Assessment & Evaluation

You will do several different kinds of graded work in the course, all designed to serve the various learning goals. I will provide further details on each assignment in due course, but this gives you a rough outline of the kinds of assessment you can expect.

Analytical papers (2)—35%

These papers will help you develop your skills in critical thinking and persuasive writing. The rubric for them emphasizes thesis development, use of evidence, and clarity of expression—all components of good writing and thinking that we will work on in class. For both of these papers, you will produce an initial draft and then revise it with feedback from our Writing Consultant.

The assignment for the first paper is here.

And the assignment for the second analytical paper (third paper of the semester) is here.

Final project—30%

Your final project may combine library research with creative expression, and will allow you to explore both what makes a fairy tale entertaining and why it matters. It will proceed in stages, with work accomplished both in and out of class and with feedback at various points along the way. The project will have several options, among them a proposal for a theatrical production at UR, or—if we can work out the details—a brief theatre piece for children. You may also develop your own project with guidelines that I’ll share later. You will present your final project in class as well as turning in written materials (bibliography, proposal, and reflection) at the end of the semester. The rubric for this project emphasizes clarity of purpose, originality, and appropriate use of resources.

Class engagement, including informal writing, reflection paper, and “show and tells”—25%

Class discussion is the lifeblood of the course—it is how we both create and share new knowledge. Some discussions will be in small groups, others in the full class, but we will have some discussion every day. Many of our discussions will be primed by either in-class or out-of-class writing, including freewriting, discussion prompts, response papers, and reflective pieces. Periodically throughout the semester you’ll receive feedback on your class participation; you may also want to review the rubric for engagement here.

Learning portfolio—10%

At the end of the semester, you’ll assemble most of the materials you’ve produced during the semester into a learning portfolio which you will turn into me with an essay in which you reflect on what you’ve learned over the course of the semester. I’ll also ask you to write a letter to a future student in this course, suggesting tips for success.


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