Participation 

Class participation includes faithful attendance, contributions to discussion, general preparation for class, and participation in any scheduled online interaction or field trips.  Your active involvement in class is not only appreciated, but absolutely necessary to the effectiveness of our seminar.  Long lectures by me will be infrequent, as our class runs mainly by discussion and short presentations.  Everyone should read each assignment completely and carefully, bring questions to the table, and be prepared to discuss the material with each other.  You must make substantial and focused contributions to class discussion in order to earn an "A" in participation.  Attendance at all class sessions (including the field trips) is required.  You may, however,  miss up to three class sessions without jeopardizing your participation credit.

In-class Essay Exams 

These multiple-question exams assess your grasp of the primary reading material.   They consist of a series of short-answer questions plus two longer essay questions.   The tests emphasize (1) knowledge of key concepts and (2) analysis and synthesis of ideas and issues (rather than rote memorization of facts and formulae).  The essay questions in particular require you to go beyond summarizing/repeating information from the texts--they ask you to critically evaluate the author's argument and point of view.  To do this you must think carefully and write clearly.  The midterm exam will cover the general science and evolution unit; the final will cover the Lewontin and Steingraber texts.  We will discuss the content and format of each exam in advance of the test date. 

Writing Assignments / Revision Policy

This section of 391 requires two short essays:  one a brief summary of a science news article, the other a detailed and systematic critique of another article.  Directions for the assignments will be posted by the second week of class.  Late papers will be docked 5%, but you have a 24-hr. grace period to turn them in without a late penalty.  Both assignments may be revised after the initial grade and resubmitted, if you wish, for further consideration.  Please re-submit the draft with my comments along with your revised draft, preferably in a two pocket-folder.  Please don't use plastic slipcovers.  Be sure to check the schedule for revision due dates.

How I Calculate Your Grade

If someone earns 255 out of 300 possible points at the end of the semester, her grade is calculated as follows: 255/300 = .85 x 100 = 85% = B.  I use a standard grading scale of 90-100% A, 80-89% B, 70-79% C, etc. for each assignment as well as the final grade.

A Note on Academic Honesty

All of your work in BGS 391 and every other college class must be your own.  The Roosevelt Student Handbook, which is available from the advising center, states that "It is unethical to present as one's own work, the ideas, representations, or words of another, or to permit another to present one's own work without customary and proper acknowledgment of sources" (45).  Plagiarism is a serious academic offense and is unacceptable in any form.  

How I Evaluate Assignments:

The following is a summary of the criteria I use to evaluate most kinds of writing assignments. Please bear in mind that no list is universal--each assignment usually demands a few special categories of consideration, and I always make the appropriate adjustments depending on the assignment. For example: in-class writing is graded more loosely in terms of grammar and spelling than is out-of-class writing a creative piece must be evaluated differently than a research paper. Makes sense, right?

"A" paper: Excellent

• Fulfills and successfully pushes beyond the minimum requirements of the assignment in terms of thoroughness and level of detail
• Defines its purpose/thesis very clearly and addresses a defined audience
• Exemplifies a high level of sophistication in terms of content and style (i.e., goes beyond obvious points, shows originality of thought, tackles a difficult subject, flows logically and coherently, uses mature sentence structure and diction, etc.)
• Demonstrates evidence of careful and thoughtful revision
• Displays excellent overall organization and nearly flawless mechanics
• Makes effective and judicious use of other sources (if required), and documents them correctly
• Is readable, clear, and free from needless ambiguity

"B" paper: Good

• Fulfills the minimum requirements of the assignment, and attempts (not always successfully) to go further in terms of development
• Defines its purpose/thesis adequately and addresses a particular audience (with perhaps an occasional lapse)
• Displays coherent organization, with room for possible adjustment
• Demonstrates some degree of thoughtful revision
• Employs reasonably sound writing mechanics
• Uses and documents sources competently
• Is reasonably free from logical flaws and ambiguity (though minor lapses may occur)

"C" paper: Fair

• Fulfills the bare minimum of the assignment; makes no attempt to go beyond what's easy or obvious
• Defines an audience, but does not address it adequately or consistently
• Defines a purpose, but in an unclear or confusing manner--thesis is ineffective and unclear
• Presents material in a somewhat unorganized fashion
• Demonstrates little thoughtful revision--changes are made only on the surface (e.g., spelling and grammar)
• Documents sources and/or uses visuals, but not effectively
• Lacks clarity--the thought process is obscured and the prose is difficult to read
• Contains a number of stylistic and mechanical weaknesses (e.g., sentence structure may be simplistic and/or repetitive)

"D" paper: Needs a Major Overhaul

• Makes a minimal effort to fulfill the assignment, but fails to do an adequate job
• Lacks a clear purpose/focus
• Is seriously deficient in terms of audience awareness, organization, mechanics, documentation, etc.
• Is difficult to follow--fundamental errors or lack of thoughtful development make reading a chore