ENGL 2401-001 DR. SONYA BROCKMAN

UNC-CHARLOTTE FALL 2015

BRITISHliterature

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COURSE DESCRIPTION

David Tennant in Hamlet, RSC 2008

CLASS INFORMATIONTIMES: WF 12:30-1:45PMLOCATION: Fretwell 205

INSTRUCTOR: Dr. Sonya BrockmanOFFICE: Fretwell 265-AEMAIL: slbrockm@uncc.edu OFFICE HOURS: WF 2-3pm

Sex and violence, murder and mayhem, damsels in distress, and a healthy dose of dirty jokes…the sensational themes and images on TV and in movies today also dominated British literature in the centuries before what we think of as the “modern age.” In this class we will work through some of the most important and entertaining moments in British literary history, beginning with the Old English poetry and ending centuries later with the origins of the novel in the 18th century. We’ll move quickly through the centuries; however, we’ll take time to consider the big guns of each era to explore how these influential texts have shaped later ways of thinking, reading, and writing.

Throughout the semester, we’ll look at various genres of writing and discuss how these literary forms are shaped by changing political and social climates, how literary production itself can reflect moments of either peace or unrest. In addition to social and historical contexts, we’ll develop an arsenal of key literary concepts and terms so that you can speak about literature in general with greater sophistication and ease.

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REQUIRED TEXTS AND GRADING

REQUIRED TEXTS AND MATERIALS:

• Broadview British Literature Coursepack (available only through UNCC Bookstore)

• Hamlet (any edition will do; I’ve ordered the inexpensive Folger paperback )

PROFESSIONALISM:

This portion of your grade demands that you not only participate actively in this class community, but that you do so with professional decorum.

To begin, professionalism begins with attendance. Habitual absences and/or tardiness will affect your grade. You are allowed three (3) free absences. Additional absences will reduce your professionalism grade, and more than five (5) absences will result in course failure.

I expect everyone to contribute regularly to discussions, both in class and on Moodle. And of course, I expect your contributions to be civil and courteous. If deemed necessary, quizzes on reading material will also contribute to your participation grade. Quizzes require timely attendance and can’t be made up if you are late or absent.

Be respectful of your classmates and me; listen when others are speaking. Rude or disruptive behavior — including, but not limited to, texting or browsing the web in class — will result in and dismissal from class, and count as an absence.

How you interact with me outside of class also contributes to your professionalism. Be sure that your emails are courteous and adhere to the professional guidelines posted on Moodle. If you make appointments with me outside of my scheduled office hours, show up.

RECITATION:

Learning Middle English takes practice as much as it does understanding, so you will be asked to practice reading aloud, including one formal performance of any passage of at least 10 lines from Chaucer. Recitations

will be conducted in my office, one-on-one.

ONLINE SONNET PROJECT:

In the last week of October, everyone will share a creative sonnet project on Moodle. Options for this project include

1. Writing an original sonnet following the conventions and formal elements of early modern sonnets.

2. Translating the major themes, conceits, motifs, or language of an early modern sonnet for a 21st-century audience, using a medium that a 21st-century audience would appreciate.

3. Translating a sonnet into a purely creative medium: a song, a short film, a piece of sculpture, or painting, etc.

GRADE BREAKDOWN

Middle English Recitation 5%Online Sonnet Project 5%Professionalism 10%Group Performance 10%Commonplace Book Blog 20%Exams (2) 30%Paper 20%

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GRADING

Canterbury Cathedral

MIDTERM AND FINAL EXAMS:

You will have an online midterm and traditional final exam comprised of passage identifications, short answer, and essay questions.

COMMONPLACE BLOG:

This assignment asks you to bring the early English traditional commonplace book— a place where writers would record quotations from their readings and group them according to subjects they created — into the 21st century. The first week of class, you will be assigned to a group of students and a blog on Moodle. You will give your group a name and create a theme for your blog. Once this is done, you will be responsible for completing a certain number of entries and commenting on the posts of your group members. These posts will not be graded in the traditional sense; we will work on a contract system.

GROUP PERFORMANCE:

Each of you will participate in a group performance of the Wakefield Second Shepherd’s Play, Hamlet, or The Country Wife. It will include 2 portions: 1) your group will perform (live or filmed) a 5-minute scene/abbreviated version of your chosen play. Your job in your performance is to create an interpretation that addresses the themes we have discussed in class related to it. You may modernize it, change the context, and/or otherwise take liberties with the content. 2) Each person will submit an explanation of the interpretation you were aiming for and your role in the development of your performance. Performances will take place (or be screened) on the last day of classes.

FINAL PAPER:

You will have one major paper due near the end of the term. It should develop an original argument about one or more works that we’ve read.

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POLICIES AND PROCEDURES

LATE WORK:

Late papers will have their final grade reduced by one letter grade for each day late (including weekends). For example, a B paper turned in two days late will receive a final grade of D. All work must be submitted in order to pass the course. Missed exams or performances will receive a 0, with no option to make up.

WRITING RESOURCES CENTER:

Visit the WRC (http://wrc.uncc.edu) to get help with all stages of writing.

CODE OF CONDUCT:

All students are expected to treat each other with respect. Different views will be respected and should be presented respectfully. Hateful speech is unacceptable, and disrespect towards me or a classmate will not be tolerated.

DIVERSITY:

The English Department strives to create an academic climate that respects people of varied cultural backgrounds and life experiences. As a community of scholars and teachers who study language, literature, and writing, we are committed to nurturing intellectual and aesthetic diversity. In all our activities, we invite participation by diverse groups, including, but not limited to, those who define themselves in the following terms: race and ethnicity; gender; political orientation; sexual orientation; special health needs; age; religion; country of origin; and socio-economic status. Finally, by fostering multiple perspectives in our coursework, we can help our students prepare to participate in our increasingly diverse society, as well as in the global community.

DISABILITY SERVICES:

For more information regarding accommodations, please contact the Office of Disability Services at 704‑687‑0040 or stop by their office in Fretwell 230.

ACADEMIC DISHONESTY

Cases of academic dishonesty (plagiarism and cheating) will be prosecuted according to UNCC policy and can result in course failure and expulsion from the university. Please refer to the student handbook and UNCC Academic Integrity website for more detailed university guidelines (http://integrity.uncc.edu).

COURSE SCHEDULESUBJECT TO MODIFICATION

Anglo-Saxon England

W 8/26 Course overviewIntroduction to Anglo-Saxon England

F 8/28 “The Medieval Period” to the Norman Conquest “Judith”

W 9/2 “Language and Prosody” “Dream of the Rood”

F 9/4 Exeter Book Elegies

Anglo-Norman England

W 9/9 “The Medieval Period” after the Norman ConquestMarie de France, “Lanval”

F 9/11 ”The Crises of the 14th Century” Middle English Lyrics

W 9/16 Sir Gawain and the Green Knight (Fitts 1-2)

F 9/18 Sir Gawain and the Green Knight (Fitts 3-4)

W 9/23 Geoffrey Chaucer, Canterbury Tales, General Prologue

F 9/25 Chaucer, Canterbury Tales, Miller’s Prologue and Tale

W 9/30 Chaucer, Canterbury Tales, Wife of Bath’s Prologue and Tale Chaucer, Canterbury Tales, Chaucer’s Retraction

F 10/2 FOOTBALL GAME - AFTERNOON CLASSES CANCELLED

W 10/7 Julian of Norwich, A Revelation of Love, ch. 1-3, 58, 60, 86Margery Kempe, Book of Margery Kempe

F 10/9 Wakefield Second Shepherd’s Play

ONLINE MIDTERM EXAM MUST BE COMPLETED BY MIDNIGHT 10/14

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COURSE SCHEDULESUBJECT TO MODIFICATION

Early Modern England

W 10/14 "The Renaissance”Queen Elizabeth I, “To the Troops at Tilbury”

F 10/16 Elizabethan SonnetsEdmund Spenser, Amoretti selectionsWilliam Shakespeare, selected sonnets

W 10/21 Shakespeare, Hamlet (Acts 1-3)

F 10/23 Shakespeare, Hamlet (Acts 4-5)

W 10/28 DR. BROCKMAN AT CONFERENCE Mandatory Performance Group Meeting in lieu of class

F 10/30 DR. BROCKMAN AT CONFERENCE ONLINE SONNET PROJECT DUE

W 11/4 “The Early 17th Century”John Donne, “The Flea,” “The Bait,” Holy Sonnets 9 and 14Lady Mary Wroth, Pamphilia to Amphilanthus selectionsRobert Herrick, “To the Virgins”Andrew Marvell, “To His Coy Mistress”Katherine Philips, selections

F 11/6 John Milton, Areopagitica and selected sonnets

Restoration and Early 18th Century England

W 11/11 "The Restoration and the 18th Century”Margaret Cavendish, Blazing World excerpt

F 11/13 John Dryden, “Mac Flecknoe”

W 11/18 Aphra Behn, Oroonoko

F 11/20 Aphra Behn, Oroonoko

WF 11/25-27 THANKSGIVING BREAK

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COURSE SCHEDULESUBJECT TO MODIFICATION

W 12/2 William Wycherley, The Country Wife (Acts 1-3)

F 12/4 William Wycherley, The Country Wife (Acts 4-5)FINAL PAPER DUE BY MIDNIGHT

S 12/5 Football makeup class

W 12/9 GROUP PERFORMANCESExam Review

W 12/1611:00am-1:30pm

FINAL EXAM DURING EXAM PERIOD

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Commonplace books were vital tools for English writers beginning in the fifteenth century. They were something like journals, but instead of recording the events of the day or one’s emotions or feelings, they were places to record quotations or information that could be useful for future writings, along with their reflections on the recorded material. Robert Darnton describes the commonplace book as “a special way of taking in the printed word…Unlike modern readers, who follow the flow of a narrative from beginning to end, early modern Englishmen read in fits and starts and jumped from book to book. They broke texts into fragments and assembled them into new patterns by

transcribing them in different sections of their notebooks. Then they reread the copies and rearranged the patterns while adding more excerpts. Reading and writing were inseparable activities” (“Extraordinary Commonplaces,” The New York Review of Books, Dec. 21, 2000).

Commonplace books were a way for writers to collect and share information, much like we see today with how readers aggregate and reassemble snippets of various sorts of information online—from Facebook and Pinterest to fan sites and Tumblr, we can see the practice of commonplacing remains…pardon the pun…commonplace today. It’s just the technology that’s changed.

What is a Commonplace Book?

Image from Lewis Carroll’s commonplace book

ENGL 2401 British Literature 1Dr. Brockman

Commonplace Blog AssignmentFall 2015

21st Century Commonplacing

For your Commonplace Blog assignment, you will be using 21st-century technology to aggregate and share passages from your reading. The first week of class, you will be assigned to a group of students and a blog on Moodle. You will give your group a name and create a theme for your blog. Once this is done, you will be responsible for completing a certain number of entries and commenting on the posts of your group members. These posts will not be graded in the traditional sense; we will work on a contract system. I will assume you are completing these in good faith—and if you aren’t, your final grade will definitely suffer. If you complete a certain number of posts according to the directions below, you can receive up to 100%.

Commonplace Blog Entries

1. Choose a quotation or series of short, related quotations from the reading that you think are important and/or difficult to understand.

2. Copy it/them (with proper citations) into a blog post.

3. Below the quotation, write 40-50 words explaining why you chose the quotation(s), and about 100-150 words explaining their meaning and importance.

4. Title the entry with something descriptive of the content (e.g.: “Hamlet’s Soliloquy”)

5. Tag the entry with the text author and any relevant topics. (e.g.: Milton, Rhetoric, Rebellion, Faith)

How should I choose quotations?

• Find or a passage that offers a powerful statement, that somehow sets it apart from the rest of the reading. Decide for yourself what is powerful, and then think about what makes it powerful.

• Find a passage that helps you understand this text.

• Find a passage that confuses you. You find yourself wondering if you might understand the whole text better if you could make sense of this part.

• Find a passage that reminds you of another text. How is this similar to or different from the other, and how can that comparison or contrast contribute to our understanding of the conversation?

• Find a passage that demonstrates a noteworthy way of connecting with and persuading the audience.

• Find a passage that makes a strong impression on YOU. It could be something you seriously disagree with; if so, go ahead and counter the argument. On the other hand, if it’s something you like, is this something you want to remember and/or live up to in your own life. Would your life be any different if you do?

REMEMBER: This is a list of suggestions to help you. You do not have to follow all of these suggestions in each entry.

Commonplace Blog Grading Rubric

To get 100%• 14 entries addressing primary texts assigned • Comment on at least 26 of your group members’ entries over the course of the semester.

To get 90%• 13 entries addressing primary texts assigned • Comment on at least 23 of your group members’ entries over the course of the semester.

To get 80%• 12 entries addressing primary texts assigned • Comment on at least 20 of your group members’ entries over the course of the semester.

To get 70%• 11 entries addressing primary texts assigned • Comment on at least 17 of your group members’ entries over the course of the semester.

To get 60%• 10 entries addressing primary texts assigned • Comment on at least 14 of your group members’ entries over the course of the semester.

Images of early modern commonplace book

ENGL 2401 British Literature 1Dr. Brockman

Final Paper AssignmentFall 2015

Assignment

You must produce an original, researched essay of at least 1500 words on any of our readings. It should follow basic academic writing conventions, adhere to MLA style, and develop a substantiated literary argument. It should have plenty of examples of close-reading—i.e. analysis of quotes from the text, as well as some consideration of action/plot development. It should have a clear and sustained argument for a particular reading. And, like any good literary analysis, it should NOT be just a summary of what happens, though you may very well need to summarize particular scenes, plots, etc. in the course of making your argument.

Topic

You will choose your own research topic in order to demonstrate that you can locate a key theme or problem in a literary work on your own and that you understand how to explore its meaning and significance in some depth. One possible situation might be your sense of dissatisfaction with a reading I developed in class, so that you want to develop it further or refute it altogether. You’re also welcome use your commonplace blog as a jumping off point. You may also want to think across texts, exploring a theme or literary trope that shows up in several works. You are not, in other words, confined to working with only one literary text here, but you want to be sure that you are closely engaging with the literature (which means keep a clear and defined focus).

Research

You must incorporate at least three outside academic sources that relate to your topic. Sparknotes, Schmoop, and Wikipedia don’t cut it here; nor does an online source that hasn’t been published in a respected journal. Begin by looking through the library’s databases (like JSTOR, Project Muse, MLA International Bibliography or EBSCOHost) and the library’s catalog of books. Sources need not be exclusively literary; they could also provide some interesting historical background material or a theoretical framework (Let me know if you don’t know how to do this).

The goal of working with secondary sources is to help you develop your own voice. The key is not to find critics who simply “back up” what you have to say; instead, the ideal is to present another critic’s opinion briefly and fairly and then disagree with or develop that opinion, distinguishing what he or she says from what you have to say in the process. I want to see you engaging with and crediting other critics, not simply repeating or revering them.

I am happy to discuss possible topics and review drafts during office hours or scheduled appointments.

DUE MIDNIGHT, FRIDAY DECEMBER 4

Final Paper

Exemplary (A) Good (B)

Rhetorical Awareness,

Addresses the assignment and situation completely, with insight and in a sophisticated manner. Goes above and beyond the assignment expectations.

Addresses the assignment and rhetorical situation in a complete but perfunctory or predictable way.

Argument Makes a complex, unified argument that clearly articulates a sophisticated position/stance. Explores multiple implications of the argument (so-what factors for individual claims and the larger argument) in a sophisticated manner.

Makes an explicit and straightforward argument that does not oversimplify the problem or question. Explores at least one “sowhat” factor or implication of the argument in depth. If it uses cliché, it goes beyond the obvious and adds complexity.

Organization Logical moves are sophisticated: completely sound, fully developed, and complex when required. Logic is visible in all elements of the argument, and is developed progressively, with each piece building on and complicating previous points. Adapts typical organizational schemes for the context, achieving substantive coherence and momentum.

States unifying claims with supporting points that clearly relate to the overall argument. Logical connections between evidence and points, between different points, and between the points and the central argument are all visible. Includes a variety of different logical connections where appropriate.

Evidence and Analysis,

All sources are flawlessly cited both in-text and on works cited page. Evidence is precisely targeted to support and prove the argument and related claims and points, with nothing superfluous, and nothing left unaccounted for. Fully comes to terms with relevant sources, and uses a wide range of sophisticated intellectual moves, including forwarding or countering where appropriate.

Signals sources with only minor errors in in-text citations and on works cited page. Evidence supports and proves the argument and related claims, but is mostly predictable. Only minor elements do not support the argument or are left unaccounted for. Adequately comes to terms with relevant sources before countering, forwarding, or taking an approach in a way that is appropriate to the source.

Conventions Prose style is clear and polished or manipulates the style/genre to advance the argument. Few or no grammatical errors.

Prose style is clear and direct, or manipulated in a way appropriate to the rhetorical situation. Only minor errors.

Documentation Creates a professional-looking document with no errors. Seamlessly integrates MLA formatting features with content.

Creates a professional document with only minor errors. Uses MLA formatting effectively.

Literary Analysis Paper Rubric

Competent (C) Needs Work/Unacceptable (D/F)

Rhetorical Awareness,

Attempts to respond to all components of the assignment or rhetorical situation, but the attempt is insufficient, ineffective, or inappropriate.

Ignores one or more major components of the assignment or rhetorical situation and thus does not fulfill the task.

Argument Makes a simplistic but explicit argument, or makes multiple arguments that have no clear connection to one another. Makes a gesture towards a so-what factor, but it is simply cliché or not fully developed.

Argument isn’t clear or visible. It may be overly general or based wholly on a logical fallacy. So-what factor is absent, difficult to discern, or not appropriate to the rhetorical situation.

Organization Contains only minor argumentative holes, or employs fallacies on minor points. Uses some effective unifying claims, but a few are unclear; makes weak or inconsistent connections (paragraphs lack explicit ties to the thesis, etc.). Employs simplistic or mechanical organization, using the same logical move to connect all points when more complex moves are called for.

Contains major argumentative holes or fallacies; some points or logical movies necessary to prove the argument are absent from the paper. Unifying statements (thesis statements, topic sentences, headings, or forecasting statements) are insufficient; transitions are absent or ineffective; overall, lacks coherence in or among constituent parts (paragraphs).

Evidence and Analysis,

Signals sources, but with technical errors in in-text or bibliographic citations. Claims requiring support rely on evidence insufficient to fully prove the argument. Argument ignores important evidence that could support the point. Attempted analysis is not sufficient to prove the argument. Attempts to come to terms with sources, but misses the mark in terms of accuracy or relevance. Attempts to forward or counter, but attempts don’t quite work.

Summary, paraphrase, or quotations are not properly attributed to the source material. Claims requiring support are not backed by necessary evidence. Contains evidence that is not connected to the main argument. Does not account for evidence from the text relevant to the argument that could support or disprove the argument. Lacks analysis on major points. Does not come to terms, forward, or counter sources properly.

Conventions Involves some distracting errors, but they do not hinder the expression of meaning. Style is not always clear or appropriate.

Involves a major pattern of errors, and some errors distort the meaning of individual sentences or the overall message.

Documentation Lacks one important or multiple minor features of MLA formatting, creating an impression of carelessness.

Lacks multiple important features of MLA formatting, indicating inability to follow guidelines.

Literary Analysis Paper Rubric

ENGL 2401 British Literature 1Dr. Brockman

Chaucer Recitation AssignmentFall 2015

In addition to informal readings that we’ll be doing in each class, each student must prepare a formal performance of Middle English verse during the term. You must choose a passage of at least 10 consecutive lines that you consider significant from our Chaucer reading. Recitations will be conducted one-on-one in my office no later than Friday, October 9.

Preparation

Practice reading the passage aloud, giving your best effort to pronounce the Middle English appropriately (listen to online pronunciation guides and review information on the Middle English handouts and introductions to the texts). As you work on memorizing, you may find it useful to use flashcards or other tools to get the language order down.

You should have the passage memorized so that you can give full attention to performance; however, it would be wise to have a cue card in case of any faltering. Going above and beyond the requirements – utilizing costumes, props, etc. effectively – will merit extra credit. After your performance, be prepared to answer questions about your selection and performance choices.

Objectives

Learning Middle English takes practice as much as it does understanding; intensive practice with your chosen passage will make you more confident with Middle English. And as an added bonus, years from now, you’ll be able to impress and/or frighten people by reciting it at random moments.

Middle English Recitation

Image from Chaucer for Children, H.R. Hawaii (1882)

My Recitation Date: _____________________________________

Middle English Recitation Grading Rubric

Middle English Dialect map

To get an A• Passage recited entirely from memory, no major mistakes • Accurate pronunciations based on handout guidelines, no major mistakes

To get a B• Passage recited from memory, 1-2 major mistakes • Mostly accurate pronunciations based on handout guidelines, 1-2 major mistakes

To get a C• Several major mistakes that require cues to complete recitation• Some accurate pronunciations, but more flawed than not

To get a D• Little or no evidence of memorization• Few attempts to use correct Middle English pronunciations

To get an F• No evidence of memorization• No attempt to use Middle English pronunciations

Portrait of Geoffrey Chaucer, c. 1415-20

ENGL 2401 British Literature 1Dr. Brockman

Group Performance AssignmentFall 2015

Each of you will participate in a group performance of The Second Shepherd’s Play, Hamlet, or The Country Wife. It will include 2 portions: 1) your group will perform (live or filmed) a 5-minute scene/abbreviated version of the play you sign up for. Your job in your performance is to create an interpretation that addresses the themes we have discussed in class related to it. You may modernize it, change the context, and/or otherwise take liberties with the content. 2) Each person will submit an explanation of the interpretation you were aiming for and your role in the development of your performance. Performances will take place (or be screened) on the last day of classes.

You must decide how to cast, costume, and direct your performance. All performances must be rehearsed in advance, and each performer will be expected to offer thoughtful explanations of their interpretative choices.

Group Preparation

In addition to one mandatory group meeting in lieu of class the final week of October, you will need to find time out of class to discuss and to rehearse with your group. Each group will have a group space set up on Moodle so that you can share ideas and plan meetings. Anyone who does not make themselves available or fails to attend group rehearsals which have been planned in advance can significantly hurt the achievement of the group as a whole, and the group may legitimately inform me if they feel that their work has been adversely

affected by one or more members of the group.

Here are some places to begin in preparing your scene:

1. What happens in this scene?

2. What is the mood of the scene?

3. 3What motivates the characters, what do they want from one another?

4. What are the key lines or speeches? How would they be said? (Think about several possibilities)

5. How does this scene develop the themes of the play, as we are coming to understand them?

Group Performance

Wakefield Second Shepherd’s Play performance

Individual Reflection and Analysis

In addition to group preparations for your performance, you will keep an online journal that reflects on your group’s process and performance that details your individual participation in the project. Some questions to consider in this reflection include:

• What did you learn about the character you played, and about his/her place in the scene and the play?

• What did you learn about how your scene is (or is not) integral to the play?

• What performative obligations did the text impose on our group? On your own role?

• What important performative options were available to you and/or your group?

• What choices were made and why? What was the interpretive result?

• What readings of character, action, and so on were enabled or disabled by your choices?

NB: Avoid summarizing the scene. Your journal should describe what you have done and analyze your performance.

Group Performance Grading Criteria

The group performance grade will be based on:

1. Group performance: degree of preparation, extent of work, thoughtfulness and coherence of scene; contribution to class study of the script and theoretical issues. Everyone will be given the same grade here.

2. Process analysis and reflection: your own degree and extent of preparation and performance. Skill is not so much the issue as energy, thoughtfulness, creativity, clarity of goals, physicalizing ideas, good discussion of character and scene. Your reflection will be an important element in assessing your preparation, ideas, and understanding.

3. Taking into account the evaluations of your scene partners regarding your work.

4. Q&A participation following your scene.

Sir Ian McKellan as Hamlet, 1971

The Country Wife performance

ENGL 2401 British Literature 1Dr. Brockman

Online Sonnet AssignmentFall 2015

In the last week of October, everyone will share a creative sonnet project on Moodle. Options for this project include:

1. Writing an original sonnet following the conventions and formal elements of early modern sonnets. You may choose to compose either a Petrarchan sonnet or Shakespearean sonnet.

2. Translating the major themes, conceits, motifs, or language of an assigned early modern sonnet for a 21st-century audience, using a medium that a 21st-century audience would appreciate.

3. Translating an assigned sonnet into a purely creative medium: a song, a short film, painting, etc.

In addition to your creative project, you must write a brief reflection (300 words minimum) in which you explain your creative choices. You must post your completed project and reflection on Moodle no later than Wednesday October 28. Moreover, you must respond to at least 3 of your classmates projects by Friday October 30.

To get an A• Project and reflection shows

thoughtful consideration of sonnet conventions

• Responses to classmates reflect critical engagement with work

To get a B• Project and reflection shows a fairly

careful consideration of sonnet conventions, with minor inaccuracies

• Responses reflect mostly critical engagement with work

To get a C• Project and reflection shows some

consideration of sonnet conventions, with some major inaccuracies

• Responses are bare-bones

To get a D• Project contains careless errors• Reflection may be missing or

rudimentary • Responses missing or undeveloped

To get an F• Missing or unsatisfactory project,

reflection, and/or responses.

Online Sonnet Project

Charles Sorel’s The Extravagant Shepherd (1654)

Exemplary (A) Professional (B)

Time Management Always arrives on time and stays for entire class; regularly attends class; always takes responsibility for work missed; no deadlines missed; does not seek exceptions from class/college or university policies except institutional excuses

Late to class only once or twice; almost never misses a class; generally takes responsibility for material and work missed; no more than one deadline missed (with advanced notice); does not seek exceptions from class/college or university policies except institutional excuses

Respectfulness Careful not to distract others (socializing, sleeping, leaving early or during class, reading unrelated material, doing homework for another class); never uses unapproved electronic devices in class; is respectful towards instructor, peers, and the learning environment both in and out of class (this includes all email communications with peers and instructor)

Exhibits behavior that distracts others once or twice during the semester; rarely uses unapproved electronic devices in class; is almost always respectful towards instructor, peers, and the learning environment both in and out of class (this includes all email communications with peers and instructor)

Preparation Almost always participates in class discussions; contributions reflect exceptional preparation and are always substantive, well supported, and persuasively presented; does not dominate discussion

Regularly participates in class discussions; contributions reflect good preparation and are generally substantive, fairly well substantiated, and moderately persuasive; when called upon, can usually answer questions and refer to readings; occasionally dominates discussion

Work and Integrity,

Provides work of the highest quality that reflects best effort; makes strong effort to improve work; shows positive, proactive behavior; is always honest and encourages other to do the same; always adheres to class, college, and university academic dishonesty policies

Provides high quality work that often reflects best effort; makes moderate effort to improve work; shows positive, proactive behavior; is always honest; always adheres to class, college, and university academic dishonesty policies

Teamwork Makes obvious and significant contributions on projects in terms of timeliness in completing assigned work, making genuine effort to work effectively with others and providing valuable, creative, competent skills to the team; often takes leadership role

One or two complaints from team members about lack of contribution; occasionally takes leadership role

Professionalism Rubric

Competent (C) Unprofessional (D/F)

Time Management Late to class more than once every month and regularly attends class; misses two deadlines; seeks exceptions to class/college or university policies not including institutional excuses

Late to class only once or twice; almost never misses a class; generally takes responsibility for material and work missed; no more than one deadline missed; does not seek exceptions from class/college or university policies except institutional excuses

Respectfulness Recurring behavior that distracts others; recurring use of unapproved electronic devices; is not consistently respectful of instructor, peers, and the learning environment both in and out of class (this includes all email communications with peers and instructor)

Exhibits behavior that distracts others once or twice during the semester; rarely uses unapproved electronic devices in class; is almost always respectful towards peers, and the learning environment both in and out of class (this includes all email communications with peers and instructor)

Preparation Rarely participates in class; contributions reflect adequate or less than satisfactory preparation and are occasionally substantive, somewhat substantiated and occasionally persuasive; when called upon, often cannot answer questions in depth or refer to readings; may dominate discussion with irrelevant comments

Never participates in class; no evidence of preparation; when called upon, can’t answer questions in depth or refer to readings; any comments made are usually irrelevant

Work and Integrity,

Provides work that reflects a good effort and occasionally needs to be checked or redone; rarely shows negative behavior; is honest; does not knowingly violate class, college, or university academic dishonesty policies

Provides work that reflects very little or no effort; shows negative behavior; is often not honest; knowingly violates class, college, or university academic dishonesty policies

Teamwork A few complaints from team members about lack of contribution

More than a few complaints from team members about lack of contribution; does not contribute in a meaningful way to group work

Professionalism Rubric