Each session will feature several student presentations that will give you a chance to hear different perspectives on the course readings, and I will also post the written versions students send me to a special blog so those interested can review them. Your presentations will also help me determine the direction my own comments, encouraging me to respond to your ideas rather than lecture continuously. See the syllabus for the presentation requirement's value as a percentage of the course grade.

1. On the first day of class, look over the authors on our syllabus and then, next to your name on the roll sheet I will pass around, suggest several authors that you might like to present on. I'll try to give you the authors or texts you want, to the extent that the schedule permits. Depending on class size, each student will give two or three presentations. Be aware that if you choose only very popular authors (Shakespeare, Jane Austen, etc.), I may not be able to schedule you for those authors.

2. Within a few days, check the schedule on this page to see when and on which authors and questions you are slated to present. I will complete the schedule by choosing specific question/s to be addressed from among the full sets. You can access all author questions using the links below or by visiting the Questions Page. (They are also available from the syllabus and journals pages.)

3. At least three days before you give each of your in-class presentations on the authors and question/s specified next to your name, email me as complete a draft as you can. Soon after, I will email you comments that will either suggest how the presentation might be further developed or affirm that what you've written sounds fine as-is. If the latter is the case, I will post your draft to the E432 STUDENTS' BLOG. I encourage you in advance to develop your remarks so that they go beyond the question at its simplest; insightful responses are better than "answers." Please include a copy of the question at the beginning of your response, and at least in the copy you send me, avoid elaborate formatting (bulleted lists, indentation, and so forth). This "advance draft" part of the presentations requirement is 20% of your grade for each presentation.

4. On the scheduled day and when we reach the appropriate point in our discussion, I will ask you to come to the front of the class and give the most up-to-date version of your presentation. Your presentation should take about three to five minutes. Some students prefer to read their comments lecture-style, while others prefer to depart from the full written version and speak from a separate outline. If you read from prepared remarks, how long should they be? I'll use my own pace as an example: I speak at an average rate of 130 words per minute when I read conference papers. So a 3-5 minute presentation would run 400-650 words. Tips: Read the question first, address the entire class, and remind us of page numbers when you quote. Speak firmly and slowly enough so that everyone can follow. It's best to avoid bringing technology such as Powerpoint into play given the presentations' brevity. But I am open to creative ideas. I will not grade your in-class performance -- it's easy to do well, and your colleagues will be supportive. Completing the in-class component is 70%-80% of the grade for each presentation.

5. Within several days after you have presented in class, if my return comments on your initial draft suggested revision or further development (or if you decide to revise on your own), email me a final version, again making sure to include a copy of the question. I will then post the final version for you to the E432 STUDENTS' BLOG, replacing the earlier version. You can check the schedule below on this page to make sure I've credited you with your in-class presentation and blog entry. Within a few days after you've completed both, next to your name should appear the notation (Presented/Posted to Blog). This "revised post-presentation draft" part, if suggested in my comments on your initial draft, is 10% of your grade for the presentation in question.


I will judge presentations on the following grounds: did the student 1) email me a reasonably full written draft several days before presenting so that I can offer advice and determine the course of my own comments? 2) seem to have put genuine effort into preparing rather than treating the presentation as an "answer" to a question set in stone? 3) ensure that within one week I have received a final version (if revision was suggested) with which to replace the earlier version I may already have posted? Students who do those two things -- or three things if a revised version is appropriate -- will receive an "A" for the presentations requirement. (100% = A, 90% = B+, 80% = B, 70% = C.) I am not going to grade presentations so much on "in-class" factors as on how well students prepare and (again, if necessary) follow up. I will use a color code on this page to indicate whether students have completed the requirements: (Presented/Posted to Blog); (Presented/Blog Entry Pending); (Did Not Present/Posted to Blog); (No Presentation).


If you find that you will be unable to make it to class for one of your scheduled presentations, please let me know in advance if possible. (I'll make my cell phone number available when the semester begins, though I won't post it on the Internet.) So long as you have provided me with a reasonably complete and timely advance draft of your remarks (I print them out and bring them to class), I will read the presentation for you and give you partial credit for the "in-class" portion of the presentation grade. If you haven't provided me with a sufficiently complete and coherent advance draft, I will not read it in class. In such cases, rescheduling on a new author may be possible at my discretion and if the schedule allows.


Below is a list containing four things for each session: the authors/texts we will discuss, the number of each study question I've chosen for discussion, the presenters' names, and the color-coded status of the presentation. The author hyperlinks below will take you to the relevant study questions pages -- they are the same pages from which you choose questions for your journal sets. *Please note that I may specify two questions rather than one (as in "12-13 combined") if I find that two short questions go together well.

Created by admin. Last Modification: Friday 22 July, 2011 01:30:07 PM PDT by admin_main.

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