Reading responses are a way to engage more deeply with the texts you are reading through active engagement. Students must think critically about the claims and arguments being put forth. Because reading responses are written before the text is discussed in class, students can use the responses to prepare for class discussions.
You will be asked to submit five reading responses of two double-spaced pages written in 12 point Times New Roman font. Your reading responses must be on the text assigned for that day of class. For example, if the assigned reading for class was “Phaedo,” then the reading response you submit on that day must be on “Phaedo.” For days on which multiple readings have been assigned, students should incorporate all the sources into their responses. Late reading responses are not accepted, and all reading responses must be submitted in class (paper copies only).
Reading responses may be submitted at anytime throughout the semester. However, because students will also be engaged in writing their final essay, students are encouraged to submit their reading responses earlier in the semester rather than later. It is the student’s responsibility to keep track of how many reading responses they have submitted.
|Identifies Main Idea||Student successfully identifies the main idea or ideas of the text or texts; the student is able to identify the main arguments made by the text or author||15.00%|
|Supporting Ideas/Premises||Student clearly identifies the supporting ideas provided by the text or author that provide reasons or elaboration on the text’s primarily claims||20.00%|
|Reasoning||Student demonstrates an understanding of arguments both reconstructing arguments from texts and developing arguments in their writing; students provide a critique and evaluation of the claims made by the text or author||25.00%|
|Connections||Where applicable, student makes connections between present text, earlier texts or media, and class lectures and discussions; students make comparisons when appropriate to other thinkers’ and texts’ ideas and claims||20.00%|
|Organization||The student effectively uses essay-level and paragraph level organization; the essay contains a clear introduction, body, and conclusion; ideas are developed in a reasonable order throughout the essay; paragraphs contain clear topic sentences and supporting sentences; transitions are used effectively||10.00%|
|Mechanics||Used well formed, clear sentences and the conventions of writing to communicate ideas; ideas that are not the student’s own are clearly cited according to APA or MLA style formats||10.00%|