Making up discussion threads
(you’re entitled to two of these)
Make-up is designed for those who’ve missed a week–so do not go back in after a discussion thread has been graded and post–you’ll have to use the following guidelines. I will accept make-ups until Sept 6, but you can complete and submit them at any point in the term. Papers should be no longer than 4 pages, double-spaced (11 or 12 pt font) in length. There will be a place to submit them directly in Canvas. This is how I would like you to structure the make-ups:
- What for you were the most important points that you took from the readings, discussion and lecture material for the week? This is an exercise in abstract thinking—what is the ‘big picture?’ You should touch on each reading assignment, discuss any common threads between them, or differences. I want to see what you got out of the readings and the week’s topic, and gauge your depth of understanding. I’m not looking for book reports here—do some summary, but your paper should be no more than 1/3 summary (and no less than 2/3 analysis).
- Demonstrate you read the discussion forum. I don’t need a play-by-play blow of people’s postings, I just want you to demonstrate you went through the postings, and got something out of the process. How did people respond to the material for the week? What was your take? Just keep in mind—take a stand, but don’t make points if you’re not going to support them with evidence or logic.
- Standards. This is making up for your having missed the discussion boards, so I expect the same amount of intellectual effort to go into the make-up. Good writing, use of complete sentences, paragraphs to change ideas, citing of authors’ works at the end. You can submit it to Canvas, just make sure you specify which week you’re making up.
- Strategy. If you have to choose, make up the week where you have the most points to potentially gain. This sounds pretty straightforward, but you’d be surprised how many people will do one of these to get from a ‘15’ to an ‘18’ (out of 20). Use this to get from a ‘0’ to a ‘15’.