Weekly Paper Grading Criteria

Grading Scale

Content: 3 points
Organization / Structure: 2 points
Mechanics: 2 points
Analysis: 3 points

A+ 9.7-10	B+ 8.7-8.9	C+ 7.7-7.9	D+ 6.7-6.9
A 9.3-9.6	B 8.3-8.6	C 7.3-7.6	D 6.3-6.6
A- 9.9-9.2	B- 8.0-8.2	C- 7.0-7.2	D- 6.0-6.2

Expectations

Generally, in the essays you should critically engage the week’s topic and explore the main issues presented to you in lecture, video presentation and in the readings. This is best accomplished in two layers. The first is descriptive. This would include showing us that you have understood the material and, of course, have studied the readings and put some thought into the issues, facts, interpretations, and arguments they present. This is what we mean by content (3 points). The second layer is analytic and critical. Here, we expect you to go beyond mere summary and paraphrase in favor of voicing your own ideas on the subject. You may want to argue a point brought up by one of the authors, present a fresh interpretation or critical take on the issue(s), respond to or show how one or more critical concepts do or do not apply to our topic. What is essential is that you show us that you have made an effort to really think about the material, and that you have made an attempt to argue your point(s) convincingly. This is what we mean by analysis (3 points). The final four points are reserved for mechanics (2 points) and organization / structure (2 points).

Generally, papers receiving a grade of ‘A’ display the following characteristics: In terms of content, the topic is appropriate for the assignment and all important points of the material are covered. It is apparent that the writer has understood and assimilated the material. In terms of structure and organization it is clear that the topic is well thought out and carefully developed with effective and appropriate supporting detail. The paper fully anticipates reader needs in terms of organization and presentation of information, and the formal elements of introduction, body and conclusion are easily identifiable. A thesis statement is presented, developed, and supported with appropriate main and sub-points, and the flow of ideas is logical and fluid. In terms of mechanics, correct grammatical structures are used throughout and there are no or very few faults with respect to spelling, punctuation or presentation. Sentences are clear and well constructed, and mastery of standard paragraphing technique is apparent. It is obvious that the writer has command of standard literary English as used in academic papers, and employs language that is appropriate for the topic, purpose and reader. In terms of analysis, the paper synthesizes and interprets important points, constructs new ideas or perspectives on the topic at hand, or creatively articulates ideas in a novel or synthetic interpretive context.

July 30, 2019August 27, 2019

Policy for Classroom Discussion

Active participation is integral to meeting course objectives. There is no better learning tool than active, sustained, and engaging discussion, and it was with this in mind that we decided to include a discussion feature at the end of each unit. We firmly believe in the value of such a forum, which while allowing for the free exchange of ideas, is necessarily constrained by a number of factors.

This is a special forum for a special purpose, and as such can only be effective when all participants accept its limitations. By nature, the material we are exploring together this term is challenging, although rewarding, thought provoking, yet sometimes perplexing, and for many, deeply meaningful on the most personal of levels. We consider it one of our highest priorities to ensure that you come out of this course equipped with a set of skills allowing for you to become not only a responsible member of a dynamic multicultural America, but also a true global citizen. Being able to deal with difficult issues in a rational, objective, and fair minded manner is the cornerstone upon which such an enterprise is built.

It is with this vision in mind that we ask you to please observe the following protocol when participating in discussions:

1) Speak to the topic and keep focused on the task at hand.

2) Avoid emotionally subjective, reactionary statements; be respectful and considerate of dissenting opinion and alternative interpretation.

3) Avoid personal entanglement, this is best done in the context of private discussion, not in a public forum such as this one.

4) Finally, strive to be open minded, objective, rational, and above all fair in your responses. As responsible members of a learning community, it is incumbent upon us to strive to maintain a certain level of intellectual rigor, academic distance, and cultural relativity appropriate to a secular American academic institution.

The course instructors reserve the right to moderate discussions based on this protocol.

July 30, 2019August 27, 2019

Grading Scale

Content: 6 points
Organization / Structure: 4 points
Mechanics: 4 points
Analysis: 6 points

Conversion Scale

19.7-20 A+ 18.7-18.9 B+ 17.7-17.9 C+ 16.7-16.9 D+

19.3-19.6 A 18.3-18.6 B 17.3-17.6 C 16.3-16.6 D

19-19.2 A- 18.0-18.2 B- 17.0-17.2 C- 16.0-16.2 D-

Expectations

Your final project, minimum of 7-10 pages in length (in the past the average was 10-12 pages), is considered a research paper with a bibliography that reflects the additional work you have done on one of the weekly topics that especially caught your interest. While it is meant to be an extension of any of the ten weekly reports already written, a mere quantitative expansion should be avoided in favor of a more qualitative enhancement based on research and critical thinking. Students who want to pursue a topic not addressed, or addressed only tangentially, in the weekly reports are encouraged to do so, but should inform Erik of his/her plans in advance.

Some notes on content:

The depth of outside research required depends largely on the topic and scope of your discussion. In any event, such research should be conducted in the library. Generally, students will need to access between 5-10 outside sources beyond those included among the assigned readings for the particular unit. A good place to start are the bibliographies and notes included in the individual assigned readings as well the general research bibliography posted on the web site. Although the web may be a good place to start, and to gather information, such sources should be approached cautiously and used alongside published scholarship.
The paper should present a clear thesis or argument which is developed in the body. Critical analysis is key. We expect you to go beyond mere summary and paraphrase in favor of voicing your own ideas on the subject. What is essential is that you show us that you have made an effort to really think about the material, and that you have made an attempt to argue your point convincingly.
Since this paper represents the capstone of this class, we expect that you will marshal all the skills and intellectual resources we developed together throughout the semester and that this will show through clearly in the paper. We expect the paper to display a depth and breadth of intellectual and analytic rigor reflective of the ways in which we have engaged our material this semester, and evince that you have put a good amount of critical thought into your discussion of the subject. Creative, novel, and challenging approaches are strongly encouraged.

Some notes on style:

This paper should include a separate cover page which includes title, name, class #, date, and assignment title (i.e., term paper).

Margins should be set at 1” on all sides.
Pages must be consecutively numbered (no number on page 1 nor on bibliography).

A separate bibliography must be appended to the end of the paper. Individual bibliographic entries should be complete and conform to standard style (see style guides listed on syllabus).

July 30, 2019August 27, 2019

This fascinating Arab Culture Website (AC) offers a general mosaic survey of the linguistic, geographical, historical, social, political, religious, cultural, and artistic aspects of the modern Arab world. Special attention is given to the Arabic language, family, gender relations, Arab experience in the U.S., Arab American relations, the role of the past and of social change, and Arab art and music. A good deal of the course is specifically intended to increase students’ sensitivity to racial bias and sharpen awareness of multicultural issues. Ideally, this AC website is intended to increase tolerance and understanding by providing students with a realistic view of the cultural contours of the modern Arab World and the richness of the Arab cultural heritage. The website material is explored through lectures and videos supported by printable listening and viewing guides in addition to discussions based upon the assigned readings and lectures. There is emphasis on developing effective outlining, writing, and oral presentation skills, as well as the responsible use of resources, including Internet researching. All resources are web-based.

The AC website can be used independently by students, members of the business community and government personnel, or as a course taught in the classroom. Users can select the units best suited for their interests.

The author, Raji Rammuny, is pleased to offer the entire Arab Culture Website Free of Charge. He, however, would appreciate any contribution in whatever amount to the Endowment Fund which has been established in his name at the University of Michigan to provide yearly scholarship awards to outstanding graduate students in the field of Teaching Arabic as a Foreign Language. Contributions can be made online using the Donation Button. Thank you for your support.