Participation Policy
Participation matters: It is my hope that you learn as much from class discussions, each other's annotations and co-writing, and each other's work than from the assigned readings and my feedback. Plus, I wish to learn from you, too, and can only do that if you contribute.
"Participation" means to regularly join the class conversation (verbal discussions, co-writing, annotations on each other's work, etc.) in such a way as to maintain a generous and friendly class atmosphere. We will jointly create and agree to Discussion Guidelines, as a class, which will guide us—myself included—in establishing the kind of class atmosphere we want and defining the character we hope our discussions will have. Students reluctant to speak in class time will have opportunities to participate in class discussion through co-writing and annotations, but it is hoped that as the semester progresses all will feel welcome to contribute. Students and I will meet one-on-one in week 1 to confirm your participation goals. I will check in with each of you during your required Office Hours regarding how those goals are being met, and to check in on your participation grade.
My Expectations
Students are expected to:
- Contribute to class discussion according to the agreed-upon discussion guidelines
- Keep up to date with the journal and formative assessments, and contribute to (annotate) others' work weekly
- Be respectful of others' musical tastes, supportive of their efforts to explain and understand their own perspectives
Attendance
I will allow two unexcused absences. Excused absences are generally related to poor-health (yours or a dependent's), religious reasons, and family emergencies.
Lateness
I typically take attendance in the first five minutes. If you're absent when I count attendance, that counts as "late."
Participation Rubric
Your attendance grade is ultimately calculated on the following:
- Attends both required Office Hours
- Contributes to online co-writing, annotations, and journal work. When writing to/with others, shows an interest in their perspectives
- Joins in verbal classroom discussion, asks questions, and facilitates dialogue with colleagues
- Observes the Discussion Guidelines, maintaining an actively respectful and supportive presence through all class participation
Casual Listener – Participation Grade: B
The Casual Listener attends class regularly, on time at least 75% of the time, and completes one of the two required office hour visits. They contribute to classroom annotations and journal work with reasonable consistency, showing they're keeping up with the material. They participate in verbal discussions when they feel comfortable, responding when questions are directed to them, and maintain a respectful presence in all class activities. Their engagement is steady and reliable, demonstrating that they're invested in the course even if they're not always the most vocal contributor.
Motivated Enthusiast – Participation Grade: A
The Motivated Enthusiast attends both required office hours and arrives to class on time 85% of the time, prepared to engage. They contribute actively to annotations, responses, and journal work, meeting all requirements consistently. In verbal discussions, they participate regularly, observe the Discussion Guidelines thoughtfully, and show genuine interest in their colleagues' perspectives—asking questions, building on others' ideas, and responding when asked. Their presence is respectful and supportive, and they bring positive energy to collaborative work. This is the level that reflects full, engaged participation in the class community.
Devoted Fan – Participation Grade: A+
The Devoted Fan meets all requirements and brings something extra to the class. They attend both office hours and use them as opportunities for meaningful intellectual exchange, often arriving with questions or ideas that extend the conversation. Their annotations are dialogic and robust, showing they're actively reading and engaging with colleagues' contributions. In discussions, they don't just participate—they help create space for others, ask questions that deepen the conversation, and share insights that spark new thinking. They model the Discussion Guidelines naturally and maintain a generous, elevating presence. The "extra" here isn't about doing more work, but rather about bringing that spark of curiosity and community-building energy.
Discussion Guidelines will be arrived at and jointly agreed upon by all class participants in the first class; they will then be entered here for reference.
Peer Reviewer's Credo
To Describe Our Own Experiences as Readers
I will avoid evaluating my fellow writer's work, even with positive evaluation because, while it will make me and them feel better, it won't help the writer develop. I will also avoid telling my fellow writer what I think they should do; that is not the purpose of this peer review.
I will describe my own experience as a reader as specifically as I can so that the writer can envision the impact of their choices. This is not a question of agreeing or disagreeing with my fellow writer's ideas or conclusions. For example, instead of saying "I like or don't like this idea" (a judgement), I will explain the impact it had on me:
"The connection you make between X and Y is something I never realized before. The excitement I felt at the new idea pulled me forward. I wanted to keep reading to see if you were going to explain its implications for Z"
"I read this section twice because I lost focus the first time. I wasn't totally sure how it connected to the previous paragraph"
"When I was reading this section, the following counter-argument came up in my mind that I wished you'd addressed..."
I will focus on the areas the writer wants feedback on
I will make my responses appropriate to where the writer is in the process
I will ask questions about my progression partner's work
Likewise, when I am the one being reviewed, I will keep in mind that this feedback is not personal and welcome my reviewer's comments.