代写LITR1-UC6201.200 Contemporary Global Literature, Summer, 2024代写C/C++语言

LITR1-UC6201.200

Contemporary Global Literature, Summer, 2024

Course Description

This course introduces contemporary global literature from a variety of cultural and historical perspectives. Selections may include contemporary works from Asia (east and/or south), the Middle East, Europe, Africa, the Caribbean and North and South America. Students practice techniques of close reading, evidence use, and other forms of literary analysis to engage critically and creatively with works in various genres from around the world.

Communication Policy

I will communicate with you via my NYU email address ([email protected]) and through the Brightspace course mail and through the site’s Announcements. Be sure to turn on your NYU Brightspace notifications and frequently check the “Announcements” section of the course site. This will be the primary method I use to communicate information critical to your success in the course. Whenever possible, I will respond to all email inquiries within 48 hours. 

Course Structure | Method | Modality 

This course is taught in an online/asynchronous format, which means the student works at their own pace within each scheduled week. Weekly readings and assignments and periodic audio and/or video lectures will be posted in the Lessons and Assignments sections of the Brightspace site for this course. Students will actively participate in weekly forum discussions. Students will post all of their written assignments to the site—whether submitted individually to the instructor, posted for peer review and discussion, or both, as specified in the specific assignment.

Learning Modules

This course is organized into six weeks, each week having one module containing assigned readings, videos, prompts for our discussion forums, and assignments. The discussion forums are extremely important and graded. Your participation is essential as this is where most of our learning together will take place. The readings are also very important. As are the weekly reading responses. After each week, I will address in the announcements issues that have arisen and concepts in need of highlighting. However, the most effective and lasting learning is self-driven learning.

Discussion Forums

During this intensive six-week course, there will be twenty discussion forums, 3-4 each week. These are graded and fundamental to this course. I have a suggested word count for each of your posts and I also require that you interact with your fellow students by replying to their posts. I also encourage you to post any questions or comments you may have about course mechanics or technical issues in the forums as they will undoubtedly be useful to your fellow students. I will, of course, be reading all your posts very closely and carefully but I will refrain from commenting too frequently as I have found that my intervention tends to limit your discussions. But rest assured, I am obsessively reading and lurking in the discussion forums as this is where a lot of the good stuff happens.

Assignments

Besides the discussion forum posts, you will have five reading responses, an outline and proposal for your final paper, and your final paper to be submitted to Assignments in Brightspace. (See Grading Policy/Assessment Strategy below.)

Zoom Sessions

In addition to the learning activities noted above, I will also hold Live office hours on Fridays from 12-12:30 on Zoom: https://nyu.zoom.us/j/94822641141

If this time is impossible for you and you would like to participate, email me and I will try to accommodate your participation if possible.

For more information about Zoom, visit NYU's Zoom homepage.

Course Learning Outcomes

By the end of this course, students will be able to:

1. Through discussion and writing, point out the elements of plot, character, setting, mood, tone, voice, style, theme.

2. Through discussion and writing, demonstrate an understanding of and an ability to use literary terminology.

3. Distinguish and analyze cultural influences on literary production by genre, geography, periods, and movements.

4. Evaluate authors’ use of literary devices, such as metaphor, simile, etc.

5. Evaluate works of literature using critical terminology including a clearly explained personal emotional response.

6. Analyze works of literature structurally and thematically and write about issues and themes coherently and persuasively.

Course Expectations

Time Commitment

This online asynchronous six-week intensive course is rigorous but designed for you to be able to pace yourself to get out of the course exactly as much as you want to. The required readings are short but numerous and I recommend you read them all, but it is also possible to read what is necessary for you to participate in the forums and complete the assignments. I have also added additional optional readings and resources that are not required but a reference for further reading whenever you have the time and desire. If you find yourself spending more time on course learning activities than what has been suggested, please contact me as soon as possible with any questions or concerns.

Class Participation

● In discussion forums, you learn from one another by posing questions, justifying your comments, and providing multiple perspectives. When you prepare for discussions through thoughtful reflection, you contribute to your own successful learning experience as well as to the experience of your peers.

● Log in to the course frequently (at least several times per week for long semesters and daily for summer sessions) and check the announcements. This will keep you apprised of any course updates, progress in discussions, assignment information, and messages requiring immediate attention.

Assignments and Deadlines

All students must complete all course assignments. You should approach all forums and discussions fully prepared, having read the assigned readings and completed the assignment(s), and actively engage in class discussions.

All assignments must be uploaded to the “Assignments” tool in Brightspace. Assignments will not be accepted through email. Each assignment sub-folder will include the detailed assignment description and grading criteria/rubric. The number of assignments and their due dates are on the course outline that follows. Be sure to pay close attention to deadlines—there will be no make-up assignments or late work accepted without approval. If you will be unable to meet a certain assignment’s deadline, please email me as soon as possible. Late assignments are not accepted without prior written permission from me and cannot be granted more than once throughout the semester. Failure to submit assignments on time will result in a grade reduction.

Writing Expectations

All students must have adequate writing skills to communicate content in a professional and concise manner. Students must follow Chicago Manuel of Style guidelines, use non-racist and non-sexist language, and include sufficient references to support their thesis and ideas.

Learning Environment

You play an important role in creating and sustaining an intellectually rigorous and inclusive classroom culture. Respectful engagement, diverse thinking, and our lived experiences are central to this course, and enrich our learning community.

Course Technology Use

We will utilize multiple technologies to achieve the course goals. I expect you to use these technologies in ways that enhance the learning experience for all students and are consistent with the NYU Academic Integrity Policy. For all course work, I will explain what technologies are expected to be used and how you can cite their usage. I will also communicate what technologies are not permitted for course work. If you have any questions about the use of technology for a course assignment/project, please contact me.

Feedback and Viewing Grades

Grades and feedback you receive for graded activities will be posted to the Brightspace Gradebook. Click on the Gradebook link on the left navigation to view your grades and feedback. I will update the online grades each time a grading session has been completed—typically no more than seven days following the completion of an activity. You will see a visual indication of new grades posted on your course home page.

Textbooks and Course Materials

Required: All readings and course materials can be found either as links or pdfs on Brightspace. 

Recommended: Ample additional resources are provided at the end of each of the weekly modules on the Brightspace course site.

At the discretion of the faculty, the syllabus may be modified to better meet the needs of the students and to achieve the learning outcomes established in the syllabus.

DEFINING PERFORMANCE

Grading

See the “Grades” section of Academic Policies for the complete grading policy, including the letter grade conversion, and the criteria for a grade of incomplete, taking a course on a pass/fail basis, and withdrawing from a course. 

Grading in this course is based upon the following activities and assignments. Since all graded assignments are related directly to course objectives, failure to complete any assignment will result in an unsatisfactory course grade.  All written assignments are to be completed using APA format and must be typed and double-spaced.  Grammar, punctuation, and spelling will be considered in grading.  Please carefully proof-read your written assignments before submitting them for a grade. I will update the online grades each time a grading session has been complete—typically 2-3 days following the completion of an activity. You will see a visual indication of new grades posted on your Brightspace home page under the link to this course.

 Course Learning Outcomes Assessment

Assessment Overview	% of total grade (100%)	Aligns with Course Learning Outcome(s)
Assessment 1: Discussion Forums Participation (20 posts @5 points each=100pts)	50	1-6
Assessment 2: Reading Responses (5 @ 10 points each=50pts) (250-350 words each)	25	1-6
Assessment 3: Proposal and Outline for Final Paper due in Week 4 (20 points)	10	1-6
Assessment 4: Final Comparative or Creative Paper and Self-Reflection (30 points) (500-1000 words)	15	1-6
	Total Possible: 100%

Assessment Overview & Rubrics

1. Discussion Forums Participation (50%)

In the asynchronous literature class, discussion forums are integral to assessment. They offer students a platform. to engage deeply with course materials, exchange ideas, and enhance critical thinking skills. Assessment emphasizes active participation, quality contributions, and adherence to guidelines. Students are expected to contribute thoughtfully, engage with peers' ideas, and demonstrate understanding of course content. Evaluation criteria include participation quality, relevance to course materials, and respectful communication.

Criteria	Exemplary (4)	Proficient (3)	Developing (2)	Emerging (1)
Frequency	Consistently participates in discussions, actively engaging multiple times per week	Participates regularly, engaging in discussions multiple times per week	Participates intermittently, engaging sporadically	Rarely participates or does not engage in discussions
Quality of Posts	Posts are insightful, thoughtful, and contribute substantially to the discussion	Posts are thoughtful and contribute to the discussion	Posts lack depth or originality, offering minimal contribution	Posts lack substance and fail to contribute meaningfully to the discussion
Engagement	Actively engages with peers' posts, responding thoughtfully and constructively	Engages with peers' posts, providing constructive feedback or additional insights	Engages minimally with peers' posts, offering limited feedback or responses	Does not engage with peers' posts or provide feedback
Content Knowledge	Demonstrates thorough understanding of course materials and contributes relevant insights	Shows understanding of course materials and contributes relevant ideas	Demonstrates some understanding of course materials but lacks depth in contributions	Shows limited understanding of course materials and struggles to contribute relevant insights
Respectfulness	Interacts respectfully with peers, fostering a positive and inclusive discussion environment	Maintains respectful interactions with peers	Occasionally demonstrates respectful behavior. but may engage in disruptive or inappropriate conduct	Demonstrates disrespectful behavior, disrupting the discussion environment

2. Reading Responses (25%)

In written responses to readings, students demonstrate comprehension and critical analysis skills. Assessment focuses on clarity, depth of analysis, and engagement with course materials. Students are expected to articulate their understanding of texts, analyze key themes and ideas, and provide evidence to support their interpretations. Evaluation criteria include coherence, insightfulness, and integration of course concepts. Through written responses, students deepen their understanding of literary texts, hone their analytical abilities, and enhance their written communication skills.

Assessment description.

Reading Response Rubric

Criteria	Exemplary (4)	Proficient (3)	Developing (2)	Emerging (1)
Content	Insightful analysis	Thoughtful analysis	Basic analysis	Limited analysis
Understanding	Deep understanding	Solid understanding	Some understanding	Limited understanding
Critical Thinking	Original insights	Critical thinking	Some critical thinking	Lacks critical thinking
Organization	Logical and coherent	Structured	Adequate	Disorganized
Writing Mechanics	Strong mechanics	Good mechanics	Adequate mechanics	Weak mechanics
Engagement	Deep engagement	Engaged	Limited engagement	Minimal engagement

3. Proposal and Outline for Final Paper (10%)

Students will submit a proposal outlining their plans for the final paper, along with a structured outline delineating the main sections and key points. The proposal should succinctly articulate the topic, objectives, and scope of the final paper, demonstrating a clear understanding of the chosen subject matter and research direction.

Evaluation of the proposal and outline will focus on clarity, originality, feasibility, organization, and alignment with course objectives. The proposal should provide a cohesive overview of the intended paper, while the outline should present a logical structure for developing ideas and arguments.

The assessment aims to ensure that students have a well-defined plan for their final paper, laying the groundwork for a successful and meaningful research and writing process.

Proposal and Outline Rubric

Criteria	Exemplary (4)	Proficient (3)	Developing (2)	Emerging (1)
Clarity	Clearly articulated proposal	Well-defined focus and scope	Some clarity in proposal	Lack of clarity or direction
Originality	Innovative and original ideas	Unique approach to the topic	Some original elements	Lacks originality
Research	Thorough research demonstrated	Strong support from sources	Adequate use of sources	Limited or insufficient research
Organization	Logical and coherent structure	Effective organization of ideas	Adequate organization	Disorganized or unclear structure
Feasibility	Feasible and realistic plan	Likely to achieve objectives	Somewhat feasible plan	Not feasible or unrealistic plan
Writing Mechanics	Strong writing mechanics	Good writing mechanics	Adequate writing mechanics	Weak writing mechanics

4. Final Comparative or Creative Paper and Self-Reflection (15%)

In the final assessment for the course, students will complete a comparative or creative paper that demonstrates their understanding of course materials, critical analysis skills, and ability to engage with literary texts. The paper may take the form. of a comparative analysis of multiple works, a creative piece inspired by course themes, or a combination of both, depending on the instructor's guidelines.

Evaluation of the final paper will focus on several key criteria, including the depth of analysis, originality of ideas, coherence of argumentation, incorporation of research, creativity in presentation, and clarity of writing mechanics. Additionally, students will be required to submit a self-reflection reflecting on their learning journey throughout the course, identifying strengths, areas for growth, and insights gained from course materials and discussions.

The assessment aims to provide students with an opportunity to showcase their comprehension of course content, critical thinking abilities, and creative expression, while also encouraging self-reflection and metacognitive awareness of their learning process.

Final Paper and Self-Reflection Rubric

Criteria	Exemplary (4)	Proficient (3)	Developing (2)	Emerging (1)
Content	Exceptional depth and analysis	Solid analysis and insights	Adequate analysis	Limited analysis or depth
Originality	Original and innovative ideas	Creative approach to the topic	Some original elements	Lacks originality
Argumentation	Clear, logical, and persuasive	Coherent argumentation	Some gaps in argumentation	Weak or unclear argumentation
Research	Thorough research demonstrated	Strong support from sources	Adequate use of sources	Limited or insufficient research
Creativity	Creative and engaging approach	Shows creativity in presentation	Some creativity evident	Lacks creativity
Organization	Logical and coherent structure	Effective organization of ideas	Adequate organization	Disorganized or unclear structure
Writing Mechanics	Strong writing mechanics	Good writing mechanics	Adequate writing mechanics	Weak writing mechanics
Self-Reflection	Thoughtful and insightful	Reflects on strengths and areas for growth	Identifies some strengths and areas for growth	Lacks meaningful self-reflection