Understanding Assignments: Participation Post--Part 2 (DB)

Participation Post--Part 2 (DB)

Liberty Student Participation on Discussion Board Forums

Just as students may feel nervous about making the Discussion Board's Initial post, many students aren't sure what is expected of them when they respond (as participation) to what a classmate has posted in their Initial Assignment Post.

Rest assured, your participation post is JUST AS IMPORTANT as the Initial Assignment Post to the forum. See the grading rubric for the Discussion Board posts, and you will see that you are graded highly in both areas. Your participation post, which is your response, reflection, and engagement with your classmate(s), is essential to learning about an argument.

HOW IT WORKS
For example, in most of my ENGL101 courses, I begin Week 1 with a DB post that requires students to introduce themselves as well as logically argue their perspective on whether college is 'really worth it' or not.

This post helps the class get to know each other, but it also begins the discussion of "What is an Argument". By having to take a stand (on whether college is worth it or not), students begin the steps of an argument.

STEPS FOR INITIAL POST

STEP 1: EVALUATE THE ARGUMENT

They have to assess the argument of the video,
check it for support,
check it for logic,
decide if it has fallacies, and
locate the well-crafted aspects of the argument.

STEP 2: DRAFTING THE ARGUMENT

They then have to create an Initial post that

presents the video's argument,
evaluates that argument,
critiques the positive and negative aspects of the argument (use of logos, pathos, ethos, fallacies, etc.),
while then supporting their own stand (using source materials from the classroom video and textbook), and
providing counter-arguments the other side of the argument.

STEPS FOR PARTICIPATION
When a student goes into the forum to respond to a classmate's initial post, these steps are followed:

STEP 1: EVALUATE THE ARGUMENT

assess what the peer wrote,
check it for support,
decide if it has fallacies, and
locate the well-crafted aspects of the argument.

STEP 2: DRAFTING THE ARGUMENT

Students then create participation posts that welcomes the classmate

based on his/her introduction, but just as importantly,

Students support their stand on what the peer wrote in response to whether college is worth it or not.

using source materials from the classroom video

This participation post has to add to the peer's Initial post in a substantive way, advancing the discussion, not rehashing previously stated ideas:

By addressing things of confusion,
asking questions,
providing clarity from the textbook about what makes a good argument,
identifying errors in reasoning (from the textbook), and
asserting his/her belief with support

In this way, students experience the first argument of the course. They have learned to:

internalize an argument,
evaluate the argument, and then
craft a writing that exposes the argument's structure (whether good or bad) and
asserts his/her own argument on the topic with clear, logical support.

Reply to Classmate (150-200 words)

Reply to a classmate’s post with a 150-200 word response containing the following information:

1-3 sentences responding to the introduction part of your classmate’s post. (Create as the first paragraph.)
The remainder of the post should be your reply to your classmate’s response details. (Each new point you address from your classmate needs to be in a new paragraph--focus on what the peer was arguing and addressing in his/her analysis.)
Use the principles of argument either to rebut or to support your classmate’s ideas. (You must refer to aspects of the textbook reading assignment from this week.)
Address specific points regarding your classmate’s content about the purpose, audience, and context. (You must refer to aspects of the textbook reading assignment from this week.)
Statements such as, “I like what you said” or “I disagree with your comment,” do not count as replies.

You must explain why you liked or disliked the student's argument in his/her thread by adding additional thoughts or ideas (to advance the discussion further) if you agreed with the author (indicating from the readings why the author was correct in the statement) or by providing alternative ideas or thoughts when you disagree (referring to aspects of the textbook readings to support your disagreement) .
You can ask the classmate questions for clarification of his/her reflective argument.
Keep in mind that, regardless of whether you agree or disagree with your classmates’ opinions, you must be respectful and courteous in every interaction.