Reading Responses

ImportantDue

Done in class only, during the first class meeting each week.

Over the semester, you will write 10 to 12 short Reading Responses in class. These are intended to be regular, lower-stakes assignments that assess your ability to independently

  1. understand an author on their own terms;
  2. understand the relationship among the problem an author analyzes, the argument the author makes, and the evidence used to support that argument; and
  3. synthesize readings with other readings and class discussions in the course, with the goal of generating new ideas or insights.

The best way to prepare for these responses is to read the week’s assigned readings with the goal of understanding the problem statement, argument, and supporting evidence. See Reading Strategies for tips on this.

Written responses (10 min)

Each Reading Response begins with devices and notes put away, and with a prompt about the assigned reading(s). You will have 10 minutes to respond on paper, using a black or blue ink pen and paper.

The prompt will require both recall and thinking. You might be asked to explain an argument, analyze the relationship between argument and evidence, apply a concept, connect readings, or draw together ideas from several weeks of the course. Prompts will focus on major ideas and arguments, not on obscure details from readings.

Swap and discuss (5 min)

After 10 minutes of writing, you will set your pen aside, swap your response with one of your group members, read that response and ask 1 question about it, and then answer 1 question asked about your own response. No writing or editing may take place after the inital 10 minutes.

Class discussion (10 min)

We will use the prompt, written responses, and your discussion as an opening discussion for the week.

Assessment

These responses make up 20% of your course grade. The 2 lowest marks (or missed responses) will be dropped, and the rest will be averaged. I will assess responses after class using the Assessment rubric, focusing on quality of your thinking rather than the quality or polish of your writing.

I will not provide written individual comments on Reading Responses, but will indentify patterns in the class’s responses useful for further discussion.

WarningAssessment

The response is legible enough to assess and in blue or black ink.
The response demonstrates expected recall of key points from the reading.
The response demonstartes expected intellectual engagement and understanding of the text (i.e. “thinking”).