COURSE GRADING AND POLICIES

INTRODUCTION:

So that students have a clear and precise idea of the quantity and quality of work required to earn a grade in this course, I will use a contract grading system.  On this page are descriptions of how students can earn the grades of A-F.  On the assigned date (see course calendar) students will be asked to make a decision about what grade they will try to achieve.  The student will then write a formal contract stating their goal.  This, of course, does not mean that every student contracting for the A will achieve it.  No, the contract process is simply a means of insuring that students have a clear understanding of what their grade goal will require of them.  Some, perhaps many, students will not achieve their contract goal for one reason or another.  In these cases, the contract system will help the student and I locate the problem and discuss ways that the student can meet his or her writing goals in the future.

Each of the grade contracts below is based on quantity and quality of work produced during the course, as well as on the consistency and quality of student contributions to course discussion.  All writing assignments are linked to the “Description of Assignments” page.

Attendance Policy:  the attendance policy for each grade (A, B, and C) is different, and is explained in each of the contracts

Late Policy:  one late assignment may affect your grade.  If you turn in something late, I will evaluate your persuasive abilities as you work to convince me that circumstances were to blame.

Please read and understand the "Note on the grading of formal essays" and the "Note on discussion" at the bottom of this page.

GRADE CONTRACTS

For the grade of A, the student must:

-- be a consistent and constructive contributor to course discussion, especially to workshops when his or her peers’ work is being considered.  Unless there are extreme circumstances involved, no A student will miss more than two classes

-- generate at least fifteen pages of informal observation journals which will be turned in  once in the midterm portfolio and then again at the end of the course in the final portfolio

-- make an observation presentation to the class.  This presentation should be polished,  thought-provoking, and designed to allow the rest of the class to participate in valuable discussion about writing.  The presentation should also be useful to the student him or her self in working toward a formal essay

-- turn in all assigned reader responses on the assigned dates

-- complete the three assigned formal essays.  Though these will be considered “in process” until they are included in the midterm and final portfolios (see below), A writings should be very promising by the time they reach the middle stage of “formal draft.”  They should show evidence that a sharp, analytical and expressive process is under way.  They should show stylistic ambition and ability, organizational skills, and the ability to revise based on the responses of peers and myself (see also “note on the grading of formal essays,” below)

-- excel in compiling the midterm portfolio and final portfolio.  These will be collections of the students’ work throughout the semester, including revised versions of the students’ formal essays, as well as the observation journal and reader responses.  In all aspects, including portfolio design, the A student’s collection will exhibit excellence in thought and craft

-- complete the final inquiry essay to very high standards.  This essay should address a topic considered compelling by one or more audiences, make a supportable claim, draw on the work of previous authors and researchers without losing sight of the student’s own purpose, and maintain control of diction, tone, and mechanics so that the essay is both informative and pleasurable to read.  The inquiry essay will be included in the final portfolio
 

For the grade of B, the student must:

-- be a consistent and constructive contributor to course discussion, especially to workshops when his or her peers’ work is being considered.  Unless there are extreme circumstances involved, no B student will miss more than four classes

-- generate at least twelve pages of informal observation journals which will be turned in once in the midterm portfolio and then again at the end of the course in the final portfolio

-- make a brief observation presentation to the class.  This presentation should produce valuable course discussion about writing, but need not exhibit exceptional care and creativity.  The presentation should be useful to the student him or her self in working toward a formal essay

-- turn in all assigned reader responses on the assigned dates

-- complete the three assigned formal essays.  Though these will be considered “in process” until they are included in the midterm and final portfolios (see below), these writings should show some promise—evidence of thoughtfulness, competent craft, and the ability to revise based on the responses of peers and myself (see also “note on the grading of formal essays,” below)

-- complete the midterm portfolio and final portfolio.  These will be collections of the students’ work throughout the semester, including revised versions of the students’ formal essays, as well as the observation journal and reader responses.  In all aspects, including portfolio design, the B student’s collection will exhibit competence in thought and craft

-- complete the final inquiry essay in a competent fashion.  The essay should address a topic considered compelling by one or more audiences, make a supportable claim, draw on appropriate evidence, and maintain control of diction, tone, and mechanics so that the essay is solid, with one or two significant difficulties in organization, focus, analysis, or mechanics.  The inquiry essay will be included in the final portfolio
 

For the grade of C, the student must:

-- be an occasional contributor to course discussion.  There are two ways to earn worse than a C in this category: 1) by obstructing peer workshops and course discussion with inappropriate words or behaviors, and 2) by missing more than six classes

-- generate at least nine pages of informal observation journals which will be turned in once in the midterm portfolio and then again at the end of the course in the final portfolio

-- turn in all assigned reader responses on the assigned dates.  The C student may miss two reader responses.

-- complete the three assigned formal essays.  Though these will be considered “in process” until they are included in the midterm and final portfolios (see below), these writings should show occasional evidence of promise—thoughtful and well-directed inquiry, purposeful control of voice and the ability to revise based on the responses of peers and myself.  One or more significant problem—mechanics, organization, lack of thought-provoking analysis—will hinder the C essay from demonstrating fluency or mastery (see also “note on the grading of formal essays,” below)

-- complete the midterm portfolio and final portfolio.  These will be collections of the students’ work throughout the semester, including revised versions of the students’ formal essays, as well as the observation journal and reader responses.  The C student’s collection will suggest thought and craft, but will also reveal notable areas in which the student struggles for competence

-- complete the final inquiry essay.  The essay should address a topic considered compelling by one or more audiences, and should make a recognizable claim.  An effort to draw on appropriate sources should be evident, and any struggles to control diction, tone, and mechanics should not dominate the sense of the paper.  The inquiry essay is a large project, one that should significantly challenge the C writer.  The final product should show that the writer has risen to that challenge, though her process of meeting it will have to continue beyond this course. The inquiry essay will be included in the final portfolio
 

For obvious reasons, I will not contract with a student for the grade of D or F

-- however, I can say that a D student doesn’t meet the requirements of the C grade, and that an F is a result of failure—failure to complete the course work, failure to show any effort to improve as a writer, failure to contribute to the learning process of other students, or failure to attend class.

-- Students who are earning a D or F at midterm will be notified in writing
 

Note on the grading of formal essays:  Because this class is based on the idea that writing is a process, the final grade of all formal essays will not be determined until the final portfolio.  When students turn in drafts of their essays, a tentative grade will be assigned to the writing.  That grade would stand if the student did no more revision work to the piece.  Subsequently, students may turn in revised drafts to me, as often as they like, for a graded review.  When students turn in their formal essays in a final portfolio at the end of the semester, each formal essay will receive its final grade.

Note on discussion:  All contributions to course discussion are not productive.  Interruptions, tirades, refusals to acknowledge the validity of other contributions, and other varieties of obstructive participation are not tolerable.  It is essential that all students enter the course in a spirit of open, inquisitive, energetic discussion, but it is also essential that enthusiasm is tempered by respect for others.  If problems develop among the workshop participants, I will sit down with those in conflict in order to mediate the problem and discover a solution that satisfies all parties.  At that time, I will be prepared to warn students that their behavior may cause them to be removed from class if problems persist.