Weekly Responses: A How-To

Goals for the Weekly Short Responses
Or, “Why do we have to write these things?”

These responses serve several functions in my classes:

‣ They let me know what you are interested in, confused by, etc.
‣ They draw your classmates’ attention to things they may not have noticed
‣ They allow you to ask questions
‣ They allow you to brainstorm possible paper topics
‣ They encourage you to practice close reading

Discussion Question Postings Rubric

Your weekly postings will be assessed using the following guidelines. As you can see, the following rubrics assess the quality of your postings and not the quantity (I'm not looking for "good idea" or "neat")

Weekly Discussion Posting Grading Criteria

Meaningful and New Ideas: Makes original contributions. Does not merely reiterate points made in class. Is not plot summary. Messages explain issues, provide new perspectives, effectively question, or meaningfully elaborate on topic

Accuracy: Is factually accurate. Errors of fact in your posts suggest you either did not do the reading or did it in an unsatisfactory fashion.

Engages with the text: Quotes material where appropriate, discusses specifics.
Mechanics: appropriate length (250+ words), on time, discusses appropriate assignment

Help Available

If you are having any technical difficulties (e.g., logging in, accessing the discussion board) please email blackboard@auburn.edu or contact the Help Desk at 844-4944.

Online Class Netiquette

Your instructor and fellow students wish to foster a safe on-line learning environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse. You are encouraged to comment, question, or critique an idea but you are not to attack an individual.

Our differences, some of which are outlined in the University's nondiscrimination statement below, will add richness to this learning experience. Please consider that sarcasm and humor can be misconstrued in online interactions and generate unintended disruptions. Working as a community of learners, we can build a polite and respectful course ambience.

Examples of weekly responses

Excellent:

Example One (204 words):

I'll start with an observation about the language and structure of Emma compared with Rasselas. I'm surprised that in such a short time, the English language morphed from unfamiliar to nearly modern. In other words, Reading Emma is little different structurally from reading DaVinci Code. Mainly, Austen uses more clauses-- and I applaud the effort-- in her sentences that Dan Brown--and whomsoever he plagiarized--might consider necessary, but that is of little consequence.

Another observation concerns Emma's plot. From the beginning, Austen portrays Emma as a selfish collector of people, concerned only with her self and her past times. One of the most interesting phrases comes on page fifteen when the narrator introduces Harriet Smith. Emma enjoys Harriet's company because she is pretty-- I'm not sure how valid that reason is-- but moreover, she recognizes the advantages of having "a harriet smith" around. Having "a Harriet Smith" will increase her diversions from solitude or keeping company with the three borish ladies. Moreover, having "a Harriet Smith" is a great way to fill the void left when mrs. taylor left.

In short, Emma has quite the tendency to see the world revolving around her and all the people merely players on her personal stage.

Example Two (307 words):

I think in these chapters Emma’s character is fleshed out a bit, at least in the sense that we know she doesn’t think herself to be totally perfect. She admits to having faults on at least two occasions. One, “She had many a hint from Mr. Knightley and some from her own heart, as to her deficiency…” (99). And two, when she is telling Frank why she and Jane never became friends, “I hardly know how it has happened; a little, perhaps, from the wickedness on my side which was prone to take disgust towards a girl so idolized and so cried up as she always was…” (131).

Next, we are finally introduced to Frank Churchill. There is something fishy about him, and Emma is slightly inclined to think this as well. Frank says he had a great curiosity to visit his own country. “That he should never have been able to indulge so amiable a feeling before, passed suspiciously through Emma’s brain…” (123). However, she is blinded by his numerous good qualities and harbors no more suspicious feelings about him. I’m looking forward to what else is to be revealed about him.

In this section I actually found a few instances where the text was quite humorous! For instance, when Emma describes her father as never suffering from an apprehension of marriage, she says, “it seemed as if he could not think so ill of any two persons’ understanding as to suppose they meant to marry till it were proved against them” (125). Later, when Emma is talking of Jane Fairfax to Frank, she says, “You will see her to advantage; see her and hear her—no, I am afraid you will not hear her at all, for she has an aunt who never holds her tongue” (126).

Now, I’ve never read this book, so my following conjecture could definitely pan out to be completely inaccurate, but Emma’s line on page 131 seems to me like it could be foreshadowing. She says “‘One would rather have a stranger preferred than one’s very particular friend…’” I think there might end up being a love triangle involving her, Harriet, and perhaps Frank. (Obviously this would happen before Emma falls for Mr. Knightley.)

Example 3 (204 words):

"In matters of grave importance, style, not sincerity, is the vital thing." These women, Gwendolyn and Cecily, have shown that they are shallow. They only want to marry a man named Earnest, for one thing. Also, they hint their displeasure of each other to each other as they have a seemingly casual tea. Each feels that they have the "real" Earnest even though no such man exists. As soon as they find this out, they shed their animosity toward each other and quickly become best friends. How can this not be considered shallow? These ladies pretend to be distinguished and accomplished, but they have been conned.

They leave the area that the men are in, but they only do this so that the men will follow them and try to apologize. The men do eventually come in, but they tell their side of the story to the ladies without trying to convince them that their names are Earnest. The ladies don't believe them, but they still accept the answers because they are creative. Is the moral of this part to be as creative as possible to avoid difficulty? I just have to shake my head and pity the image women have in this play.

Good:

Example 4 (195 words):

I enjoyed the way the Prologue in The School for Scandal started because it was sarcastic and fun and made me interested to see what the plot of the play would be.

Many parts of Act 1 were interesting, such as the way Mrs. Clackit is described as having “talents” to break up relationships, and how Mr. Surface and Snake compliment each other by calling one another obedient and devoted as they leave the room.

Lady Sneerwell does not impress me as she states, I “know no pleasure equal to the reducing others to the level of my own injured reputation.” It seems as though many people that were introduced in Act 1 are not of high character by the way they speak of others. All these people do is sit around and gossip or talk about how they are going to hurt their friends.

A conclusion that I made from text is that I already like Sir Oliver just from the way Master Rowley and Sir Teazle speak of him at the end of part 1.2.

A questions I have from the reading is, why does every response on page 219 follow with “(going).”