ENGLISH 217 - RE-IMAGINING IRELAND

MORE ON REQUIREMENTS

COMMENTARIES and QUESTIONS
For each session, you will be expected to come to class with either a 1p. (250-300 words) typed commentary or a 1p. list of questions on the readings, as assigned. You will rotate, a commentary one session, and the next session, a list of questions. (You do not have to do a commentary or questions when your group is doing a SLEDD!) You will be expected to keep an ongoing portfolio of your questions and commentaries on the readings. Your portfolio will be due at the end of the term. Only the completed portfolio, not the individual commentaries or lists of questions, will be given a letter grade.

Usually, focusing commentaries and questions on problems that mystify, trouble, and intrigue you in your reading of the assigned texts will promote the most valuable discussions. Take your immediate subjective reactions -- "I like this," "I hate that," "I don't get it" -- and develop them into critical observations and questions that we can pursue together.

Directions for commentaries: Remember that the point of the commentaries and the questions is to stimulate thought, to make us grapple more closely with the texts, and to generate meaningful discussion. Choose a passage, a scene, an image or set of images, or some other specific aspect of the work (or works) that you find especially remarkable, odd, enigmatic, or confusing. You may want to look back at the course description and see if you can connect your concerns to the themes of the course. Type up your thoughts into a coherent commentary. Read your commentary aloud and revise it until it is clear and concise.

Directions for questions: Questions need to be well focused and substantive. They shouldn't be fact-based kinds of questions that are easily answered. Nor should they simply be questions about the plot. Effective questions open up a text and stimulate further thought. You may want to look back at the course description and see if you can connect your questions to the themes of the course. Number your questions, and think of which ones you most want to ask the group. Read them aloud and revise them until they are clear and precise.

STUDENT-LED DISCUSSION SESSIONS (SLEDDS)
For our Student-led Discussion Sessions (SLEDDS), the class will be divided up into groups; each group will be assigned certain sessions to lead. You and the other members of your group will work together to select and present passages from the readings for those sessions that illustrate certain points, problems, or questions you think we should discuss. You will be expected to do related research that will help you to present any necessary background on the readings. You will also be expected to read your selected passages (or parts of them) aloud expressively and fluently, to clarify why you have chosen them, and to generate and lead group discussion of your points or questions. Your group will be expected to lead approximately the first 45 minutes of our 75-minute class session.

ORAL SKILLS REQUIREMENT(INCLUDING SLEDDS)
For criteria that will used in evaluating various aspects of your oral participation in the class (including SLEDDS), see below.

––––––> MIDTERM AUDIT REPORTS ON PORTFOLIOS <–––

– From The Literature Workshop, by Sheridan Blau, Heinemann '03: 166-67 (with some emendations)

Your audit report on your portfolio will include two major sections: your own analytic and reflective account (approximately three TYPED pages in length, i.e., 750- 900 words) of what you find in your portfolio, plus three representative entries from it (which also must be typed). In composing and putting together your report, make sure you address the kinds of questions listed under each heading below:

1. Analysis. Answer questions such as the following: What do you usually write about in your entries? What aspects of the texts do you tend to comment on or have questions about? How have your entries changed (if they have) since the term began? What changes do you notice in topics, language, level of involvement, and so on? What might account for differences in the content or quality of your entries? What else do you notice about your entries? Refer to specific entries as examples. Quote from them, if you need to.

2. Reflection. What do your entries amount to? Do you find any worthwhile writing in your portfolio? What value do you place on it or on some of its entries? If you were teaching this course, would you ask your students to keep a portfolio? Why or why not? What do your representative entries you have included show your reader about your portfolio?

3. Representative Entries. Choose three entries (commentaries, lists of questions, or both) that help to support your responses to the questions above. Make sure it is clear why you have chosen these particular entries, rather than others. Place these selected entries on top of your portfolio and your audit report on top of these selected entries. Turn in the entire portfolio with the audit report on top and the selected entries directly beneath the audit report.

The midterm audit report and final retrospective entry will be graded. The portfolios will be graded at the end of the term. Individual entries, except for the final 'retro' entry, are not graded. Portfolios should be in folders (the simpler, the better) and entries should not be stapled or paper clipped together. Entries should be placed in chronological order, except those you have selected to append to your midterm audit and final retrospective entries.

––––> FINAL RETROSPECTIVE ENTRY <–––

If possible, please keep your commentaries and questions in a simple folder. Please don't staple or paper clip the entries together.  For the final retrospective entry (approximately 3 typed pp., i.e., 750-900 words), you will need to review your commentaries and questions for the entire term and reflect on the following:

(1) how your writing in your portfolio may have changed in the course of the semester;

(2) how your entries may have helped you to explore particular themes for the course and attain some of its objectives (as stated on the syllabus); and

(3) which two or three of your entries now interest you most, and why.

Pull your selected entries and place them immediately after your retrospective entry, which should be the FIRST entry in your portfolio.  (The selected entries do NOT count toward the 3 pp. retrospective entry.)  After the final retrospective and the selected entries, include your midterm audit report and the entries you selected for it. The rest of your entries for the term should follow (and should be in chronological order).

EVALUATING SLEDDS

20% Coordination:

How well did the group work together, share responsibility, work up positions and interpretations together and, when relevant, address significant differences among their viewpoints? (In short, to what extent was this a group effort, rather than a series of uncoordinated, individual solos?)

50% Content:

Does the SLEDD show evidence of significant intellectual engagement? Did the presenters discuss not only what a work says, but how it says it? Were they able to draw attention to specifics in the works presented while also linking them, when possible, to other aspects of the work, other works we've discussed, the writer, the genre, the times, literary movements, larger ideas...?

20% Delivery:

Did the presenters speak clearly, loudly, expressively, and slowly enough for the audience to follow them with ease and interest?  Did they keep up a good pace, alter rhythms and dynamics, use gestures effectively, and make good eye contact?

10% Reciprocity:

Did the presenters ask well-formulated questions to try to generate discussion? Did they field questions well that were posed by other class members (and the instructor)?

Extra Credit - Initiative:

Beyond the call of duty....

College-wide Guidelines for Assessing Oral Communication Skills

WELL  DEMONSTRATED    The participant makes substantive contributions to the discussion, both in terms of quality and quantity. She is well prepared, supplies relevant information and reasons cogently. She contributes to efficient group procedures by presenting ideas at an appropriate time and by building on the ideas of others. She also draws conclusions at appropriate times. Her attitude is open-minded and constructive; she listens carefully and can sensitively restructure or disagree with the ideas of others. She speaks clearly and loudly, sticks to the point and cites texts when appropriate. Overall, she is an extremely valuable member of the group.

ADEQUATELY DEMONSTRATED   The participant makes substantive contributions to the discussion, but her performance is marred in some aspect. She may talk too much or too little. She presents ideas, but she does not usually build on the ideas of others or draw conclusions. She provides some evidence to support her ideas, but more evidence would improve her contribution markedly. He influence on the group is positive, but not outstanding.

INADEQUATELY DEMONSTRATED   The participant makes little positive contribution to the group, and her influence may even be negative. She may say little or try to dominate the discussion in an unproductive way. She may lack sensitivity to group process, interrupt others, or disagree in a way that makes group members uncomfortable. She may fail to listen carefully to others and she may make comments which are irrelevant to the idea under discussion.

WELL  DEMONSTRATED    The speaker chooses a challenging topic;  she has a clear, specific purpose which she communicates cogently. Those listening to the speech are encouraged to think in a new or more sophisticated way. The manner in which the speech is delivered is impressive:  the student shows poise and does not have distracting habits. Her pronunciation, word usage and ability to hold her audience’s attention make her speech very effective.

ADEQUATELY DEMONSTRATED   The student’s speech meets all assigned requirements such as preparing an outline, using visual aids and observing time limits.  The speech is organized so that the introduction, body and conclusion are clearly identifiable.  The student’s delivery is competent, but not exciting. The ideas the speech presents are interesting, but not exceptional in any way.

INADEQUATELY DEMONSTRATED The student’s speech falls short in terms of content, organization or delivery. She may omit relevant information, draw unjustified conclusions, or speak in a low voice or monotone. Although she may get her basic point across, she does not hold the audience’s attention. The topic may not be suited to the time limits provided:  her speech may lack adequate substance or be so filled with information as to be overwhelming.