This is a proposed contract between students and instructors. It is to be negotiated during the first weeks of the semester before the final contract will be approved by a majority of students. The approved contract will be posted to the course website for reference.
General Student Responsibilities
Be responsible. Check the class website regularly. Spend time and care preparing your assignments. Use your technology to aid learning and discussion rather than to distract. Contact your instructor when problems arise as soon as possible.
Be generous. Acknowledge that we are together responsible for the quality of in-class discussion. Share your ideas, experiences, and viewpoints. Help create a class where people feel welcome and encouraged to share and be vulnerable. Vulnerability often exposes injustice, reveals insecurity, and shows the political contexts of a personal problem. Provide attribution when possible. Give people the benefit of the doubt.
Be adventurous. Speak up in class so everyone can hear. Ask questions. Do a quick web search when something catches your attention and share the results with the class. Try using words you’ve just learned. Disagree with your instructor and don’t let him off the hook until you’re satisfied.
Be Deliberate. Copy-edit final revisions of main assignments until they conform to the conventions of edited, professional English.
General Instructor Responsibilities
Be fair. Treat students with respect. Evaluate based on agreed upon criteria. Explain decisions. Be consistent.
Be reliable. Teach class on time and with purpose. Respond to messages within twenty-four hours. Give feedback on most assignments within forty-eight hours and one week for formal assignments. (exceptions made for late work or revisions).
Be helpful. Provide thorough, practical feedback for improvement on written work. Follow-up on questions that can’t be satisfactorily answered in class.
Be relevant. Relate the material to other contexts and classes. Post materials that intersect with discussions. Seek student input when class doesn’t seem successful.
Responsibilities by Grade
A
Produce essays of at least A-level quality regardless of the number of drafts required (see Writing Expectations);
Turn in all homework on time; with one (1) exception for a late assignment;
Participate in all classroom activities, with the exception that one (1) day of unexcused non-participation is okay;
B
Produce essays of at least B-level quality regardless of the number of drafts required (see Writing Expectations);
Turn in all homework on time, with the exception that one (1) unexcused and one (1) missing assignment is okay;
Participate in all classroom activities, with the exception that two (2) days of unexcused non-participation is okay;
C
Produce essays of at least C-level quality regardless of the number of drafts required (see Writing Expectations);
Turn in all homework on time, with the exception that three (3) missing or unexcused late assignments is okay;
Participate in all classroom activities, with the exception that three (3) days of unexcused non-participation is okay;
Writing Expectations by Grade
A level
Exceeds many expectations for college-level writing and encourages the reader to engage with the author’s argument. The reader appreciates the author’s style and clarity.
- Professional format (MLA); descriptive title; relatively free of mechanical errors; varied use of sentence structure for positive impact
- Central idea is clearly defined and well developed; essay has clear purpose; demonstrates thorough knowledge of the text
- Demonstrates close reading and analysis by using abundant meaningful evidence; examples that are vivid and specific
- Logically organized, cohesive, easily followed; effective transitions;
- Tone is clear, consistent, and appropriate for the intended audience
B-level
Meets expectations for college level writing and the language generally does not impede the reader from engaging with the author’s argument.
- Paper has logical structure with some ambiguities or irrelevances; easily followed; basic transitions;
- Standard format; uses complex sentences with few mechanical errors
- Vocabulary is varied, subject-specific and appropriate; writer’s tone emerges and is generally appropriate for the audience;
- Central idea and purpose are generally clear throughout the essay;
- Evidence of critical careful thought and analysis; relevant supporting examples.
C-level
Meets some expectations for college level writing but the reader can be distracted from the argument.
- There is some level of organization though digressions, ambiguities, irrelevances are distracting; Paper is difficult to follow with some ineffective transitions;
- Inconsistent format; use of compound sentences; distracting mechanics;
- Vocabulary is used correctly though sentences may be simple; infrequently uses subject-specific language correctly; writer’s tone exhibits some level of audience sensitivity;
- The central idea is expressed although it may be too broad, overly general, or vague; some sense of purpose is maintained throughout the essay; some evidence of careful critical thought; some evidence is offered although it is often general.