Frequently Observed Qualities
-- FOQs --
of Journals, Draft Essays and Exams

After reading journal entries, draft essays and exams, I enter comments on the last page of your journal.
Use of the numbers below significantly expands the range of comments I am able to make on each individual journal.

These numbers also free my time for more individualized narrative there on that last page of your journal.

These numbered comments also give you some summary guidance on what I hope to see in your work.

The numbered list is divided into three categories (depending on the stage of the game and the specifics of our syllabus)

The numbered comments within each of the three categories mainly apply to that specific exercise.

But, for example, numbered comments in boldface below could apply to more than one of the three categories.

I will put a circle around the number when I want it to communicate praise and encouragement to keep up the pace.

I will put a square around the number when I want it to communicate criticism and encouragement to improve things.

Any of the numbered FOQs might be absent from my evaluations if they do not warrant a circle or a square, if they are, in other words, "OK".

(A) JOURNAL AS A WHOLE

1. Bold and clear name label on journal cover
2. Comprehensive journal table of contents, identifying & locating lecture notes, exercises, readings, draft essays and exams
3. Evidence of 9 hours/week reading and writing
4. Breadth of learning
5. Journal-worthy exercises, as enumerated & defined on electronic syllabus
6. Judicious use of of SAC chronologies and reading suggestions
7. Hand-drawn or personalized maps [not required in all courses]
8. Map room tour [not required in all courses]
9. A&AA library tour [not required in all courses]

(B) DRAFT ESSAYS

1O. Informative title, relating your text to course themes
11. Clear expression of “theme” or “main point”
12. Attention to a theme or topic closely related to course themes and topics
13. Organization and explication via intro and conclusion
14. Good mixture of “facts” and “interpretation”
15. Primary document(s) at the center of attention (when called for)
16. Secondary source(s) aid interpretation
17. Sources clearly identified
18. Clearly based on materials or themes presented by course

(C) EXAMS

19. Exam essays make clear historical statements
20. Essays display awareness of different interpretational possibilities
21. IDs emphasize "historical significance"
22. Detail from course readings & lectures reinforce interpretive points
23. Avoidance of duplication in draft essays and exams
24. Judicious use of exam time-period