Quotation, Talking Points, & Connection (QTPC)
On any days that your syllabus lists “QTPC,” each student will bring to class a typed QTPC consisting of the following:
(1) one quotation you selected from the reading that you found particularly compelling, or with which you strongly disagreed
(2) one talking point – your best idea prompted by the readings that you would like to contribute to class discussion. The talking point is not a summary of the reading. It is your idea, question, comment that you came up with as a result of the reading. If there are multiple readings for that class, your talking point should reflect a synthesis of the ideas from the various readings. Your talking point should have “one foot in the reading,” which means you should use the readings as a catalyst for your ideas and/or questions, but your talking point should not be a listing of information in the article.
(3) one connection that you make, linking an idea or theme in the reading to another idea (e.g., a previous reading or class discussion, a movie you have seen or book you have read, material you have discussed in another class, etc.).
Because most reading assignments include multiple articles or chapters, be sure to complete all of the assigned reading for that class before typing your QTPC. Your QTPC should only include one quotation, talking point, and connection, even if there are multiple readings. The QTPC assignment is intended as a way for you to interact with the ideas in the articles, to encourage you to think carefully about the readings in preparation for class discussion, and to help you make connections between readings and class discussion. Because one of the purposes of the QTPC is to enrich your contribution to class discussion, you must 1) post your QTPC on your blog before class, 2) bring a hard copy of your QTPC with you to class so you can refer to it during class discussion. Be prepared to discuss your QTPC in class. Your blog posting is the record that you are writing your QTPCs on time. Be sure to keep a folder containing all of your printed copies of QTPCs in chronological order as your QTPC portfolio, which you will turn in at the end of the semester with your final reflective paper.
Final Reflective Paper and QTPC portfolio:
At the end of the semester, you will turn in your QTPC portfolio (a folder with all of your QTPCs), along with your Final Reflective Paper. For the QTPC portfolio, number each of your QTPCs, starting at the beginning of the semester. Read each of your QTPCs in chronological order, beginning with your first QTPC. The Final Reflective Paper consists of two parts:
(1) In 3-4 typed pages, discuss what you found to be the most compelling issue/question raised by the readings and discussion in this class, and/or how your ideas about various class topics may have changed from the time you began taking this course, (or any other major issue/idea that stands out for you as you read all of your QTPCs) and the sources of those changes over the course of the semester. Cite specific articles (by author and title) and topics discussed in the course that had the greatest impact on you or that you found especially compelling (and why), and cite specific examples from your QTPCs (identify by QTPC #) that illustrate or affected your thinking.
(2) Create a 1-page visual representation (or other creative representation) of the idea(s) you found to be most compelling in the course.
These are the grading criteria I will use in evaluating your Final Reflective Paper:
1) Do you provide a well-written final reflective paper in 3-4 typed pages?
2) Does your paper reflect a good understanding of the course material (readings, videos, and discussion)?
3) Have you made connections across topics/readings (e.g., not just limited to the assigned reading for one class session) in a way that suggests an understanding of the major issues/themes in the course?
4) Do you make good use of quotes/examples from your reading to enrich your own ideas (and be sure to note the author’s name and the reading number in parentheses after every quote or reference to an article).
5) Do you cite specific examples from your QTPCs to support and illustrate your ideas?
6) Do you include examples/quotes/QTPCs from a broad range of topic areas/readings covered in the course (not just on one or two days’ assignments)?
7) How well have you integrated your own ideas with the quotes/material you use from the class readings to make your points?
8) Did you create a visual representation (or other creative representation) of the idea(s) you found most compelling in the class?
Adapted from the original, authored by Dr. Patti Connor-Greene
