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Cultural Context Circle discussion

Module2) our study includes the years between 1900-1920, the early Twentieth Century. Understanding context will be important to our study of the literature of this period. We will continue to apply what we learned in Module 1; however, our particular focus in Module 2 is on the Progressive Era and the key literary movements shaping the creative work of this time frame: Realism and Naturalism.

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Do some of your own research into the Progressive Era. Then, create a post based on your research.

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?

Module 3

Our study includes the years between 1918-1940+. Understanding context will be important to our study of the literature of this time period. We will continue to apply what we learned in Modules 1 and 2. 

Do some research into Post WWI Issues and Post War America, Women’s Suffrage, The Harlem Renaissance, and The Great Migration. Then, create a post based on your research.

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?

Moduel 4

Our study for this Module will focus on 3 literary movements that rose to prominence in the years between the wars (1914-1945): Imagism, Literary Modernism, and Magical Realism.

Understanding context will be important to our study of the literature of this time period. We will continue to apply what we learned in Modules 1-3. However, our special focus in Module 4 is on how the writing of these movements differs from what we’ve seen before and why.

Consider some of the terms used to refer to the decades between World War 1 and World War 2 – 1918-1945.

· The Roaring Twenties, The Jazz Age, The Golden Age, The Age of Intolerance, etc.

· Without doing ANY research just yet, jot down what you know about this historical time period and what these terms reference (significant events, cultural behaviors, political issues)? How is this period in history stereotyped or remembered?

· Rather than doing internet or outside source research, provide honest answers to the questions above. There is not a right or wrong answer, and it’s okay to be uninformed about these terms or the time-frames they reference.

Once you have completed steps 1 and 2, if you have relatives or friends who may have answers, feel free to conduct interviews on the topics in this open discussion. Create a 250-300-word post for this Cultural Context Circle based on your response to the above. Your post must be in sentence and paragraph form.

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

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.

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.

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