Assignment Details
All papers are to be handed in single-spaced, 12 point. I am aware that “single-spaced” papers are not MLA or Chicago standard (which I prefer as a citation style), but I personally like single-spaced better due to readability in Word-Files. When it comes to footnotes vs. endnotes, I prefer footnotes. Please submit word-files, since giving feedback on those is easier than on pdfs.
I am ready to give you feedback on any assignment at any point of its development. If you haven’t achieved the grade you wished to achieve in any graded assignment besides the discussion session and the final paper, you can improve the assignment to demonstrate understanding by handing in one more version that will then receive the final grade for that particular assignment. Anyone who earns a grade below a C- has to hand in one more improved version.
A tip: do not write out your papers in English first and then translate into German. This does not reflect your writing skills at a given time. Construct your papers in German from scratch.
I am ready to give you feedback on any assignment at any point of its development. If you haven’t achieved the grade you wished to achieve in any graded assignment besides the discussion session and the final paper, you can improve the assignment to demonstrate understanding by handing in one more version that will then receive the final grade for that particular assignment. Anyone who earns a grade below a C- has to hand in one more improved version.
A tip: do not write out your papers in English first and then translate into German. This does not reflect your writing skills at a given time. Construct your papers in German from scratch.
Late Work
All assignments build on each other, so following the course plan will help you advance in your skills with the help of my feedback. Thus, I expect you to adhere to deadlines but I will be flexible when it comes to submitting work late. If you have to hand in late work, please let me know before the deadline so we can make a plan. In general, I expect you to submit your late work the latest by Monday, May 31 (Monday of week 10). You will receive feedback for your late work and get full credit. You can not make up the leading discussion session (see below) since this is a synchronous task that involves the whole class.
0% Attendance, expected
This class will be led like a Hauptseminar, where active learning in class is the key to a successful session. Active learning in class entails speaking up at least two times or typing in the Zoom chat, or asking at least one question, or responding to at least one of my questions, or engaging with at least one peer’s comments. It does not matter if your comments/answers are correct - we will think through our ideas together. I will guide discussions with the provided texts and reading questions, but I will rely on your contributions to make the material helpful to your learning. I will function as a facilitator and will also share my observations about the texts, often summarizing the findings from my point of view and that of the secondary literature, but the most exciting part of this class are the discussions among participants about the topic at hand. This is your class. Take responsibility for your part in the class and be courteous and respectful of each other. Class language is (mostly) German. This assignment is not graded; your attendance and participation are expected. If you have to miss a class, a class recording will be made available to you.
As part of this class, you attend two events that lie outside of our classtime:
We will have multiple guests visit our class. Details will be made available in class.
As part of this class, you attend two events that lie outside of our classtime:
- Teaching East Germany: A Roundtable: Thursday 15. April, 1-2pm CST, Recording can be found here.
- Becoming Black: East Germany between Reunification, Racism, and a Quest for Identity (Katharina Warda, will also visit our class on Thursday after): Tuesday 27. April, 12:25-13:25pm CST (Common Time), please pre-register!
We will have multiple guests visit our class. Details will be made available in class.
0% Summary Sections, with feedback
You noticed that our class-time is shorter than the alloted time (10:30-11:45am instead of 10:20am-12:05pm). You will use the remaining time to summarize in writing what you have gained from each session. Each Thursday after our class, you will upload your German summary of the week to Moodle. You should also pose any questions you have that remained from the sessions. I will give you written feedback on these writings (content and language). There is no length requirement because this text is for your improvement. The assignment is not graded because you should be able to make mistakes without grade-punishment. Use this time to try out your German skills so you can improve them for your graded papers.
20% leading discussion session (starting in week 6)
With a partner or in a group, you will prepare five discussion questions (and your answers/arguments for them) in German for a text of a particular session for that session. Select 2-3 passages for a closer in-class analysis (German sources) of your text. Questions and passages should be connected. Your discussion will deepen the understanding of that text. You are encouraged to supplement this text with another text or information the class has not read/viewed so your discussion will broaden our discourse (about West Germany? about the U.S.? about…?). The class is not expected to read/view this text in advance.
You will distribute the questions with reference to the text to your colleagues and me 24 hours before your session on Moodle - this will give me some time to adjust my preparations for that day and will allow your classmates to preview questions if they wish. In class, students will go into break-out rooms to discuss these questions for 10 or so mins in German. For another 10-15 mins, the whole class will discuss the questions with your group - you are leading the discussion in both breakout rooms and the whole class, in German, and summarize its results at the end (see rubric). These discussions can be used by anyone to produce a a final essay.
Discussion sessions will start in week 6.
Criteria for grading
a “B” discussion:
an “A” discussion has all of the above, plus:
a “C” discussion has one or more of the following shortcomings:
a “D” discussion:
an “F” discussion:
You will distribute the questions with reference to the text to your colleagues and me 24 hours before your session on Moodle - this will give me some time to adjust my preparations for that day and will allow your classmates to preview questions if they wish. In class, students will go into break-out rooms to discuss these questions for 10 or so mins in German. For another 10-15 mins, the whole class will discuss the questions with your group - you are leading the discussion in both breakout rooms and the whole class, in German, and summarize its results at the end (see rubric). These discussions can be used by anyone to produce a a final essay.
Discussion sessions will start in week 6.
Criteria for grading
a “B” discussion:
- is based on thought-provoking questions that inspire discussion.
- meets the time and assignment requirements.
- offers your arguments with evidence from the text and/or secondary source.
- offers your summaries and redirected questions.
- is held in German that does not hinder the conversation.
an “A” discussion has all of the above, plus:
- offers your engagement with other students in a meaningful way and encouragement for them to contribute frequently.
- an excellent cooperation and collaboration among presenters.
- you paraphrase answers of others and redirect them to solicit more input from other students.
a “C” discussion has one or more of the following shortcomings:
- does not offer thought-provoking questions that inspire discussion.
- does not meet the time and assignment requirements.
- does not offer your arguments with evidence from the text and/or secondary source.
- offers no summaries and no redirected questions.
- is held in German that hinders the conversation significantly.
a “D” discussion:
- offers no involvement from you OR
- indicates lack of serious effort
an “F” discussion:
- did not take place.
0% "The puzzling section" Essay (min. 500 words), with feedback - due Tuesday week 4, 10am
This mini-essay revolves around a passage of your choice from a primary or secondary work from class that you found puzzling, interesting, notable. The essay is meant to practice your writing skills in German, thus it is not graded. I will give you feedback as if the assignment were graded (thus the grading rubric below). Check out the “Redemittel” in the “STUFF” section of this website.
At the top of the text in a separate line, state in one sentence what you claim about this passage (this resembles a thesis). Then write your puzzling section. Your reading will uncover layers of meaning that lead to a deeper comprehension of the text. The goal of this essay is to help you hone your skills in interpretation and prepare for the following, longer essays that are graded. We will model this essay in our daily discussions where we will focus on specific passages in texts to deduct meaning from them.
Criteria for writing:
a “B” essay:
an “A” essay as all of the above, plus:
a “C” essay has one or more of the following shortcomings:
a “D” essay:
an “F” essay:
At the top of the text in a separate line, state in one sentence what you claim about this passage (this resembles a thesis). Then write your puzzling section. Your reading will uncover layers of meaning that lead to a deeper comprehension of the text. The goal of this essay is to help you hone your skills in interpretation and prepare for the following, longer essays that are graded. We will model this essay in our daily discussions where we will focus on specific passages in texts to deduct meaning from them.
Criteria for writing:
a “B” essay:
- includes one sentence about what you claim in your passage (thesis-like)
- determines central ideas or themes of the passage and analyzes their development (if applicable).
- meets the length requirements.
- interprets words, phrases, methods, and techniques with textual backup that explain how specific choices shape meaning or tone.
- mostly cites specific textual evidence to support your arguments.
- shows a clear structure.
- has German that is easy to understand and follow. It is clear, concise, and compelling. It is mostly free of irregularities.
an “A” essay as all of the above, plus:
- summarizes details and assesses how they shape the content and style of the text
- always cites specific textual evidence to support your arguments.
a “C” essay has one or more of the following shortcomings:
- does not include one sentence about what you claim in your passage (thesis-like)
- lacks the central ideas or themes of the passage and only marginally analyzes their development (if applicable).
- does not meet the length requirements.
- only sometimes interprets words, phrases, methods, and techniques with textual backup.
- sometimes cites specific textual evidence to support your arguments.
- does not have a clear structure.
- has German that tends to be confusing or unclear. It shows a number of irregularities or those that cause reader distraction.
a “D” essay:
- fails to address the assigned task OR
- is written in German that hinders understanding
an “F” essay:
- was not submitted or submitted empty.
10% Critical Reaction Paper (min. 1,000 words) - due Tuesday week 5, 10am
You will complete one critical reaction paper about a reading or multiple readings so you can practice writing about texts in a longer format - and can try out a topic you may want to use for your final paper. Secondary sources are encouraged but not required. Critically react to one sentence, a paragraph, or a whole text or more. If you acknowledge/digest conflicting ideas, you will be able to engage more readers. Imagine the audience of The Carletonian who knows a bit about the topic you are writing about (and can read German). Again, include one sentence at the top of your text as a separate line that summarizes your claim (then start your text normally below). This is your thesis. It will appear again in your introduction.
Criteria for grading:
a “B” paper:
an “A” paper has all of the above plus:
a “C” paper has one or more of the following shortcomings:
a “D” paper:
an “F” paper:
Criteria for grading:
a “B” paper:
- includes one sentence at the top of your text in a separate line that summarizes your claim (=thesis)
- is critical and analyses a subject matter objectively
- meets the length-requirements.
- provides your opinion that is backed up by thorough analysis (quote at least once) and, if you decide to include them, secondary sources.
- has a thesis that is developed with logic and evidence, and includes a claim you make about the material.
- offers each of your arguments supported by sufficient evidence from the text (or secondary sources), relevant to the point of your thesis.
- Your text is written in German, is easy to understand and follow. Your writing is clear, concise, and compelling. It is mostly free of irregularities.
an “A” paper has all of the above plus:
- is narrowed down to a single topic.
- has a strong internal logic and sharp structure consisting of introduction (relevance of the topic, thesis statement), body paragraphs with arguments linking back to the main thesis, and a conclusion that goes beyond repeating what you just said.
- tells your reader why they should care about your subject matter/your thesis.
a “C” paper has one or more of the following shortcomings:
- is not critical and does not analyze a subject matter objectively
- does not narrow the subject down to a single topic.
- does not meet the length-requirements.
- provides your opinion that is rarely backed up by thorough analysis and, if you decide to include them, secondary sources.
- has no clear internal logic and structure.
- offers arguments that are rarely link back to the main thesis.
- an undeveloped thesis.
- has writing in German that is confusing or unclear. It shows a number of irregularities or those that cause reader distraction.
a “D” paper:
- does not have a structure and logic OR
- does not have a thesis nor arguments relating to that thesis OR
- fails to address the assigned task OR
- has writing in German that is so confusing and unclear that it hinders understanding.
an “F” paper:
- was not submitted or submitted empty.
15% Article/Book Chapter Review (min. 800 words) - due Tuesday week 6, 10am
As part of the preparations for the final paper, you will read an article/book chapter and submit a review. Reviews are more common for whole books, but, for this course, we will adapt the genre to review a shorter publication. I encourage you to choose a scholarly article/chapter on the topic you (think you) want to consider for your paper. Your review will inform your reader about the content of the article/chapter and also provide an evaluation you give about the text’s quality. In the introduction, you will include an overview of the text and a sense of general judgment which equals a thesis statement. Then, you will highlight major arguments, features, trends, concepts, themes, ideas while simultaneously providing a critique of the article (negative or positive). This critique includes your thoughts, responses, and reactions to the content, backed up by evidence (quotations from the text). Your audience are your fellow class members. In a carefully constructed essay (with topic sentences and transitions), include answers to the following questions (1 and 2 mandatory, the rest as you see fit):
(adapted)
I can help you choose a text on whatever that potential topic might be, but databases are your best friend:
If you have trouble navigating searches, get in contact with our German-affiliated libraria, Iris Jastram - her contact information is on the GERM 320 library guide website.
Here are a few reviews that may help you write your own (they are of whole books, but they will give you a feel for the genre). We will read them for class for certain session.
Criteria for grading
a “B” review:
an “A” review has all the above, plus:
a “C” review has one or more of the following shortcomings:
a “D” review:
an “F” review:
- Your overall opinion of the text based on evidence from the text. Explain your reactions.
- Include the author’s thesis in your own words (is it clear? developed? effective? something missing?) Use examples to amplify your responses
- Author’s aims (achieved? supported? how are they represented, explained?)
- Author’s argumentative chain (effective?)
- Author’s conclusions (clear? follow thesis)?
- Author’s assumptions (do readers need prior knowledge? what readers are addressed? underlying theories/philosophies)
- Does the author’s presentation seem fair and accurate? Is the interpretation biased? Can you detect any distortion, exaggeration, or diminishing of material? If so, for what purpose might this have been done, and what effect does hit have on the overall presentation?
(adapted)
I can help you choose a text on whatever that potential topic might be, but databases are your best friend:
- We have a GERM 320 library guide. Start there!
- Search for your topic (e.g. “GDR women”) in the Catalyst of the Libe and then click “reviews” on the left menu. If you already found a book in the Catalyst and are wondering if there is a review for it: click on the books name and see if the more detailed view offers a “Book reviews” menu [under the green “online access” button].
- Google Scholar can also be helpful.
- Bibliographies of other articles/books also provide you with more input on literature.
If you have trouble navigating searches, get in contact with our German-affiliated libraria, Iris Jastram - her contact information is on the GERM 320 library guide website.
Here are a few reviews that may help you write your own (they are of whole books, but they will give you a feel for the genre). We will read them for class for certain session.
- Fritzsche, Sonja. Review of Hausväteridylle oder sozialistische Utopie? Die Familie im Recht der DDR, by Ute Schneider. German Studies Review, vol. 29, no. 3, 2006, p. 707.
- Giles, Geoffrey J. Review of Un-Sichtbare Frauen. Lesben und ihre Emanzipation in der DDR, by Ursula Sillge. German Studies Review, vol. 16, no. 1, 1993, pp. 169-170.
- Gillett, Robert. Review of Queering German Culture, edited by Leanne Dawson. Journal of European Studies, vol. 49, no. 1, 2019, pp. 77-78.
- Ivanova, Mariana. Review of Gender and Sexuality in East German Film, edited by Kyle Frackman and Faye Stewart. German Quarterly, vol. 92, no. 2, 2019, pp. 297-300.
- Wagner-Kyora, Georg. Review of Frauen der Intelligenz. Akademikerinnen in der DDR 1945 bis 1975 (Kritische Studien zur Geschichtswissenschaft 162), by Gunilla-Friederike Budde, VSWG: Vierteljahrschrift für Sozial- und Wirtschaftsgeschichte, vol. 91, no. 3, 2004, pp. 365-366.
- Whisnant, Clayton. Review of Love in the Time of Communism: Intimacy and Sexuality in the GDR, by Josie McLellan. Journal of the History of Sexuality, vol. 23, no. 2, 2014, pp. 315–316.
Criteria for grading
a “B” review:
- summarizes the content of the text and provides an evaluation about its quality.
- backs up your evaluation with thorough analysis.
- meets the length-requirements.
- has a clear thesis statement in its introduction
- addresses points 1 and 2 above
- has a clear structure.
- is written in German, easy to understand and follow. Your writing is clear, concise, and compelling. It is mostly free of irregularities.
an “A” review has all the above, plus:
- a strong internal logic and sharp structure with transitions.
- also discusses two or more points beyond points 1 and 2 above.
a “C” review has one or more of the following shortcomings:
- does not summarize the content of the text and provides marginal evaluation about its quality.
- provides insufficient evidence for your claims.
- does not meet the length-requirements.
- has a poorly stated thesis statement in its introduction
- has no clear internal logic and structure.
- You only address point 1 or 2 .
- is written in German that tends to be confusing or unclear. It shows a number of irregularities or those that cause reader distraction.
a “D” review:
- does not summarize and evaluate, lacks evidence OR
- does not have a structure and logic OR
- fails to address the assigned task OR
- has writing in German that is so confusing and unclear that it hinders understanding.
an “F” review:
- was not submitted or submitted empty.
15% Research Proposal (min. 500 words) - due Tuesday week 7, 10am
On how to write a successful research proposal, see here.
Your research proposal is your initial pitch to me and your colleagues about what you want to do in your final paper. It will help your reader understand why you study your research problem and how you will study it. What interests you most in this class? For what topic can you find primary and secondary sources to back up your arguments? All secondary literature in class can provide a good example of what you could write about.
The proposal contains your stated research problem and tells your reader why you want to do the research (the “so what” question). You should investigate one of the cultural, artistic, or social dimensions of life in the GDR and make an argument about it that has implications beyond the narrow scope of your paper. Your argument could be as straightforward as “Single women working manual labor jobs in the GDR were well supported by both the government and society at large but were still picking up a ‘second shift’ at home.” You can argue that your findings will help shed light on the situation in the GDR while also having implications on current working conditions of women - this is the answer to the “so what” question - you could compare your findings with those in the U.S. or another country, for example.) With the help of primary and secondary sources, you will - in your final paper - then prove your thesis in your main body.
For the proposal, you need to show that you have done a preliminary review of the literature about the topic. You do not yet need to have arguments to go with it. You need to inform your reader about your research problem and the methodology (how you are going to answer your research problem). You can choose a close reading of a text, a feminist approach, you could collect data, interview people… Try to pick a method that you feel comfortable enough with so you can use it as a helpful tool rather than a subject you need to explore in addition to your research question.
While I acknowledge that not all class papers can “break new research ground,” your final research problem should not just copy another article’s/book’s research problem. Your audience for both proposal and final research paper are your fellow class members.
If you can show the below standards with a different assignment than a research paper, you are welcome to discuss this with me before you submit your research proposal. I welcome creativity.
Criteria for grading:
a “B” proposal:
an “A” proposal has all of the above, plus:
a “C” proposal has one or more of the following shortcomings:
a “D” proposal:
an “F” proposal
Your research proposal is your initial pitch to me and your colleagues about what you want to do in your final paper. It will help your reader understand why you study your research problem and how you will study it. What interests you most in this class? For what topic can you find primary and secondary sources to back up your arguments? All secondary literature in class can provide a good example of what you could write about.
The proposal contains your stated research problem and tells your reader why you want to do the research (the “so what” question). You should investigate one of the cultural, artistic, or social dimensions of life in the GDR and make an argument about it that has implications beyond the narrow scope of your paper. Your argument could be as straightforward as “Single women working manual labor jobs in the GDR were well supported by both the government and society at large but were still picking up a ‘second shift’ at home.” You can argue that your findings will help shed light on the situation in the GDR while also having implications on current working conditions of women - this is the answer to the “so what” question - you could compare your findings with those in the U.S. or another country, for example.) With the help of primary and secondary sources, you will - in your final paper - then prove your thesis in your main body.
For the proposal, you need to show that you have done a preliminary review of the literature about the topic. You do not yet need to have arguments to go with it. You need to inform your reader about your research problem and the methodology (how you are going to answer your research problem). You can choose a close reading of a text, a feminist approach, you could collect data, interview people… Try to pick a method that you feel comfortable enough with so you can use it as a helpful tool rather than a subject you need to explore in addition to your research question.
While I acknowledge that not all class papers can “break new research ground,” your final research problem should not just copy another article’s/book’s research problem. Your audience for both proposal and final research paper are your fellow class members.
If you can show the below standards with a different assignment than a research paper, you are welcome to discuss this with me before you submit your research proposal. I welcome creativity.
Criteria for grading:
a “B” proposal:
- explains what you want to do in your paper.
- explains your methods and plan for how to work with your research question to find answers.
- has a structure consisting of research question, methods, and research plan.
- meets the length-requirements.
- has German that is clear enough for the reader to follow. It is generally readable, with some irregularities.
an “A” proposal has all of the above, plus:
- a research question that is critical and analyses a subject matter objectively.
- an explanation of the topic’s relevance beyond this class.
a “C” proposal has one or more of the following shortcomings:
- does not explain what you want to do in your paper.
- does not explain your methods and don’t seem to have a plan for how to work with your research question to find answers.
- does not have a clear structure of research question, methods, plan.
- does not meet the length-requirements.
- has writing that tends to be confusing or unclear. It shows a number of irregularities or those that cause reader distraction.
a “D” proposal:
- fails to address the assigned question OR
- does not contain a research question nor plan how to answer it OR
- fails to address the assigned task OR
- has writing in German that is so confusing and unclear that it hinders understanding.
an “F” proposal
- was either not submitted or submitted empty.
10% Annotated Bibliography - due Tuesday week 8, 10am
The bibliography will guide your reading for your final paper. It should include at least one scholarly book (edited volume or one+-author publication), and five non-book scholarly publications. Here, you will also cite your primary sources. In one or two sentences, summarize what the article/chapter/source is about. You are welcome to write this in English if you wish.
Criteria for grading:
a “B” bibliography:
an “A” bibliography has all of the above, plus:
a “C” bibliography has one or more of the following shortcomings:
a “D” bibliography:
an “F” bibliography:
Criteria for grading:
a “B” bibliography:
- contains sources that relate to your research proposal.
- gives a brief summary of the texts.
- has at least one scholarly book and five non-book scholarly publications
- cites the publications in MLA or Chicago.
an “A” bibliography has all of the above, plus:
- cites primary sources.
a “C” bibliography has one or more of the following shortcomings:
- contains sources that do not or only marginally relate to your research proposal.
- does not give a brief summary of the texts or only for some texts.
- does not have one scholarly book or fewer than five non-book scholarly publications.
- does not cite publications in MLA or Chicago.
a “D” bibliography:
- gives no summary of the texts OR
- has fewer than four resources OR
- does not cite in MLA or Chicago.
an “F” bibliography:
- was not submitted or submitted empty.
0% First Draft of Research Paper (min. 1,000 words of main text), with feedback - due Tuesday week 10, in class
The final paper will be thesis-driven essay (min. 2,500 words), based on primary and/or secondary sources. See the section “proposal” for more details on the content of the paper. [from that section: If you can show the below standards with a different assignment than a research paper, you are welcome to discuss this with me before you submit your research proposal. I welcome creativity.]
You can see the rubric for the final paper under the next heading. The first full draft will not be graded but will receive feedback from me as if I were grading it. Doing this assignment thoroughly will help you succeed in your final draft. You will also bring this draft to class so a colleague can read it and give feedback as well. We will devote our last session to this work - so make sure this work is done by the deadline. Your audience are your fellow class members.
Criteria for writing:
a “B” draft:
an “A” draft has all of the above, plus:
a “C” draft has one or more of the following shortcomings:
a “D” draft:
an “F” draft:
You can see the rubric for the final paper under the next heading. The first full draft will not be graded but will receive feedback from me as if I were grading it. Doing this assignment thoroughly will help you succeed in your final draft. You will also bring this draft to class so a colleague can read it and give feedback as well. We will devote our last session to this work - so make sure this work is done by the deadline. Your audience are your fellow class members.
Criteria for writing:
a “B” draft:
- about half of the text is written in full sentences, the rest is keywords.
- has a minimum of 1,000 words.
- has a thesis.
- uses evidence from the text to support the argument.
- uses at least two secondary sources.
- shows a structure (an introduction with relevance of the topic and thesis statement, body paragraphs with arguments linking back to the main thesis, and a conclusion).
- is written in German.
an “A” draft has all of the above, plus:
- has almost all full sentences with occasional keywords.
- has a minimum of 1,500 words.
- has a clear, arguable thesis.
- shows a clear structure (an introduction with relevance of the topic and thesis statement, body paragraphs with arguments linking back to the main thesis, and a conclusion that goes beyond merely summarizing what you just said).
- follows logically from one point to the next.
- is written in German with some irregularities but is easy to understand and follow.
a “C” draft has one or more of the following shortcomings:
- mostly keywords.
- not more than 500 words total.
- uses less than two secondary sources.
- is written in German but your writing tends to be confusing or unclear. It shows a number of irregularities or those that cause reader distraction.
a “D” draft:
- fails to address the task OR
- does not contain a thesis OR
- has writing in German that is very confusing and unclear and has many irregularities.
an “F” draft:
- was not submitted or submitted empty.
30% Final Draft of Research Paper (min. 2,500 words of Main text) - due Saturday June 6, 10am
Criteria for grading:
a “B” paper:
an “A” paper:
a “C” paper has one or more of the following shortcomings:
a “D” paper:
an “F” paper:
a “B” paper:
- has a clear, arguable thesis.
- uses evidence from the text to support the argument.
- uses at least three secondary sources.
- is well organized (introduction, main body, conclusion).
- follows logically from one point to the next.
- abides by the length requirement.
- is written in German and your writing is clear enough for the reader to follow but it has irregularities.
an “A” paper:
- is narrowed down to a single topic.
- has a strong internal logic and sharp structure consisting of introduction (relevance of the topic, thesis statement), body paragraphs with arguments linking back to the main thesis, and a conclusion that goes beyond repeating what you just said.
- tells your reader why they should care about your subject matter/your thesis.
a “C” paper has one or more of the following shortcomings:
- an unclear or obvious thesis that lacks support.
- uses less than three secondary sources.
- no strong logic and structure.
- does not abide by the length requirement.
- arguments are generally not supported by evidence, relevant to the point of your thesis.
- is written in German but your writing tends to be confusing or unclear. It shows a number of irregularities or those that cause reader distraction.
a “D” paper:
- fails to address the assigned task OR
- does not contain a thesis OR
- does not bring evidence OR
- has writing in German that is very confusing and unclear and has many irregularities.
an “F” paper:
- was not submitted or submitted empty.