ENGL 2100: Literature and Humanities — Syllabus

---

Course Information

ENGL 2100 — Literature and the Humanities (Section D)
CRN: 15852
TR 3:30 - 4:45
Arts Building 2071

Course Description

Examination of literature as an expression of the humanities through study of several complete works from at least two historical periods, two genres, and two cultures/countries. Includes an essay or projects involving documentation.

Course Dates

• January 11: Classes begin
• January 11-14: Drop/Add
• January 18: MLK Holiday, no classes
• March 8: Last day to withdraw with a "W"
• March 15-19: Spring Break
• April 30: Classes end
• May 1-6: Final exams

Learning Outcomes for the Course

Upon successful completion of this course, a student will be able to:

• Analyze works of literature in their historical and cultural contexts, critically examining the values they express.
• Demonstrate familiarity with literary language, periods, and genres.

Required Material

Understanding Comics Scott McCloud William Morrow Paperbacks; Illustrated Edition (April 27, 1994) 978-0060976255 19.95
The Complete Maus Hardcover Art Spiegelman Pantheon (November 19, 1996) 978-0679406419 24.99
The Handmaid's Tale: The Graphic Novel Margaret Atwood and Renee Nault Nan A. Talese; Illustrated Edition (March 26, 2019) 978-0385539241 13.95
Footnotes in Gaza Joe Sacco Metropolitan Books; Illustrated Edition (October 12, 2010) 978-0805092776 25.25
Watchmen Alan Moore and Dave Gibbons DC Comics; Illustrated Edition (May 20, 2019) 978-1779501127 14.99
Top Hat Pro App

---

Course Structure

General

This section is capped at 90 students, and COVID-capped at no more than 45 students in the classroom at any given time. So you'll be expected to be in class in person one day per week, and then participate via Zoom during the other weekly class period.

When you're Zooming . . .

When you're zooming in to class (which you'll do once per week), you should have your camera on. If you do not have a web camera, or your camera is broken, you should come to class in person. If you're marked with just a name on the Zoom screen, you won't be given credit for attending that class.

We'll keep the Zoom schedule simple:

• If your last name begins with A through L, you'll come to class on Tuesdays and zoom on Thursdays.
• If your last name begins with M through Z, you'll zoom on Tuesdays and come to class on Thursdays.

Workload

During the semester you'll be responsible for reading five graphic novels, taking in-class quizzes via Tophat, taking two exams, and writing two short papers. See more information about each of these below. Because of our COVID mitigations, you'll submit your papers and take your exams via Folio.

I'll drop your three lowest in-class quiz scores

Using TopHat

We will be using Top Hat Pro (www.tophat.com) for class participation. You will be able to submit answers to in-class questions using Apple or Android smartphones and tablets, laptops, or through text message. For instructions on how to create a Top Hat account and enroll in our Top Hat Pro course, please refer to the invitation sent to your school email address or consult Top Hat's Getting Started Guide (https://bit.ly/31TGMlw).

If you already have a Top Hat account, go to https://app.tophat.com/e/404716 to be taken directly to our course. If you are new to Top Hat, follow the link in the email invitation you received or...

• Go to https://app.tophat.com/register/student
• Click "Search by school" and input Georgia Southern
• Search for our course with the following join code: 404716

Should you require assistance with Top Hat at any time please contact their Support Team directly by way of email (support@tophat.com), the in-app support button, or by calling 1-888-663-5491. Specific user information may be required by their technical support team when troubleshooting issues.

We'll be using the TopHat app for several different things. During every class period (beginning with week 2), I'll ask a series of questions though the app. Whether you're sitting in the classroom or zooming, you'll have X amount of time to answer the question, after which the question closes.

Some of these questions will serve to demonstrate that you have done the required reading, while others will offer a check on your comprehension of what we're covering in that particular class.

At the most mundane level, your responses will serve to demonstrate that you attended class on that particular day.

Exams

We'll have two multiple-choice exams, one halfway through the course and one at the end of the course. These will be 33 questions each, with roughly 1/3 of the questions in these three areas: identification of a text, historical and cultural contexts for a text, and thematic concerns within a text.

Exams are available from midnight to midnight on the dates noted in the schedule. You may take the exam at any time on the day that is it available. Once you open the exam, you'll have one hour to complete and submit it.

Attendance

You can miss up to four class periods with no negative ramifications (that's two full weeks of class, or almost 15% of our class time).

I don't need any excuses or explanations from you for these absences. Believe me, you don't want me in the position to judge whether your absences are excuse-worthy or not. So you can blow this off because it's a nice day out, or you're just not up for it, or you're still recovering from the night before. As long as you're under four absences, it doesn't matter.

But every absence after your fourth will negatively affect your grade. Not only will you score 0 on the daily quiz, but your fifth and subsequent absences will each lower your final grade for the class by 2%. As with your previous absences, no excuse or explanation will help you to neutralize the negative effects of these absences.

In short, save your cuts. If you've already missed four classes, then you must miss for a University-sanctioned event, (which you'll demonstrate by providing the University letter to me asking for your absence), you'll still lose points for that fifth absence. The ordering of your absences doesn't matter; it's the nature of them that counts.

---

Course Expectations

Learning Commitment

The "Carnegie Unit" is how universities define credit hours and categorize the amount of work students do for each credit hour. Each credit requires three "contact hours," which are essentially the hours you spend in class. And each contact hour requires two hours of outside work, or time devoted to the class that doesn't happen in the class. This is a three-credit course, with 45 contact hours. Those 45 contact hours necessitate at least 90 hours of out-of-class work on your part. That's at least 135 hours committed for each three-credit class that you take.

If you're not a self-starter, or you have problems with deadlines, or you just don't think you can commit to this level of work, you should probably look for another section of this class.

Academic Integrity

I expect that you will conduct yourself within the guidelines of the Honor System. All academic work should be completed with the high level of honesty and integrity that this University demands.

I do not tolerate academic dishonesty. Beyond the moral implications, I find it insulting. All instances of plagiarism will be reported to the Office of Student Conduct. Any instance will result in an F in the course and possibly further sanctions. Plagiarism is presenting someone else's work as your own without giving them credit. "Someone else" is defined as anyone other than you: another student, a friend, relative, a source on the Internet, articles or books. And “work” is defined as ideas as well as language. So taking someone else's ideas and putting them in your own words—or using someone else's words to express your ideas—is plagiarism. And, in the case of friends and family, it doesn't matter if they give you permission.

A note about group work: I encourage you to read and discuss these texts together outside of class. It is, in fact, the core of our endeavor, to hone our own ideas on these texts through discussions with others. You should also discuss your writing with your classmates, as hearing a number of ideas will help you create your own. However, this does not mean that you should write your papers as a group. While discussion is obviously a group activity, writing is a solitary one, and should be treated as such. Any attempt to subvert this will be an instance of academic dishonesty.

Here is how the University defines Academic Dishonesty (from the Student Conduct Code):

CHEATING

1. submitting material that is not yours as part of your course performance;
2. using information or devices that are not allowed by the faculty;
3. obtaining and/or using unauthorized materials;
4. fabricating information, research, and/or results;
5. violating procedures prescribed to protect the integrity of an assignment, test, or other evaluation;
6. collaborating with others on assignments without the faculty's consent;
7. cooperating with and/or helping another student to cheat;
8. demonstrating any other forms of dishonest behavior.

PLAGIARISM

1. directly quoting the words of others without using quotation marks or indented format to identify them;
2. using sources of information (published or unpublished) without identifying them;
3. paraphrasing materials or ideas without identifying the source;
4. Self-plagiarism: re-submitting work previously submitted without explicit approval from the instructor;
5. unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic material.

Should you wish to pursue a case of academic dishonesty through the Office of Student Conduct, I will speak at your hearing and send a copy of this syllabus along with the documents in question to the Hearing Officer, so a plea of ignorance or non-malicious intent on your part will not be valid.

---

Course Schedule

You should have read the chapters listed BEFORE the class where they're listed. The in-class questions will address those chapters, so if you have not read those chapters, you will not do well on the in-class quizzes.

A standalone version of this schedule is located at this URL: http://jpellegrino.com/teaching/ENGL2100/SuperHuman/003-Schedule.html.

Date	Reading Due	Other Material Due
1/12 1/14	Syllabus, schedule, academic honesty Introduction to Comics/Graphic Novels
1/19 1/21	Understanding Comics, Chapters 1-2 Understanding Comics, Chapters 3-4
1/26 1/28	Understanding Comics, Chapters 5-6 Understanding Comics, Chapters 7-8
2/2 2/4	Understanding Comics, Chapter 9 Maus I, Chapters 1-2
2/9 2/11	Maus I, Chapters 3-4 Maus I, Chapters 5-6
2/16 2/18	Maus II, Chapters 1-2 Maus II, Chapters 3-4
2/23 2/25	Maus II, Chapter 5 The Handmaid's Tale, Chapters 1-4
3/2 3/4	The Handmaid's Tale, Chapters 5-8 The Handmaid's Tale, Chapters 9-12	Exam 1
3/9 3/11	The Handmaid's Tale, Chapter 13 - Historical Notes The Handmaid's Tale, Review	Paper #1 Due
3/23 3/25	Footnotes in Gaza, pp. 1-56 Footnotes in Gaza, pp. 57-1166
3/30 4/1	Footnotes in Gaza, pp. 117-174 Footnotes in Gaza, pp. 175-244
4/6 4/8	Footnotes in Gaza, pp. 245-326 Footnotes in Gaza, pp. 327-388
4/13 4/15	Watchmen, Chapters 1-2 Watchmen, Chapters 3-4
4/20 4/22	Watchmen, Chapters 5-6 Watchmen, Chapters 7-8
4/27 4/29	Watchmen, Chapters 9-10 Watchmen, Chapters 11-12	Paper #2 due
5/6	12:30 pm - 2:30 pm	Exam #2

---

Instructors

---

CLASS POLICIES

Writing Proficiency

If you need additional work on the surface features of your writing I will require you to schedule sessions at the Writing Center in order to pass the course. If you're unable to get to campus in order to meet with the Writing Center staff, you'll have to provide documentation that you availed yourself of some other tutoring, editing, or proofreading service.

Course Work

All electronically-submitted assignments will be placed in the appropriate dropbox section or discussion forum of the Learning Management System (Folio).

I DO NOT ACCEPT LATE ASSIGNMENTS. NO EXCEPTIONS, NO EXCUSES. A late assignment is any work that is not turned in during the class period in which it is due. This means that you must anticipate any problems that will occur. In other words, a computer / printer / drive / car / arm being broken at the last minute is not an excuse. To avoid last-minute catastrophes (which always occur) DO NOT WAIT UNTIL THE LAST MINUTE TO DO YOUR WORK.

Accessibility Accommodation

In compliance with the Americans with Disabilities Act (ADA), this course will honor requests for reasonable accommodations made by individuals with disabilities or demonstrating appropriate need for learning environment adjustments. Students must self-disclose their disability to the Student Accessibility Resource Center (SARC) before academic accommodations can be implemented.

For additional information, please call the SARC office at (912) 478-1566 on the Statesboro campus, or at (912) 344-2572 on the Armstrong and Liberty campuses.

COVID Concerns

We want you to take appropriate precautions for your health as well as the well-being of your classmates. If you become ill during the term, please contact me immediately. We will work through what you will need to do, to either continue working in class or make up work that might have been missed during your absence. If you have an illness that would result in an extended absence, you will need to contact the Dean of Students office. In the event of serious illness, injury, or extenuating circumstances, the DOS office will notify professors at your request.

If you need to self-report either a confirmed or suspected positive COVID-19 diagnosis, have received self-quarantine requirements, or have symptoms with pending test results, please complete the CARES Center COVID-19 self-reporting form (through the MyGeorgiaSouthern portal under "COVID-19 Information & Resources"). You may also reach the CARES Center by using the MyGS mobile app, calling 912-478-CARE (M-F 8am-5pm), or emailing covidsupport@georgiasouthern.edu. The CARES Center should not be used for medical advice. If you need medical advice, you need to call your health provider or 911.

---

Prompts for Your Papers

You'll write two short papers for this class, both tied to the course learning outcomes. For these, you'll produce a multi-paragraph document of between 500 and 600 words which addresses the prompt thoroughly and demonstrates your knowledge. These essays should be typed and double-spaced, with a 12-point font, and your name in the upper left corner of the first page. You'll submit them to the appropriate dropboxes in Folio, where they will go through the TurnItIn check for academic honesty.

You may use external sources in your essays, and if you do you will need to acknowledge where you got your information from. And if you use the source's language, put it in quotation marks.

The prompts for each of these essays will be almost exactly the same, and they will directly address the Learning Outcomes for this course. Learning Outcomes are the knowledge or skills you should gain (and be able to demonstrate) by the end of a particular course.

As a reminder, the learning outcomes for this course are : 1) the ability to analyze works of literature in their historical and cultural contexts, critically examining the values they express, and 2) the ability to demonstrate familiarity with literary language, periods, and genres. In these assignments, you'll show your competence in the second outcome as you specifically address the first outcome. In a nutshell, you'll choose one of the texts we've covered up to a certain point in the class, develop a list of the values you think are expressed within that text, then support your analysis by showing three different places in the text where you see those values expressed. Along the way to proving your point, you'll need to use the appropriate literary language. A more thorough prompt for each paper is below.

My comments on your papers will be available to you through the Grademark view in the TurnItIn section (click on your TurnItIn score to access this).

Extended Prompt - Paper 1

Cultural values are what shape society, and shape and influence the people who live within that society. They are abstract concepts promoting the idea that certain kinds of behaviors are good, right, ethical, moral, and therefore desirable. They're usually considered as existing on a spectrum, where the ends of that spectrum are two oppositional ways of being in the world. Some common cultural values, expressed as opposing forces, are:

There are countless other cultural values; I list these here only to spark your thinking about this subject.

In this essay, you will offer an analysis of the cultural values presented in either Maus or The Handmaid's Tale. We've discussed a number of these values in class, so you should be familiar with how these values are manifested in the work. However, I'm not looking for a discussion of a character's personal values; that's a completely different subject. Rather, you should address the overarching values that the text is putting forth, and perhaps reflect on how the author is either reflecting the values of the times, or pushing against those values.

You should produce a multi-paragraph document of between 500 and 600 words which addresses this matter thoroughly and demonstrates your knowledge. This essay should be typed and double-spaced, with a 12-point font, and your name in the upper left corner of the first page. You'll submit it to the “Paper #1” dropbox, where it will go through the TurnItIn check for academic honesty.

You may use external sources in your essay, and if you do you will need to acknowledge where you got your information from. If you use the source’s language, put it in quotation marks. If you’re quoting something from either Maus or The Handmaid's Tale, just cite the page number.

In case all of the above isn’t clear enough, here’s a paragraph-by-paragraph breakdown of what your paper should look like:

1. Paragraph 1: Introduce the text and explain how the text addresses the prevailing cultural values present at the time of its composition. Do not just list those values; explain what they mean.
2. Paragraph 2: Demonstrate how and where the first cultural value can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value.
3. Paragraph 3: Demonstrate how and where a second cultural value can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value.
4. Paragraph 4: Demonstrate how and where a third cultural value can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value.
5. Paragraph 5: Wrap it up.

Comments on your papers and your grade on the paper will be available to you through the Grademark view in the TurnItIn section (click on your TurnItIn score to access this).

Your TurnItIn Score

After you submit your paper and TurnItIn has completed its analysis, you are able to see your TurnItIn Originality Score. In general, lower numbers are better here, unless you're quoting a lot of material from the text. Your score will also have a color attached to it. If the color you see is anything other than green, check your paper again to see that you have cited all your sources corretly. If you have, then you're good. If you haven't, then you can revise your paper and resubmit it. I will evaluate only the most recent version of your paper in the dropbox, but you can submit as many versions of it as you feel necessary.

How to view your marked papers in the Grademark View:

1. Click on the colored section that has a percentage within it next to your paper title under the "TurnItIn Score" heading. This will take you to the TurnItIn suite.
2. Once your paper loads, click on the icon at the top of the array of icons to the right of your paper. This will allow you to view multiple layers with your paper.
3. In the list that flies out from the right, click on all three layers: Grading, Similarity, and e-rater.
4. Double-click on any blue box in your paper to see my comment attached to that box.
5. Double-click on any number in your paper to see the match that TurnItIn connected with the passage it highlighted.
6. Double-click on any purple comment in your paper to see the machine-scored grammar corrections and access the handbook available to you.

Extended Prompt - Paper 2

Cultural values are what shape society, and shape and influence the people who live within that society. They are abstract concepts promoting the idea that certain kinds of behaviors are good, right, ethical, moral, and therefore desirable. They're usually considered as existing on a spectrum, where the ends of that spectrum are two oppositional ways of being in the world. Some common cultural values, expressed as opposing forces, are:

There are countless other cultural values; I list these here only to spark your thinking about this subject.

In this essay, you will offer an analysis of the cultural values presented in either Footnotes in Gaza or Watchmen. We've discussed a number of these values in class, so you should be familiar with how these values are manifested in the work. However, I'm not looking for a discussion of a character's personal values; that's a completely different subject. Rather, you should address the overarching values that the text is putting forth, and perhaps reflect on how the author is either reflecting the values of the times, or pushing against those values.

You should produce a multi-paragraph document of between 500 and 600 words which addresses this matter thoroughly and demonstrates your knowledge. This essay should be typed and double-spaced, with a 12-point font, and your name in the upper left corner of the first page. You'll submit it to the “Paper #2” dropbox, where it will go through the TurnItIn check for academic honesty.

You may use external sources in your essay, and if you do you will need to acknowledge where you got your information from. If you use the source’s language, put it in quotation marks. If you’re quoting something from either Footnotes in Gaza or Watchmen, just cite the page number.

In case all of the above isn’t clear enough, here’s a paragraph-by-paragraph breakdown of what your paper should look like:

1. Paragraph 1: Introduce the text and explain how the text addresses the prevailing cultural values present at the time of its composition. Do not just list those values; explain what they mean.
2. Paragraph 2: Demonstrate how and where the first cultural value can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value.
3. Paragraph 3: Demonstrate how and where a second cultural value can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value.
4. Paragraph 4: Demonstrate how and where a third cultural value can be seen in the text you have chosen. Quote the text at the appropriate spots and explain how those quotations illustrate the value.
5. Paragraph 5: Wrap it up.

Comments on your papers and your grade on the paper will be available to you through the Grademark view in the TurnItIn section (click on your TurnItIn score to access this).

Your TurnItIn Score

After you submit your paper and TurnItIn has completed its analysis, you are able to see your TurnItIn Originality Score. In general, lower numbers are better here, unless you're quoting a lot of material from the text. Your score will also have a color attached to it. If the color you see is anything other than green, check your paper again to see that you have cited all your sources corretly. If you have, then you're good. If you haven't, then you can revise your paper and resubmit it. I will evaluate only the most recent version of your paper in the dropbox, but you can submit as many versions of it as you feel necessary.

How to view your marked papers in the Grademark View:

1. Click on the colored section that has a percentage within it next to your paper title under the "TurnItIn Score" heading. This will take you to the TurnItIn suite.
2. Once your paper loads, click on the icon at the top of the array of icons to the right of your paper. This will allow you to view multiple layers with your paper.
3. In the list that flies out from the right, click on all three layers: Grading, Similarity, and e-rater.
4. Double-click on any blue box in your paper to see my comment attached to that box.
5. Double-click on any number in your paper to see the match that TurnItIn connected with the passage it highlighted.
6. Double-click on any purple comment in your paper to see the machine-scored grammar corrections and access the handbook available to you.

---

Rubric

     Essay Rubric
Your papers for this class will be evaluated according to this rubric:

ENGL 2110 ESSAY RUBRIC
GRADE	CONTENT	FORM
A	All elements of the paper clearly contribute to the writer’s purpose, which is maintained throughout the paper and appropriate for the assignment. The writer addresses the appropriate topic and goes beyond the assignment by significantly developing each aspect of the requirements. Collectively, the ¶ topics offer compelling support which clearly advances the argument of the paper. Compelling details provide supporting statements, credible evidence, or the examples necessary to explain or persuade effectively. All points are supported by a sufficient number of details.	Level of discourse is consistent and addresses the appropriate audience; the paper keenly and accurately anticipates the audience’s needs and expectations. All sentences are grammatically and mechanically correct. Each ¶ is unified around an idea that relates to the main idea of the paper. All ¶s support the main idea, are thoroughly developed, and are ordered logically. Sentences vary in complexity, length, and variety when appropriate, with an appropriate degree of complexity for the audience and purpose. Word choice is consistently varied, accurate, and rich, and reflects a nuanced grasp of the language appropriate to the audience. Transitional words, phrases, sentences and ¶s smoothly connect the paper’s elements, ideas and/or details, allowing the reader to follow the writer’s points effortlessly. MLA 8 format is used consistently and accurately throughout the paper.
B	The writer’s purpose is present, appropriate for the assignment, and maintained throughout the paper. The writer addresses the appropriate topic and clearly fulfills each aspect of the assignment requirements. Collectively, the ¶ topics offer relevant support which clearly advances the argument of the paper. Details provide supporting statements, credible evidence, or the examples necessary to explain or persuade adequately. All points are developed, but some may need additional details.	Level of discourse is appropriate, but the paper has rare lapses in anticipating the needs of its audience. Rare grammatical and mechanical errors exist but do not affect clarity or readability. ¶s support the main idea of the paper and are ordered logically. ¶s are thoroughly developed, but an occasional ¶ may not be unified around a single idea. Variances in sentence complexity, length, and variety are successfully achieved, although these may be limited. Degree of complexity is appropriate for the audience and purpose. Word choice is consistently varied and accurate, and reflects a strong grasp of the language appropriate to the audience. Transitional words, phrases, sentences and ¶s are effective and rarely missing. MLA 8 format is used throughout the paper, with few exceptions.
C	The writer’s purpose is present and appropriate for the assignment, but not all elements clearly contribute to the purpose. The writer addresses the appropriate topic and meets the assignment requirements. Collectively, the ¶ topics offer adequate support for the argument of the paper, but the argument remains unclear or incomplete. Details are related to the elements of the text but inconsistently provide supporting statements, credible evidence, or the examples necessary to explain or persuade adequately. Additional details are needed to develop some points.	Level of discourse is appropriate, but the paper has lapses in anticipating the needs of its audience. A limited variety of grammatical errors exists, and may occasionally affect clarity and readability. ¶s are related to the main idea of the paper, but a limited number may be misplaced or include more than one idea. ¶s are adequately developed. Sentence length and variety is limited, but complex structures are attempted with some success. Any fragments are used intentionally for effect. Word choice is generally accurate, but reflects a partial or inconsistent grasp of the language appropriate to the audience. Transitional words, phrases, sentences and ¶s appear throughout the paper, but additional and appropriate connectors would enhance the flow. MLA 8 format is used, with multiple lapses.
D	The writer presents multiple conflicting purposes, or the purpose is inappropriate for the assignment / prompt. The writer addresses the appropriate topic but only superficially addresses the assignment requirements. Collectively, the ¶ topics offer apparent support for the argument of the paper, but the argument is weak. Details are loosely related to the elements of the text. Many do not provide supporting statements, credible evidence, or the examples necessary to explain or persuade adequately. Additional details are needed to develop most points.	Level of discourse is confused, or the paper addresses the audience on an inappropriate level. A variety of grammatical errors appears throughout the paper, possibly affecting clarity and readability. ¶s are attempted, but breaks or ¶s may be misplaced. Several ¶s are not adequately developed, include multiple ideas, or ideas that are unrelated to the main idea of the ¶. Sentence structure is typically simplistic, and complex structures are attempted with little success. Several sentences are unintentionally fused, run-ons, or fragments. Word choice is vague, limited, or repetitive, reflecting a weak grasp of the language appropriate to the audience. Transitional words, phrases, sentences and ¶s are attempted, but are often ineffective. MLA 8 format is attempted but inaccurate, or multiple style guidelines are mixed.
F	The writer’s purpose is not evident in the paper. The writer is off topic and/or omits most or all of the assignment requirements. The connection of the ¶ topics to the main idea of the paper is weak, leaving the argument unclear. Details are superficial or do not develop the elements of the text. Virtually no details are present.	Level of discourse is inappropriate for the audience, or the intended audience is unclear. Most sentences exhibit multiple grammatical and mechanical errors, negatively affecting clarity and readability. There are no ¶ breaks, or ¶s are not adequately developed. Ideas presented may be unrelated to the main idea of the paper and/or be presented illogically. Sentence structure is simple and repetitive. Complex structures are uniformly unsuccessful. Many sentences are unintentionally fused, run-ons, or fragments. Word choice is consistently inaccurate or inappropriate to the audience; many words are notably misused. Transitional words, phrases, sentences and ¶s are absent, or, if attempted, are ineffective. MLA 8 format is not attempted.

Questions I ask while grading

For each sentence in your paper, I ask the following questions:

1. What are you saying? At a basic level, I’m trying to decode their meaning. If I cannot understand what you’re trying to say, everything that follows after this is problematic. If your sentence is confused, convoluted, or contradictory, you make it difficult, or even impossible, for me to answer this basic question.
2. Is what you’re saying accurate? Does this sentence demonstrate that you understand the text or the critic you’re addressing? For instance, if you’re summarizing someone else’s argument, I need to assess if you’re being true to the original author's intent. In your response, I’m assessing your evidence and examples.
3. Is what you’re saying well-expressed grammatically and mechanically? This assumes that your grammar and mechanics aren’t so bad that I’ve been stopped back up at Question #1.
4. Does the writing have appropriate flow, in that each idea links up with the one previously and the one to follow in a way that meets audience needs, attitudes, and knowledge?

If I can answer all four of these questions positively for every sentence, you’re doing well. But when the answer is no, complications ensue. If I can’t understand what you’re saying, I have no way to engage with your ideas, and so I have additional questions.:

• Do you not understand the original text you’re addressing?
• Do you understand the original text, but your writing leaves a gap between that understanding and what is written on the page?

---

Evaluation

ASSIGNMENT	WEIGHT
In-class Quizzes	30%
Paper 1	15%
Paper 2	15%
Exam 1	20%
Exam 2	20%
TOTAL	100%