Structure

Structure

This 90-minute seminar with Dr. Batmanghelichi and Dr. Sen will meet twice per week from Weeks 34 thru 38. This class is reading- and discussion-intensive, and short lectures will be given to place assignments in an intellectual or historical context. Students are expected to participate actively and to prepare in-class presentations on selected readings.  Class attendance and participation are strongly emphasized. Late assignments are not accepted. Extensions are not routinely granted.

I.  Attendance & Active Participation in Class 

Attendance is required. Writing assignments will often reflect what is discussed in class.

All readings are expected to be prepared prior to your coming to class. You must also be ready to both answer and pose questions about them. Please note: I will call on you and engage in a version of the Socratic method! 

There will be unannounced and ungraded quizzes throughout the semester on the readings to test your preparation for class and knowledge of the readings. 

Please do not be late for class, as it is disrespectful and disruptive to us.

II.  Class Writing Assignments

Starting with Seminar 2 and for every seminar meeting thereafter, students must submit a one page double-spaced analysis and/or reflection of the day¡¯s theme by incorporating the assigned readings. This obligatory exercise ensures that the lecturers are certain of your understanding of the texts and progress throughout the theory-heavy course. They will be reviewed by the lecturers and returned to you with feedback. 

If you are presenting during that seminar meeting, you are not required to turn in this assignment.

III.  In-class Presentations 

Each session will include student presentations by two to three students (depending on class size) who act as discussion leaders and will thus lead that particular week¡¯s class. The goal of any presentation is to encourage more discovery and dialogue. As a general rule of thumb, prepare the following for your presentations:

a) First, in a 20 minute oral summary to be presented in class, addressing the weekly theme and the readings through a critical and reflective engagement. Here are some suggestions on what to cover: the theme¡¯s importance; the author¡¯s point-of-view and argument(s); strengths or weaknesses in his/her argument; their connection to other themes discussed in class; the historical and political context of the readings.

b) Second, prepare three critical questions to distribute to the class, which highlight some of the main issues and implications operating in the texts. By critical questions, they must express or involve an analysis of the merits and faults of a work. Moreover, they should help generate class discussion and debate. One of the aims of this exercise is to engage with both the readings and your peers in a public forum.

c) The use of Powerpoint is accepted.

d) You are strongly encouraged to meet with me the week before your presentation to go over some of your plans, questions, and thoughts.  

Presentation schedule and group members will be decided in Class 1. Presentations will commence in Class 2.