PHIL 203: Ethics
Under Construction for Winter 2025

Assessment

  • DO:
    • Think ahead.
      • This is a challenging class and you'll be held to a high standard, so don't expect to be able to throw great work together at the last minute.
      • Make sure you stay on top of upcoming assessments and give yourself plenty of time.
      • If something isn't clear or you'd like my thoughts about your preparations for an assignment, ask well ahead of time. It's usually best to ask in a class in advance of the assignment - and you'll get participation credit that way. Office hours and email are fine too - just don't imagine that I spend my days refreshing my inbox just in case a student has asked a question the day before something's due.
      • But don't panic! Just keeping up with the basics gets you a long way.
    • Participate.
      • Try out ideas and check your understanding by speaking up in class
      • Come to office hours or arrange a Zoom meeting to deepen your understanding of class content and to refine your grasp of assignments (or just to have a nice philosophical chat).
      • I'm very happy to talk with you about early versions of written work if you want to check you are on the right track or iron out some wrinkles before you submit for grading. This works best if you seek feedback well ahead of time.
    • Claim the easy points.
      • Don't leave the easy stuff on the table. Most obviously, that participation credit is there for the taking.
    • Be proactive.
      • Take a moment each week to think about how you are doing. If you are happy, great. If you have any concerns, don't let them slide - talk to me!
  • DO NOT:
    • Throw points away.
      • Make sure you don't miss deadlines.
      • Before you submit, have one last look at this page to ensure you haven't neglected any requirements. (* Pay special attention to items marked with a '*'! You will lose grade if you neglect such items or any of their sub-items.)
    • Wait 'till the end.
      • Every semester, after the last class has happened and the last deadline is safely in the past, someone finds themselves wondering if they can do anything to get a better grade. The answer is - No. Too late. The class is over. Make sure you plan for this reality and put the effort in during the semester.
The low % borders for letter grades are:
  • A+: 96.6
  • A : 93.3
  • A-: 90
  • B+: 86.6
  • B : 83.3
  • B-: 80
  • And so on...
  • F: 50
  • Non-submission = 0
These are the real cut-offs - Your final score will not be rounded up. For the mathematically inclined, when the question is, 'Does score x meet or exceed boundary y?', the correct mathematical operation is truncation. So, if you have 89.99%, then you are below the cutoff for the A range - rounding up hides that mathematical fact but does not change it. I know, of course, that many instructors round up by default: they might, for example, take anyone with 89.5% and boost them up to an A-. But that is straightforwardly equivalent to pretending that the low border of the A range is 90%, when it is secretly 89.5%. Though I don’t think such subterfuge is terribly immoral, on balance, I prefer to tell you the actual cut-offs.

X%

  • Extra credit is not a routine element of grading, and I do not entertain individual requests for extra credit assignments - not during the class and especially not after it is over. However...
    • If there happens to be a relevant UD event, it may be announced as an extra credit opportunity. (And if you notice a good event, please let me know!)
    • I often find myself inspired to give out extra credit in recognition of exemplary class citizenship.

20%

  • Main consideration: Did you help enrich the class experience for everyone?
    • Join the conversation, say what you think and (more importantly) why you think it.
  • There are two main ways to contribute - the best students do both:
    • Join the discussion in class:
      • Ask 'silly' questions and speak up when you don't understand.
      • Question and challenge class readings, your colleagues, and your professor.
      • Try out your own view.
    • Although some classes may only have an in-person participation option, most have the option to participate in online discussions using the class topics set up in Canvas@UD forums:
      • Post brief questions or thoughts on assigned readings before class.
      • Once you post your initial response, you will be able to read and respond to other people's posts.
      • Mere agreement or repetition do not count.
  • How to claim your participation credit.
    • In person:
      • Make a note when you say something during class (including follow up questions and comments), then email me a bulleted list after class.
        • Use this exact email subject line:
          • 'Participation' + class code Give the section number with no spaces, including the section code. E.g. "Participation PHIL123010"
        • Body of email:
          • A bulleted or numbered summary list of things you said E.g.
            • Reminded you to explain the upcoming assignment.
            • Suggested the paper was arguing by analogy.
            • Asked what you meant by something being a necessary but not sufficient condition.
            • Questioned your example of a necessary but insufficient condition.
          • Do not include anything other than your participation notification as it will probably be missed. If you have other questions, send a separate email.
      • To ensure full credit:
        • Send your email the day of class.
        • Use the exact format stated above.
        • Late or wrongly formatted notifications will probably be counted if the relevant information is clear - but participation recording is semi-automatic so no guarantees.
    • On Canvas:
      • No need to do anything. The count will be tracked on Canvas.
  •  Scoring:
    • This is easy credit - don't let it slip by!
    • Scoring is structured to handsomely reward consistent participation throughout the semester.
      • It is perfectly possible to max out participation with two or three contributions to each class. (And 100% on your participation score is a big help for your overall grade.)
      • A missed class here and there needn't matter, but don't expect to make up a lot of ground by frantic posting late in the semester.
      • There is no allowance or adjustment for absence, even excused absence.
    • The 'quality' of your contribution is not an issue - all that matters is having a go.
    • Mere attendance does not help your grade.

5%

  • You get a bit of credit for every quiz completed and submitted on time.
  • All six quizzes = 100% Quiz Completion Credit.
  • No quizzes are dropped in calculating Quiz Completion Credit.

Tue
Sep 17
end of class
5%

  • You know you can make them, but can you demolish them? Your mission is:
    • Find a truly terrible argument on the web.
    • Set out the essence of the argument.
    • State the main thing that is wrong with your target argument, and explain why the problem is fatal.
  • General guidance:
    • Preparation:
      • Familiarize yourself with these instructions, the worksheet (see below), and review these examples of what to do and what not to do.
      • Find a candidate bad argument or two well ahead of time, and have at least a general sense for how you would complete the assignment for your target bad argument.
      • Feel free to ask about potential arguments ahead of time in class or in office hours.
    • Completing the assignment:
      • Start by having every group member give a very concise presentation of their candidate bad argument, so that the group can decide which one to pick.
      • Use this Bad Argument Assignment Worksheet. Read the worksheet carefully as you complete it – it contains lots of checks against common mistakes, so don’t ignore them.
      • Submit via Canvas@UD.
    • *DO NOT use a source that is presenting and discussing your target as an example of a bad argument. This is plagiarism and will result in an automatic zero.
  • Grading:
    • A:
      • Exegesis: You correctly identify the specific conclusion of the target argument. You clearly and explicitly set out each step of the target argument. You justify each step, especially those not explicitly stated in the source.
      • Thesis: You clearly identify a specific problem with the stated argument, with no distraction from the core issue.
      • Argument: You make a strong case that the specific problem you have identified is fatal to the argument. (This may be easy if you have a clear target, and it really is gloriously bad.)
      • Style: You present everything in a way that will make both what the argument is and why it doesn’t work clear to a middle schooler.
    • B:
      • Exegesis: You state a reasonable interpretation of the conclusion of the target argument. You give a reasonable interpretation of the target argument with minimal irrelevance to distract from the key points. You give reasonable justifications for your interpretation, though maybe leaving some scope for your target
      • Thesis: You raise a reasonable potential issue for the argument, but may not be clearly focusing on one specific point.
      • Argument: You make a plausible case that the problem you have identified is a genuine issue for your target argument, but it may not be obvious that it is truly fatal.
      • Style: The essential substance is stated but may be hard for a middle schooler to follow.
    • C:
      • Exegesis: Your interpretation of the conclusion of the target argument is unclear or off-base. Your account of the essence of the target argument is missing key steps, listing claims without clear connections or justification, or throwing in things that aren’t there in the source.
      • Thesis: The issue you raise is unclear or does not look like a big problem for the target argument (e.g. attacking a claim your opponent is not making, quibbling about a side-issue, or focusing on a minor point that could easily be addressed without serious impact on the overall argument). You raise a bunch of points, but it’s not clear why they matter or difficult to see what you are really committing to.
      • Argument: Your defense of your thesis is unclear or unconvincing. You may be giving your opponent easy ways to counter your critique.
      • Style: Your writing is hard to understand even for someone familiar with critiquing arguments.
  • Groups:
    • Work in a self-assigned group of 5-ish people. (Must be at least 3 for class participation credit.)
    • You are welcome to pre-arrange groups and lay some groundwork ahead of time.
    • Don’t be surprised if someone gets added to your pre-arranged group at class time.
  • Before class:
    • Review the assignment instructions.
    • Do any background research that might help with the project.
    • Prepare any materials you will need to have ready for class.
    • Think about how to make an effective contribution to your group.
  • During class:
    • Show up on time and join a group (if you haven’t pre-arranged a group).
    • Google docs are usually a good collaboration tool.
    • You are welcome to hail me if you have any questions during class.
  • If you cannot be in class:
    • You should submit your own, individual assignment before the deadline.
    • For tedious technical reasons, early submission is not available on Canvas@UD. If you need to submit early, you can do so via email or Canvas message attachment.
  • If you are late to class:
    • Don’t be!
    • If you are up to 10 minutes late, check in with me and you might be able to join a group in progress.
    • If you are more than 10 minutes late, do not interrupt an existing group. You will need to complete an individual assignment by the deadline.
  • Submission:
    • Submit in class via Canvas@UD.
    • One submission per group is ok.
    • * Make sure the submitted document lists…
      • Names of all and only those who made a good faith effort to make a substantive contribution to the project. (Merely showing up or purely administrative tasks, like typing what others say, does not count as a substantive contribution.)
      • State, in a few words, the nature of each person’s contribution, even if it didn’t end up in the final product. E.g. came with a rough draft, made editorial suggestions, caught an error, helped keep the group on task, etc. This info is crucial for getting credit for the assignment and for the day’s class participation credit. (If you are pushed for time, submit the assignment on time and email me the contributions list later.)
    • * It is the responsibility of every group member to ensure correct and on-time submission.

Sun
Sep 22
11:55 pm
15%

  • How to do well:
    • These aren't just quizzes, they're problem-solving experiences (if you'll forgive the travel-brochure sentiment). There are connections between questions within a quiz and new quizzes build on concepts introduced in earlier ones. The best students actively seek these connections, take note of key concepts, and look for related ideas within and between quizzes.
    • In my quizzes, as in life, you won't be spoon-fed a list of what you should have done after the fact. Part of the challenge is to identify opportunities for improvement, and to stay actively engaged in developing your skills.
    •  Collaborate:
      • Although you must independently submit your own final quiz answers, you are welcome to discuss quizzes with classmates to help figure things out.
      • But note the strategic implications of curving:
        • If a collaboration is mutually helpful, all members benefit.
        • If you help someone who doesn't help in return, their higher score will make the curve tougher for you.
    • Think ahead:
      • Have an initial run through each quiz as soon as it is available.
      • Think about which questions have you puzzled or might be tricky and ask about them in class before the quiz is due. (It is rare that I am willing to answer questions about upcoming quizzes, other than in class, where everyone has a fair chance to hear the answer.)
    • Think back:
      • Raw scores are not reported and you will not be spoon-fed the correct answers for completed quizzes.
      • Be proactive in checking your curved quiz grade as soon as it is available, and thinking about where you might have dropped points. (Even those at the top of the curve most likely didn't get everything right.)
      • Ask about past quizzes in class to cross check your understanding.
      • Come to office hours, where I am very happy to talk with you about past quizzes.
  • * No late submission, no do-overs, no makeup quizzes, no excuses:
    • Deadlines are strictly and automatically enforced by Canvas@UD, so make sure you don't miss them.
    • There are no exceptions to this rule, not even for genuine emergencies or excused absences.
    • However, if you think ahead and see a potential issue with a quiz deadline, feel free to let me know ahead of time as it's usually easy enough to push a deadline back if the quiz isn't already over.
    • All quizzes are available for at least several days before the deadline, and you get to drop two of the six quizzes to cover snafus and genuine emergencies.
    • If you miss, or royally mess up, early quizzes, you are cutting into your margin of safety should anything go wrong later in the semester - it is then imperative that you be especially diligent in completing those that remain.
    • Unforeseen circumstances that force you to miss more than two quizzes are incompatible with substantive completion of the class and you should consider withdrawal. If the withdrawal deadline has passed, see UD policy on application for late withdrawal.
    • Get started on quizzes as soon as they are available - they are challenging and will take longer than you think.
    • To avoid disaster, make sure you have at least an initial go as soon as the quiz is available.
  • What is covered:
    • Questions may be on anything covered in class or in assigned readings since the start of the semester.
    • Some questions may require independent research.
  • Quiz scoring:
    • Raw quiz scores will be curved.
    • Your two lowest (curved) quiz scores will be dropped when calculating your overall quiz grade.
    • No quizzes will be dropped in awarding quiz participation credit.
  • Complete on Canvas@UD.
    • Do not click 'submit' until you are sure you don't want to go back and change any answers.
    • Canvas@UD will auto-submit any saved answers at the deadline.
    • Canvas@UD is quite good at saving your work as you go along, but it is not perfect. It is up to you to make sure that Canvas@UD is saving as it should. (Possible sources of trouble include, but are not limited to, slow internet, hasty shutdowns / shutting the lid of your laptop before Canvas@UD has finished updating,...)

Sun
Oct 6
11:55 pm
15%

  • How to do well:
    • These aren't just quizzes, they're problem-solving experiences (if you'll forgive the travel-brochure sentiment). There are connections between questions within a quiz and new quizzes build on concepts introduced in earlier ones. The best students actively seek these connections, take note of key concepts, and look for related ideas within and between quizzes.
    • In my quizzes, as in life, you won't be spoon-fed a list of what you should have done after the fact. Part of the challenge is to identify opportunities for improvement, and to stay actively engaged in developing your skills.
    •  Collaborate:
      • Although you must independently submit your own final quiz answers, you are welcome to discuss quizzes with classmates to help figure things out.
      • But note the strategic implications of curving:
        • If a collaboration is mutually helpful, all members benefit.
        • If you help someone who doesn't help in return, their higher score will make the curve tougher for you.
    • Think ahead:
      • Have an initial run through each quiz as soon as it is available.
      • Think about which questions have you puzzled or might be tricky and ask about them in class before the quiz is due. (It is rare that I am willing to answer questions about upcoming quizzes, other than in class, where everyone has a fair chance to hear the answer.)
    • Think back:
      • Raw scores are not reported and you will not be spoon-fed the correct answers for completed quizzes.
      • Be proactive in checking your curved quiz grade as soon as it is available, and thinking about where you might have dropped points. (Even those at the top of the curve most likely didn't get everything right.)
      • Ask about past quizzes in class to cross check your understanding.
      • Come to office hours, where I am very happy to talk with you about past quizzes.
  • * No late submission, no do-overs, no makeup quizzes, no excuses:
    • Deadlines are strictly and automatically enforced by Canvas@UD, so make sure you don't miss them.
    • There are no exceptions to this rule, not even for genuine emergencies or excused absences.
    • However, if you think ahead and see a potential issue with a quiz deadline, feel free to let me know ahead of time as it's usually easy enough to push a deadline back if the quiz isn't already over.
    • All quizzes are available for at least several days before the deadline, and you get to drop two of the six quizzes to cover snafus and genuine emergencies.
    • If you miss, or royally mess up, early quizzes, you are cutting into your margin of safety should anything go wrong later in the semester - it is then imperative that you be especially diligent in completing those that remain.
    • Unforeseen circumstances that force you to miss more than two quizzes are incompatible with substantive completion of the class and you should consider withdrawal. If the withdrawal deadline has passed, see UD policy on application for late withdrawal.
    • Get started on quizzes as soon as they are available - they are challenging and will take longer than you think.
    • To avoid disaster, make sure you have at least an initial go as soon as the quiz is available.
  • What is covered:
    • Questions may be on anything covered in class or in assigned readings since the start of the semester.
    • Some questions may require independent research.
  • Quiz scoring:
    • Raw quiz scores will be curved.
    • Your two lowest (curved) quiz scores will be dropped when calculating your overall quiz grade.
    • No quizzes will be dropped in awarding quiz participation credit.
  • Complete on Canvas@UD.
    • Do not click 'submit' until you are sure you don't want to go back and change any answers.
    • Canvas@UD will auto-submit any saved answers at the deadline.
    • Canvas@UD is quite good at saving your work as you go along, but it is not perfect. It is up to you to make sure that Canvas@UD is saving as it should. (Possible sources of trouble include, but are not limited to, slow internet, hasty shutdowns / shutting the lid of your laptop before Canvas@UD has finished updating,...)

Thu
Oct 10
end of class
5%

  • Explain what heritability is and why high heritability does not mean that a trait is mostly genetic.
  • Good explanation starts with good understanding:
    • To prepare, draw on class readings, class discussion, and your own, independent research as appropriate.
    • Research the example if you need to.
  • Remember your audience:
    • Aim your explanation at a middle schooler hearing about this for the first time.
    • What do they need to know, and when do they need to know it?
  • * See ‘Timetable’ for word limits.
    • Word limits are strictly enforced (just as in real life) – a single word over will affect your grade.
  • Grading:
    • A: Accurate, precise, clear, and concise. (Look them up if you are not clear on the ‘accuracy’ / ‘precision’ distinction.) Prioritizes core aspects of the explanation within the constraints of word limits. Example is clearly presented and explained. Whole explanation is readily comprehensible to a smart middle-schooler.
    • B: There may be some minor inaccuracy or imprecision. Wordy (even if under the word limit). Not clearly prioritizing the most significant aspects of the explanation. Example may be convoluted, confusing, or otherwise unclear exactly that it is illustrating. Explanation not readily comprehensible to someone without prior expertise.
    • C: Though on the right lines, the explanation is significantly confusing or misleading due to inaccuracy, imprecision, obscurity, or irrelevance. Unclear, even to someone with prior expertise.
  • Submit via Canvas@UD.
  • Groups:
    • Work in a self-assigned group of 5-ish people. (Must be at least 3 for class participation credit.)
    • You are welcome to pre-arrange groups and lay some groundwork ahead of time.
    • Don’t be surprised if someone gets added to your pre-arranged group at class time.
  • Before class:
    • Review the assignment instructions.
    • Do any background research that might help with the project.
    • Prepare any materials you will need to have ready for class.
    • Think about how to make an effective contribution to your group.
  • During class:
    • Show up on time and join a group (if you haven’t pre-arranged a group).
    • Google docs are usually a good collaboration tool.
    • You are welcome to hail me if you have any questions during class.
  • If you cannot be in class:
    • You should submit your own, individual assignment before the deadline.
    • For tedious technical reasons, early submission is not available on Canvas@UD. If you need to submit early, you can do so via email or Canvas message attachment.
  • If you are late to class:
    • Don’t be!
    • If you are up to 10 minutes late, check in with me and you might be able to join a group in progress.
    • If you are more than 10 minutes late, do not interrupt an existing group. You will need to complete an individual assignment by the deadline.
  • Submission:
    • Submit in class via Canvas@UD.
    • One submission per group is ok.
    • * Make sure the submitted document lists…
      • Names of all and only those who made a good faith effort to make a substantive contribution to the project. (Merely showing up or purely administrative tasks, like typing what others say, does not count as a substantive contribution.)
      • State, in a few words, the nature of each person’s contribution, even if it didn’t end up in the final product. E.g. came with a rough draft, made editorial suggestions, caught an error, helped keep the group on task, etc. This info is crucial for getting credit for the assignment and for the day’s class participation credit. (If you are pushed for time, submit the assignment on time and email me the contributions list later.)
    • * It is the responsibility of every group member to ensure correct and on-time submission.

Sun
Oct 20
11:55 pm
15%

  • How to do well:
    • These aren't just quizzes, they're problem-solving experiences (if you'll forgive the travel-brochure sentiment). There are connections between questions within a quiz and new quizzes build on concepts introduced in earlier ones. The best students actively seek these connections, take note of key concepts, and look for related ideas within and between quizzes.
    • In my quizzes, as in life, you won't be spoon-fed a list of what you should have done after the fact. Part of the challenge is to identify opportunities for improvement, and to stay actively engaged in developing your skills.
    •  Collaborate:
      • Although you must independently submit your own final quiz answers, you are welcome to discuss quizzes with classmates to help figure things out.
      • But note the strategic implications of curving:
        • If a collaboration is mutually helpful, all members benefit.
        • If you help someone who doesn't help in return, their higher score will make the curve tougher for you.
    • Think ahead:
      • Have an initial run through each quiz as soon as it is available.
      • Think about which questions have you puzzled or might be tricky and ask about them in class before the quiz is due. (It is rare that I am willing to answer questions about upcoming quizzes, other than in class, where everyone has a fair chance to hear the answer.)
    • Think back:
      • Raw scores are not reported and you will not be spoon-fed the correct answers for completed quizzes.
      • Be proactive in checking your curved quiz grade as soon as it is available, and thinking about where you might have dropped points. (Even those at the top of the curve most likely didn't get everything right.)
      • Ask about past quizzes in class to cross check your understanding.
      • Come to office hours, where I am very happy to talk with you about past quizzes.
  • * No late submission, no do-overs, no makeup quizzes, no excuses:
    • Deadlines are strictly and automatically enforced by Canvas@UD, so make sure you don't miss them.
    • There are no exceptions to this rule, not even for genuine emergencies or excused absences.
    • However, if you think ahead and see a potential issue with a quiz deadline, feel free to let me know ahead of time as it's usually easy enough to push a deadline back if the quiz isn't already over.
    • All quizzes are available for at least several days before the deadline, and you get to drop two of the six quizzes to cover snafus and genuine emergencies.
    • If you miss, or royally mess up, early quizzes, you are cutting into your margin of safety should anything go wrong later in the semester - it is then imperative that you be especially diligent in completing those that remain.
    • Unforeseen circumstances that force you to miss more than two quizzes are incompatible with substantive completion of the class and you should consider withdrawal. If the withdrawal deadline has passed, see UD policy on application for late withdrawal.
    • Get started on quizzes as soon as they are available - they are challenging and will take longer than you think.
    • To avoid disaster, make sure you have at least an initial go as soon as the quiz is available.
  • What is covered:
    • Questions may be on anything covered in class or in assigned readings since the start of the semester.
    • Some questions may require independent research.
  • Quiz scoring:
    • Raw quiz scores will be curved.
    • Your two lowest (curved) quiz scores will be dropped when calculating your overall quiz grade.
    • No quizzes will be dropped in awarding quiz participation credit.
  • Complete on Canvas@UD.
    • Do not click 'submit' until you are sure you don't want to go back and change any answers.
    • Canvas@UD will auto-submit any saved answers at the deadline.
    • Canvas@UD is quite good at saving your work as you go along, but it is not perfect. It is up to you to make sure that Canvas@UD is saving as it should. (Possible sources of trouble include, but are not limited to, slow internet, hasty shutdowns / shutting the lid of your laptop before Canvas@UD has finished updating,...)

Sun
Nov 3
11:55 pm
15%

  • How to do well:
    • These aren't just quizzes, they're problem-solving experiences (if you'll forgive the travel-brochure sentiment). There are connections between questions within a quiz and new quizzes build on concepts introduced in earlier ones. The best students actively seek these connections, take note of key concepts, and look for related ideas within and between quizzes.
    • In my quizzes, as in life, you won't be spoon-fed a list of what you should have done after the fact. Part of the challenge is to identify opportunities for improvement, and to stay actively engaged in developing your skills.
    •  Collaborate:
      • Although you must independently submit your own final quiz answers, you are welcome to discuss quizzes with classmates to help figure things out.
      • But note the strategic implications of curving:
        • If a collaboration is mutually helpful, all members benefit.
        • If you help someone who doesn't help in return, their higher score will make the curve tougher for you.
    • Think ahead:
      • Have an initial run through each quiz as soon as it is available.
      • Think about which questions have you puzzled or might be tricky and ask about them in class before the quiz is due. (It is rare that I am willing to answer questions about upcoming quizzes, other than in class, where everyone has a fair chance to hear the answer.)
    • Think back:
      • Raw scores are not reported and you will not be spoon-fed the correct answers for completed quizzes.
      • Be proactive in checking your curved quiz grade as soon as it is available, and thinking about where you might have dropped points. (Even those at the top of the curve most likely didn't get everything right.)
      • Ask about past quizzes in class to cross check your understanding.
      • Come to office hours, where I am very happy to talk with you about past quizzes.
  • * No late submission, no do-overs, no makeup quizzes, no excuses:
    • Deadlines are strictly and automatically enforced by Canvas@UD, so make sure you don't miss them.
    • There are no exceptions to this rule, not even for genuine emergencies or excused absences.
    • However, if you think ahead and see a potential issue with a quiz deadline, feel free to let me know ahead of time as it's usually easy enough to push a deadline back if the quiz isn't already over.
    • All quizzes are available for at least several days before the deadline, and you get to drop two of the six quizzes to cover snafus and genuine emergencies.
    • If you miss, or royally mess up, early quizzes, you are cutting into your margin of safety should anything go wrong later in the semester - it is then imperative that you be especially diligent in completing those that remain.
    • Unforeseen circumstances that force you to miss more than two quizzes are incompatible with substantive completion of the class and you should consider withdrawal. If the withdrawal deadline has passed, see UD policy on application for late withdrawal.
    • Get started on quizzes as soon as they are available - they are challenging and will take longer than you think.
    • To avoid disaster, make sure you have at least an initial go as soon as the quiz is available.
  • What is covered:
    • Questions may be on anything covered in class or in assigned readings since the start of the semester.
    • Some questions may require independent research.
  • Quiz scoring:
    • Raw quiz scores will be curved.
    • Your two lowest (curved) quiz scores will be dropped when calculating your overall quiz grade.
    • No quizzes will be dropped in awarding quiz participation credit.
  • Complete on Canvas@UD.
    • Do not click 'submit' until you are sure you don't want to go back and change any answers.
    • Canvas@UD will auto-submit any saved answers at the deadline.
    • Canvas@UD is quite good at saving your work as you go along, but it is not perfect. It is up to you to make sure that Canvas@UD is saving as it should. (Possible sources of trouble include, but are not limited to, slow internet, hasty shutdowns / shutting the lid of your laptop before Canvas@UD has finished updating,...)

Thu
Nov 7
end of class
5%

  • You have two aims in writing an abstract: to help busy researchers browsing journal contents for relevant papers; and to make the paper sound worth reading. Therefore, a good abstract will state the main point of the paper and the author’s strategy for defending that point, and it will do so clearly, concisely, accurately, and engagingly.
    • Pretend you are the author(s), writing about your own work.
    • Do not waste space repeating the title, author’s name, or anything else abstract readers will already know.
    • An abstract is pure exegesis: there should be no commentary, critique, or evaluative language. If it ain’t in the paper, it don’t belong in the abstract – just the facts ma’am.
    • It is fine – standard practice even – to quote or adapt text from the body of the paper in the abstract.
    • Unlike writing papers, there’s no need to cite sources or page numbers in an abstract. But, if you do use language from the text, make sure you put it in quotes.
  • * See ‘Timetable’ for word limits.
    • Word limits are strictly enforced (just as in real life) – a single word over will affect your grade.
  • Grading:
    • A: An accurate, precise, and concise statement of the paper’s thesis and argumentative strategy. (Look them up if you are not clear on the ‘accuracy’ / ‘precision’ distinction.) Prioritizes core aspects of the paper within the constraints of word limits. The best abstracts will do their best to make the paper look worth reading. Readily comprehensible to a smart middle-schooler.
    • B: There may be some minor inaccuracy or imprecision. Wordy (even if under the word limit). Not clearly prioritizing the most significant aspects of the paper, or wandering off the purely exegetical task. Not readily comprehensible to someone not already familiar with the paper.
    • C: Though on the right lines, the abstract is significantly confusing or misleading due to inaccuracy, imprecision, obscurity, or irrelevance. Unclear, even to someone whose already read the paper.
  • Submit via Canvas@UD.
  • Groups:
    • Work in a self-assigned group of 5-ish people. (Must be at least 3 for class participation credit.)
    • You are welcome to pre-arrange groups and lay some groundwork ahead of time.
    • Don’t be surprised if someone gets added to your pre-arranged group at class time.
  • Before class:
    • Review the assignment instructions.
    • Do any background research that might help with the project.
    • Prepare any materials you will need to have ready for class.
    • Think about how to make an effective contribution to your group.
  • During class:
    • Show up on time and join a group (if you haven’t pre-arranged a group).
    • Google docs are usually a good collaboration tool.
    • You are welcome to hail me if you have any questions during class.
  • If you cannot be in class:
    • You should submit your own, individual assignment before the deadline.
    • For tedious technical reasons, early submission is not available on Canvas@UD. If you need to submit early, you can do so via email or Canvas message attachment.
  • If you are late to class:
    • Don’t be!
    • If you are up to 10 minutes late, check in with me and you might be able to join a group in progress.
    • If you are more than 10 minutes late, do not interrupt an existing group. You will need to complete an individual assignment by the deadline.
  • Submission:
    • Submit in class via Canvas@UD.
    • One submission per group is ok.
    • * Make sure the submitted document lists…
      • Names of all and only those who made a good faith effort to make a substantive contribution to the project. (Merely showing up or purely administrative tasks, like typing what others say, does not count as a substantive contribution.)
      • State, in a few words, the nature of each person’s contribution, even if it didn’t end up in the final product. E.g. came with a rough draft, made editorial suggestions, caught an error, helped keep the group on task, etc. This info is crucial for getting credit for the assignment and for the day’s class participation credit. (If you are pushed for time, submit the assignment on time and email me the contributions list later.)
    • * It is the responsibility of every group member to ensure correct and on-time submission.

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