1. Dis cus s ion B oards
Posting Substantive Initial
Responses and Peer Responses
for Maximum Credit

2. Purpose ofthe DiscussionB rds
oa
Because we are interacting in an informal
setting, we use the discussion boards as our
classroom time. Here, we discuss class
objectives with peers so that we can acquire a
deeper understanding of course materials.
These discussions also allow us to explore said
materials in greater depth. Therefore it is
imperative to your learning that we clearly
understand what makes a good initial and
response posting.

3. Things toConsiderW PostingY Initia
hen our l
Response
As the purpose of the discussion boards is not
only to discuss information with others about
the materials being covered, but to also prove
that you have read and understand the text, it is
imperative that you include not only your
opinions, but also examples from the text or
other sources to back up your claims. In other
words, you need to show why and how you
came to said conclusions.

4. Things toConsiderW RespondingtoY Peers
hen our
When responding to your peers, you should
include three main elements in order to create a
substantive posting that helps to further our
discussions.
Is my posting Insightful?
Have I created a Thorough posting?
Is my post Interesting?

5. Definitions
• Insightful Posting: A post that discusses the question with clear and
deep perception. It displays good deductive reasoning, which is a
conclusion, made by the poster, related to the topic that is
supported by evidence, especially concepts from the readings.
• Thorough Posting: A post that is painstakingly accurate or careful in
its discussion of the question. It completely answers all parts of the
question.
• Interesting Posting: A post that is related to the topic and holds the
attention of the reader. It relates concepts in a way different from
the readings and makes them more relevant to the question being
discussed.

6. Sa A ly DiscussionB rd G dingRubric
mple na tic oa ra
Ba ona2ptVlue
sed a
Excellent Good Fair Poor
Contributes to the Classroom Posting is insightful, thorough Posting is thorough and Posting is interesting but lacks Posting is uninteresting and/or
and interesting. interesting. insight and depth. too brief for the assignments.
(.5) (.4) (.3) (.2)
Demonstrates Understanding Posting demonstrates Posting demonstrates an Posting demonstrates an Posting demonstrates very
of the Assignment thorough understanding of understanding of the reading understanding of the reading little understanding of the
the reading assignment and is assignment and is assignment but is not reading assignment.
substantiated by two (2) or substantiated by at least (1) substantiated by examples (.2)
more examples from the example from the textbook from the textbook and/or
textbook and/or appropriate and/or appropriate website. appropriate website.
website. (.4) (.3)
(.5)
Provides Substantive Actively engaged in the Actively engaged in the Makes at least two (2) Less than acceptable
Responses and Replies to discussion forums with at least discussion forum with at least responses but responses fail responses.
Other Postings (2) postings made to other two (2) postings made to to demonstrate constructive (.2)
students in a manner that other students where one (1) analysis or are inadequate.
demonstrates substantive of the postings demonstrates (.3) Does not respond or
analysis and/or evaluation. substantive analysis and/or responses are not related to
(.5) evaluation while the second the topic.
demonstrates constructive (0)
analysis, but is not of the
quality as required for an
excellent rating.
(.4)
Utilizes Correct Grammar, Posting is polished, generally Posting is polished, but may Posting is adequate but may Posting has numerous errors
Mechanics, Spelling, and free of errors in mechanics, contain minor errors in contain some errors in in mechanics, usage, spelling,
Sentence Structure spelling, usage, and sentence mechanics, spelling, usage, mechanics, spelling, usage, and sentence structure. Errors
structure. and sentence structure. and sentence structure, but interfere with readability.
(.5) (.4) errors do not interfere with (.2)
understanding.
(.3)