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please see uploads on how to complete these discussion. you may use the internet to complete these questions but will have to   provide works cited 

(Because you will be citing sources in all of your Discussion posts, you need to provide in-text citation for all of them and provide a Works Cited following each post.

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We will focus on the period between 1950-1980, although you may find yourself moving a few years back or a few years forward. Understanding context and testing what you know about context and history will be important to your study of the literature of this time period. We will continue to apply what we’ve learned in other modules, especially the literary terms we’ve studied and the role of writers in shaping our worlds.

· Do some research into the Civil Rights Era and Movement.

· Create a Timeline of events based on your research or simply use this one:  https://www.infoplease.com/history/us/civil-rights-timeline (link is below)

· Mark those events you know of in red and those that are new to you in blue.

Some questions to consider:

· What did you learn that you did not know or that you found interesting/enlightening?

· What surprised you or made you think or do further research?

· If you were to share this information with a friend, what would be important for you to convey and why?

(Highlighted link)

https://www.infoplease.com/history/us/civil-rights-timeline

This module(6) will focus on late Twentieth Century life through contemporary culture.

Understanding context and testing what you know about genres, culture, and history will be important to your study of the novel in this module. We will continue to apply what we’ve learned in other modules, especially the literary terms we’ve studied and the role of writers in shaping our worlds.

Define the following literary terms in distinct ways. That is, you should strive to create definitions that are distinct and that don’t rely on the other terms to clarify: Dystopian fiction, Utopian Fiction, Science Fiction, Speculative Fiction Then, answer this question:

· Do you like these kinds of stories? Which type do you like best and why? Provide examples of any books, movies, or television programs you’ve read or viewed that fit into these genres. Include publication date for each selection.

· Determine your favorite among those you’ve listed and explain why you “liked” that work.

Some additional questions to consider:

· What did you learn that you did not know or that you found interesting/enlightening?

· What surprised you or made you think or do further research?

· If you were to share this information with a friend, what would be important for you to convey and why?

This module(7) will focus on multicultural literature, Saint Leo University‘s Core Values, and literary theory. Exploring other cultures and values and studying our own and those of the institution will be our focus in this module. Write down what these words mean to you (do not look them up, yet!). You may even interview friends and family to discover what they think:

· Feminist

· Environmentalist

· Multiculturalism

Now, pop each word in your browser and study what comes up. Explore many webpages, not just one.

Were there any differences between what you thought and what you learned? Were you surprised by what you found? Explain. Post your responses here and discuss your thoughts and findings with others.

This module (8) will focus on what it means to be an active participant in society, an individual capable of shaping the world, and how we understand and practice multiculturalism.

Understanding context and testing what you know about genres, culture, and history will be important to your study of the works in this module. We will continue to apply what we’ve learned in other modules, especially the literary terms we’ve studied and the role of writers in shaping our worlds.

· What does it mean to be an activist?

· Do you have to be a revolutionary, a loud or rebellious person?

· Do some internet research into “activists” of the past and present.

· What traits do they have in common? What value do they offer our society? To what degree do we rely on activists to “fight the good fights” for us?

· Should we all be more “active” in shaping society?

· Why or why not?

Some additional questions to consider:

· What did you learn that you did not know or that you found interesting/enlightening?

· What surprised you or made you think or do further research?

· If you were to share this information with a friend, what would be important for you to convey and why?

· This question will help you think about the broader implications of what Atwood conjectures and what Silko and Achebe advocate. It will help you consider your place in the world and how what you do – or do not do — affects others.

Because you will be citing sources in all of your Discussion posts, you need to provide in-text citation for all of them and provide a Works Cited following each post.

Fifth, please, make sure that you double space every single assignment you post or upload into the course. 

Assignment

Grading Rubric

Meets/Exceeds

Expectations

(10 Pts)

Approaches

Expectations

(8 Pts)

Needs Improvement

(6 Pts)

In-complete

and/or not

done correctly

(1 Pt)

No

Marks/Missing

(0 Pts)

Purpose Purpose is clear.

Shows awareness of

purpose.

Shows limited

awareness of purpose. No awareness.

No

Marks/Missing

Main idea Clearly presents a main idea and

supports it throughout

the paper.

There is a main idea

supported

throughout most of

the paper.

Vague sense of a main

idea, weakly supported

throughout the paper.

No main idea.

Student didn’t

turn in

assignment.

Overall and

Style Well-planned and well-

thought out. Includes

title, introduction, and

statement of main

idea, transitions,

conclusion, using

APA standard: correct

font, font size and no

more than 1000

words.

Good overall

organization includes

the main

organizational tools

but font is incorrect

or word count is

more than 1000

and/or line spacing

is not doubled, or no

APA style.

There is a sense of

organization, although

some of the

organizational tools are

missing and/or late.

No sense of

organization.

Student didn’t

turn in

assignment.

Content Exceptionally well- presented and

discussed; ideas are

detailed, well-

developed with

evidence & facts

based on text

information.

Well-presented and

discussed; ideas are

detailed, developed

and supported with

less evidence and

details.

Content not as clear or

solid; some ideas are

present but not

particularly developed

or supported with

minimal evidence of

clear knowledge of

subject.

Content is not

complete.

Student didn’t

turn in

assignment.

Structure Sentences are clear and varied in pattern,

from simple to

complex, with

excellent use of

punctuation.

Sentences are clear

but may lack

variation; a few may

be awkward and

there may be a few

punctuation errors.

Sentences are generally

clear but may have

awkward structure or

unclear content; there

may be patterns of

punctuation errors.

Sentences aren’t

clear.

Student didn’t

turn in

assignment.

Discussion Board Guidelines

Students must respond individually to the Discussion Board question and forge a discussion with at least two class members.

Discussion Board postings should be “original thought” posting. Unless requested to do so, students should not use the internet to create discussion board responses.

Discussion Board postings should be 300 words minimum in length, provide evidence of reading comprehension through illustrations from the reading assignments, critical thinking, and consideration of others’ views.

When Discussion Board work is assigned on the syllabus schedule, students must post their responses by the appointed time and respond to at least two class members’ posts within 48 hours/at the appointed time.

Discussion Board work is time-sensitive. Late submissions will not be accepted/will receive a zero.

It is STRONGLY suggested that you visit the discussion board frequently after your work is completed to see where the discussion is going and to further respond to your group members (or your instructor) if need be.

Please see the Discussion Board Rubric for grad

Composition Grading Criteria

Communicating through writing is critical on the job for expressing ideas and

conveying information. It has the same importance in the classroom. Your writing reflects your ideas and communicates your understanding of the topic to

the instructor. All written assignments, including discussion board posts and essay exams, will be graded on the composition elements listed below, as well

as your understanding of the content.

Criteria Sub-standard Novice Proficient Exemplary

Writing Process

Does not demonstrate that the paper has been proofread.

Does not demonstrate proper use of grammar.

Does not demonstrate proper use of punctuation.

Does not demonstrate organizational skills.

Demonstrates basic proofreading skills, but has errors.

Demonstrates basic grammatical skills but has errors.

Demonstrates basic punctuation skills, but has errors.

Demonstrates basic organizational skills, but has errors.

Demonstrates proficient proofreading skills.

Demonstrates proficient grammar skills.

Demonstrates proficient punctuation skills.

Demonstrates proficient organizational skills.

Demonstrates exemplary proofreading skills.

Demonstrates exemplary grammar skills.

Demonstrates exemplary punctuation skills.

Demonstrates exemplary organizational skills.

Content Presentation

Does not include introduction, body, and conclusion.

Missing one or more of the following: introduction, body, and/or conclusion.

Includes introduction, body, and conclusion.

Includes exemplary introduction, body, and conclusion.

Critical Thinking

Does not demonstrate critical thinking skills.

Demonstrates very basic critical thinking skills.

Demonstrates proficient critical thinking skills.

Demonstrates exemplary critical thinking skills.

APA Format Does not include APA formatting for citations, references, and headings.

Demonstrates some APA formatting for citations, references, and headings, but has many errors.

Demonstrates APA formatting for citations, references, and headings, but has some errors.

Demonstrates exemplary use of correct APA formatting for citations, references, and headings.

Core Values:

The SLU core values of responsible stewardship, excellence, and integrity will be emphasized in this course.

Responsible Stewardship: Our Creator blesses us with an abundance of resources. We foster a spirit of service to employ our resources to university and community development. We must be resourceful. We must optimize and apply all of the resources of our community to fulfill Saint Leo University’s mission and goals.

Excellence: Saint Leo University is an educational enterprise. All of us, individually and collectively, work hard to ensure that our students develop the character, learn the skills, and assimilate the knowledge essential to become morally responsible leaders. The success of our University depends upon a conscientious commitment to our mission, vision, and goals.

Integrity: The commitment of Saint Leo University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just, and consistent in word and deed.

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