Selected Bibliography

Transcription

1 Sociology SOCI 403 Social Change 3 Credit Hours 8 Week Course The course materials, assignments, learning outcomes, and expectations in upper level ( ) undergraduate courses assume that you have completed lower level ( ) courses to develop content knowledge and skills necessary for research, writing, and critical thinking. Table of Contents Instructor Information Course Description Course Scope Course Objectives Course Delivery Method Resources Evaluation Procedures Grading Scale Course Outline Policies Academic Services Selected Bibliography Instructor Information Course Description Beginning with industrialization, a structural and cultural approach will be used to study processes of human interaction resulting in social change. The concept of what change is and how it happens will be clarified with a focus on the various factors and theories that explain it. Key topics will include industrialization, institutional change, social movements, modernization, world systems, economic development, globalization, and

2 information society. (Pre-requisite: SOCI111 Introduction to Sociology) Table of Contents Course Scope The first part of this course focuses on the causes and patterns of social change from both a theoretical and applied viewpoint. Toward this end, the readings examine what social change looks like from three dominant sociological perspectives (functionalist, conflict, and interpretive), and more recent thinking about the relationship between agency and structure in the change process. The second part explores social change and trends in the United States since World War II. The third part delves into selected topics such as (1) social movements and revolutions, (2) technology, innovation, and social networks, and (3) planning and organizing for change. The fourth part studies social change at global and international levels and poses questions about world futures. The final part is a reflection about how individuals live or might live in an uncertain and rapidly changing world. Course Objectives Table of Contents At the end of this course, students will be able to:

3 Discuss and summarize causes and patterns of social change from three dominant sociological theories (perspectives); Identify and trace social trends in the United States to include change in populations, families, and work as well as economics and politics; Define and explain social movements, both reform and radical, that have impacted our culture and history; Compare and contrast social revolutions in past and contemporary contexts with an emphasis on the effects of innovation, planning, and organization in our society; Examine and assess social change at global and international levels to include development and emerging system thinking and environmental issues; Investigate a current sociological issue and link the topic to empirical findings and theoretical explanations. Course Delivery Method Table of Contents This is an online course delivered via distance learning that will enable students to complete academic work in a flexible manner, completely online. All lessons, instruction and interaction will occur within the course website. We will all use online technology to read, discuss, and write about society. Course materials and access to an online learning management system will be made available to each student. The course requires that students work independently and interdependently with the course instructor and with fellow students. Consequently, students must be able to make a commitment to sustain their participation in the course and to communicate regularly with fellow students and with the instructor. Students must possess self-motivation and be self-directed to successfully progress through the course. Students must also feel comfortable with computer tasks such as using , browsing the web, using word processing software, and posting messages to an electronic bulletin board.

4 Students report the most difficult aspect of online learning to be time management. I know you may have other demands on your time, but in order to succeed in this course, you will have to set aside regular time for reading as well as writing and thinking about the materials assigned. To get started, the student is recommended to do the following: Read all the pages contained within the Syllabus and review the contents of the "Resources" area (pay special attention to the "Ebook," Written Assignments and Turnitin ). Take time to familiarize yourself with all aspects of the course that is, just browse around the course until you have a good feeling where everything is. Every APUS course has nuances to its class and online structure. your instructor with any questions that you have as you familiarize yourself with the course. Resources REQUIRED TEXT: Table of Contents Harper, C.L. & Leicht, K.T. (2011). Exploring social change: America and the World (6th ed). Upper Saddle River, NJ: Pearson Prentice Hall. The text for SOCI403 will use an e-book as the primary delivery format. Electronic Materials are provided under licensing or in keeping with Fair Use exemptions for your educational use only. You may quote and utilize this material for this, other APUS courses, and related scholarly pursuits. Unless the materials are in the Public Doman or specific written arrangements are made with the Copyright holders, you may not sell, share or otherwise distribute these documents for personal or other use without the likelihood of violating Copyright Law. OTHER READINGS: Course Lectures are uploaded in the Lessons and Resource sections of the classroom. These notes are considered required reading and are designed to help you better understand the readings and enhance your ability to analyze the world sociologically. SOFTWARE REQUIREMENTS:

5 Microsoft Word (if you do not have Word and cannot afford the program you may convert text files from other formats to Rich Text Format for submission; or download and use the freeware Open Office) Evaluation Procedures: Course Requirements Table of Contents Students will be evaluated on their knowledge, comprehension and application of the materials presented through online quizzes (mix of multiple choice and true/false), forum questions and activities, and an ongoing Writing Assignment Research Paper Process that includes: -- Summary of Topic Interest and Relevance -- Annotated Bibliography -- Extended Outline -- Final Draft (body, pages) Forums Our online asynchronous discussion forums will replace face-to-face in-class activities. Each week you are required to participate in at least one graded discussion forum. Each week your initial post is due by Wednesday at 11:55 pm (EST). You will have until Sunday at 11:55 pm (EST) to post two responses, in each graded discussion forum, to your classmates. This session, you are required to complete 8 Discussion Forums. You can locate a Grading Rubric for the Discussion Boards in the Appendix. IMPORTANT NOTE: During Week One, you will have until Sunday at 11:55 pm to post your initial comments and your reply posts. You will engage in three types of Discussion Forums: Reading Analysis, Supplementary Material and Journal Reviews. 1) Reading Analysis Discussion Forums a. Students are required to choose one question from the instructor s initial post. Your response should answer all parts of the instructor s question. In addition, you should provide a substantive response to the selected question. Your response should add new, unique, original thoughts and ideas. Rely on the textbook and the lectures to construct your response. This means you are required to submit a post that says more than I Like or I Agree Most importantly, your response

6 should provide a critical analysis of the question that integrates the weekly readings. b. Your initial response should be posted on or before Wednesday by 11:55 pm (EST). Each response should be at least 250 words in length. c. Your initial post should reference the textbook. Please make sure that you provide an APA in-text citation for the textbook and an APA fullreference for the textbook. d. Each week you should post at least two responses to your classmates before Sunday at 11:55 pm (EST). Each response should be at least 100 words in length. In addition, your responses should promote further discussion. Remember your Netiquette. Respond to your classmates in a thoughtful manner that supports a professional atmosphere. 2) Supplementary Material Forums a. In some forums, students will be required to provide a brief summary and analysis of a selected supplementary material (e.g. professional web-site, journal article, current event, book, or video). See the detailed instructions in the forum topic. b. Your initial response should be posted on or before Wednesday by 11:55 pm (EST). Each initial post should be at least 250 words in length. c. Your initial post should reference the textbook. Please make sure that you provide an APA in-text citation for the textbook and an APA fullreference for the textbook. d. Each week you should post at least two responses to your classmates before Sunday at 11:55 pm (EST). Each response should be at least 100 words in length. In addition, your responses should promote further discussion. Remember your Netiquette. Respond to your classmates in a thoughtful manner that supports a professional atmosphere. The Discussion Forums will contribute 30% to the course grade. Objective Assessments The objective assessments are intended to gauge your comprehension of the assigned readings, including lecture notes. Each student is required to complete four quizzes. Please read below for more information regarding the scheduling of the quizzes. Each quiz contains multiple-choice and true/false questions covering the course materials (i.e. textbook, lectures). The quizzes are open book, and they are not timed. You re-take the quiz multiple times until the due date. Each quiz will close on Sunday at 11:55 pm (EST) in the

7 weeks that they are listed as due. The Quizzes will contribute 30% to the course grade. Written Assignments Throughout the session, you will participate in an interesting project that will allow you to exercise your sociological imagination and your research skills. This class project is designed to strengthen your overall research skills and your ability to critically assess social phenomena. Since this is an upper-level course, it is expected that you have a firm background in sociology and that you understand how to successfully pursue a term paper. You will complete your project in a series of four assignments that will culminate in the submission of a page term paper. Written Assignment Research Paper Process includes: -- WA1: Summary of Topic Interest and Relevance (Due Week 2; 5% of total class grade) -- WA2: Annotated Bibliography (Due Week 4; 10% of total class grade) -- WA3: Extended Outline (Due Week 6; 5% of total class grade) -- WA4: Final Paper (body of paper is pages; Due Week 8; 20% of total class grade) Required Written Assignments: 1. Written Assignment One (WA1): Construct a 2-3 page paper that describes your research topic. Your paper should successfully answer the So what question. Why is your topic a current, relevant and pressing sociological issue? How will you pursue a critical analysis of this topic? Your paper should utilize sound critical thought and it should provide appropriate APA in-text citations and APA full- reference citations. Please check the Assignments for more information on this homework assignment (5% of total class grade). 2. Written Assignment Two (WA2): Construct a 3 4 page annotated bibliography that provides a summary of your research articles. What are the authors main research findings? How will this information strengthen your critical analysis? Please check the Assignments for more information on this homework assignment (10% of total class grade). 3. Written Assignment Three (WA3): Complete a 3-4 page extended outline that provides a solid framework for your paper. A good outline is necessary for a thorough research paper. Please check the Assignments for more information on this homework assignment (5% of total class grade).

8 4. Written Assignment Four (WA4): Construct a page final research paper. Your paper should utilize sound critical thought and it should provide appropriate APA in-text citations and APA full-reference citations. Please check the Assignments for more information on this homework assignment (20% of total class grade). Please access complete instructions for each paper via the Assignments link on the left-hand navigation menu. Successful research papers will employ the use of sound critical thought, and successful papers will reference the course materials. It is expected that students will use appropriate APA in-text citations, and appropriate APA fullreferencing in their bibliographies. APUS policy regarding plagiarism is clear. Students are not expected to take credit for another person s work. Whenever you use the ideas of another person, you should cite the original author using APA in-text citations and APA full-reference citations. See information regarding writing standards and academic integrity for a fuller explanation of these expectations. In this course, all of your written assignments will be submitted to Turnitin.com for review. The written assignments will contribute 40% to the course grade. IMPORTANT: Critical information is found throughout the following sections. Students need to read through them all very carefully to avoid assignment points loss and/or significant negative impact on their course grades. Late Policy: Please note that APUS is in West Virginia which follows the Eastern Time Zone ( Unlike traditional face-to-face classes, this course does not require students all to be in the classroom at a particular time, but this is not the same as setting one s own assignment deadlines. This is one way academically rigorous APUS coursework is distinct from self-paced, correspondence-type assignments, although many traditional correspondence courses also have deadlines. Students are expected to submit all assignments by the posted

9 due dates and to complete the course according to the published class schedule. Unless otherwise noted, all assignments are due by the end of each week Sunday. If you anticipate that an assignment will be late, you must contact me immediately. Penalties will be assessed based on the reason for the late work, and the timeliness of notice. Late work will not be penalized if the reason falls under the following categories: documented long-lasting technical problems that are out of the student s control, documented family emergencies, and documented extended illnesses. Late work that falls outside of these categories will be assessed a penalty of up to 10% per day. You must receive permission prior to the due date in order to submit late work. If granted, you will have up to three days, past the original due date, to submit your late assignments. Each day your late assignment will be assessed a penalty of up to 10%, for a possible total penalty of 30%. I will not accept late assignments after the third day. Late assignments submitted after the third day will receive a score of zero. Extra credit: There is no extra credit. WRITING STANDARDS AND ACADEMIC INTEGRITY Students should proofread each assignment carefully before submitting it. Spelling and grammar errors will result in point deductions. Collaboration on coursework, unless so assigned by the professor, is not allowed. Avoiding Plagiarism: All written assignments must be in the student s own words, and MUST include citations (in proper APA format) giving the source credit for ANY paraphrases or direct quotes based on published authors work, and should be submitted error free. - For this course s discussion boards, this means including an in-text citation for any section of the text or another source used for developing ideas and including a full reference citation for all sources below the post. An in-text citation includes the publisher(s) name and the year of publication, i.e. (Henslin, 2009); for a direct quote the page number should also be included (Henslin, 2009:34). ANY copying from the Internet or other published sources without including proper citations (giving the original author credit for their work), including the course text (i.e. plagiarism), found in any course assignments, including discussion boards will result in an automatic score of zero with no option for

10 your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS. revision. More than one instance of plagiarism will result in a failing grade for the course. Additionally, submission of written work purchased from paper writing sources, including in person, by mail or via the Internet will result in course failure and a report sent to the University Registrar s Office for placement in the student s permanent academic record. There is no option for resubmission in any of the above cases. These are stringent requirements but necessary to protect the integrity of APUS classrooms and honor students who have completed their work in compliance with University policy and course rules. Academic dishonesty: It is a serious violation to cheat on exams, hand in work that is not your own, or plagiarize others materials. If you do these behaviors, your grade will suffer. Penalties may include reduction of grade for the assignment, reduction in course grade, or course failure. For University policies on this, see More detail on avoiding plagiarism is below, but if you have any questions, please ask me. I did not know is never an acceptable excuse. Grading Scale Grading Scale: The breakdown on the course requirements is as follows: Assignment Discussion Boards Quizzes/Exams Written Assignments Grade Percentage 30% of Total Grade 30% of Total Grade 40% of Total Grade The overall course grading scale is as follows: A 4.0/ A- 3.67/ B+ 3.33/ B 3.0/ B- 2.67/ C+ 2.33/ C 2.0/ C- 1.67/ 72 70

11 Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS. D+ 1.33/ D 1.0/ D-.67/ F 0.0/ 59 0 Table of Contents Course Outline Week Topic(s) Learning Objective(s) Reading(s) Assignment(s) Introduction to current sociological issues 1 Part 1: Explaining Change Become familiar with the course objectives and intent of assigned readings, quizzes, discussion questions, essays, book review, and research paper requirements. What is social change? Read Harper & Leicht Ch 1 Read Course Lecture Week One Discussion What is sociological imagination? 2 Part 1: Explaining Change (cont d) Causes and patterns of change Social Theory and social What are the three theoretical perspectives in contemporary sociology? What factors determine the structure of society and the nature of change? What is significant social change? Read Harper & Leicht Ch 2 & 3 Read Course Lecture Week Two Discussion Quiz One WA 1:Summary of Topic Interest and Relevance Due

12 Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS. change What structural trends are impacting society? 3 Part 2: Social Change in the United States American social trends Change in the settings of everyday life, populations, families, and work Economics, politics, and the American prospect What is significant social change? What structural trends are impacting our society? What changes are occurring in our everyday life? How are demographic changes affecting our lives? How do the economy and the political system shape our society? What social changes are most significant for American society? Read Harper & Leicht Ch 4, 5 & 6 Read Course Lecture Week Three Discussion Quiz Two Part 3: Processes of Social Change Social 4 movements American reform movements and social change Revolutions What are social movements? How do we explain the origin of social movements? Which social movements have had lasting impact on our society? What kinds of social change are social movements likely to produce? What is a social revolution? Read Harper & Leicht Ch 7, 8 & 9 Read Course Lecture Week Four Discussion WA2: Annotated Bibliography Due

13 Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS. Which theories explain the nature of a revolution? What makes a revolution successful or not? 5 Part 3: Processes of Social Change (cont d) Technology, innovation, and networks Creating change How does innovation stimulate change? What are the consequences of innovation for individuals and society? What have social scientists learned about social change that is of any practical relevance? Read Harper & Leicht Ch 10 & 11 Read Course Lecture Week Five Discussion Quiz Three 6 Part 4: Global Change The emerging global system: Development and Globalization Society, environment, and change What works in development and integrating global systems to produce a better life for people? How should policy makers link economic growth with human concerns to promote progress? What are the growing connections among population growth, energy, food resources, and ecological consequences? Read Harper & Leicht Ch 12, 13, & 14 Read Course Lecture Week Six Discussion WA3: Extended Outline Due 7 Part 4: Global Change What are the implications for possible alternative Read Harper & Leicht Discussion Question #7

14 Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS. (cont d) World futures futures? What is the Third Revolution? Read Course Lecture 8 Epilogue: Living in a Rapidly Changing World Review and reflection Research and write about a current sociological issue dealing with social changes brought about by technology, technology related to work, biomedical technology, or military technology. Read Course Lecture Discussion Question #8 Quiz Four WA4: Final Paper Due Table of Contents Polices Please see the student handbook to reference all University-wide policies. Quick links to frequently asked question about policies are listed below. They are also available by clicking on the Syllabus button in the left-hand menu of the course. Drop/Withdrawal Policy Plagiarism Policy Extension Process and Policy Disability Accommodations Communication Policies Methods of Communication all communication must be done via the Sakai internal found within the course (Mailbox). This reduces lost external s due to spam and quarantine filters. This should primarily be

15 used for personal questions (including questions about grades); general class questions should be posted in the Virtual Office. Virtual Office under Discussions, this is the best place to post general questions about class logistics and assignments Homework Assignment Submissions all final versions of your homework assignments will be submitted TWICE: once via the Assignments Tool in Sakai and once via turnitin.com (directions for turnitin.com are available under Resources>Turnitin>Turnitin ID & PW). Synchronous Communication The instructor will be available via the class Chat function during my office hours, and by appointment. Set meeting times may occur via another synchronous method (telephone, chat, instant message, etc.) Communicating with the Instructor If you have any questions, concerns, or other general comments about the class, the best way to communicate with the instructor is via . The instructor reserves the right to take up to 48 hours to respond to your s and Virtual Office questions. The instructor may have to do some grading, look something up, or may just being taking care of his or her own life requirements. Therefore, do not put off your homework to the last minute, have a question, and then expect the instructor to respond prior to the deadline. Grades for assignments should be posted within 5 days of their final submission deadline. If one week after the assignment has been submitted, you have not seen a grade posted, please the instructor. Communicating on the Discussion Board These postings are the heart of the interaction in this course. The more engaged and lively the exchanges, the more interesting and fun the course will be. Only substantive comments will receive credit. Although there is a final posting time after which the instructor will grade comments, it is not sufficient to wait until the last minute to toss your required comments/questions on the board. The purpose of these is to actively participate in an on-going discussion about the assigned materials. By substantive, this means comments that contribute something new and hopefully important to the discussion. Thus a message that simply says I agree is not substantive. If you feel very strongly about it and wish to be supportive of your classmate, you can certainly post such a statement anyway but PLEASE limit such comments as there are few things more

16 boring to read than discussions where 80% of the content is content-free! A substantive comment contributes a new idea or perspective, a good follow-up question to a point made, offers a response to a question, provides an example or illustration of a key point, points out an inconsistency in an argument, etc. As a class, if we run into conflicting view points, we must respect each individual's own opinion. Hateful and hurtful comments towards other individuals, students, groups, peoples, and/or societies will not be tolerated! Netiquette It is expected that you will follow the basic rules of netiquette when interacting with your instructor and fellow students online. A general review of netiquette may be found at Announcements Course announcements are made via the announcement feature in Sakai. These may include changes to the schedule, clarification of material, or notice of system issues. Be sure to check the Sakai announcements area every time you log on to the course. Disclaimer: Changes in the Syllabus: If needed, the instructor reserves the right to make adjustments to any aspect of this syllabus. If this happens, the instructor will post a message about the change in Announcements, so be sure to check them frequently. You are responsible for keeping up to date with Course Announcements and noting any announced changes. Agreement: Students accept to comply with these requirements by reading this document, signing the course contract and remaining enrolled in the course. Table of Contents Academic Services ONLINE LIBRARY RESEARCH CENTER & LEARNING RESOURCES

17 The Online Library Resource Center is available to enrolled students and faculty from inside the electronic campus. This is your starting point for access to online books, subscription periodicals, and Web resources that are designed to support your classes and generally not available through search engines on the open Web. In addition, the Center provides access to special learning resources, which the University has contracted to assist with your studies. Questions can be directed to Charles Town Library and Inter Library Loan: The University maintains a special library with a limited number of supporting volumes, collection of our professors publication, and services to search and borrow research books and articles from other libraries. Electronic Books: You can use the online library to uncover and download over 50,000 titles, which have been scanned and made available in electronic format. Electronic Journals: The University provides access to over 12,000 journals, which are available in electronic form and only through limited subscription services. Turnitin.com: Turnitin.com is a tool to improve student research skills that also detect plagiarism. Turnitin.com provides resources on developing topics and assignments that encourage and guide students in producing papers that are intellectually honest, original in thought, and clear in expression. This tool helps ensure a culture of adherence to the University's standards for intellectual honesty. Turnitin.com also reviews students' papers for matches with Internet materials and with thousands of student papers in its database, and returns an Originality Report to instructors and/or students. Tutor.com: Students have access to 10 free hours of tutoring service per year through Tutor.com < Tutoring is available in the following subjects: math (basic math through advanced calculus), science (biology, chemistry, and physics), statistics, English, Social Studies, Career Services, and more. Additional information is located via the Online Library in thetutorial Center ( ). Table of Contents Selected Bibliography RECOMMENDED FOR FURTHER READING or RESEARCH

18 STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS. Bauchspies, Wendy and Jennifer Croissant, Sal Restivo. (2006). Science, Technology, and Society: A Sociological Approach. Malden, MA: Blackwell Publishing. Bowles, Mark D., Liquefying Information: Controlling the Flood in the Cold War and Beyond. Levin, Miriam R. ed., Cultures of Control. Studies in the history of science, technology, and medicine, v. 9. (2000). Amsterdam: Harwood Academic. Cutcliffe, Stephen H. Ideas, Machines, and Values: An Introduction to Science, Technology, and Society Studies. (2000). New York, NY [u.a.]: Rowman & Littlefield. Cutcliffe, Stephen H., and Terry S. Reynolds. Technology & American History: A Historical Anthology from Technology & Culture. (1997). Chicago: University of Chicago Press. Fischer, Claude S. America Calling: A Social History of the Telephone to (1992). Berkeley: University of California Press. Friedman, Thomas L. The World Is Flat: A Brief History of the Twenty- First Century. (2007). New York: Farrar, Straus and Giroux. Fuchs, Christian. Internet and Society: Social Theory in the Information Age. (2008). Routledge research in information technology and society, 8. New York: Routledge. Goldsmith, Jack L., and Tim Wu. Who Controls the Internet?: Illusions of a Borderless World. (2006). New York: Oxford University Press. Johnson, Deborah G., and Jameson M. Wetmore. Technology and Society: Building Our Sociotechnical Future. Inside technology. (2009). Cambridge, Mass: MIT Press. Kidder, Tracy. The Soul of a New Machine. (1981). Boston: Little, Brown. Kleinman, Daniel Lee. Science and Technology in Society: From Biotechnology to the Internet. Key themes in sociology. (2007). Malden, MA: Blackwell Pub. Latour, Bruno, and Steve Woolgar. Laboratory Life: The Construction of Scientific Facts. (1986). Princeton, N.J.: Princeton University Press. Mackensie, J. and Wajcman, J. (1999). The Social Shaping of Technology. Philadelphia: Open University Press.

19 McGinn, Robert. Science, Technology, and Society. (1991). Upper Saddle, N.J.: Prentice Hall. Nye, David E. Electrifying America: Social Meanings of a New Technology, (1990). Cambridge, Mass: MIT Press. Pursell, Carroll W. The Machine in America: A Social History of Technology. (2007). Baltimore, MD: Johns Hopkins University Press. Smith, Merritt R. Does Technology Drive History?: The Dilemma of Technological Determinism. (1994). Cambridge, Mass. [u.a.]: MIT Press. Appendix A DISCUSSION BOARD RUBRIC For the initial post you are required to: post 250 words of more respond substantively clearly address the instructor question using the text use APA formatted in-text citations and references for material paraphrased or quotes For each response post discussion question you are required to: post a substantial response (100) words respond substantively to TWO of your classmates' initial responses use APA formatted in-text citations and references for material paraphrased or quotes By substantive, I mean comments that contribute something new and hopefully important to the discussion. Thus a message that simply says I agree is not substantive. If you feel very strongly about it and wish to be supportive of your classmate, you can certainly post such a statement anyway but PLEASE limit such comments as there are few things more boring to read than discussions where 80% of the content is content-free! A substantive comment contributes a new idea or perspective, a good follow-up question to a point made, offers a response to a question, provides an example or illustration of a key point, points out an inconsistency in an argument, etc. Discussion Board: Grading Rubric 5 Points Initial student discussion directly responds to the central issue of the discussion question and clearly represents reading of the text; response adds new or different information or examples into the discussion; response is professional and treats other students with respect; responses are written in correct spelling/sentence structure/grammar; APA formatted citations are used for all paraphrased or quoted information from an outside source (i.e. text, website, etc); initial

20 your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS. 4-3 Points 2-0 points 0 discussion and the two responses meet the length requirement; initial discussions and the responses are posted by the deadline for each Initial discussion or responses are somewhat related to the issue at hand; citations are inserted without explanation; initial discussion or response length are under the requirement; response has several errors in spelling/sentence structure/grammar; missing response to others. Initial discussion or responses simply rephrases a previous posting; course material is referenced without citation; vague or no details that support the issue; response appears nonprofessional and has many errors in spelling/sentence structure/grammar; missing response to others. No discussion has been posted or discussions or responses are clearly offensive