Course Syllabus LSP 200-222 Seminar Multiculturalism. Black.docx

Course Syllabus: LSP 200-222 Seminar / Multiculturalism.
Black, White, & Other. Winter 2015. Instructor: Nicole
Garneau. Page 1
LSP 200-222
Black, White, & Other:
Racial Formations in
America
DePaul University
Winter 2015
O’Connell Center, Room 436
Monday & Wednesday 9:40-11:10AM
Instructor: Nicole Garneau
Office: Room 563, Schmitt Academic
Center
Office Hours: Thursdays, 3-5pm and
by appointment
E-mail: [email protected]
Photo from Chicago’s “Brown Friday” Demonstrations by
Sarah-Ji Fotógrafa
Course Description:
People in America often consider race in stark black and white
terms. In part, this is because African
Americans and white Americans have particular and distinct
histories that give blackness and whiteness
unique status in the United States. However, American racial
formations are organized along a complex

matrix that involves much more than these two categories
account for. In this class, we will explore the
entire construction of the idea of race. We will examine the
cultural and political-economic construction
of race in the United States and analyze how races are
reproduced, maintained, and challenged. How has
race been defined in relation to notions of color, race, class,
gender, sexuality, ethnicity, nation, language,
and non-white perspectives? We will consider how racial groups
that are neither black nor white, like
Asians, Latinos, and multiracial peoples, are fundamentally
involved in the ways race, identity, and power
are understood and mobilized in America. Furthermore, we will
consider how gender, sexuality, class,
and nationality are all involved in shaping ideas of race so that
all racial categories, black, white and
otherwise, are formed by and through ideas of gender, sexuality,
class and nationality.
LSP 200 Learning Outcom es:
1. By the end of this class, students will identify key debates in
the history of multiculturalism. As
students understand the debates and values of multiculturalism
in theory, they will be able to
apply them beyond the classroom into practice by developing
and using reasonable guidelines for
prioritizing important values – including respect for differences,
equality, and social justice.
2. Through the use of self-reflection and critical analysis,
students will be able to identify and
understand their place in their own historical context. They will
also be able to articulate
assumptions and explore connections to alternative
interpretations and perspectives on history

and culture other than their own.
Garneau. Page 2
3. Student will critically analyze multiple sources of
information (from, for example, relevant
databases and other reference works, primary and secondary
sources, community knowledge,
etc.) in order to form clear, concise arguments about
multicultural issues and to interpret evidence
from a variety of points of view.
4. Students will practice seminar behavior (including class
discussion, active listening, participation)
to communicate ideas appropriately for a given audience and
setting and to integrate skills in an
ongoing process of generating and using information to address
specific problems. As well,
students will practice independent intellectual inquiry outside
of the classroom through class
assignments.
Required Course Texts:
1. White Privilege (fourth edition), Paula S. Rothenberg, Worth
Publishers, 2011. Available online
or at DePaul Bookstore.
2. Pedagogy of the Oppressed, Paolo Freire, Bloomsbury
Publishers, 2000. Available online or at
the DePaul Bookstore.

3. Course Reading Packet: Only available at DePaul Bookstore.
Course Requirem ents:
Participation (includes Attendance) 15 points
Reading Reflections (on D2L; 5 @ 4 points each) 20 points (due
1/15, 1/22, 1/29, 2/10,
2/17)
Provocation in Media 5 points (various due dates)
Midterm Paper Draft to Fellows: Race & Police Violence 10
points (due 1/15)
Midterm Paper Final: Race & Police Violence 10 points (due
2/5)
Event Analysis Paper 10 points (due 2/19)
Final Paper Draft to Fellows 10 points (due 2/24)
Final Presentation—Resistance! 5 points (due 3/12)
Final Paper 15 points (due 3/19)
Grading Scale:
95-100 A, 94-91 A-, 88-90 B+, 85-87 B, 81-84 B-, 77-80 C+,
73-76 C, 69-72 C-, 65-68 D+, 61-64 D
0-60 F
Participation: 15 points
This is a lecture and discussion based course. Attendance is
required. Students are responsible for any
material covered during classes at which they are not present.
Students are expected to arrive to class on
time. Attendance will be taken every day. In this class, there is
no difference between excused and
unexcused absences: you are either present or not.
Please do not miss class just because you have not completed
the work due that day. You will not be

publicly humiliated. Honestly I probably will not know you
didn’t turn in work that day. Communicate
with me about your assignment.
Students are expected to come to class fully prepared to share
your thoughts, questions, agreements or
disagreements with the class. Be sure to read, ask questions,
disagree, formulate your own ideas, and
engage with members of the class. Our ideas, opinions and
viewpoints will differ depending on our
backgrounds, experiences, and knowledge. Students are required
to complete the readings assigned for
each day before class, to be prepared to discuss the readings in
class, and to bring a printed copy of the
readings to class.
Garneau. Page 3
Your overall attendance and participation will be evaluated as
follows:
“A” Student has read the assigned readings on time, asks
questions, expresses ideas, and/or poses
questions at each class meeting. Student brings assigned
readings to class in physical/printed form.
Student is prepared at all times to give a clear summary of the
readings assigned. Student regularly
applies course materials to relevant events and information from
outside the course to share with other
students and instructor.
“B” Student participates according to above guidelines, but only

75% of the time.
“C” Student does not volunteer, but only responds to direct
questions; students responses demonstrate
vague familiarity with course requirements; frequently student
restates other students’ position rather than
offering her/his own analysis and viewpoint.
“D” Student never volunteers, cannot respond to direct
questions, is silent during class discussions,
and unable to summarize readings. However, student’s voice is
heard occasionally in small group
discussions in the classroom.
“F” Students just sits silently in class simply taking up space
and does not participate in any activities.
Reading Reflections (on D2L) 4 points each x 5=20 points
(due 1/15, 1/22, 1/29, 2/10, 2/17)
You will be expected to respond to the reading assignments by
writing reflections on them. You will be
given specific questions to help you structure your response.
Reading Reflections are submitted online on
the D2L site for this course. You will have 5 assignments over
the course of the quarter, each worth 4
points. Reading Reflections must be submitted before class on
the day they are due. No late submissions
will be accepted without permission from the instructor. Write
at least one paragraph (4-5 sentences) for
each question. Please write your Reading Reflections in a word
processing program, save the file to your
computer, and then upload to D2L. Save your file as .doc, .pdf,
or .txt. Name your file in the following
way: LastName_Date.doc
Provocation in M edia 5 points (various due dates)
On an assigned day, each student will come to class prepared to
share an example of an image, text, TV
clip, movie clip, music video, etc. from popular media that

directly addresses one of the major points of
the readings due that day. Media clips should be saved to flash
drives, emailed to yourself, or saved to a
YouTuble playlist so that they can be brought up in class.
Media Provocations should be no longer than
10 minutes total and as the name states, students are encouraged
to provoke class discussion with their
examples!
M idterm Paper Draft Subm itted to W riting Fellow s AND m
eeting w ith
Fellows: Race & Police Violence 10 points (due 1/15)
Since we are working with Writing Fellows through DePaul’s
Center for Writing-Based Learning, all
students are required to submit a full draft of their paper via
Dropbox and complete a meeting with their
assigned Writing Fellow. There will be no late submissions of
these drafts allowed, and all students are
responsible for scheduling and showing up to their meetings
with their Fellows. The specific paper
assignment (Race & Police Violence) follows in the “Paper
Assignments” section of this syllabus.
M idterm Paper Final: Race & Police Violence 10 points (due
2/5)
Final midterm papers are expected to reflect revisions suggested
by your Writing Fellow and be submitted
on paper in class.

Garneau. Page 4
Event Analysis Paper. 10 points (due 2/19)
Students will go to events that explore the way race is
understood or the meaning of race in America.
Events are provided by the Center for Intercultural Programs
(CIP). The specific paper assignment
follows in the “Paper Assignments” section of this syllabus.
Final Paper Draft Subm itted to W riting Fellow s AND m
eeting w ith Fellow s:
Resistance is the secret of Joy! 10 points (due 2/24)
with their Fellows. The specific paper
assignment (Resistance is the secret of Joy!) follows in the
“Paper Assignments” section of this syllabus.
Final Presentation & Slide: Resistance is the secret of Joy! 5
points
(due 3/12)
Thursday, March 12: Brief (2 min) presentation on your topic in
class. Upload a slide or an image to
accompany your presentation by 9am to the Dropbox folder
entitled “Final Papers and Slides” (5 points;
must be present in class) All are welcome to bring snacks!
Final Paper: Resistance is the secret of Joy! 15 points (due
3/19)
Final midterm papers are expected to reflect revisions suggested

by your Writing Fellow and be submitted
on paper in class. See “Paper Assignments.”
Late W ork
All deadline extensions must be arranged before the due date of
the paper. Late papers must still be
printed and submitted to Professor Garneau’s mailbox, 563 SA.
No papers are accepted by e-mail.
Academ ic Integrity:
Violations of academic integrity include but are not limited to
the following categories: cheating;
plagiarism; fabrication; falsification or sabotage of research
data; destruction or misuse of the university's
academic resources, alteration or falsification of academic
records; academic misconduct; and complicity.
Violations do not require intent. This Policy applies to all
courses, programs, learning contexts, and other
activities at the university, including but not limited to
experiential and service- learning courses, study
abroad programs, internships, student teaching, providing false
information on an application, and not
disclosing requested information. If an instructor finds that a
student has violated the Academic Integrity
Policy, the appropriate initial sanction is at the instructor's
discretion (see section IV). Actions taken by
the instructor do not preclude the university from taking further
action, including dismissal from the
university. Conduct that is punishable under the Academic
Integrity Policy could also result in criminal or
civil prosecution.
Please see more here: http://offices.depaul.edu/oaa/faculty-
resources/teaching/academic-integrity/for-
students/Pages/default.aspx

The University Center for W riting-based Learning & W riting
Fellow s
In this course, we will participate in the Writing Fellows
Program here at DePaul University’s Center for
Writing-based Learning. The Writing Fellows Program links
undergraduate peer writing tutors with
writing-intensive courses across the curriculum -- from physics
to journalism, religious studies to
computer science.
Garneau. Page 5
Like their colleagues in the Writing Center, Writing Fellows are
peer tutors specially trained to act as
sympathetic readers and advisors, providing informed,
constructive criticism to fellow writers. Writing
Fellows work with the same set of writers from a particular
course for an entire quarter, responding to two
of their papers through written comments on drafts and real-
time dialogue.
I have decided to use a Writing Fellow in this course, and that
means a few things: I believes that all
writers, no matter how accomplished, can improve their writing
by sharing work in progress and making
revisions based on constructive criticism. In addition, it means
that I have built extra time into your
course syllabus to allow everyone in your class to consult with a
Writing Fellow on drafts of two formal
papers this quarter. Writing Fellows should receive complete
drafts of papers, not outlines or rough drafts.

Your Fellow will write comments on these two drafts and offer
suggestions and strategies for revision.
Your Fellow will also meet with you one-on-one, allowing time
for you to ask questions, work through
difficult sections of your drafts, and discuss your writing
process in detail. These meetings are important
to the revision process and will be part of your grade.
Unfortunately, your Fellow can't edit or rewrite your paper for
you. If you think you need help beyond
what your Fellow can provide you with (sentence structure,
grammar, etc.), consider making an
appointment with the awesome staff of the Writing Center.
Fellows are also not able to give extensions,
and they don't assign grades.
The Writing Center provides help free of charge to all members
of the DePaul University community,
including students, alumni, faculty, and staff. Writing Center
Tutors help writers become more confident
in their writing abilities and processes by engaging with them
on their writing projects. They assist during
any stage of the writing process from prewriting to drafting to
revising.
Please see
http://condor.depaul.edu/writing/what/Writing%20Center/wc.ht
ml for additional information.
Paper Subm ission:
With the exception of Reading Reflections and Final Paper that
are submitted via D2L, all assignments
are to be either printed out and turned in during class time, or
submitted to my physical mailbox in the
Women’s and Gender Studies Office. I have a strict policy that I

do NOT accept Papers by email.
Phones, Laptops, and Tablets:
Students must silence and put away cell phones during class.
Texting or other interaction with the phone
is disrespectful to the entire class. Unless there is a specific
reason why you need a laptop or a tablet (like
a visual impairment that you have discussed with me
beforehand), these items are not to be used in class.
Laptops and tablets create physical barriers between you and the
rest of the class. They discourage active
reading, and they encourage such distractions as email and
social media alerts. For all these reasons, you
will be asked to put away computers and bring to class physical
paper printouts of the readings.
Reasonable Accom m odations Policy:
Any students with disabilities should contact Professor Garneau
at the beginning of the quarter. All
reasonable accommodations are possible. Please feel free to
come and discuss this, or any, issue with me.
See more here: http://www.depaul.edu/university-
catalog/academic-handbooks/undergraduate/university-
resources/Pages/center-for-students-with-disabilities.aspx
Class Schedule
• Readings are to be completed on the day they are listed.
• You MUST bring to class your physical printouts of readings
due that day.
Garneau. Page 6

Week 1:
T 1/6 Introduction to the course, syllabus, instructor & each
other
Class Contract
alternate names for black boys BY DANEZ SMITH
R 1/8 Revisit Class Contract
What do we know? What do we want to know?
Reading Due: “Protesting Police Shootings: Demands for
Change Sound Out Nationwide.”
Cnn.com
“The Long History of Presumed White Innocence and Black
Guilt.” Bitchmagazine.org
Week 2:
T 1/13 Reading Due: White Privilege Part 1: “The Matter of
Whiteness”
“Barrack Obama, Ferguson, and the Evidence of Things
Unsaid.” Theatlantic.com
“Why It’s Impossible to Indict a Cop.” Thenation.com
R 1/15 Reading Due: White Privilege Part 1: “Failing to See”
“Self-Segregation: Why it’s so Hard for Whites to Understand
Ferguson”
Due: Reading Reflection #1 (Questions on D2L, post to
Dropbox)
Provocations in Media assigned
Week 3:
T 1/20 Reading Due: “America Wiped Out Years of Progress.

Let’s have ‘The Race Conversation’ for
Real This Time.” Theguardian.com
Due: Draft of Midterm Paper (Race & Police Violence) to
Fellows via Dropbox
Dropbox)
Provocation in Media #1
R 1/22 Reading Due: White Privilege Part 1: Representations of
Whiteness in the Black Imagination
Center for Writing-Based Learning Workshop
Week 4:
T 1/27 Reading Due: White Privilege Part 2: “The Roots of
Racial Classification” and “How White
People Became White”
Dropbox)
R 1/29 Reading Due: White Privilege Part 2: “How Jews
Became White Folks”
Week 5:
T 2/3 Reading Due: “White Fragility” by Robin DiAngelo
Class Attends “Birth of a White Nation: The Invention of White
People and its Relevance
Today” lecture by Jacqueline Battalora. Meet at LPC-Student
Center Room 314, 2250 N.
Sheffield Ave.

R 2/5 Reading Due: White Privilege: “White Privilege:
Unpacking the Invisible Knapsack.”
Due: Final Midterm Paper (Race & Police Violence) Printed,
bring to class
Garneau. Page 7
Week 6:
T 2/10 Reading Due: “White Sexual Imperialism: A Theory of
Asian Feminist Jurisprudence” by
Sunny Woan
“9 Wack Things White Guys Say to Deny their Asian Fetish”
“10 MORE Wack Things People Say After You Write An Essay
About Wack Things White
Guys Say To Deny Their Asian Fetish”
In class reading: “Not Your Fetish” I was Born with Two
Tongues (video/audio)
Dropbox)
Library Workshop: Meet at LPC Library
R 2/12 Class Attends “Wong Flew Over the Cuckoo’s Nest”
film screening and talkback by
Kristina Wong. Meet at LPC-Student Center Room 120, 2250 N.
Sheffield Ave.
Reading Due: White Privilege Part 2: The Possessive
Investment in Whiteness

Week 7:
T 2/17 Reading Due: White Privilege Part 2: “Becoming
Hispanic: Mexican Americans and
Whiteness,” and “Hispanics, Latinos, or Americanos: The
Evolution of Identity” by Lillian
Comas Diáz
Dropbox)
W 2/18 Optional/Extra Credit: Attend “Queer, Ill, and OK” by
Joe Varisco, Cruel Valentine, and Chris
Knowlton. LPC Student Center 120B, 6:00-7:30. Write 1-page
response.
R 2/19 Reading Due: Selections from Without a Net: The
Female Experience of Growing up Working
Class
Due: Event Analysis Paper, Printed, bring to class.
Week 8:
T 2/24 Reading Due: Selections from White Trash: Race and
Class in America
Due: Draft of Final Paper (Resistance!) to Fellows via Dropbox
R 2/26 Reading Due: Pedagogy of the Oppressed: Introduction
and Chapter 1
Week 9:

T 3/3 Reading Due: Pedagogy of the Oppressed: Chapter 2
Dropbox)
R 3/5 Reading Due: The Next American Revolution: Sustainable
Activism for the 21st Century “These
are the Times to Grow our Souls”
Week 10:
T 3/10 Reading Due: TBD
R 3/12 Due: Short Presentations in Class on topics in Resistance
Week 11:
R 3/19 Due: Final Papers uploaded to Dropbox / submitted on
paper to Professor Garneau’s mailbox
TBD
Garneau. Page 8
Paper Assignm ents:
M idterm Paper (Race & Police Violence)
Write a 4-6 page paper that answers the following questions:

1. What are some of the similarities and differences between the
recent cases of deaths at the hands
of police?
2. What is the relationship between these cases and how race
functions in the United States? Which
readings from Weeks 1-4 support your analysis?
3. What stands out to you as important historical context for
these cases of police violence? Which
readings from Weeks 1-4 support your analysis?
4. In relation to police violence, what can you say about how
notions of gender and/or sexuality are
also at work? Which readings from Weeks 1-4 support this
analysis?
5. What is the role of Whiteness and/or White Supremacy in
these cases and how people react to
them? Which readings from Weeks 1-4 support this analysis?
6. Do you feel a personal connection to these cases and/or the
activism around them? If so, what is
that connection? If not, what stands out to you as particularly
touching or provocative from the
readings weeks 1-4?
Your paper should specifically make reference to 3 of the
readings from weeks 1-4. Your paper should be
written using the guideline for formatting of papers included in
the syllabus.

with their Fellows.
It is expected that Final midterm papers will reflect revisions
suggested by your Writing Fellow and be
submitted on paper in class.
Midterm Paper Draft Submitted to Writing Fellows AND
fulfillment of revision meeting with Fellows: 10
points (due 1/15 to Dropbox)
Midterm Paper Final: 10 points (due 2/5 printed, brought to
class)
Event Analysis Paper (Kristina W ong) Due 2/19 printed.
Part I:
In 4-6 pages, I’d like you to connect at least one of the readings
due in Week 6, and think about it in
light of the Kristina Wong program we attended sponsored by
the Center for Intercultural Programs. How
did this reading help you to think about the core themes from
the course? Please choose one of the
following paragraphs and use the questions to guide your
writing. Whenever possible, use concrete
examples and try to reach beyond a mere description of the
event to reflect on the larger issues and ideas.
[Choose to write about ONE of these three blocks of questions]

Discuss three striking examples of contemporary social
inequality in context of their historical
roots that you gained from the Kristina Wong program, as well
as from the readings this quarter.
By comparing them, how might you understand the shared
experiences of different social groups
in the United States, as well as their differences?
Garneau. Page 9
Were there any moments during the Kristina Wong program
and/or reading helped you to better
understand your own experiences of oppression, and conversely,
your own privilege? Were there
connections that surprised you, confirmed your own analysis
and experiences, or helped you
think of old ideas in new ways?
What role might intellectual imagination / artistic creativity
play as a way to find solutions to
every day problems of social oppression and misunderstanding?
Bring examples from the
Kristina Wong program, readings, as well as your own
experiences.
Part II:
In a page or so, please reflect on the impact of the Kristina
Wong program, along with readings and class
lecture, on your major or other academic interests. How might
you use the information gained in this class

in your future career goals?
Your paper should specifically make reference to at least one of
the readings from week 6. Your paper
should be written using the guideline for formatting of papers
included in the syllabus.
Final Paper (Resistance is the Secret of Joy!)
The assignment is to analyze and to profile an organization,
event, or movement that is engaged in
activism that promotes liberation in relation to race and/or
white supremacy. Choose a topic that is
personally inspiring to you. Write a 5-7 page research paper that
delves deeply into your chosen topic and
addresses the following questions:
• What is the history, purpose, and claims of the activism? Who
is involved? What are their issues?
Who are their audiences?
• What strategies are used to accomplish the goals? What makes
the activism anti-racist? How does
it aim to effect change?
• How does this group or movement connect race to other forms
of oppression, such as gender,
sexual orientation, class, nationality, language, etc?
• Which readings from class connect to this activism?
• In your judgment is the activism effective? If not in a place to
make that judgment, how could
one go about measuring its effectiveness?
• In what way is this work particularly inspiring to you?

The paper is not a thesis-based essay, but it does require you to
synthesize the information from multiple
sources and to assess (or at least to consider how one would
assess) the effectiveness of the activism.
Your sources should include at least three of the texts assigned
in class and 2 outside, academic sources.
Your paper should be written using the guideline for formatting
of papers included in the syllabus.
with their Fellows.
It is expected that Final midterm papers will reflect revisions
suggested by your Writing Fellow and be
submitted on paper in class.
Garneau. Page 10
Requirements:

Midterm Paper Draft Submitted to Writing Fellows AND
fulfillment of revision meeting with Fellows: 10
points (due 2/24 to Dropbox)
Brief (2 min) presentation on your topic in class. (5 points;
must be present in class. Due 3/12)
Midterm Paper Final: 15 points (due 3/19 printed or in Dropbox
TBD)
How the final paper assignment will be graded:
The student completes a short presentation (5 points)
The paper addresses questions to be considered (5 points)
The paper makes specific, thoughtful references to at least 3 of
the course texts and 2 outside sources (5
points)
Paper is well-written and organized, spell-checked with proper
grammatical usage and stapled. Paper has
proper in-text citations and properly formatted List of Works
Cited. Paper is formatted in accordance with
requirements in the syllabus. (5 points)
How to Form at Papers
For more information about formatting papers using the MLA
style, go to:
https://owl.english.purdue.edu/owl/resource/747/01/
Paper Form at
The preparation of papers and manuscripts in MLA style is
covered in chapter four of the MLA
Handbook, and chapter four of the MLA Style Manual. Below
are some basic guidelines for formatting a
paper in MLA style.
General Guidelines
• Type your paper on a computer and print it out on standard,
white 8.5 x 11-inch paper.
• Double-space the text of your paper, and use a legible font

(e.g. Times New Roman). Whatever font
you choose, MLA recommends that the regular and italics type
styles contrast enough that they
are recognizable one from another. The font size should be 12
pt.
• Leave only one space after periods or other punctuation marks
(unless otherwise instructed by your
instructor).
• Set the margins of your document to 1 inch on all sides.
• Indent the first line of paragraphs one half-inch from the left
margin.
• Create a header that numbers all pages consecutively in the
upper right-hand corner
• Use italics throughout your essay for the titles of longer works
and, only when absolutely necessary,
providing emphasis.
• If you have any endnotes, include them on a separate page
before your Works Cited page. Entitle the
section Notes (centered, unformatted).
• Staple your paper. Do not tear the corners of the pages.
Form atting the First Page of Your Paper
• Do not make a title page for your paper
• In the upper left-hand corner of the first page, list your name,
your instructor's name, the course, and
the date. Again, be sure to use double-spaced text.
• Double space again and center the title. Do not underline,
italicize, or place your title in quotation

marks; write the title in Title Case (standard capitalization), not
in all capital letters.
• Use quotation marks and/or italics when referring to other
works in your title, just as you would in your
text: Fear and Loathing in Las Vegas as Morality Play; Human
Weariness in "After Apple
Picking"
Garneau. Page 11
• Double space between the title and the first line of the text.
• Create a header in the upper right-hand corner that includes
your last name, followed by a space with a
page number; number all pages consecutively with Arabic
numerals (1, 2, 3, 4, etc.), one-half
inch from the top and flush with the right margin.
Your w ritten w ork w ill be graded as follow s:
“A” The paper is of extraordinary quality. It reflects a
thorough and comprehensive understanding of
the issues at hand. It presents a clearly identifiable thesis and
a well reasoned, developed and supported
argument in defense of that thesis. The thinking should be
creative and show some independence.
“B” The paper is of good quality. It reflects clearly organized
and comprehensive understanding of
the issues at hand and presents a substantive thesis and
argument with some development and support of

ideas.
“C” The paper only minimally meets the requirements of the
assignment. Such a paper would reflect
some organization and make an attempt to address the points but
needs work developing ideas. The paper
suggests that the student has not considered the class ideas and
readings thoroughly.
“D” The paper is of poor quality and does not meet the
minimum requirements designated in the
assignment. It has some discernible ideas, but they are not
developed, and the paper is marred by
structural problems (i.e. disorganization of ideas, unstated
thesis, or an unsupported thesis). The
treatment of ideas is superficial and/or simplistic indicating that
the student has not done the reading
assignments thoroughly.
“F” The paper does not meet any of the standards of the
assignment and displays no evidence of
thoughtful analysis or effort. It is disorganized, incoherent, and
unacceptable.

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