Grade Pathways: An Explanatory  Manifesto

1. I believe everybody is an artist with the capacity to appreciate art. I believe literature is art.
3. I believe the second we lose art, we lose our humanity. I believe the stakes are that high.
5. This class is about finding who you are, remembering who you are, realizing who you are. It’s about becoming a human being through the art that is world literature.
7. To put it another way: This class is a pilgrimage into the self with world literature as a guide.
9. Martin Luther King, Jr. writes that we are “caught in an inescapable network of mutuality, tied in a single garment of destiny.” World literature is a thread in that garment.
11. Grades mess this up. Yet we can’t pretend as though they’re not there.
13. In this pilgrimage metaphor, as it relates to this class, grades are like little monsters that line the path, hindering us along the way. Or they can be more like dragons that aim to do much more than hinder. For example, whoever among you anonymously shared on our first day the time a teacher told you to quit your job in order to pass world literature, you know what it means to walk by dragons. So let’s face the monsters, or dragons, or whatever they might be. Together.
15. I believe the path is yours. This grading “system,” then, is based on my belief that the path is yours.
16. After this, I don’t want to talk too much about grades. I want to talk about that “moment of feeling the wings you’ve grown, lifting,” as I read from Rumi’s poem on our first day together. I want to talk about getting to that moment.
18. There are enough monsters and dragons along the path without me turning any more loose.
20. Your grade in this class is based on 100 points. To get an A, you need to piece together at least 90 points. To get a B, you need to piece together 80 – 89. To get a C, you need to piece together 70 – 79. (That said, to get a C, you really only have to do one thing, as you’ll see, so “piecing together” points might not apply.) To get a D, if you want that, you need to piece together 60 – 69. To get an F, you’re in luck: You don’t need to do anything. Seriously, though: Please don’t plan to get an F. If that is your plan, it would be advisable to simply drop or withdraw. In this class, if you complete your work and complete it sincerely, you don’t have to worry about pass/fail scenarios.
22. Note: Within the numerical range of a letter grade, there is no distinction between the low end and the high end. A 90 is good as a 99, and so on.
24. So… I’ve created some grade categories—which I’m calling levels, and which I’ve named after mythical beings we’ll encounter—from which you can choose your own adventure. There are four levels, with various options in each level. There’s the behemoth level, the unicorn level, the trickster level, and the fairy level.
26. The behemoth level consists of several options worth 70 points each. You’re limited to completing one option in this level. While there are ways to circumvent the behemoth and piece together a given grade without it, most of you will probably use the behemoth as the starting point for piecing together your coursework, and I recommend doing so. Think of your work in this level as the keystone for the course. The foundation. But if you want to figure out a path around it, more power to you. Just be advised that behemoths are notoriously hard to get around.
28. The unicorn level consists of several options worth 20 points each. You’re limited to completing up to two options in this level, but beware: Though unicorns are generally friendly to humans, they don’t appear to just anybody, and they don’t like too much attention from those who don’t believe they exist. In a sense, unicorns are reflections of what you see. They’ve got a knack for sniffing out sincerity and insincerity alike. They’re here for those who are aiming high and who understand the path to self-actualization is fraught with danger. One unicorn will gladly accompany you and a thoughtful behemoth to an A. If you approach the right way, two unicorns might be willing to be your foundation for the course and get you to an A, B, or a C along with some tricksters and fairies, but be advised they don’t like crowds or the spotlight.  
30. The trickster level consists of several options worth 10 points each. You’re limited to completing up to three options in this level. Tricksters will help you reach your goal, but you can’t trust them too much or expect them to lead the way. Granting tricksters undue influence is generally where trouble starts. Insomuch as you do rely on them, take them seriously. Tricksters can be paradoxical like that.
32. The fairy level consists of several options worth 5 points each. You’re limited to completing up to four options in this level. Like tricksters, fairies won’t lead the way on their own, but they can help you along the path provided you believe in them, respect them (they’re easily offended and don’t like to feel slighted), and don’t equate them to their watered-down, Disneyfied versions. Be advised that some fairies are indeed malevolent, but the ones after which I’ve named this category are generally helpful.
34. Let’s say all you want is a C in the class. Simply complete an item from the behemoth level and there you go. That’s it. You could also complete two unicorn level options and three trickster level options, for example, to get your 70 points. Or two unicorns, two tricksters, and two fairies. As stated, the path is yours. But given that, in my experience, the C path is the path of least resistance, my advice is to face the behemoth.
36. Let’s say you want a B in the class. Complete a behemoth and a trickster, and there you go. Or a behemoth and two fairies. Or two unicorns, three tricksters, and two fairies. And so on. My recommendation, as before, is to keep it simple and go with one behemoth and one trickster (trickster option #1, specifically). But the choice is yours.
38. Aiming for an A is where true choice comes in. While I do recommend starting with a behemoth, what you add from there is up to you. A behemoth and one unicorn will do the trick. So will one behemoth and two tricksters. Or one behemoth, one trickster, and two fairies. And so on.
40. Have fun, and enjoy the walk.

Logistics

Due dates: All coursework is due on or before April 22 (appropriately, this is Earth Day). The exception is Fairy #1—the coursework proposal—which is due on or before Feb 20. Please note that a few options do require prior approval by Feb 20. Submitting work early is fine and encouraged. If you’re aiming for a C in the course by completing a single item from the behemoth level, I would particularly encourage you to submit your work early, closer to April 1, so you’ll have time to revise if your work happens to be substandard.

A special note on Fairy #1, the coursework proposal: It’s not required, but if everybody could do it, that would be awesome and I could rest easy knowing everybody understands the system. It will help us all stay organized. Plus it’s an easy 5 points, and even if you don’t necessarily need it to get to your desired grade level, you could look at it as a cushion, and therefore it could help you rest easy, too. I’ll even make a template for this and share it with you when it’s ready.

How to get prior approval: If you’re planning to go with an option that needs prior approval, simply make your request in your coursework proposal, which is another reason I suggest that everybody complete Fairy #1. Otherwise, just ask.

Submitting your work: You can submit your work all at once in a portfolio or in pieces along the way. All I ask is that there be rhyme and a reason to how you submit your work. You can submit your work via email, in hard copy, in person, or through a D2L drop box (if and when I get one set up).

Formatting: Formatting depends entirely on your rhetorical situation. The most standard, most professional, clearest way is typically the best way to go, except when it’s not. If when you get to the end of this you’re mainly concerned with whether to use Times or Arial font, you’ve missed something. That said, I’ll gladly offer formatting tips along the way for each option, as formatting will vary for each of you depending on what projects you’ll pursue. If what you’re submitting is primarily written and text-based, PDF, Word, or a Google doc would be the way to go. But there are other options. In an open system, I can’t account for every possible variation, and trying to do so would be hell—which I can say since we’ll be discussing hell in here. Just no rtf files, please. I know for sure I can’t open those J

Grading: Is hereby deemphasized. When you submit work for a given category, I would very much like you to get all the points for that category. Provided you go about your work sincerely and thoughtfully, options within a given category are fully intended to be completion grades. I’m also happy to read drafts and discuss your work with you along the way so there will be no doubt. Of course, there exists within any fair, open system the chance to take advantage of the fairness and openness by cutting corners, turning in substandard work, etc. As of now, my plan is to address those situations as needed on a case by case basis. My hope is they won’t arise. Whatever the case, trying to account for them all here, as with all the formatting variations, would be hell. So I’m choosing to trust you. Decide what grade you want. Work for it. Get it. Though you’ll need a grade to account for your time in this class, grades are not the point. You or more than a number. Or a letter.   

The Levels

To reiterate how this works: There are four levels representing different point values, each having several options. Each option in the behemoth level is worth 70 points; each option in the unicorn level is worth 20 points; each option in the trickster level is worth 10 points; each option in the fairy level is worth 5 points. Each level has limits, as discussed above and again below. For a C in the class, satisfactorily complete one option or a combination of options totaling 70 – 79 points. For a B in the class, satisfactorily complete a combination of options totaling 80 – 89 points. For an A in the class, satisfactorily complete a combination of options totaling 90+ points. If you want a D in the class for some reason, satisfactorily complete one option or a combination of options totaling 60 – 69 points, though if you’re going to go to that trouble, I suggest aiming for at least a C. For an F, you don’t need any points nor to do anything. I do not recommend aiming for an F J

Key: CAWL = Compact Anthology of World Literature | HEW = How to be an Explorer of the World | REL = Reinventing the Enemy’s Language

Behemoth level (70 points each, limit 1)

Behemoth 1: Compose a traditional or multimedia essay, multimedia project (such as a podcast, social media page, blog, website, etc.), or presentation on the ways Sharanya Manivannan, Jericho Brown, Rumi and Coleman Barks, and any author(s) in REL engage with the literature of their cultures and other cultures, and how they incorporate such literature into their own stories. In other words, how do these writers transform “world literature” into personally meaningful art? And how might you? Make references to literary pieces in CAWL in your exploration. 1,500 – 4,000 words or equivalent. This can be completed individually, with a partner, or with a small group of up to 5.

Behemoth 2: Compose a traditional research paper of 1,500 – 4,000 words that incorporates something from CAWL and each of our other course books and includes at least two outside sources. This can be completed individually or with a partner.

Behemoth 3: Compose a manuscript for a poetry chapbook (a small collection of approx. 8 – 20 poems, or about 12 – 24 pages of poetry with each poem starting on a new page) related to, responding to, based on, inspired by, retelling, reinterpreting, etc. any of the literature in CAWL. Include a 400 - 700-word reflection/explanation on the ways your work does these things and specific ways you used course readings and other course content as a guide. Instead of including a reflection/explanation, you can also present your work to the class with a Q&A or meet with me to discuss. This can be completed individually or with a partner.

Behemoth 4: Compose a short story or group/collection of short stories totaling 1,500 – 4,000 words related to, responding to, based on, inspired by, retelling, reinterpreting, etc. any of the literature in CAWL. Include a 400 - 700-word reflection/explanation on the ways your work does these things and specific ways you used course readings and other course content as a guide. Instead of including a reflection/explanation, you can also present your work to the class with a Q&A or meet with me to discuss.

Behemoth 5: Compose a creative nonfiction/memoir-style essay/personal essay or group/collection of such creative nonfiction totaling 1,500 – 4,000 words related to, responding to, based on, inspired by, retelling, reinterpreting, etc. any of the literature in CAWL. Include a 400 - 700-word reflection/explanation on the ways your work does these things and specific ways you used course readings and other course content as a guide. Instead of including a reflection/explanation, you can also present your work to the class with a Q&A or meet with me to discuss.

Behemoth 6: Compose a comic/graphic series inspired by, retelling, reinterpreting, etc. any of the literature in CAWL. Include a 400 - 700-word reflection/explanation on the ways your work does these things and specific ways you used course readings and other course content as a guide. Instead of including a reflection/explanation, you can also present your work to the class with a Q&A or meet with me to discuss. This can be completed individually or with a partner. Requires prior approval by Feb 20. Serious interest/experience with this genre is preferred. 

Behemoth 7: Create a play, performance, or film, staged or screened for the class, inspired by, retelling, reinterpreting, etc. any of the literature in CAWL. Include a script and 400 - 700-word reflection/explanation on the ways your work does these things and specific ways you used course readings and other course content as a guide. Instead of including a reflection/explanation, you can also present your work to the class with a Q&A or meet with me to discuss. This can be completed individually, with a partner, or a group of up to 10. Requires prior approval by Feb 20. Serious interest /experience with this genre and/or majoring in theater, film, or a related field is preferred. 

Behemoth 8: Create a musical composition, performed for or presented to the class, inspired by, retelling, reinterpreting, etc. any of the literature in CAWL. Include a 400 - 700-word reflection/explanation on the ways your work does these things and specific ways you used course readings and other course content as a guide. Instead of including a reflection/explanation, you can also present your work to the class with a Q&A or meet with me to discuss. This can be completed individually, with a partner, or with a group of up to 5. Requires prior approval by Feb 20. Serious interest/experience with this genre is preferred. 

Behemoth 9: Create a visual art portfolio, presented to the class, inspired by, retelling, reinterpreting, etc. any of the literature in CAWL. The portfolio should include at least three pieces, which can be thematically connected or distinct. (I’ll consider arguments for portfolios with one or two pieces provided the pieces are substantial and represent equal work. Each piece in this portfolio should take several hours of work over at least a couple days.) Include a 400 - 700-word reflection/explanation on the ways your work does these things and specific ways you used course readings and other course content as a guide. Instead of including a reflection/explanation, you can also present your work to the class with a Q&A or meet with me to discuss. This can be completed individually, with a partner, or with a group of up to 5. Requires prior approval by Feb 20. Serious interest/experience with this genre is preferred. 

Behemoth 10: Compose what John Paul Lederach calls a “Wittgensteinian essay” or a “century.” I might call it a pilgrimage essay. You can read an example here. Your century/pilgrimage essay should include at least 20 distinct, direct, and specific references to literature from CAWL or any book from this class. If you’re going with this one, I’d begin now. The explorations from HEW would be helpful in this pursuit.

Behemoth 11: In consideration of our kairos, compose a traditional or multimedia essay, multimedia project (such as a podcast, social media page, blog, website, etc.), or presentation on the specific issue of “the wall” and immigration in general and what world literature has to do with these things. Make references and connections to literary pieces in CAWL and other course books in your exploration. 1,500 – 4,000 words or equivalent. Include at least two outside sources. This can be completed individually, with a partner, or with a small group of up to 5. (Cannot be combined with the “unicorn level” version of this project.)

Unicorn level (20 points each, limit 2)

Unicorn 1: Take a day trip to any local/fairly local place that connects in some way to world literature. This could include but is not limited to the High Museum of Art, the Center for Puppetry Arts, the Center for Civil and Human Rights, the Martin Luther King, Jr. National Historic Site, New Echota, the Etowah Indian Mounds, the Carlos Museum at Emory University, Flannery O’Connor’s Andalusia, Howard Finster’s Paradise Garden, and so on. I’m very open to other places but please check before going off-list. Stay at the site for at least two hours and compose a traditional or multimedia essay, multimedia project (such as a podcast, social media page, blog, website, etc.), or presentation on your experience, making connections to any piece(s) of literature from CAWL or other course books.  500 – 800+ words or equivalent. This can be completed individually, with a partner, or with a small group of up to 5.

Unicorn 2: Attend a performance or event that connects in some way to world literature. Venues include but are not limited to the Cobb Energy Performing Arts Center, Alliance Theater, Atlanta Symphony Orchestra, Shakespeare Tavern, Center for Puppetry Arts, and so on. I’m very open to other venues. Prior approval for the performance is required. Compose a traditional or multimedia essay, multimedia project (such as a podcast, social media page, blog, website, etc.), review, or presentation based on your experience, making connections to any piece(s) of literature from CAWL or other course books.  500 – 800+ words or equivalent. This can be completed individually, with a partner, or with a small group of up to 5. 

Unicorn 3: Teach a full class on any text(s) or topic(s) from CAWL or other course books. This can only be done with a partner or in a small groups of up to 5, not individually. Requires prior approval by Feb 20 and planned attendance in at least 25 classes.

Unicorn 4: With a partner or in small groups of up to four, engage in a conversation in which each individual (or half the group) comes from a different religious background (which can include an ambiguous or no religious background) and/or cultural background, making connections to literature from CAWL and/or other course books. The goal is to seek common ground and learn from each other. The conversation can either be recorded, like a podcast, and shared with Prof. Martin, or it can be completed through a panel in front of the class.  Requires prior approval by Feb 20 and planned attendance in at least 25 classes.

Unicorn 5: In consideration of our kairos, compose a traditional or multimedia essay, multimedia project (such as a podcast, social media page, blog, website, etc.), or presentation on the specific issue of “the wall” and immigration in general and what world literature has to do with these things. Make references and connections to literary pieces in CAWL and other course books in your exploration. 500 – 800 words or equivalent. Include at least one outside source. This can be completed individually, with a partner, or with a small group of up to 5. (Cannot be combined with the “behemoth level” version of this project.)

Unicorn 6: Complete any of the 59 “explorations” (or a combination of them) from HEW expanding your work into a mini-project with a connection to something from CAWL or other course content that you feel is substantial enough to justify 20 points. Include a specific but brief 3 – 5 sentence justification. This can be completed individually or with a partner. (Cannot be combined with the “trickster level” or “fairy level” versions of this project.)

Trickster level (10 points each, limit 3)

Trickster 1: Compose an engaged attendance reflection.  This is an overview/self-assessment essentially addressing what you’ve learned/gained/valued from attending class, how you’ve been engaged and contributed to class, etc. 400 – 600+ words. To be eligible to use this one, you’ll need to have attended at least 25 classes. You’ll report your attendance based on trust/the honor system, though you will need to keep record of your own attendance and make note of specifics in your reflection. I’ll provide a template.

Trickster 2: Prepare a dish that connects to any piece of literature in CAWL or in other course books and share with Prof. Martin (and ideally some of your classmates). Include a 400 – 600+ word reflection on the way the course literature is connected to and how it inspired the dish. Some culinary experience/interest preferred.  No croissanwiches. Culture is a must. Also, watch a few episodes of Salt, Fat, Acid, Heat or Parts Unknown. You don’t necessarily need to reference these shows in your reflection, but I’ll trust that you’ve done it if you go this route. This can be completed individually or with a partner.

Trickster 3: Compose a satire or humor piece of 400 – 600+ words that responds or connects to any piece of literature or concept in CAWL or in other course books. It should “punch up” and employ other satirical/humor writing strategies, such as these.

Trickster 4: Create a fresh or reinterpreted visual representation of any place (real or imaginary) from any of the literature from CAWL or any other book from this course. This could be a poster, diagram, blueprint, map, painting, etc. Include a 250 – 400+ word reflection on the way the reading(s) are connected to your work. This can be completed individually or with a partner.

Trickster 5: Create a Spotify playlist that connects to any piece(s) of literature in CAWL or in other course books and share with Prof. Martin (and ideally your classmates). Include a 400 – 600+ word reflection on the ways the course literature is connected to the playlist as a whole and/or the individual songs on it.

Trickster 6: Teach half a class on any text(s) or topic(s) from CAWL or other course books. This can only be done with a partner or in a small groups of up to 5, not individually. *Requires prior approval by Feb 20 and planned attendance in at least 25 classes.

Trickster 7: Compose a 400 – 600+ word reflection on or review of any film or podcast we watch/listen to in this course, making connections to CAWL or other course books. You could potentially do this for a film or podcast you access on your own outside of class, but prior approval for your selection is required. 

Trickster 8: Visit the Zuckerman Museum of Art or attend a KSU College of Arts performance that you could argue relates to world literature. Compose a traditional or multimedia essay, multimedia project (such as a podcast, social media page, blog, website, etc.), or presentation based on your experience, making connections to any piece(s) of literature from CAWL or other course books.  400 – 600+ words or equivalent. This can be completed individually, with a partner, or with a small group of up to 5. (If you’re interested in adjusting guidelines to pursue this at the “unicorn level” or “fairy level,” I’m willing to consider proposals made by Feb 20.)

Trickster 9: Complete any of the 59 “explorations” (or a combination of them) from HEW expanding your work into a mini-project with a connection to something from CAWL or other course content that you feel is substantial enough to justify 10 points. Include a specific but brief 3 – 5 sentence justification. This can be completed individually or with a partner. (Cannot be combined with the “unicorn level” or “fairy level” versions of this project.)

Trickster 10: Pass an optional final exam. Details forthcoming. I don’t recommend planning on using this to build your grade; I’m envisioning it more as a safety net.  

Fairy level (5 points each, limit 4)

Fairy 1: Submit a coursework proposal to me by Feb 20 letting me know the grade you’re aiming for in the course and how you’re planning to piece it together. This can be completed individually or with a partner/group, if applicable. You can make your proposal in person, through email, or (if I get it set up) through a D2L drop box. I’ll provide a template.

Fairy 2: Simply email me or send me a direct GroupMe message with your thoughts on a certain reading or anything from class. Think of it as a conversation. Ask questions. I’ll reply, perhaps with some questions of my own. You reply back. Think of it as a correspondence. That exchange will be worth the 5 points. You could also have this conversation in person. This can be completed individually or with a partner. Repeatable up to 4 times (or fewer depending on whether you’ve already completed some items from this “fairy level”).

Fairy 3: Create one piece of visual art that takes at least the better part of a day to complete. Include a brief statement (3 – 5 sentences) explaining its connection to the course or what about the course inspired it. Repeatable up to 2 times (or fewer depending on whether you’ve already completed some items from this “fairy level”).

Fairy 4: Compose one poem that takes at least the better part of a day to complete. Include a brief statement (3 – 5 sentences) explaining its connection to the course or what about the course inspired it. Repeatable up to 2 times (or fewer depending on whether you’ve already completed some items from this “fairy level”).

Fairy 5: Create a set of 4 – 8 memes related to something from CAWL or other course content. Include a 100 – 200 word reflection/explanation.

Fairy 6: Complete any of the 59 “explorations” (or a combination of them) from HEW expanding your work into a mini-project with a connection to something from CAWL or other course content that you feel is substantial enough to justify 5 points. No justification statement is needed. Repeatable up to 2 times (or fewer depending on whether you’ve already completed some items from this “fairy level”).  This can be completed individually or with a partner. (Cannot be combined with the “trickster level” or “unicorn level” versions of this project.)