Assignments and Tests

RQs (Fall 2012)

"RQ" stands for "Reading Questions" and means that, when due, there are a set of questions for a specific reading assignment to which you are to respond. However, the questions might include reference to previous readings, since the thrust of this class is to show the inter-connectedness of certain concepts across eras and texts. They might also include specific references to lecture content, but even when not, I expect the reading to reflect the themes and goals of the course or the specific ideas we are working on around the time of the assigned reading. (In other words, the assignment is designed to subvert the idea of doing readings but skipping lectures.)

Their function is both as a channel between you and us for comments, observations and such about the reading, and as a way for us to check the quality of the reading of an assignment. They are a way of thinking about the reading assignment but answering the questions and nothing more is not considered having read the assignment with care.

They should be completed in fifteen minutes or so (no including the reading, of course!).

They absolutely must be your own work. If you have drawn from other sources and not noted them, this will be considered as plagiarism. If you have someone else write the RQ for you, or even contribute ideas to your RQ, or edit your RQ even just for English, you will receive an "F" for the entire grade category, even if you have received grades on some assignments already. You will forfeit the chance to submit any more RQs. If someone helped you, that person will suffer the same penalty in the class or, if not a class member, will be reported to the University. If you are approached by someone in the class to do an RQ for them, please consider contacting me about that but, in any event, please politely decline noting the penalties involved. The rationale behind this policy: the RQ is a representative of your thinking so any action that misrepresents ideas and information as yours is a dishonest presentation of your thinking. The penalties are severe to clearly indicate how important I think this is and to protect others from the class from those who wish to pressure them to do the work for them.

RQs will either be completed in class, with the questions given at that time (closed book) or the questions will be posted on bSpace for a limited time.

Submission

If the RQ is not done in class, submit it as an email (not an attachment to an email) using the subject line "J7A_RQ01_LASTNAME_classname" (changing the assignmenttag RQ01 to RQ02, etc, as appropriate.

RQ deadlines are noted elsewhere, probably directly with the RQ questions.

Grading

Late penalties

(When not done in class:) First 30 minutes past due, no penalty. Up to 24 hours late, 70% of given grade. Submitted during the next 24 hours, 25% of given grade. After that, no credit.

Missed RQs

This is the only way a missed RQ can be made up: Within 72 hours of missing the deadline, please email me the reason. If accepted you will be able to make up the missing RQ during the final exam period. However, this is possible for only up to two RQs. If more than that are missing, you need to be prepared to write on any of them. You will be told at the time of the final exam period which two to answer. It will be a closed-book exercise.

Grading rubric

The basic check is along these lines: "Did the student read the assignment with some care and inquisitive thought? Is the point of balance in the answer on the side of the content of the material, not the student's reaction or opinion? Did the student avoid converting alien ideas into familiar ideas, when such a conversion dulls the understanding of the text? Does the answer suggest clarity of understanding, to the extent that is reasonable to expect? Did the student answer the question asked, not something only resembling it?"

Avoid giving summaries of events and so forth; I am interested in your analysis. However, sometimes analysis can't be offered without some description of events and facts. Still, no credit is given for that part of the answer; it is taken only as support information to help us as readers understand what you want to say.

The format is five questions or certain types, as below, with different point values totalling 10 points (if a 4 is scored on the first type of question it is possible to have a total of 11, an A+):

• the question on relating concepts to readings (4/A+ very interesting and credible, 3 credible, 2 shaky, 1 effort made but not really on target, 0 not on target or missing)
  • 5 is an A+ grade, it reaches beyond the basic requirements of the question which is just to make good connections between concepts and assigned readings. 5 shows curiosity, or extra effort (well executed) towards extending concepts, etc.
• the question on what is the main point(s) of the assigned reading (3 bingo/very accurate or convincing, 2 reasonable as a possibility, 1 missed target but there seemed to be good effort, 0 seems tossed out or missing)
  • be careful to answer the question asked, unless I explicitly ask, this question is not "What is the main point as to why this was assigned?" or "What is the main use if this text, at the time?" This question is about content, what content is an organizing theme, or the heart of the matter, etc.
• the student adding a comment about something puzzling in the reading assignment content (2 seems relevant to the assigned reading PLUS the themes, concepts and/or goals of the course, 1 "further information" responses (things about the text that would help understanding it but not specifically about something within the text), 0 seems dug up as an answer, disconnected, not thought through, OR is missing or inadequate as an answer)
  • puzzling does not mean difficult to understand as in the reading content but rather questions the explore cultural differences "Why did X do that?" "Why does that seem to be treated as so important?" "Why was that the result of X action?" etc. This is a question about wondering about aspects of the text that, if clarified, seem to you would have broader implications in understanding that culture's attitudes, etc.
• the student makes a comment about liking or disliking something, relevant to the course and not trivial in content (feedback only, not graded but gives the grader a sense of how well the student read or didn't read with no comment suggesting a quick and hurried reading of the work)
• In addition to the above there will be a random question (2 correct, 1 partly correct, 0 incorrect, inadequate, or missing)

Final essay, project or (as a substitute) final exam

The instructions for this have a separate page. When available, go to: Essay, project or final exam

Midterm 01 (Fall 2012)

Overview

This test will be two parts. Part A is multiple choice; Part B is essay. What is the percent weight between these two is usually not determined ahead of the exam. Your best strategy is to prepare well for both.

Non-native speakers who are concerned they will not have enough time to write an essay answer in English can do two things ahead of time: be sure to have done the reading well (that opens up minutes for thinking through an answer rather than rethinking the basic meaning of the text) and do very well on Part A (that will help convince me that a weak essay answer is a language issue not a study issue).

What to do before test day

• Attend lectures regularly.
• Do all the readings. Don't skim, don't harvest for information, read as if it might matter to you. Some basic character, story details need to be retained, but the emphasis should be on finding within a work what makes it powerful, or moving, or interesting, or whatever else might be the reason why it has survived hundreds of years and is still read today. In other words, assume the text is "good" at some level and try to see why. This is a literature and culture class so expect there to be quite a bit of reading involved. In most cases, reading the assignments in other languages works well enough. Beware of cheap online translations and keep in mind our wonderful East Asian library (and go there early because students are pretty quick about checking out material). Return material you no longer need promptly please!
• Contact me if you are unable to take the exam on the test day. Use "gradeissue" in your subject line. You may or may not be able to take a makeup, depending on the situation. Generally, I do not give makeup exams.
• Study.
• Read the below.
• If you are a non-native speaker and need to use a dictionary during the exam, you may do so for Part B (not Part A—the questions go by too fast anyway). You will need to write me ahead of time and receive permission, and you will need to do this for each of the midterms. Use "gradeissue" in your subject line. Note: I will ask that you write on your Part B that you used a dictionary and, because of that, accurate dates and such will be assumed to have been the result of the dictionary, not your own study. Therefore, for most students imperfect English is probably a better grading scenario that using a dictionary. Using a dictionary without prior permission will be considered academic dishonesty and will negatively affect your grade.

What to bring

You need only a pencil for Part A (required) and whatever writing instrument you like to use for writing exams and an eraser of some sort and contacts/glasses if you have difficulty seeing the front of the room. This is an entirely closed test and I will ask that you place out of sight all cell phones and similar devices, pencil cases, water bottles, everything. You will only need pencil and eraser. I will provide a clock and answer sheets.

What to do on test day

Make a rest room stop before the exam. You cannot leave and return to the room during the exam. You will have to hand over your test on the way out and I will grade whatever part has been completed. There is no break between Part A and Part B. You can leave after you have finished Part B up until 5 minutes before the end of class. After that, please stay seated and just wait. (The rush of everyone leaving towards the end is distracting to those still writing.)

Arrive a little early or on time! Part A is a timed powerpoint and you will not be able to see any of the questions you might have missed at the beginning of the test period.

There will be a seating chart. Find your name and sit there or ask a GSI if you don't understand the chart.

About Part A

This portion of the exam tests factual information. It covers material identified with a ❖ on the daily session pages and the People, places, texts and terms list accessible through the Sidebar > Key Support Pages. It has a cutoff date of 1100 so texts and individuals that come into existence after this date are not included in this part of the exam. It is exceptionally helpful to attend class regularly because my lectures, beside presenting information not otherwise accessible, are designed to foreground what is most important and to establish ways of thinking about texts and individual and terms for that matter. The "Thoughts" section of the daily session pages does some of this as well. Podcasts, if available (don't count on it) might be helpful to some.

In terms of breadth you need to cover everything. I select topics randomly, not by emphasis, so you will not be able to guess which are the likely topics on the exam. Anything within the time framework is possible. However, when it comes to a particular topic, I test major and relatively major information rather than more minor information. Part of preparing for the exam, and understanding the class in general, is to be able to make good determinations as to what is major and minor. The guiding principles for determining major and minor are:

• Is the information particularly relevant within the themes of the course and the context within which the individual or text was presented in the course?
• If one wants to place that person or text within the larger framework of the history of literature / history of culture what is important to know?
• If a text: What helps one read deeply the assigned material?

So, in sum, what of the topics covered in class so far will be tested is random, what aspects of the topics covered follows the above guidelines.

In addition, you should definitely know the Nara and both Heian periods, and be able to characterize them, and identify the main turning points as presented in class (that is, relevant to the topics of the class, not simply historical information).

About Part A test-taking strategy

Correct studying is the single best thing you can do for this part.

Also, I do not ask trick questions. If a question looks really simple and direct it probably is, unless you are misreading somehow. BUT, do answer the question asked. Students often skim for keywords and miss the point of the question.

Do not look at another's answer sheet during the exam, ever. I will fail you on the test.

About Part B

The essay portion will be about 20-25 minutes long. Mostly, the length depends on how cooperative everyone is in getting seating in accordance with the seating chart. It will be one question. It is unlikely that you will have a choice of question. I will be asking something that provides an opportunity for you to do analysis that provides interesting and credible readings and that uses, when possible, the approaches, tools and information provided within the course. When I grad,e I measure your answer against two basic questions then: Is it credible? Does it make for an interesting reading of the work? Does is show awareness of course content? You need to satisfy all of these conditions for the answer to be in the "A" bracket, definitely, and it is difficult even to be in the "B" bracket without meeting these basic expectations.

About Part B test-taking strategy

Grammar is basically irrelevant. I am fairly good at figuring out what you want to say. Poor penmanship is very relevant. I do not waste time trying to decipher poor writing. I skip that part of your essay.

Answering styles that work well:

Get you main point out early. By "points" I mean your concepts, your analysis, your conclusions, not data.

Stay on topic. Answer the question asked. I am intentionally putting you in a specific box to see how thoroughly you have studied. Off-topic information, even if accurate and interesting, works against you. It suggests to me that you don't have an answer for my question, or don't understand the intent of the class well enough to understand my question. Further, it takes up precious space. If you have answered my question to your satisfaction, and have time, then of course adding details is wonderful. You can also just draw lovely illustrations until the end of exam period.

Answering styles that do not work well:

Trying to redefine the question into another question, or drifting away from the question.

Essays that try to argue a point conclusively. Most of what we study doesn't credibly bear strong conclusions. Rather than sound "sure" you should sound careful, thoughtful, nuanced, sensitive to shades of meaning. This is not an SAT essay environment. I am trying to see if you can read thoughtfully, along the lines presented in class. I am not measuring your ability to make solid arguments (rhetoric), nor am I impressed by it. I do want to see that you can read a passage and say something credible and interesting.

Essays that talk more about you than the object of analysis. I am glad that you have opinions, you should. However, the exam is not what you think about the work but what the work is in and of itself. Keep the spotlight on the work, not your personal reactions to it.

Midterm 02 (Fall 2012)

Overview

Same as Midterm 01

About Part A

Same as Midterm 01 with these two changes:

The paragraph from Midterm 01 - About Part A is the same but with a new cutoff date of 1350, thus:

This portion of the exam tests factual information. It covers material identified with a ❖ on the daily session pages and the People, places, texts and terms list accessible through the Sidebar > Key Support Pages. It is cumulative (with a preference towards information covered since Midterm 01), with a cutoff date of 1350 so texts and individuals that come into existence after this date are not included in this part of the exam.

*Haiku will be treated as beginning after 1350. Hojoki was not covered and will not be tested.

The last paragraph from Midterm 01 - About Part A is not relevant. Instead:

In addition, you should definitely know the Kamakura perios, and be able to characterize it or place your comments meaningfully in its context.

and this additional information:

It is much more likely that materials presented in the class will be tested.

Part A might test basic aspects of the following characters from Tale of Genji and Tale of Heike. (By "aspects" I mean major narrative events, essential characteristics, and the function they seem to serve in the narrative.)

Tale of Genji: The consort to the Kiritsubo Emperor, Fujitsubo, Murasaki, Yūgiri, Yūgao, Aoi, Rokujō, Tō no Chūjō, Genji

Tale of Heike: Kiyomori, Giō, Ario, Atsumori, Kenreimon'in, Yoshitsune, Yoritomo, Shunkan, Emperor Go-Shirakawa, Antoku, Rokudai

About Part A test-taking strategy

Same as Midterm 01

About Part B

Same as Midterm 01 with this additional comment:

Part B is cumulative in the sense that uchi-soto, lyricism, miyabi and such remain important ways of looking at the literature we are reading, but now include mujōkan and mono no aware. Part B will only test Tale of Genji and Tale of Heike. You might be asked to write on just one of these; you might be asked to compare them.

About Part B test-taking strategy

Same as Midterm 01

Midterm 03 (as decribed for Fall 2011, might change)

What to do on test day

Like previous tests, I will provide the materials and the timer. However, to allow full use of the screen, in some cases timing will be announced by me from the front of the room as time remaining ticks down. You need to bring your usual vision aids, pen or pencil (it doesn't matter), eraser, and memorize your SID. As before, make a rest room stop before time and arrive a little early if possible.

What is covered

What is covered on this test is spelled out in detail on a file on bSpace > Misc, titled "Materials covered for Midterm 03." Here are a couple of further comments: It will be nearly impossible to pass this exam if you have not done the reading of the literature assigned. It will be very difficult to score well on this exam if you have not done the reading and viewing of the materials related to this (including the comments in the comments box on powerpoints — so you need to be at a computer that has Microsoft Office, not just a program that can show the slides, you need access to the comments), and done some thinking, about the content of yūgen and sabi-wabi.

What the test will look like

I will use the four-square grid we agreed upon in class. All questions are presented in this format. So there are no timed powerpoint slides on this exam.

Also, the answer sheet will have instructions on it so please don't feel you need to memorize any of the below for tomorrow. I'm just giving you early notice.

Part I — Identify readings

First there will be three questions where a short passage is presented on screen and you only identify the title of the text from which the passage is taken. It might be useful to know these things about how I will quote readings: 1) ... means I have skipped text, 2) / means a line break in a poem, 3) who is saying what is mixed together in Nō passages; in other words, I'm removing "Shite:" "Tsure:" "Chorus:" — anything like that. As stated in class, the text is presented as a single block, not following the formatting of the text as you read it.

Part II — Identify readings and give details about them

Next there will be one question where you complete the below (it will be on your answer sheet and look pretty much like this). Please read this carefully now to safe time at test time. There will be something like the below on the answer sheet, and you will write your answer next to the appropriate location.

Title:
Author:
Date of composition:
Genre:
One statement that relates this text to one of the concepts of class, selecting a concept that is clearly superior to most other concepts and saying something meaningful to make the connection beyond just "Sabi is a good way to think of this." Rather, "Sabi is a good way to think of this because …"
Two statements that meaningfully introduce this text but which are not title, author, date, or plot related.

Part III — Mini-essays where you apply aesthetic concepts to a reading or object.

Finally, there will be two questions based on the assigned literature (prose only) that has been listed as to be covered or projected images, and you will apply the appropriate concept, choosing between hie-sabi-wabi as one group and ushin-yōen-yūgen as the other group. In other words, if I were to write the poem: loneliness / dangling from a nail, / a cricket you would be expected to select the hie-sabi-wabi set but you can talk only about hie or only about sabi or only about wabi or mix them together in various ways. But you can use nothing from the ushin-yōen-yūgen set. While I have pre-decided what would be the best choice between the sabi set and the yūgen set, I will read your answer carefully and if you have provided an interesting and credible interpretation that rivals what would have been the case if you had made the correct selection, I will definitely accept it as an excellent answer.

How much each answer is worth and how much time you have for each part

The below chart, in short, says, 21% is devoted to simple identification of texts based on passages, so read the texts, keeping in mind the basic content and theme of it. That is your best clue. 20% is simple text-related information, so memorize it [the one sheet I sent out earlier covering the texts and which is on bSpace > Misc]. About 20% is understanding the primary value and strength of the texts, how they fit into the larger themes of the class, the flow of the development of culture, and such. The remaining 40% is nuanced understanding of ushin-yoen-yugen (or just yugen) and hie-sabi-wabi (or just sabi-wabi as an interrelated, single unit) as shown through analysis. Show off a bit even if it isn't completely necessary for analysis.

Final Exam

Fall 2012

Dec 6, 2012: I haven't written the exam yet, except in my head, but I am pretty sure this is the shape of it (but watch for announcements):

Two parts. Part A is the usual multiple choice, using projected PPT slides. Part B is an essay question based on a passage you will read first during the exam. Part A is worth 60-70% of the grade, Part B is worth 40-30% of the grade. Part A is closed book. Water bottles, everything, needs to be put away. No dictionary use allowed. Part B is open book, open notes but no electronic devices except dictionaries if non-native speakers contact me ahead of time.

Part A will be 30-50 questions. They will be timed, probably at 35 seconds. However, unlike the midterms, there is likely to be a chance to review answers (all questions shown once more for 10-15 seconds). They will be based on ALL material in the class; this test is entirely cumulative from the beginning to the next to last day. (The last day was optional so I can't draw on material from that day.) About 40% of the questions will be repeat questions taken directly from the three mid-terms with not changes to the questions unless editing improves clarity. About 30% of the questions will be based on lecture material. The remaining 30% will be based on the "terms" page. Lectures and terms page material overlaps so this percent distribution might seem different from your perspective. There are new entries on the "terms" page; I have left them at the top of the page.

More on Part A added 12/7/2012: I have finished writing Part A. There are 30+ questions. Some changes in an effort to reduce what you will need to study for this part of the exam:

—I did NOT make any questions based on lectures. All questions are from these three sources: prior exams (about 16 questions), terms page (about 12 questions), general questions (about 6 questions) that can't be studied for but would be the result of being in the room most of the time and just getting a sense for the texts read and the people who wrote them.

—I have added "F" to those portions of the terms page which are the source of questions. So the target areas have a "F❖" mark.

I have rewritten Part B. I'm striking out this paragraph but leaving it here to help you notice that there has been a change: Part B is an essay based on a written passage from texts you have not read before in the class. You will be asked to explain any important concepts you think support the text or give it context. Concepts is meant broadly here: Buddhism, Confucianism, aesthetic terms (various), ethical values (various). The best way to prepare for this is to review material asking what provides important cultural context, what ideals drive texts (and character choices), what are the beliefs of the characters, etc. When answering, you should create meaningful connections, not try to make a long list of things (quality over quantity but not one or two concepts, there are likely more that are of first importance). When answering you should avoid that allergy of mine: turning complex concepts that are rooted in specific belief systems into simply nickel-and-dime basic, simple emotions. Example: mono no aware ≠ being sad. Sabi ≠ loneliness.

Part B:

I have now (12/7/2012) selected the passages for Part B and have these changes / announcements:

While the passages are not long (usually 1-2 pages of normal book pages, easy language) I will allow plenty of time (probably 1 hour) so that you do not feel rushed reading. Everyone has just one passage, which I decide ahead of time. Your Part B will have the passage and a full context of the passage and other notes that provide information that you need to know and would not have learned in this class. I will ask, for your answer, that you give all cultural information that helps us understand the passage. For example, one of the passages will require knowledge about The Tale of Genji—when it was written, its status, its basic story line. This is different from restricting the essay to conceptual information. And this is different from the next level up in interpretation (why we should consider this beautiful, etc.)

Genre that are selected (none of these are works we read): nikki, gunki monogatari, zuihitsu, haibun

Mind-sets that you will need to consider: attitudes of young aristocratic women, Confucian sons, loving fathers, loving mothers, bushido-minded men, educated aristocrats

Cultural situations and topics: sadness over the loss of someone, The Tale of Genji, provincial governor's daughters, Buddhism (various, this is particularly various and particularly important), uchi-soto (various), lyricism (various), Confucianism & bushido.

Historical situations: pre-Buddhist reform, post-Buddhist reform, wars similar to the Heike wars, and the four texts are from these times: 11th century, 14th century, 18th century. It is important to know when the Buddhist reforms occurred; it shows in the texts.

When answering you should avoid "cramming in" information that is not relevant. I'm not testing whether you can, say, tell me all about cultural salons. I'm testing whether, when you know about cultural salons, it helps you understand a passage.

There will be a ten minute break between Part A and Part B.

The exam is in our regular room and will start on the hour, not ten minutes past the hour.