Grading Criteria

Grading criteria for written assignments are as follows:

A: This essay expresses complex, independent thought with grace, clarity and force. Its purpose is clear from the start: it contains a thesis that is imaginatively, logically, and precisely developed. Not only is the paper organized, the organization does not seem mechanical or imposed. Any source material included is balanced and smoothly integrated into the essay. Each topical paragraph has a controlling idea, solid detail, and smooth transitions. The sentences are varied in length and structure. The writer chooses concrete, specific words and uses them correctly, employing diction that is distinctive and mature, with effective metaphors and analogies for clarity and emphasis. The essay contains no colloquialisms, clichés, or trite expressions. It is virtually free of grammatical and mechanical errors.

B: This essay contains a clear thesis statement supported with good examples. The writer controls the essay’s development by arranging the examples supporting the thesis in an orderly and logical fashion. The essay is well-organized, but transitions are sometimes strained. Any source material included is smoothly integrated, and some independent conclusions are drawn. Each topical paragraph has a controlling idea and good supporting detail. The sentences are usually varied. The word choice is generally correct. The writer often goes beyond the automatic word choice to find one more precise and effective. The paper is generally correct mechanically, though there are some problems with complex grammar and punctuation traps.

C: This essay contains a recognizable thesis and adequate development. Though the paper has some interesting parts, the interest is not uniformly maintained and the purpose is not always clear. There are very few errors in sentence structure, but the sentences are not varied. The word choice is generally correct, but the range of words is limited, and in some cases the wording is abstract and imprecise. Source material included is relevant but not carefully integrated. This essay also has errors in syntax, spelling and punctuation. More importantly, it lacks an original, significant purpose or point of view.

D: Meets only the minimum requirements of college writing. The writer approaches the topic in a conventional and predictable manner. The essay lacks imagination and insight. Though it may contain a thesis, it is poorly or mechanically developed. It also lacks adequate support of generalizations. Source materials are cited improperly, are not directly relevant, and/or overwhelm the essay. Some principle of organization is apparent but it is not successful followed. The diction is often imprecise and monotonous. The writer uses vague, ordinary words and relies on clichés and jargon. The essay contains sentence fragments, run-on sentences, and numerous basic errors in syntax, agreement, reference, spelling, and punctuation.

Syllabus

Course Description

The goal of this course is to introduce you to the MMC academic community while you practice college-level reading, writing and critical thinking skills necessary for both your scholarly and professional lives. You will explore a topic from several perspectives, acquire a basic understanding of several academic disciplines, and learn to appreciate the advantages of interdisciplinary study. Through a series of written assignments, you will become comfortable with the recursive process of professional-level composition, including invention, drafting, revision, peer feedback, and editing.

This particular writing seminar is taught by a political scientist, and so focuses on a specific political question: how political themes are represented in literature. But in this class we will be interested in a particular kind of literature: children’s literature. I use the term “children” here broadly, to indicate anything from picture books to young adult fiction. “Literature” should also be understood to include narratives presented as part of different kinds of texts, including films, cartoons, and even songs.

The bulk of the course will be spent looking at one particular piece of children’s literature (at least the book is targeted towards kids, although many adults have read it): Harry Potter and the Order of the Phoenix. This is the fifth volume of the popular seven-book series, and so those of you who haven’t read the earlier books may need to play catch-up. Still, it is the book in the series that, I think, presents the best opportunity to discuss political themes. Our examination of these themes in HPOP will be supplemented by additional picture books, short films, and other primary sources, as well as some academic and journalistic writing about how the political world is presented to children.

Outcomes/Objectives

At the end of this course, you will be able to:

1. Participate more fully in the rigors of collegiate academics.
2. Appreciate the value of in-depth exploration from several disciplinary perspectives.
3. Read college-level texts with confidence.
4. Engage in intensive critical thinking and writing.
5. Understand and apply the recursive composition process.
6. Compose effective academic essays.

Required Texts

Students are encouraged to purchase the following book:

Harry Potter and the Order of the Phoenix
J.K. Rowling

I did not ask for the book to be specially ordered at the bookstore because it is quite literally available everywhere. Feel free to purchase a used copy online or from local bookstores.

Additional readings will be assigned throughout the semester through the use of handouts, library access, and online links at the course website. Readings will be assigned at the end of each class, and also will be posted on the class website.

Course Requirements

• Come to class prepared. Complete all required readings beforehand, and bring these readings to class when feasible.
• Participate. Attend class regularly and on time—you cannot participate if you are not present—and join your colleagues in critical analysis of the assigned readings. In order to encourage participation, you will be asked to complete the following assignment:
• In-Class Responses. At the beginning of some classes where a reading is assigned, you will be asked to write a short summary/response to the readings. I will collect these after they are written. In each, you not only will need to demonstrate that you’ve read the assigned reading, but that you are able to use the reading to generate original thought (these will be the basis for class discussion).
  
  I will mark the responses as either credit or no-credit. Doing the reading does not guarantee that you will receive credit for your response, but it makes getting credit exceedingly likely. Response papers cannot be made up; if you miss a class (or even the beginning of class) during which a response was assigned, you miss the opportunity to submit that response.
• Complete all other written assignments:
• Critical Response Essay (3-4 pages). In this paper, you will go beyond mere summarization and offer a critical response to one of the course readings.
• Comparative Analysis Essay (4-5 pages). You will be asked to provide a comparative analysis of two of the texts we will examine in this course. (Please note that “text” here should be interpreted broadly to include films.)
• Argumentative Essay (5-7 pages). In this paper, you will develop a thesis-driven argument that answers a specific question about the course material.
  
  For each assignment, you will be required to submit at least one draft and, in some cases, other preliminary materials before the final draft is due. Guidelines for each assignment will be distributed in class at appropriate times (see “Course Schedule” below).
• Participate in individual conferences when required (sometimes outside regularly scheduled class times, though not on different days). Sign-up sheets will be posted about a week beforehand.
• When directed by the Instructor, participate in Writing Labs and/or individual tutoring sessions at the Center for Academic Advancement (CAA). The Writing Labs target all areas of writing instruction, and require a series of five one-hour meetings with a CAA tutor on five consecutive weeks. At the end of the lab, the tutor will provide a written assessment of the student’s progress. A student who has been referred to the CAA, and who does not complete the required lab component or tutoring sessions, will not receive a passing grade for the course.

Grading

Your grade will be based on your written work and your class participation. Course requirements will be weighted as follows when calculating your grade:

• Participation: 25%. Participation grades are based in part on in-class responses. While the exact number of required responses will depend on circumstances (our syllabus has a certain amount of flexibility built into it), submission of all required responses (with the exception of ONE) establishes a base participation grade of B. Failure to submit a response will lower this grade by one-third of a letter grade. Excessive lateness or absences also will lead to grade reductions, while frequent and thoughtful contributions to class discussion will have the opposite effect.
• Critical Response Paper: 20%.
• Compare/Contrast Paper: 25%.
• Critical Analysis Paper: 30%.
• (Total for all Papers: 75%)

A one letter grade penalty will be imposed upon late papers without valid documentation (e.g., medical emergency). A similar penalty will be imposed on submitted work that is missing required components (e.g., an outline or a draft).

Grading criteria for written assignments are available here.

Incomplete grades will be assigned only for a valid and documented cause, for a length of time specified by the instructor when the documentation is accepted.

Academic Integrity

Students should be aware of the college’s policies regarding cheating, plagiarism and any other kind of academic misconduct as outlined in the MMC Academic Honesty Policy. These policies will be discussed briefly during the first class, and are available here. Students who have questions or concerns about their written work should discuss these with the instructor before submitting any assignments.

Special Needs

Any student who is learning disabled, whose primary language is other than English, or who has other special needs and may thus require special accommodations should notify me immediately.

Course Schedule (subject to change)

Below is a rough outline of the semester schedule, including the scheduled due dates for writing assignments. Specific reading assignments will be announced in class and posted on the course website.

Wednesday, September 3
Course Overview
Freewriting

Monday, September 8
Responses

Wednesday, September 10
Introduction to Harry’s World

Monday, September 15
Paper Assignment #1 distributed

Wednesday, September 17
Thesis Statements

Monday, September 22
Wednesday, September 24
NO CLASS: STUDENTS MUST ATTEND WRITING CONFERENCE
Paper #1 First Draft Due

Monday, September29
T.B.D.

Wednesday, October 1
Paper #1 Final Draft Due

Monday, October 6
Paper Assignment #2 distributed

Wednesday, October 8
Citing Sources

Monday, October 13
NO CLASS – COLUMBUS DAY

Wednesday, October 15
T.B.D.

Monday, October 20
Wednesday, October 22
NO CLASS: STUDENTS MUST ATTEND WRITING CONFERENCE
Paper #2 First Draft Due

Monday, October 27
Halloween

Wednesday, October 29
NO CLASS – ADVISEMENT DAY

Monday, November 3
Paper #2 Final Draft Due

Wednesday, November 5
Paper Assignment #3 distributed

Monday, November 10
T.B.D.

Wednesday, November 12
T.B.D.

Monday, November 17
Wednesday, November 19
NO CLASS: STUDENTS MUST ATTEND WRITING CONFERENCE
Paper #3 Thesis/Outline Due

Monday, November 24
Paper #3 First Draft Due

Wednesday, November 26
NO CLASS - THANKSGIVING

Monday, December 1
Paper #3 First Draft returned to students

Wednesday, December 3
T.B.D.

Monday, December 8
T.B.D.

Wednesday, December 10
Paper #3 Final Draft Due

Monday, December 15
T.B.D.

Wednesday, December 17
Course Wrap-Up