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Attendance
Points ~~ 10%
WHEN: Your
presence presentation is based on your attendance and is due
each class period. If you're not
there, you can't share. Missed days beyond one day can be
made up by checking out the class
notebook during office hours and/or contacting a student in reference
to missed notes and content. Once a journal entry is
completed to make
up the missed day, up to the point missed could be credited back to
your grade. In a well-developed paragraph, summarize the day
of class
that you missed: What was covered, what was done, what you
learned,
etc.
WHAT:
Receive
credit for your presentation of yourself in class.
This means that each absence up to ten could result in a 1
point loss off of your final 10 point grade for the attendance part of
the grade.
HOW:
Each
absence will result in a reduction of the presence presentation grade.
More than ten absences will result in a 0 for the
atttendance part of
the presence presentation, with each absence reducing the attendance
part of the presentation by one point. One absence will be
excused, and
the student with one absence will earn the full ten points of the
attendance part of the grade. The student with perfect
attendance, however, will earn extra credit--11 points (or 110%) for
the attendance part of the presence presentation grade.
GRADING:
Perfect
attendance will yield an attendance score
of 110%. One absence will be excused; thus, one absence will
yield an attendance score of 100%. Each absence after one
will reduce the score by ten percent, which would be one
point off of
the total ten points. If a student has five absences, the
attendance
part of the grade will be 60, with one absence being excused.
If a student has ten absences, the final attendance grade
will be 10 out of 100, or one out of the ten points.
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Participation
& Reflection Points ~~
10%
WHEN:
Each
class period provides
opportunities for participation. Each reading assignment
provides
opportunities for reflection. Participate at least once a
week and record at least ten weeks of your participation in your ANGEL
online participation
journal, either before or after the fact. You also need to
record at
least ten instances of reading reflections, no more than two per week,
for a total of twenty journal entries of participation AS WELL AS
reflection. I will check
journals weekly and will record appropriate credit periodically
throughout the semester.
WHAT: Keep
a participation journal that records accurate participation and that
reminds this instructor that you contributed throughout the semester.
For
shy students, a participation journal entry can also project meaningful
thoughts
about current readings that I could possibly contribute for the "shy"
student. Like projected participation entries, reflection
journal
entries would reflect on the readings but should NEVER repeat the
thought or writing of the optional poetry journal entry or of the
projected participation entry.
HOW:
Using
the ANGEL drop box, record your entry in the "remarks" section.
Attachments are NOT recommended for this assignment.
Record your participation, because this instructor
has
many students and may not remember each student's individual
contribution.
Therefore,
remind me in the journal. Also
record your reflections on some readings, because this instructor wants
to know what you think about what you have read. Throughout
the
semester, your participation and reflections will be remembered and
appreciated and
will contribute to your final grade at the end of the semester.
If you are not able to attend a class, you are free to write
in
your journal about the reading BEFORE the reading is discussed in class
and submit it as a reflection.
GRADING: Each participation entry is worth
ten
points and is scored based on the following scale:
-
A
(9 or 10 out of 10 points)= actively engaged in the
class and able to ask
questions or give answers that show insight and
appreciation;
-
B
(8 out of 10 points)= answered
questions
-
C
(7 out of 10 points)= present
with book,
prepared, and basically attentive;
-
D
(6 out of 10 points)= late,
or present but
without book, or answers show that the reading hasn't been done;
-
F
(0 out of 10
points)= absent.
You can
NOT wait to record
journal entries
all at once. You are likely NOT to remember what you did or
said, and
the whole purpose of the participation journal would be defeated.
You only need to record
for ten of the fifteen weeks to
complete the ten entries, BUT no one week should include more
than
two entries. IN OTHER WORDS, you cannot submit a
deluge of entries toward the end of the semester. I will only
record grades for the first two and/or your preferred two entries per
week.
SAMPLE ENTRY:
Participation during a student presentation
Today during class Mr. Eric
recited a song
entitled "Dear Mama" by Tupac which he deemed to be spoken word poetry
because it fit the three main criteria of that type of poetry: rhythm,
rhyme, and repetition. He then inquired if anyone in the class had
agreed with him. I raised my hand asking what the three criteria were
and then i stated that the song he recited emcompassed all three of the
criteria into how it was written. Eric made a good point in saying that
some rap songs are forms of spoken word poetry. He stated that if the
words over-power the beat or music of the song then it should be
considered a spoken word poem. In spoken word poetry, the words are the
key into understanding what is being said. The same goes for rap music.
Many artists take pride in thier lyrics and have things to say. They
put words to a beat in order to make a song. But in order to have thier
words heard in the manner they want, they need to make the beat/music
inferior to the words. I agree that "Dear Mama" is a spoken word poem
in the form of a song like Eric said. Tupac wanted his mother to know
how much she was appreciated and he put all those thoughts into lyrics
that meshed with music. The
music did not interfere
with the words
being clearly heard so I think he was able to get the point across to
his mother- the intended listener. Many rap artists simply make up
silly lines and their words are all over the place making the song
nonsense; the beat however, is what keeps the audience hooked. That is
why most rap songs are constantly replayed over the radio stations all
day. Good beats sell in rap music-- not good lyrics. However, good
lyrics can also sell in the rap world if they are mixed with a catchy
beat. Hip hop is a realm of beats. If you can dance to the beat of a
song in hip hop it will be a good seller and people will want to hear
it over and over again because it gets you moving and
dancing. "Dear
Mama" is a great example of spoken word in rap music.
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*Quizzes
~~
20%
WHEN: Pop
quizzes will be given either at the very
beginning or at the very end of class. An attempt will be
made to provide at least one pop quiz
per week. Some quizzes will be opportunities to express your
opinion and not just your knowledge about the course and or any
material
covered.
WHAT: Pop
quizzes
are opportunities for you to show what you know.
HOW: If
a pop quiz is
given at the
beginning of class, it will be given during the first ten or fifteen
minutes of class and will be based on information from a previous class
period and/or reading. If a pop quiz is given at the end of
class, it will be given during the last ten or fifteen minutes of class
and
will be based either on material discussed during that class period or
will be an opportunity for students to express for
credit
any concerns that they may have about
the class and/or the material.
GRADING:
At least ten quizzes will be given,
and the highest ten
grades will count. If a student is able
to take more
than ten quizzes, the lowest pop quiz grades beyond the ten will be
dropped. If a student takes less than ten
pop quizzes, a grade of 0 will be given for each quiz less than
the ten quizzes required for a grade.
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Poetry
Response Journal ~~
10%
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WHEN: The poetry
response journal will be due throughout the semester, no more
than two poems in any given week.
You can NOT wait until the end of the semester to pile up on
responses.
WHAT: The
poetry response journal will be a way to keep poetry in the
program and part of the class mindset.
HOW: Poetry
will be
discussed on various Thursdays throughout the semester--see the details
for poetry presentation/recitation for specific dates. Also,
the entire week prior to the last week of class will also be devoted to
poetry.
Respond to ten different poems/poets throughout the semester.
Submit a total of ten journal entries, typed and submitted
via ANGEL. Submit no more than two entries in any given
week--each in a half page, if single spaced, or a whole page, if
double-spaced. I recommend composing the entry in a document
file FIRST and then copy and paste to the ANGEL remarks box.
I prefer the remarks box over attaching. If you do
attach the entry, I have to spend extra time copying and pasting your
entry for you, into the remarks box.
GRADING: Each
journal entry is worth ten
points and is scored based on the following scale:
-
A
(9 or 10 out of 10 points)= Entry shows insight that
rivals publishable thoughts--has that "ah ha" moment of Eureka bliss;
-
B
(8 out of 10 points)= Entry
shows an understanding of the
poem at an above superficial level, beyond stating what the poem is
about
-
C
(7 out of 10 points)=
An
attempt is made to
explain
the meaning of the poem;
-
D
(1-6 out of 10 points)= Entry
is NOT a fully-developed thought and only provides a superficial discussion
of the poem;
-
F
(0 out of 10
points)= Entry missing.
You can
NOT wait to record
journal entries
all at once. You are likely NOT to remember what you did or
said, and
the whole purpose of the participation journal would be defeated.
You only need to record
for ten of the fifteen weeks to
complete the ten entries, BUT no one week should include more
than
two entries. IN OTHER WORDS, you cannot submit a
deluge of entries toward the end of the semester. I will only
record grades for the first two and/or your preferred two entries per
week.
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Critical
Analysis Paper ~~ 20%
WHEN:
As noted on the
course schedule, the critical analysis paper will be due by
midnight on either of the following dates: March 5, 2009 OR April
30, 2009.
WHAT:
The
critical analysis paper will be your opportunity to complete a critical
analysis of a topic from either the first half or the second half of
the semester. If a topic is chosen from the first half of the
semester, the paper will be due by March 5, 2009, right before Spring
Break. If
a topic is chosen from the second half of the semester, the paper will
be due by April 30, 2009, right at the end of the semester.
HOW:
At
the beginning of the semester, decide WHICH topic you plan
to analyze.
Your goal would
be
to know the readings surrounding the topic. You will be
required
to support your analysis with biblical scriptureAS WELL AS some other
source. That other source could be either your class text or
a
trustworthy source through either the Penn State LIAS database
of peer-reviewed journals and/or
some other biblical authority.
GRADING:
Grading
for your critical analysis paper will be
based on five
areas,
each worth 20% (or twenty points out of the total 100). The
five areas are as follows:
- 1) Focus:
Do you have a clear,
central thesis and purpose and do you address all aspects of the
thesis?
- 2) Content:
Do you provide good
background
information and use a comprehensive approach, excellent insight into
the topic, evidence of strong, reflective analysis, and keen awareness
of audience? Do you answer the relevant question in reference
to expected criteria?
- 3) Support:
Do you provide
excellent support drawn from your experience, knowledge, and/or
research? Do you use examples to enhance and deepen the focus
of
the thesis?
- 4) Organization
and Structure: Do you
have clear,
logical
progression
of ideas? Does your paper
contain a clear, engaging introduction that previews the paper's main
argument
and does your paper have coherent, well-developed paragraphs and
transitional phrases? Does your paper contain a strong
conclusion, which draws together and summarizes your main points?
- 5) Written
Quality & Mechanics:
Do you use
college-level vocabulary that varies sentences and wording?
Do
you use vivid examples and employ a strong, consistent
voice? Do you have excellent grammar, spelling,
usage, and
punctuation? Does your paper flow effortlessly?
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Character Analysis ~~
10%
WHEN:
As
noted on the
course schedule, the chaacter analysis will be due prior to the initial
discussion of any character. .
WHAT:
Charactors for potential
analysis could
include any of the characters listed throughout the course syllabus.
HOW:
Throughout
the semester, you will have the opportunity to read read various
stories throughout the Bible. This optional character
analysis paper will
give you the opportunity to contribute in a major way in helping your
classmates understand a character and his or her possible
motivations. For each class day, we will discuss and read
about
various characters. In most cases, I will provide information
on
the character in
reference to the work read. However, I value the input of
students and welcome any student who chooses to present an analysis
in my stead. The 1-2 page analysis will be due in the ANGEL
dropbox by midnight after the day the character is
discussed. HOWEVER, you will also be expected to present a
brief
synopsis of
the character (3-5 minutes), with your explanation of the type of
character you chose (static, dynamic, or even historical).
You
will present on a day the character is being discussed in class, prior
to the submission
of the actual paper. The presentation should provide feedback
for you in your final editing of the paper.
GRADING:
The
presentation part of the paper will
factor in up to 20% of your grade, for a maximum grade of 100
points (80 for the paper and 20 for the presentation). As
with most
forms of oral communication, you are expected to use good oral
communication skills; if you use visual aids, they should be used
appropriately, and you should maximize your use of posture, gestures,
eye contact, and emphasis. You should plan to speak from 3-5
minutes, which would include any introductory, supporting, or
concluding thoughts and/or props. The essay, like most
essays, will be graded based on the following five components::
- 1) Focus:
Do you have a clear,
central thesis and purpose and do you address all aspects of the
thesis?
- 2) Content:
Do you provide good
background
information and use a comprehensive approach, excellent insight into
the topic, evidence of strong, reflective analysis, and keen awareness
of audience?
- 3) Support:
Do you provide
excellent support drawn from your experience, knowledge, and/or
research? Do you use examples to enhance and deepen the focus
of
the thesis?
- 4) Organization
and Structure: Do you
have clear,
logical
progression
of ideas? Does your paper
contain a clear, engaging introduction that previews the paper's main
argument
and does your paper have coherent, well-developed paragraphs and
transitional phrases? Does your paper contain a strong
conclusion, which draws together and summarizes your main points?
- 5) Written
Quality & Mechanics:
Do you use
college-level vocabulary that varies sentences and wording?
Do
you use vivid examples and employ a strong, consistent
voice? Do you have excellent grammar, spelling,
usage, and
punctuation? Does your paper flow effortlessly?
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Mid-Term
& Final Essay Exams
~~
10% (EACH) for a TOTAL of 20%
WHEN: As noted on the
course schedule, the mid-term essay exam will be due by March 5, 2009 and the end-term essay exam will be
due by the designated exam day in May of
2009.
WHAT: Material
covered in the class will be reviewed in two segments:
mid-term and end term. Both essay exams will include a
multiple-choice matching segment that covers topic vocabulary
throughout the semester. The mid-term exam will include the
first half of the semester's topics, up to February 26, 2009, and the
end-term will include the last half of the semester's topics, from
March 3, 2009, befoer spring break, to April 30, 2009, the last day of
class. In addition to the
multiple-choice matching part of the essay exam, an essay, of course,
will also be required. The essay part of the exam will be
your well-composed answer/resolution to one of three to four optional
prompts.
HOW:
Both the multiple-choice/
matching and the essay parts of the exam will be completed
separately
and graded separately. Both parts will be available via ANGEL
during a designated period of time. Students will have about
a week to complete both parts of each exam.
GRADING:
The
multiple-choice/ matching part of the exam will be graded by ANGEL, and
a grade will be awarded as soon as this part of the exam is
completed. To ensure accuracy and fairness, I will
double-check any answers and make any necessary changes to
scores. The essay part of the exam will be completed
separately and will be graded manually. Both parts will then
be averaged together, with the essay part of the exam being worth two
parts to the multiple-choice-matching one part. In other
words, the essay part of the exam will be worth twice the amount of the
multiple-choice/matching part of the exam. The essay part of
the exam will be graded based on the following five areas:
- 1) Focus:
Do you have a clear,
central thesis and purpose and do you address all aspects of the
thesis?
- 2) Content:
Do you provide good
background
information and use a comprehensive approach, excellent insight into
the topic, evidence of strong, reflective analysis, and keen awareness
of audience? Do you answer the relevant question in reference
to expected criteria?
- 3) Support:
Do you provide
excellent support drawn from your experience, knowledge, and/or
research? Do you use examples to enhance and deepen the focus
of
the thesis?
- 4) Organization
and Structure: Do you
have clear,
logical
progression
of ideas? Does your paper
contain a clear, engaging introduction that previews the paper's main
argument
and does your paper have coherent, well-developed paragraphs and
transitional phrases? Does your paper contain a strong
conclusion, which draws together and summarizes your main points?
- 5) Written
Quality & Mechanics:
Do you use
college-level vocabulary that varies sentences and wording?
Do
you use vivid examples and employ a strong, consistent
voice? Do you have excellent grammar, spelling,
usage, and
punctuation? Does your paper flow effortlessly?
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Terms
& Topic
Presentation
~~ 10%
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WHEN:
Each class period provides
opportunities for leadership. Every class day, except the
week of the mid-term and the last two weeks of school, offers
opportunities for a topic presentation.
WHAT:
For each class day, we will
feature different
terms and topics, topics that will be covered on the mid-term or final
exam. In most cases, I will provide a discussion of the topic
in reference to the work
written. However, because I value the input of students and
want students to lead the discussion in my stead, group topic
presentations are a better alternative.
HOW:
Write
a 1-2 page paper that defines the topics and terms for the day AND that
explains how the term(s) does or does NOT reflect the reading for the
day. The short paper would be due after the presentation, by
midnight,
and would be worth 80% (8 points). The presentation would
account for
the other 20% (2 points). You
will present on a day the topic or term is being discussed in class,
prior
to the submission
of the actual paper. The presentation should provide feedback
for you in your final editing of the paper.
GRADING:
Grading
for the paper part of the project will be graded using the same
criteria as any other written paper in class. Length as well
as depth
factors into the content grade.
The grading
criteria for oral presentations
will also be based on five areas, with each area weighing 20% of the
grade:
- 1) Organization:
You should
present information in a well-organized and interesting manner, you
should
focus on a central idea or narrowed aspect of your research, your
speech
should flow well, and you should build to a strong conclusion.
- 2) Active
Involvement: You
should actively involve
the class through use of props, learning exercises, handouts, and other
techniques. Through your presentation, you should creatively
teach an
aspect of your research.
- 3) Content:
You should
demonstrate superb knowledge and understanding of the topic, you should
support your ideas with vivid examples and details and you
should make relevant connections for your audience.
- 4) Voice:
You should demonstrate great enthusiasm for the topic, speak
clearly and loudly enough to be understood easily, and you should vary
your tone and pitch for animated speaking style.
- 5) Body
Language: You should make effective eye contact
with the
whole audience throughout the presentation, and you should
use gestures and body language to emphasize certain points.
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Recitation
Presentation of Psalm or Song ~~
10%
WHEN: Students
sign up for presentations on any day that a desired Psalm or song is
being
discussed. Psalms are discussed throughout the semester.
The psalm or song must be between at least 50 or 100 or more
words and should be memorized. Not memorizing the poem or
song
would result in a grade deduction of two (2) letter grades.
In
other words, the highest score you could make on a psalm or song not
memorized would be 80, which means you would probably earn a C or
below. Some popular psalms are listed below:
- Psalms
1, 3, 8, 14, 19, 22, 23, 24, 42, 46, 74, 84, 110, 121, 127, 137, 146-150
WHAT: You
could choose to either read or recite a psalm or song and then situate
it in either the biblical or the contemporary era.
How does the structure and/or content fit in with
or
deviate from the norm? You
may post on the appropriate discussion board your preferred
presentation date, and you may or may not get that date, depending on
how many request that particular date and/or how many post the request
BEFORE you. Dates will be assigned on a first-come,
first-served basis. A maximum of two students can present on
any
given day. Any Psalm or Psalm discussed during the
first
half of the semester can be recited during the first half of the
semester, and any Psalm discussed during the second half of the
semester can be discussed during the second half of the semester--as we
determined in class on February 3, 2009. THEREFORE, if
you have a preference, choose quickly.
HOW: The
format of your paper should follow the guidelines for a well-developed
composition, such as the one described for the critical analysis paper
or the character analysis. The format of your
presentation
should follow the conventions of a well-developed paper, with an
introduction to the presentation, the presentation, and then a
conclusion to your presentation.
Your oral
presentation should be between three and five minutes.
You
will present on a day that you choose, but choices are divided by
semester, and you will present prior
to the submission
of the actual paper. The presentation should provide feedback
for you in your final editing of the paper.
GRADING: Grading
for the paper part of the project will be graded using the same
criteria as any other written paper in class. Length as well
as depth
factors into the content grade.
The grading
criteria for oral presentations
will also be based on five areas, with each area weighing 20% of the
grade:
- 1) Organization:
You should
present information in a well-organized and interesting manner, you
should
focus on a central idea or narrowed aspect of your research, your
speech
should flow well, and you should build to a strong conclusion.
- 2) Active
Involvement: You
should actively involve
the class through use of props, learning exercises, handouts, and other
techniques. Through your presentation, you should creatively
teach an
aspect of your research.
- 3) Content:
You should
demonstrate superb knowledge and understanding of the topic, you should
support your ideas with vivid examples and details and you
should make relevant connections for your audience.
- 4) Voice:
You should demonstrate great enthusiasm for the topic, speak
clearly and loudly enough to be understood easily, and you should vary
your tone and pitch for animated speaking style.
- 5) Body
Language: You should make effective eye contact
with the
whole audience throughout the presentation, and you should
use gestures and body language to emphasize certain points.
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