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Winter Process Paper Guidelines
WORKLOAD and EFFORT
Expect about 14 hours of in-class time and about 32 hours of out-of-class time per week.
Our rough estimate for the time required for your out-of-class activities:
Review your lecture and seminar notes 4 hours
Active reading (200 – 300 pages per week) 12 hours
Process paper 1 hour
Writing, quiz preparation, presentation preparation 15 hours
TOTAL: 32 hours per week
Students who work at a job for less than 10 hours per week do as well as those without a job. But there is a sharp drop in grade point average when students work more than about 12 hours per week at a job. The main reason students fail or do poorly in college is not due to the difficulty of the material or native “smarts”, but due to a lack of sufficient hours of out-of-class effort.
SEMINAR EXPECTATIONS
1. Be Kind
See points 1, 2, and 3 on the first page of the covenant. Treat others with respect.
It is fine to question someone’s statements or reasoning but do so in a kind, mature, and professional manner.
2. Be Mature
If you have not read the book, don’t talk.
Be aware of your behavior. Listen actively.
If you talk frequently, choose silence sometimes. If you don’t talk often, choose to participate sometimes.
(It is your responsibility to participate in the discussion at least once per class. You can even read your writing.)
Silence is OK. It gives us all time to think and it gives time for those who aren’t as aggressive to speak.
3. Be Professional
Refer to the text frequently during the discussions!
Take notes on the discussion.
Try to tie your comments to those that went before. Learn and use the names of those in your seminar group.
Learn to express your views clearly, concisely, accurately, and with elegance by observing yourself and your peers.
Hone your critical thinking skills by reading actively and striving for the author’s evidence and main points.
PROCESS PAPER
Address points 1, 2, and 7 every week. Address at least two of the other points each week.
1. List the pages read. It’s OK to say, “I read chapters 1, 2, and 3, but not 4 and 5.”
2. How many hours did you work out of class last week? (Keep track!) Are you putting in sufficient EFFORT to do well?
3. Discuss your ability to understand and concentrate on the text. What could you do differently if you couldn’t concentrate? Did you take notes? Are you actively reading? You’re not asked to say how the author could have written better, but how you could have read better. Yes, some authors are better writers than others (and some ideas are easier to understand), but we want to be able to read them all.
4. Discuss your ability to concentrate during class and take notes on the lectures. What could you do differently if you couldn’t stay focused? (Again, some material is easier and some speakers are better than others, but we want to find techniques to read them all.) Did you review your notes (to assist your long-term memory of the material)?
5. Discuss your participation in seminar. Are you actively listening? What interfered with your listening? What can you do to listen better in the future? Are you talking too much or too little? How could you listen better? Did you take notes during the discussions? Could you tell when we got off topic? Did you do anything that improved the seminar or do you have ideas of how to do so in future seminars?
6. If you met with your writing group, comment on your role in the group dynamics. Did your participation help your group ?
7. Comment on your daily habits. Are you getting enough sleep? What are your study habits? Do you set specific times for studying? Do you try to study while listening to music or watching TV? Are your eating habits healthy? How much did you exercise and what did you do? Have you done anything to improve your organizational skills? Are you having problems with drugs or alcohol. If you do not wish to discuss this last subject on paper, you can talk to Jean personally.
Expect about 14 hours of in-class time and about 32 hours of out-of-class time per week.
Our rough estimate for the time required for your out-of-class activities:
Review your lecture and seminar notes 4 hours
Active reading (200 – 300 pages per week) 12 hours
Process paper 1 hour
Writing, quiz preparation, presentation preparation 15 hours
TOTAL: 32 hours per week
Students who work at a job for less than 10 hours per week do as well as those without a job. But there is a sharp drop in grade point average when students work more than about 12 hours per week at a job. The main reason students fail or do poorly in college is not due to the difficulty of the material or native “smarts”, but due to a lack of sufficient hours of out-of-class effort.
SEMINAR EXPECTATIONS
1. Be Kind
See points 1, 2, and 3 on the first page of the covenant. Treat others with respect.
It is fine to question someone’s statements or reasoning but do so in a kind, mature, and professional manner.
2. Be Mature
If you have not read the book, don’t talk.
Be aware of your behavior. Listen actively.
If you talk frequently, choose silence sometimes. If you don’t talk often, choose to participate sometimes.
(It is your responsibility to participate in the discussion at least once per class. You can even read your writing.)
Silence is OK. It gives us all time to think and it gives time for those who aren’t as aggressive to speak.
3. Be Professional
Refer to the text frequently during the discussions!
Take notes on the discussion.
Try to tie your comments to those that went before. Learn and use the names of those in your seminar group.
Learn to express your views clearly, concisely, accurately, and with elegance by observing yourself and your peers.
Hone your critical thinking skills by reading actively and striving for the author’s evidence and main points.
PROCESS PAPER
Address points 1, 2, and 7 every week. Address at least two of the other points each week.
1. List the pages read. It’s OK to say, “I read chapters 1, 2, and 3, but not 4 and 5.”
2. How many hours did you work out of class last week? (Keep track!) Are you putting in sufficient EFFORT to do well?
3. Discuss your ability to understand and concentrate on the text. What could you do differently if you couldn’t concentrate? Did you take notes? Are you actively reading? You’re not asked to say how the author could have written better, but how you could have read better. Yes, some authors are better writers than others (and some ideas are easier to understand), but we want to be able to read them all.
4. Discuss your ability to concentrate during class and take notes on the lectures. What could you do differently if you couldn’t stay focused? (Again, some material is easier and some speakers are better than others, but we want to find techniques to read them all.) Did you review your notes (to assist your long-term memory of the material)?
5. Discuss your participation in seminar. Are you actively listening? What interfered with your listening? What can you do to listen better in the future? Are you talking too much or too little? How could you listen better? Did you take notes during the discussions? Could you tell when we got off topic? Did you do anything that improved the seminar or do you have ideas of how to do so in future seminars?
6. If you met with your writing group, comment on your role in the group dynamics. Did your participation help your group ?
7. Comment on your daily habits. Are you getting enough sleep? What are your study habits? Do you set specific times for studying? Do you try to study while listening to music or watching TV? Are your eating habits healthy? How much did you exercise and what did you do? Have you done anything to improve your organizational skills? Are you having problems with drugs or alcohol. If you do not wish to discuss this last subject on paper, you can talk to Jean personally.
