Class Participation

Standards for Class Participation and Self-Assessment Letter

(adapted from Doug Hesse’s Language and Composition I Course Guide)

A

The student is always prepared for class, having done the readings and brought the appropriate materials. The student participates frequently and thoughtfully in discussions, both orally and electronically, making the kinds of comments or asking the kinds of questions that lead to deeper understanding or that open appropriate new roads for exploration. The student makes detailed, insightful, clear, and accurate contributions to peer response activities, both written and oral.  The student uses class time wisely and productively—working with partners, writing or revising documents, consulting with the professor.

B

The student is always prepared for class, having done the readings and brought the appropriate materials.  The student participates frequently in class, both orally and electronically, making the kinds of comments or asking the kinds of questions that lead to deeper understanding or that open important new topics.  Or, if the student participates relatively infrequently, he/she makes contributions that are especially valuable. The student makes generous, detailed, and clear contributions to peer response activities, though these may be less insightful than those made by A students. Or the student may make insightful comments that are sketchy, rather than generous and detailed. The student uses unstructured time productively in most cases.  However, he/she may be less clearly a self starter than the student who earns an A for participation.

C

The student is prepared for class, having done the readings and brought the appropriate materials. They may be fairly passive in class, seldom taking part in discussion, though they do attentively follow discussions and react to what others in the class have said.  C students perform peer response work willingly, but often does not offer commentary that is generous, detailed, and insightful. Students put unstructured time to adequate use, although they don’t fully demonstrate the same level of initiative as other students.

D

The student is sometimes unprepared for class, not having done the readings or brought the appropriate materials. The student is inattentive (not following the discussion or taking part in it), disinterested, and/or disrespectful (reading the paper, texting, offering little if any commentary on peers’ work). The student rarely uses unstructured time in a productive fashion.

F

The student’s participation is described by the criteria listed above for D. However, several of the criteria apply rather than a few, or the degree of the student’s lack of preparation, lack of engagement, or disruption maybe so great as to warrant an F rather than a D.