Precis Scoring

Electronic Devices in Class

• Not a requirement to have an electronic device.

• Suggestion to sit near someone who can assist with device use if needed.

• Use of Canvas for class activities.

Note-Taking Guidelines

• Encouragement to take notes during the activity.

• Notes can be entered directly into an online entry box on Canvas.

• Submissions will count as participation for the class.

• Option available for those without computers to do media recordings for notes.

Scoring for Social Responsibility Objective

• Emphasis on understanding the social accountability aspect outlined.

• Reference to prior class activities to establish scoring levels.

Levels of Understanding

• Level Two:

  • Definition: Student identifies a social issue or community but lacks depth.

  • Example: General statements about American texts without specifics.

  • No detail or deeper analysis is provided, leading to a superficial understanding.

• Level Four:

  • Definition: Student identifies social issues and begins to explain them.

  • Explanation may be vague or not fully develop the argument.

  • Example: If identifying certain aspects of Kate Chopin's work, it might involve naming characters but not engaging in deeper analysis.

  • Important to avoid only stating obvious themes or observations.

• Level Six:

  • Definition: Adequate understanding that includes identification, textual evidence, and surface-level contextual relevancy.

  • Involves a deeper connection to the historical or social context surrounding the text (e.g., Walt Whitman's poetry informed by the Civil War).

  • Requires that explanations are more than mere observations but involve critical engagement and reasoning around textual evidence.

Contextual Framework in Literary Analysis

• Importance of placing literary works in historical context.

• Example of Walt Whitman's work reflecting societal issues, including systemic oppression and societal norms during the Civil War.

• Understanding that literature is intertwined with social, political, and economic contexts.

Evaluation Criteria and Scoring Methodology

• Student evaluation should be based on the work's content, not personal biases towards the topic, work, or author.

• Scoring must involve:

  • Identification of social issues or themes.

  • Support from textual evidence.

  • Critical evaluation of the argument made by the writer.

• Scoring scale breakdown:

  • A six indicates all three criteria met.

  • A four indicates two out of the three met.

  • A two indicates only one criterion met.

Suggested Scoring Process

• Suggest students underline or note important aspects while reading provided texts to frame their evaluation efficiently.

• Importance of distinguishing between textual evidence, identification, and deeper evaluation within their notes.

• Clarification on how to articulate reasoning for scoring, especially if awarded scores of three or five.

• Importance of thinking critically about personal experience or interpretations connecting to texts.

Completion and Submission of Assignments

• Artifacts due by Friday morning, typically 9 AM.

• Flexibility to submit class notes for revision after initial submit.

• Final notes must include at least four sentences of justification for scoring.

• Preparation for further discussions and learning objectives in upcoming classes.

Final Reminders for Students

• Notes should be formatted clearly, illustrating the levels of analysis related to each scoring narrative.

• Students are encouraged to revisit and refine their scoring rationales before final submission.