There are three basic requirements for this course, presentation, paper and participation. Each comprises 1/3 of your term grade.

The presenter is also responsible for facilitating the discussion during the second part of the class (the instructor assists in this regard). Toward this end, along with the articles, he/she will distribute a list of a minimum of 3 focus questions (making sure that they cover all of the articles). These will provide the foundation for the class discussion.

On the day of the presentation, copies of a skeletal outline should be distributed thereby giving the class a sense of the scope and trajectory of the talk. All students must arrange to meet with the instructor at least two weeks in advance of the presentation to discuss their choice of readings, focus questions and overall approach to the topic. Typically, students arrange for an initial meeting well in advance of their presentation to discuss the topic and possible sources and then have a follow up meeting to finalize the reading list and focus questions.

Students will write an 18-20 page paper (for the concise and verbose, respectively) on the topic of their class presentation. It is basically a more formal version of the presentation that incorporates additional concerns and address lacuna raised during class discussion. A separate "paper guidelines" handout will be distributed with information regarding paper requirements and format. Students are most welcome to speak with me after their talk to discuss questions and suggestions for their papers.

The success of this course is dependent in large measure on the extent and nature of class participation. It is such a vital aspect (comprising a full third of the grade) that students will be evaluated at each session with regard to their contribution to class discussion. It is important to underscore that the focus will be on the quality, not the quantity of remarks. Students who are on the quiet or shy side need not feel intimidated in this regard. It is fully expected that every student say at least two foolish things during the term but at all times, comments and individual ideas about the concepts being discussed should be based firmly on the data in the readings. Based on comments from previous semesters, in order to facilitate an article-based discussion, students will submit a written responses to one focus question (their choice as to which) each week. The written responses should be a maximum of one and a half pages, whether handwritten or typed. If it is apparent that some students are not completing all of the reading (thus not being fair to the presenter who is also leading the discussion), written responses will be required for all focus questions. This has never been necessary in the past so it is hoped that it will not be required in future terms. The evaluation of the weekly focus question (excellent, very good, good, fair, poor) will make up a portion of the grade for participation.

Given the importance of participation, allowances will be made for a single absence (this includes absence for any reason including illness, coming or leaving more than 15 minutes late/early). For subsequent absences, students must write a three page summary of the topic for the week that was missed including discussion of the focus questions and all of the required articles. This must be submitted by the class session following the absence unless documentation is provided confirming that the student was precluded from doing so due to the nature of the initial absence; in such cases, additional time will be allowed. In fairness to the entire class, there will be a grade level deduction in the term grade of students who miss more than three classes with deductions for subsequent absences (this includes arriving/leaving more than 15 minutes late).