poor performance in another. For example, if your thesis isn't clear and your introductory paragraph doesn't clearly explain where your paper is going, you will also do poorly in the "structure" percentage.
Category |
Description | Percentage |
| Timing | Is turned in on-time, on Blackboard, unless granted prior extension | Automatic failure |
| Format | Length: varies depending on paper (see assignment) | 10% |
Margins: 1" all the way around |
10% | |
| Content | Follows the assignment prompt (a close reading, a research paper, etc.). | 10% |
| Thesis is clear, identifiable, and debatable ("reasonable people can disagree") | 10% | |
| Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style; minimal to no spelling errors; absolutely no run-on sentences or comma splices. | 20% | |
| Structure is clear, with good transitions and topic sentences. | 20% | |
Textual evidence is used for all points made. Quotations are well-integrated into the paper. |
20% |
Class Attendance and Participation
Grade |
Description |
| A | Involves preparation, and shows you are truly reflecting on the material. You are drawing our attention to specific moments in the text, engaging both me and your classmates in discussion, etc. You will have prepared for class by reading the text and your classmate's Blackboard posts, ready to ask questions, make observations, etc. |
| B | Text is open, actively being followed. Students earning this grade talk at least some of the time, and show that they are following the class discussion, taking notes, etc. They do similar work to the "A" student (asking questions, etc.), but not as consistently. |
| C | Students at this grade level are engaged in active listening -- I can see signs of mental activity, even if they are not necessarily talking. Comments are on-topic, but do not connect to the text in a specific way. |
| D | The presence of your body upright (ie, awake) in class. |
| F | Extreme inattention, absences, and severe tardiness (if you can't get to class on the hour, take another class). |
N.B. (Nota Bene, or "note well") Failure to bring the text is the equivalent of an absence. I reserve the right to ask any student who does not have the text that day to leave.
My scale (which follows Blackboard's defaults), is:
97% to 100% (or higher) = A+
94% to 97% = A
90% to 94% = A-
87% to 90% = B+
84% to 87% = B
80% to 84% = B-
77% to 80% = C+
74% to 77% = C
70% to 74% = C-
67% to 70% = D+
64% to 67% = D
60% to 64% = D-
59% or below = F
As you can see, there is some "borderline" space, but I almost always err on the side of the higher grade (ie, a 90 is an A-, etc.)
Grades will not be changed for anything other than clerical errors. To ask -- or beg -- for a change of grade after grades are in is counterproductive for two reasons:
First: by the time you see your final grade, I have finalized it and it is very difficult for me to alter the grade unless I have mistyped your grade.
Second: to ask me to alter your grade at the end of the semester is to question my judgment as an instructor. Because of this, there is really no way to phrase a request for a grade change that doesn't stink to high heaven of insult.
A better tactic is to keep track of your overall grade (it's all up there on Blackboard), and if you're concerned about an aspect of your performance, ask me while you still have time to fix it. I have mandatory office hours weekly, and if you can't make those, I am also happy to meet with you by appointment to talk about how you can improve your performance (and thus by extension, your grade).