o Six times throughout the semester, each student will reflect in writing on the assigned course material. The aim of this assignment is
1) to enhance your engagement with and understanding of the course material and
2) improve your writing.
3) better prepare for discussion sections
o Entries are limited to one page, double-spaced Times New Roman Font, size 12 font
o These entries can take the form of 1) p ersonal reflection (PR) 2) interpretive/analytical engagement (IA). PR entries use course texts as a springboard, IA entries dive into course texts. Students must also indicate which kind of entry they are writing on the top of the page.
o A total of six entries is required.
▪ At least three must be a sustained interpretive/analytical engagement with a course reading assignment. Examples of interpretive/analytical engagement include analysis of a key term from a text, a comparison of two texts to one another around some specific issue, or a close reading of a particular passage. Mark these entries “I/A.”
▪ Examples of p ersonal reflection (max 3) entries include assessment of a conversation you had with someone, creative response to a news or media item, introspective intellectual or personal observation, etc clearly related to the course and the broader issues of religion in modern history. In all cases P/Rs should use course readings as springboard into your analysis. Be creative. Mark these entries “PR.”
o As you complete the entries, upload them to blackboard. Exactly three entries must be uploaded prior to final discussion section before the week of the midterm (October 13th). If you would like input on your progress, make an appointment to review one or more of the entries with the professor. Absent this appointment, your first feedback on these will be around the time of the midterm exam. On the day of the final exam review, all six entries must be uploaded to blackboard. No late portfolios will be accepted.
o Grading Criteria for Reading Reflection Assignment:
1) Form: Did student complete all assignments? Are assignments well-written? Do they witness to careful and deliberate preparation? Are dates and time spent on the entries clearly indicated? Are there proper citations to works discussed, summarized, or quoted? [Parenthetical citation is fine for course materials. For example, if this sentence quoted or referenced page 22 of James Baldwin’s, T he Fire Next Tim e, you would end the sentence like this (Baldwin 22). For other texts, use the Chicago Manual of Style (available online).]
2) Content: Do at least three entries fulfill I/A criteria (see above)? Does the student thoughtfully engage course materials and treat specific issues thoroughly, given the time constraint? Does the student show increasingly sophisticated integration of course material and an ability to think across our texts and themes?Has the student identified and tackled complex or subtle issues?
3) Creativity: How creative has the student been in the assignments? Does the student experiment with a variety of approaches? Has the student shown a willingness to challenge themselves and to experiment? Do the entries witness to a purposeful struggle with the texts? Is the student making compelling connections to non-course material?
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