Boiler-plate material
Ana Adams left a comment of the previous post suggesting that the department should consider creating some syllabus template material for 3104 out of the various departmental, CLA, and University handouts about grades, policies, etc. I think that is a great idea with regards to what we might call "Boiler-plate material" about disabilities, sexual harrassment, general grading standards, etc., However, even within departmental guidelines, I believe we should allow instructors to specify their own grading criteria based on the material they teach, as long as they are spelled out clearly. I have provided my model, but I am sure my colleagues would not want to be obliged to use that.
Ana's suggestions follow. Do you have different/other material to share?
Here is one difference in my statement of policies: I do not send students to the DUS for permission for an Incomplete; I make that decision. I don't recall if my syllabus had a written statement about that or not (I generally do include one). I'll go check!
Also, while I do not allow make-up work, I would not say "for any reason" in a policy statement, given that I would arrange an extension for someone with a documented medical condition, or arrange special exam circumstances for someone with a documented learning disability, etc.
Make ups
Please take special note that no late analytical essays, or other formal written assignments will be accepted for full credit, nor will “make-up� examinations be administered under any circumstances. If you miss a “pop� quiz or a major examination for any reason, you will automatically be assigned a grade of «F.» Should a problematic situation arise, please consult with your instructor at your earliest convenience.
Grading Percentages
Following the recommendation of the Executive Committee of the Department of Spanish and Portuguese Studies, and in accordance with the University of Minnesota’s “Uniform Grading and Transcript Policy,� the following table of conversion of percentages to letter grades shall be used by all instructors:
A/F students must have a score of 60% or higher to receive credit for the course.
S/N students must have a score of 70% or higher to get an S.
A = 93-100 B+ = 87-89 C+ = 77-79 D+ = 67-69
A- = 90-92 B = 83-86 C = 73-76 D = 60-66
B- = 80-82 C- = 70-72 F = below 60
No grade of «I» (Incomplete) will be granted for this course without a personal interview and express permission of the Director of Undergraduate Studies in the Department of Spanish and Portuguese Studies, Dr. Barbara Weissberger
Plagiarism
Plagiarism, is not accepted at the University of Minnesota. Plagiarism, a form of scholastic dishonesty and a disciplinary offense, is described by the Regents as follows: "Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; or altering, forging, or misusing a University academic record; or fabricating or falsifying of data, research procedures, or data analysis.
DEPARTMENT OF SPANISH & PORTUGUESE STANDARD CRITERIA FOR GRADING UNDERGRADUATE STUDENTS
Please take a moment to familiarize yourself with the “University of Minnesota Grading Standards� as well as the College of Liberal Arts’ “Standard Criteria for Grading Undergraduate Students� that particularly addresses issues pertinent to the mission of this course: what constitutes original analytical composition; oral presentations in class; classroom participation; and take-home essays and examinations.
I. Criteria for correcting oral presentations & class participation. CLA standards.
Oral presentations and class participation require of students deep reflection on the major themes, topics and issues presented by a specific playwright. In addition to demonstrating an understanding of the assigned task, criteria for grading oral presentations and class participation include judgment on the quality of the research and documentation of the responses, expository techniques and style, use of appropriate examples from the assigned readings, originality, and demonstrated holistic understanding of the subject matter. Class dialogue, lecture, videos, discussions, and your own informed interpretation could help to enhance your chances for a better grade. In addition, you may also argue in favor or against the author’s views, but only after those views have been clearly stated. Course instructors have been appointed by the University of Minnesota to serve as official evaluators and interpreters of the performance of any student officially registered in their course(s). You will be graded accordingly every class.
II. Criteria for correcting take-home exams. CLA standards
Take-home exams require of students deep reflection and intensive writing on the topics under consideration. In addition to demonstrating an understanding of the questions, criteria for grading exams and papers include the quality of the research and documentation of the responses, writing skills, expository techniques and style, use of appropriate examples from the assigned readings, originality, and demonstrated holistic understanding of the subject matter. Needless to say, students who write longer essays and follow the above criteria may have a better chance to obtain higher grades. Course instructors have been appointed by the University of Minnesota to serve as official evaluators and interpreters of the performance of any student officially registered in their course(s).
1. Following the above criteria, and based on the in-class oral presentations, dialogue, lecture,
videos, discussions, and in your own interpretation, you must state, accordingly, what the
major themes and issues are in the assigned plays, and what the author’s major themes,
preoccupations, questions, solutions and issues are in the assigned critical readings.
2. Refrain from repeating or rephrasing entire passages from introductions and other critical
readings.
3. Reflect, develop and write a critical essay providing your own learned interpretation and
opinions on the issues in relation to the assigned texts (plays and critical readings). In addition,
you may also argue in favor or against the author’s views, but only after those views have been
clearly stated.
4. You should also understand that you must develop an essay, not an encapsulated version of your
answer. The instructor needs to know if you have read all the requested reading material for the
exam, and needs to find out how you arrive to your conclusions in order to properly evaluate your
answers.
5. If examples coming from the plays /readings are requested, you must include them in your exams
in order to avoid point deductions. Your examples must be short and precise.
6. Review your Spanish work in order to avoid grammatical, syntactical, and spelling deficiencies.
Points will be deducted if your Spanish writing is less than acceptable: this will be determined by the
instructor.
7. Write your take-home answers by yourself, not as a part of a study group.
UNIVERSITY OF MINNESOTA, DEPARTMENT OF SPANISH & PORTUGUESE STANDARD CRITERIA FOR GRADING HONORS STUDENTS
Original Research Papers require of students deep reflection and intensive writing on the topics under consideration. In addition to demonstrating an understanding of a given task, criteria for grading papers include writing a clear proposal, performing research quality by using appropriate documentation and current bibliography, writing skills, expository techniques and style, use of appropriate examples from research publications, originality, and demonstrated holistic understanding of the subject matter. Needless to say, students who write longer essays and follow the above criteria may have a better chance to obtain higher grades.
1. Following the above criteria, and based on the in-class oral presentations, dialogue, lecture,
videos, discussions, your own research and interpretation, you must state, accordingly, what the
major themes and issues are involved in you academic investigation.
2. State what the author’s major themes, preoccupations, questions, solutions and issues are in the
researched critical readings.
3. Reflect, develop and write a critical essay providing informed interpretation and opinions on
the issues in relation to the assigned texts (plays and critical readings). In addition, you may also
argue in favor or against the author’s views, but only after those views have been clearly stated.
4. You should understand that you must propose, write and develop a coherent essay, not an encap-
sulated version of an essay. The minimum amount accepted for full Honors credit is ten full-
written pages: title page,bibliography /notes pages are not included within the ten page minimum.
If you write less than 8 pages, points will be deducted.
5. You must include functional and short examples, coming from plays and critical readings, to
illustrate your statements in order to avoid point deductions.
6. If your essay does not meet the quality requirements indicated herein, you will not be
recommended for Honors credits.
7. Do not recycle or rework a paper previously written for another class. Your work must be
original and new. Limit the information you may get from the Internet. Review University
regulations about the use of Internet materials.