You will write 5 posts in the course of the semester (in the section POSTS of our website). Keep in mind that your audience include educated, general public, as well as your classmates and your professor. Use categories and tags. Keep in mind CUNY netiquette guide.

Routine posts: Engage with the text or with a secondary source with analysis, questions, comparisons, and/or finding images available for use and comment on them in relation to the text. You can use Mark Sample’s instructions, which I adapted for our schedule:

There are a number of ways to approach these open-ended posts: consider the reading in relation to its historical or theoretical context; write about an aspect of the day’s reading that you don’t understand, or something that jars you; formulate an insightful question or two about the reading and then attempt to answer your own questions; or respond to another student’s post, building upon it, disagreeing with it, or re-thinking it. In any case, strive for thoughtfulness and nuance. To ensure that everyone has a chance to read the blog before class, post your response by midnight two days before class.

Lenght: 500/700 words.

Assessment: Your routine posts and will be graded for both content and form/aspect (images, photos, links). I will use this rubric.

2Exceptional. The post is focused and coherently integrates examples with explanations or analysis. It moves beyond summary of the argument to engage the argument critically, articulating weak points or dubious assumptions.  It makes useful connections to other thinkers and/or applies theoretical arguments to practical situations.
1Underdeveloped. The post is restricted to summary, without consideration of alternative perspectives, and may contain misreadings of the argument at one or more points. The entry reflects passing engagement with the topic.
0Limited. The journal entry is unfocused, or simply rehashes others’ comments; it fails to grasp fundamental aspects of the argument.