Participation. 10pts.
I take participation very seriously. Some teachers rely on lecture, some testing, some on apathy. For me, the most productive way to learn critical thinking skills is through discussion.

But I also recognize that "mandatory verbal participation" is unfair and ableist; people have a diversity of ways they participate in the social sphere. Hence, in my class, there are two ways to earn participation grades:

A. Talking in class.
B. Submitting written notes, questions, comments, and summaries.

The classroom should be a space where we ask questions, offer insight, challenge ourselves and each other. We don't just talk, we also listen and engage with each other. Your participation grade depends on both talking and listening.
If you choose to participate by turning in written notes, questions, comments, or ideas, there are a few different ways you can do that. The most obvious way is to submit to me by 6pm the night before class written ideas, questions, and notes from the readings due for the next day. You can also submit notes, comments, and questions from our discussion by 6pm the day of the class.

Here's a guide to help you know how you earn participation points:
- If you never speak in class during the semester, or never submit any notes, you'll get a 0 for your participation grade.
- If you simply talk in class, or submit a simple summary of the readings, you'll get 3 points.
- If you ask specific questions about the readings in class or in your notes, you'll get 5-6 points.
- If you are prepared to discuss the readings by finding examples of your own, in class or in your notes, you'll get 7-8 points.
- If you are prepared with questions from the readings, examples of your own, and if you can quote verbatim from the readings, and if you engage your fellow students in respectful and critical ways, responding to their comments or questions, either in class or in notes, you'll get the full 10 points.

Written Assignments. Seven, 10pts each.

Discussion lead. 10pts.
You must submit an organized and correctly cited outline to recieve full credit for your discussion lead.

Final Project Presentation. 10pts.

Grades and feedback.
I will give you grades and feedback four times over the course of the semester. This will include the grades on the material you've turned in so far, as well as suggestions for improvement in future work.

Assignment format.
You papers will be formatted as such:

• Double-spaced, 12-pt font, standard 1 inch margins all around.
• File format: .PDF
• File name: "firstnamelastnameassignmentnumber.pdf". Do not use spaces. For example, if I was turning in assignment 2, I would name the file "sethmulliken2.pdf"

All papers must be submitted to me in MLA format. Failure to follow this format will result in a loss of points.
MLA format guide.

Notes for the group presentation will be formatted as such:

• Must include all group members' names, date of presentation, and title of presentation.
• File format: .PDF
• File name: "last names of all group members_presentation letter [A-E].pdf". Do not use spaces. For example, if I was turning in notes for presentation B, I would name the file "mullikensmithjonesB.pdf"

You will email your assignments to me.
• Use
• The subject line of your email must be: "first name last name class number assignment name" Example: "Seth Mulliken 1220 Individual Project 2".
• I will not send confirmation that I recieved your assignment. If you want confirmation, you can use Outlook's Return Receipt function.

Grade Breakdown & Criteria

A 94-100% B- 80-83% D+ 67-69%
A- 90-93% C+ 77-79% D 64-66%
B+ 87-89% C 74-76% D- 60-63%
B 84-86% C- 70-73% F Below 60%

"A" indicates truly exceptional work, which demonstrates command of concepts and theories, presenting them in a well-argued and logically structured manner. "A" work significantly surpasses the expectations of the assignment, is free of spelling and grammatical errors, and does not merely address the questions through a repetition of course material or lectures. It provides fresh, creative, and original perspectives with a unique voice, offering connections between the topic and broader issues and contexts. Superior research skills are demonstrated with relevant citations and quotations advancing the argument.

"B" indicates above-average work that clearly achieves the goals of the assignment, providing smart and solid analyses with thoughtful and organized arguments I expect any diligent student to be able to produce. "B" work offers some originality, contains few (if any) typos, spelling errors, or grammatical mistakes, and addresses most questions directly by citing specific materials from the texts and lectures to illustrate points being made.

"C" indicates meets the course requirements in an adequate fashion by addressing the questions without sufficient engagement with materials from texts or lectures. "C" work tends to recycle examples from discussion without providing connections to the analysis, contains unfocused, uncritical, or insufficiently supported arguments, and typically contains acceptable but awkward prose with various typos, spelling errors or poorly structured sentences that result in vague arguments.

"D" indicates work that is off-topic, poorly written, disorganized and, instead of the course materials, utilizes "personal experience" or inapplicable research materials or support (such as readings obviously applicable in other subjects or classes). In other words, the assignment shows little to no evidence that a student was paying attention in class, does not incorporate materials used in course readings or class discussion, and sounds like a summary or review of materials rather than critically engaged analyses. This type of work may also fall short or far exceed the page limits or time constraints for the assignment and typically contain many spelling and grammatical errors and/or show no signs of being proofread.

3 "F" indicates work that dramatically fails to meet the goals and expectations of the course. "F" work is incoherent, plagiarized, and/or never turned in.

There are many academic resources available to you through the university.
• The Writing Center provides advice and tutoring in composition.
Office of Academic and Student Support Services offers various forms of student assistance, including academic advisement, tutoring, career counseling, etc.
• For additional resources, also see the My NEU Academic Guide.
• Students who wish to request accommodation for a disability may do so by registering with the Disability Resource Center.
Students may only be accommodated upon issuance of a signed Accommodation Plan by the DRC and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. 

• Regarding withdrawals: September 23 is the last day to drop the class without a "W" grade. November 18 is the last day to withdraw and receive a "W" grade. I want you to suceeed in this course. If you are having any academic trouble that could threaten your success in this class, please come and chat with me. I'm always happy to sit and work with you to find solutions to help you complete the class successfully.
• Upon completing the course, please take the time to fill out the TRACE evaluation.