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Evaluation

Grading Contract

This is a proposed contract between you and your instructor which is to be negotiated during the first weeks of the semester. The final contract will posted here for reference throughout the semester.  

  • Be responsible. Check the course website for regularly. Arrive to class prepared. Use your technology to aid learning and discussion rather than to distract. Contact your instructor before being absent or leaving early. In emergencies, contact your instructor as soon as possible. Email assignments if you are absent.
  • Be generous. Acknowledge that we are together responsible for the quality of in-class discussion. Share your ideas, experiences, and viewpoints. Help create a class where people feel welcome and encouraged to share and be vulnerable. Vulnerability often exposes injustice, reveals insecurity, and shows the political contexts of a personal problem. Provide attribution when possible. Give people the benefit of the doubt.
  • Be adventurous. Speak up in class so everyone can hear. Ask questions. Do a quick web search when something catches your attention and share the results with the class. Try using words you’ve just learned. Disagree with your instructor and don’t let her off the hook until you’re satisfied.
  • Be Deliberate. Copy-edit final revisions of main assignments until they conform to the conventions of edited, professional English.
  • Be fair. Treat students with respect. Evaluate based on agreed upon criteria. Explain decisions. Be consistent. 
  • Be helpful. Provide thorough, practical feedback for improvement on written work. Follow-up on questions that can’t be satisfactorily answered in class. 
  • Be relevant.Relate the material to other contexts and classes. Post materials that intersect with  discussions. Seek student input when class doesn’t seem successful.

For an A Grade (Excellent):

  • Produce essays of at least A-level quality regardless of the number of drafts required (see Writing Expectations);
  • Turn in all homework on time;
  • Participate in all classroom activities, with the exception that one (1) day of unexcused non-participation is okay;
  • Be on time to class, with the exception of being more than five minutes late (5 min.) no more than once (1).

For a B Grade (Good):

  • Produce essays of at least B-level quality regardless of the number of drafts required (see Writing Expectations);
  • Turn in all homework on time, with the exception that one (1) unexcused missing or late homework assignment is okay;
  • Participate in all classroom activities, with the exception that two (2) days of unexcused non-participation is okay;
  • Be on time to class, with the exception of being more than five minutes late (5 min.) no more than twice (2).

For C Grade (Good):

  • Produce essays of at least C-level quality regardless of the number of drafts required (see Writing Expectations);
  • Turn in all homework on time, with the exception that two (3) unexcused missing or late homework assignments is okay;
  • Participate in all classroom activities, with the exception that three (3) days of unexcused non-participation is okay;
  • Be on time to class, with the exception of being more than five minutes late (5 min.) no more than three times (3).

Writing Expectations

A Level

Exceeds many expectations for college-level writing and encourages the reader to engage with the author’s argument. The reader appreciates the author’s style and clarity.

  • Professional format (MLA); descriptive title; relatively free of mechanical errors; varied use of sentence structure for positive impact;
  • Central idea is clearly defined and well developed; essay has clear purpose; demonstrates thorough knowledge of the text;
  • Demonstrates close reading and analysis by using abundant meaningful evidence; examples that are vivid and specific;
  • Logically organized, cohesive, easily followed; effective transitions;
    Tone is clear, consistent, and appropriate for the intended audience .

B Level

Meets expectations for college level writing and the language generally does not impede the reader from engaging with the author’s argument.

  • Paper has logical structure with some ambiguities or irrelevances; easily followed; basic transitions;
  • Standard format; uses complex sentences with few mechanical errors;
  • Vocabulary is varied, subject-specific and appropriate; writer’s tone emerges and is generally appropriate for the audience;
  • Central idea and purpose are generally clear throughout the essay;
  • Evidence of critical careful thought and analysis; relevant supporting examples.

C Level

Meets some expectations for college level writing but the reader can be distracted from the argument.

  • There is some level of organization though digressions, ambiguities, irrelevances are distracting; Paper is difficult to follow with some ineffective transitions;
  • Inconsistent format; use of compound sentences; distracting mechanics;
  • Vocabulary is used correctly though sentences may be simple; infrequently uses subject-specific language correctly; writer’s tone exhibits some level of audience sensitivity;
  • The central idea is expressed although it may be too broad, overly general, or vague; some sense of purpose is maintained throughout the essay; some evidence of careful critical thought; some evidence is offered although it is often general.
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