Total points possible for participation: 150 (6 weeks x 25 pts possible per week). See assignments for more detail on points in the course. Check out the schedule page here for detail on readings and topics of discussion.

Note: The small group part of class is stand-alone–you will not be tested over it on exams. Exam material will come from the regular readings schedule. The exception is the week 3 group project on news coverage, which will be fair game on the midterm

What to bring on Small group days: The abstract

You should bring to class an ‘abstract’ to class (or send it to my email). The abstract is part summary/part analysis, between 150-200 words total, that responds to the following:

1. Briefly summarize the assigned articles (1-2 sentences at most for each), and at the end briefly analyze–what did you learn, how do the sources compare to each other, etc.?
2. Relate the articles to the class–what have they to do with social problems?
3. Basically I’m looking for you to show me that: a) you read all the assigned articles, and; b) you got something out of them.
4. If you forget to bring your abstract, email it after class.
5. Only one abstract for all the articles–not one per article.
6. Somewhere on the page, include the full citations for the articles you read. You need to read all the articles, to get the full spread of perspectives and viewpoints. If there are four and you read and discuss two, don’t be surprised if you only get half the points possible for that week. The cites are right there, it doesn’t take a rocket scientist to figure this out. But if you don’t do this, you’ll lose a point. I don’t want just the website home page either–author, date, title, publication, URL. A full citation. APA or MLA style is fine.

The abstract is worth 40% of the point total–ten points out of 25 for the week. You’ll be evaluated on a plus, check, or minus system.  10 pts means you showed that you both read and got something out of the readings. 4-7 pts means you may have turned something in, but it’s not clear you read, or you read, but it’s not clear you got anything out of it. 1-3 pts means it isn’t clear you either read the articles or got anything out of them. But you did submit something. A ‘0’ for no abstract.

Turning in late papers–it is always best to contact me if you won’t be in class. You can have one excused absence or late abstract. If you send it electronically the next day, you can still get full credit. If you wait until the next discussion period, you’ll lose another point (so the highest score you could receive would be 17 points). If you’re missing an entire discussion and want to make it up, you need to turn in an expanded abstract of two pages (see description below), double-spaced, where you include both your abstract, and responses to the questions from class (which I will make available on the small group readings page after we’ve finished that week’s discussion). The point of this part of the class is participating in discussion in small groups, so you only get one excused absence, then you’ll begin losing points for not being there.

Expectations for group discussion

Preparation and participation:

• Students should have read the online material posted for that week, and be prepared to discuss it;
• If you made print copies of the articles, sure, bring them to class, you might find them useful;
• Participation means more than sitting, nodding, even writing. If there is a problem with group members not contributing, it becomes pretty evident to the keen observer;
• It is important to stay on task–avoid tangents, make sure you’re discussing the questions posed, addressing the issues in the reading. Our time is limited, and if you don’t, it will likely be reflected in the paper your group turns in.
• On phones–if you’re using it for anything other than looking up information, it can cost your group points. I won’t necessarily tell you this at the time, either.

The group paper to turn in:

• Each group will turn in one set of responses to questions I’ve given you, due at the end of class, which should reflect your group’s discussions; neatness counts much less than evidence of thought. Make sure everyone’s name is on it. You can also create a Google Doc and send me the link.
• The group needs to choose a scribe–someone to write; write everyone’s name down who’s present, and you should choose a scribe who is talented at translating a conversation into a thoughtful response on paper.
• For each set of group responses to questions, the group needs to make it clear that every member is engaged in the discussion. Show on what you turn in that each member has had something to say. 
• No cell phones! If a group member is caught checking texts or doing anything on the smart phone not directly related to the assignment, the group can lose points. That’s my rule, to minimize distraction.
• The scribe’s job is to document the discussion/thought processes the group is going through. Responding to the questions is the point of the exercise, most of the time; it’s pretty easy to tell when the scribe and the group aren’t in sync . . . So no matter how great the discussion, all I will see is the responses on paper when they’re grading. If you put effort into the conversation, just make sure that’s reflected in the written responses.
• The paper will be evaluated based on how well the group stayed ‘on task,’ responded to the questions, included diverse points of view, and showed evidence of thought; that is, summaries of the articles don’t show that you’ve been engaged in debate and discussion. Don’t skip questions or subquestions. I take time to think them through, I expect you’ll do the same.
• Mutual respect–this class isn’t about changing people’s minds or ‘converting’ them to (y)our way of thinking. I expect people to show each other mutual respect. Disagreement is fine, even expectged. But respectful disagreement–we’re not here to raise blood pressures because we don’t think alike. If there is disagreement in your group, it’s fine to reflect that in your written responses. But most of the questions ask you to engage the material in more rigorous ways. Opinions uninformed by the assigned material don’t show effort to prepare and engage the prompts.

60% of the discussion group grade will be based on the quality of the paper turned in by your group each week. 13-15 points for a job well done. You can lose points for not responding to questions, doing a mediocre job, personal use of cell phones, or not ensuring that everyone in the group is participating. 2 points for attending, 11 points for thoughtful discussion, and 2 points for making sure everyone contributes, which might mean ensuring that majority and minority viewpoints are present in your written responses to questions. 

Attendance, make-ups

• If you have to miss class (an excused absence), let me know in advance, or as soon after class as possible. You will then be allowed to make the work up once–by doing both the abstract and responding to questions–in lieu of attendance. The make-up at the latest is due at the next week’s discussion session (so the following week). Everyone gets one excused absence. Exceptions on a case-by-case basis. After that, you miss points for not participating in groups, even if you turn in an abstract. If you miss a discussion group session: You can make up a missed session if you turn in an abstract as you normally would have, and complete the questions as you would have in class. The questions are posted at the bottom of the web page with the readings/instructions for each week’s topic. Respond to those questions (following the directions), paste your abstract at the top or end, and email your make-up to me as a file attachment. Within a week. For the make up, you’ll be expected to spend about the same amount of time responding to the questions as you would have in class (50 minutes). It’s not hard to tell.