Discussion forums (see making up a week’s discussion threads)

This is really the most critical part of the course. This is the online discussion part of the class in Canvas. I have high expectations for effort in this portion of the course, and it is a week-to-week proposition.  This may be different from many online courses you’ve had, but it trips up more students than any other assignment type, so read carefully. Some general rules (also, refer to the course calendar for discussion due dates):

• Timeliness. You need to do the discussion while everyone else is. No going back three weeks later, they’ll already be graded. There is no point in calling it ‘discussion’ if it’s simply a forum for a weekly posting. Students are entitled to two make-ups (see that on page 4).
• Weekly requirements. You need to post every week—One majorposting responding to the prompt in each thread I create in the discussion forum for the week, and at least one reply to someone else’s post (although more if you’re shooting for A range). This means if you’re shooting for ‘A’ level work, you should have at least three or four total posts per thread. Some weeks there will be one prompt; others two.
  • The major post—This one needs to demonstrate you have: done the readings; responded to the prompts in the discussion thread(s); informed your post with source material (assigned readings and the lecture pages); and communicated your ideas in a thoughtful and coherent way. You can’t do this in a few sentences, or even one paragraph. Also, I look favorably on people who bring other relevant sources into the discussion (sources of a high quality and level of credibility).
  • Other posts—Respond to posts in the thread. For full credit, these need to be something you have thought through—gut reactions are, as economists might say, necessary but insufficient. These are discussionforums, so make sure you’re contributing to the discussion in non-trivial ways. I’m looking for evidence of learning, not just fulfillment of a requirement to receive points.
• Intellectual effort. Your posts should show evidence of thought. That doesn’t require them to be long—some long posts are full of filler, some short ones dense with insight. So I’m looking for preparation and intellectual effort on your part. If I can’t tell for sure from posts that a student has done any of the readings, that’s filler or just opinionating disconnected form the source material. Bringing in outside sources you’ve looked up is always a way to score points. So it’s not just length, although it’s close to impossible to show evidence you’ve been reading and thinking about a topic in a couple of sentences.
• Citing sources—at the end of a post where you’re discussing a reading, you need to cite the source. I know I know—it seems silly. It’s just practice, and it will make this a more automatic process for you and improve your paper-writing efficiency.  APA style, or mine (see how readings are cited).

There are several kinds of posts that can gain you credit:

• Pose a question for the group. But then try to answer it or explain why you asked it.
• Provide other research or web resources you’ve found that shed light on a subject we’ve been discussing.
• Summarize a long discussion thread and try to distill it down to one or a few issues.
• Reply to others’ postings—agree, disagree, elaborate, ask a clarifying question, etc., the main thing is that you provide evidence and some logical argument to back up your point(s).
• The key then, is to demonstrate intellectual effort well beyond expressing an opinion.

Points will be based on the following criteria:

• Your effort in reflecting on the questions or the readings/lecture material. To receive full credit, show you’ve not only done the readings, but understood them and used them as evidence to support your ideas. If all readers see is opinion seemingly uninformed by course material, points will reflect that. You’ll quickly learn it doesn’t substitute for thoughtful posts informed by the reading material. That stated, you don’t have to agree with the material in class, but critiques should address authors’ points in the material.
• Your grasp of the topic. You don’t need to show mastery of each reading or topic. But ask questions where you’re unclear to clarify your understanding and show me you’re putting in effort. If you try to do this without referring to the readings or lecture material, I won’t even know if you’ve read it.
• Communicating your ideas. Thoughtful, organized writing works. Complete sentences, spell-checked, paragraphs to separate points and create some white space for the reader. If you’re citing something, do it correctly, give us a web page. ‘I agree’ is great when it’s followed by a well-reasoned explanation. There are points for writing (description).
• Bringing in outside materials. I encourage this. But when you’ve evaluated these materials. Are the sources credible? How would we know? And full citations on outside materials, please (good practice).
• On opinion. . . Opinions can add to the course. Where informed by, and grounded in the course material. Here’s a test they should pass before you hit submit: If the post could have been written by someone walking in off the street who hadn’t read any of the material in the course . . . more effort, please.

Public discussion is where we debate and exchange ideas. Civility rules. I will deal with personal attacks swiftly, privately if need be, but firmly. Don’t let your participation style discourage others from engaging.

Worth 24% of overall grade (120 points—12 points per week … and an additional 5 pts/wk for proofreading your posts and replies).