Assignments Details
25% Many Reading Quizzes
Throughout the course, I will give you many reading quizzes that will help you understand your reading and note-taking skills. For these quizzes, you can and should use the primary text with all notes and annotations you added at home. You can not use the internet during these quizzes. You will have the chance to correct your own reading quizzes to gain back lost points. On the day I will hand back the annotated quiz (usually the next class day), you will have the chance from 11:45-11:55am to correct your mistakes in class. If you missed a quiz, you have the chance to take the quiz within that timeframe as well (but won’t have a chance to correct it). Reading quizzes can also be taken online instead of paper. Come chat with me about accommodations!
15% Some Grammar QuiZzes
Throughout the course, I will give you some grammar quizzes that will help you understand your grammar skills related to the specific grammar addressed in the class days before. For these quizzes, you can use your written notes from the class sessions. You can not use the internet during these quizzes. You will have the chance to correct your own grammar quizzes to gain back lost points. On the day I will hand back the annotated quiz (usually the next class day), you will have the chance from 11:45-11:55am to correct your mistakes in class. If you missed a quiz, you have the chance to take the quiz within that timeframe as well (but won’t have a chance to correct it). This time is reserved for "quiz make up." Grammar quizzes can also be taken online instead of paper. Come chat with me about accommodations!
20% THREE SHORT PAPERS "PUZZLING SECTION"
These mini-essays revolve around a passage of your choice from a primary work from class that you found puzzling, interesting, notable. You can choose any text that we discussed before the due date of each of these essays. These essays also practice your reading skills, particularly your ability to read closely and for detail. In addition, research has found that writing can improve reading skills. (I myself always find that I understand texts better once I have written something about them. The time I take to think about and analyze a particular text helps me pay attention to details I would have overlooked had I “just” read the text.)
At the top of the text in a separate line, state in one sentence what you claim about this passage (this resembles a thesis). Then write your puzzling section. Your reading will uncover layers of meaning that lead to a deeper comprehension of the text. The goal of these essays is to help you hone your skills in interpretation. We will model these essays in our daily discussions where we will focus on specific passages in texts to deduct meaning from them. You could talk about a certain word, about a phrase, a passage, or an idea or concept. Explain what the text means and how you interpret it. What layers of meaning are presented to the reader? This part should take a minimum of 3/4 of your short papers. You can then compare and contrast this text with something you have encountered in other classes, books, or experiences. Bring evidence from the text. The text should be at least 650 words.
Due dates: week 4 Thursday, week 7 Tuesday, week 9 Tuesday
I expect you to adhere to these deadlines but I will be flexible when it comes to submitting work late. If you have to hand in late work, please let me know before the deadline so we can make a plan. Late work must be submitted the latest by Monday of week 10. You will receive feedback for your late work and get full credit.
You can revise the first two essays to receive a better grade. Please hand in the revision before the next essay is due, the latest at the last day of class. You cannot revise the third essay, but should have developed the necessary skills for this assignment with the help of my feedback for the first two essays so you can excel in the third essay.
Criteria for grading:
a “B” essay:
an “A” essay has all of the above, plus:
a “C” essay has one or more of the following shortcomings:
a “D” essay:
an “F” essay:
At the top of the text in a separate line, state in one sentence what you claim about this passage (this resembles a thesis). Then write your puzzling section. Your reading will uncover layers of meaning that lead to a deeper comprehension of the text. The goal of these essays is to help you hone your skills in interpretation. We will model these essays in our daily discussions where we will focus on specific passages in texts to deduct meaning from them. You could talk about a certain word, about a phrase, a passage, or an idea or concept. Explain what the text means and how you interpret it. What layers of meaning are presented to the reader? This part should take a minimum of 3/4 of your short papers. You can then compare and contrast this text with something you have encountered in other classes, books, or experiences. Bring evidence from the text. The text should be at least 650 words.
Due dates: week 4 Thursday, week 7 Tuesday, week 9 Tuesday
I expect you to adhere to these deadlines but I will be flexible when it comes to submitting work late. If you have to hand in late work, please let me know before the deadline so we can make a plan. Late work must be submitted the latest by Monday of week 10. You will receive feedback for your late work and get full credit.
You can revise the first two essays to receive a better grade. Please hand in the revision before the next essay is due, the latest at the last day of class. You cannot revise the third essay, but should have developed the necessary skills for this assignment with the help of my feedback for the first two essays so you can excel in the third essay.
Criteria for grading:
a “B” essay:
- includes one sentence above the entire essay about what you claim in your passage (thesis-like)
- determines central ideas or themes of the passage and analyzes their development (if applicable).
- meets the length requirement.
- interprets words, phrases, methods, and techniques with textual backup that explain how specific choices shape meaning or tone.
- mostly cites specific textual evidence to support your arguments.
- shows a clear structure.
- has German that is easy to understand and follow. It is clear, concise, and compelling. It is mostly free of irregularities.
an “A” essay has all of the above, plus:
- summarizes details and assesses how they shape the content and style of the text
- always cites specific textual evidence to support your arguments.
- has German that is easy to understand and follow. It is clear, concise, and compelling. It only has a few irregularities. It shows a personal style.
a “C” essay has one or more of the following shortcomings:
- does not include one sentence above the entire essay about what you claim in your passage (thesis-like)
- lacks the central ideas or themes of the passage and only marginally analyzes their development (if applicable).
- does not meet the length requirement.
- only sometimes interprets words, phrases, methods, and techniques with textual backup.
- sometimes cites specific textual evidence to support your arguments.
- does not have a clear structure.
- has German that tends to be confusing or unclear. It shows a number of irregularities or those that cause reader distraction.
a “D” essay:
- fails to address the assigned task OR
- is written in German that hinders understanding
an “F” essay:
- was not submitted or submitted empty.
20% in-class mid-term group/individual exam (no revision possible)
I will give you a mid-term exam in class. For this exam, you will first work with the whole class to understand the text. You can use all material from class. You can also use an (online) dictionary to look up individual words. You are asked to only speak in German when communicating with your classmates about the text. I ask you not to google the text itself when you are on your computer accessing your files and the dictionary. After the whole-class portion, you will move to answer the questions individually without computer use. All answers should be your own. Your first draft of this mid-term is your final draft. If you have to miss the day of our mid-term, please inform me before if possible so we can make a plan. The group portion of this exam is important, so please do everything you can to be there for the day the exam is scheduled.
date: week 6, Thursday, in class
date: week 6, Thursday, in class
20% in-class final group/Individual Exam (no revision POSSIBLE)
During our final’s time, I will give you a final exam. For this exam, you will first work with the whole class to understand the text. You can use all material from class. You can also use an (online) dictionary to look up individual words. You are asked to only speak in German when communicating with your classmates about the text. I ask you not to google the text itself when you are on your computer accessing your files and the dictionary. After the whole-class portion, you will move to answer the questions individually without computer use. All answers should be your own.
date: March 14, 8:30-11am
date: March 14, 8:30-11am