FAQ

Regardless of a course's number, you each come to a course with different experiences, strengths, and areas for improvement. Prerequisites or language placement exams have determined the course number, but I am more interested in finding ways to meet you where you are at, draw on your individual and collective strengths, and see you grow. As such, we will often all discuss the same topics or works of literature, but the tasks you do, in and outside of class, will sometimes vary.

Assignments / Homework:

Rather than dividing everything based on course number, you will get to make choices about the level of assignment you complete. Most assignments and activities will be divided into 2-3 levels: M (Mittelstufe), F (für Fortgeschrittene), and F+ (für Fortgeschrittene-Plus). As a rough guideline, those of you at the 300-level will likely mostly complete M-level tasks, and those who have taken multiple 400-level courses will do mostly F-level tasks. Those who fall somewhere in the middle as well as those who feel like their needs aren't being met by sticking mostly to one level can choose levels as appropriate.

This also allows for flexibility. You may be someone who excels at and/or loves reading but struggles with listening. If that is the case, you might choose to do F-level reading tasks but M-level listening tasks. You can also adjust your choices according to particular areas of interest or moments of stress during the semester.

In Class:

Class will entail a mix of whole-class, small-group, pair, and independent activities. Sometimes, you will make choices about groups and other times, I will group you based on what I have observed or which assignments you chose to complete. As needed, we will make adjustments based on your feedback and/or my observations about how things are going.

The main goal is to make progress and develop a growth mindset, challenging yourself appropriately along the way.

You will need to acquire one book for this course, and you may choose to purchase the paperback or an ebook: Khider, Abbas. Deutsch für alle (2019).

You can purchase your books through the college bookstore or through other websites.If you purchase the book from a source other than the college bookstore, please try to get the same edition / ISBN number as listed on the bookstore's website, as page numbers are helpful for discussion.

If this is your first German course at F&M and you are likely to take other German courses after this one, you should consider purchasing Schreiben lernen, as we use this across most of our courses, starting at the 201 level. If you already have a copy from previous semesters, please have it on hand.

Shorter texts, poems, articles, films, and other materials will be made available through Canvas.

Our Canvas site is organized primarily by modules. For each theme, topic, or text, you will see a module that contains a plan for each week, additional materials, links to quizzes, and other assignments. There will also be modules added during the course dealing with major assignments, the senior capstone component, and the final projects. I am also happy to add to the resources in the "start here" module if you would like additional resources.

The "to do" list on the home page and/or your calendar will be another part of the site that is important to you, as this is how you will know what is due.

I also use Canvas for additional resources, making announcements, providing online quizzes, and hosting discussion forums about course topics. If you don't already have the Canvas Student app on your smartphone and/or tablet, I encourage you to consider downloading it so that you receive notifications about announcements rather than having to check your email for them.

Extra-Curricular German Events

You are strongly encouraged (but not required) to attend extra-curricular German-related events during the semester. Attending events will earn you points toward your homework grade. There will be an attendance list kept at these events letting us know who attended.

Regular Events:

• Kaffeestunde: Thursdays 5:00 - 6:00 in the Joseph International Center

The department's weekly coffee hour (Kaffeestunde) allows for students of all levels to gather with a faculty member and practice speaking German in a relaxed environment. Most coffee hours are structured around a theme or activity, which will be announced in class each week.

Save the Date:

• Info Session on Study Abroad, Summer Travel Awards, and Post-Graduate Fellowships: Thursday, October 13th from 5:00 - 6:30 in the Joseph International Center

This annual event will provide information about opportunities to go abroad during or after your time at F&M. It will also feature current and former students who will share about their experiences in various programs. (For those with a conflict, this event will be recorded!)

I also encourage you to get involved with the German Club if you are interested. Club events may be recorded for points, but meetings do not count, as this is part of being a responsible member in a club.

One option: xier / xien / xiem / xies- (Xier ist in meiner Klasse. Ich arbeite gern mit xiem. Kennst du xien?)

There is no official convention for non-binary pronouns in German, but many within the queer community have created, borrowed, or chosen pronouns to use. One of the challenges is that German is a very gendered language, and many non-binary options do not have a grammatical system built around them.

The pronoun xier--developed by Illi Anna Heger (xier/they/sie)--does have more clear grammar usage and is the pronoun the F&M German department (together with many academic departments in the United States) uses in communications and on our pronoun buttons.

If you want to read more about this topic, there is a section on the Lernressourcen page on Canvas. I am also happy to talk with you about this.

When studying language, literature, and culture, a sense of community is important, and in this class, we will value and model respect, listening, and differences. Part of respecting each other involves helping to make the environment the best possible place to learn for everyone, and I invite you to let me know if there are things I or your classmates can do to make class more accessible.

You will also learn to speak German and understand other perspectives best when listening without distractions. Please be aware that this is often different for everyone and try to be considerate of others: if you draw, fidget, etc. in order to help yourself pay attention, that is fine (and welcome!); if something you do disrupts others, we will work together to find a solution best for everyone.

Another part of developing a culture of respect and acceptance involves knowing and using each other's names and pronouns. You can address me as Frau Tripp, Professor Tripp, or Dr. Tripp, and my English and German pronouns are she/her/hers and sie/sie/ihr/ihr- respectively. I encourage you to wear the available pronoun buttons and pay attention to those worn by others. There will also be ample opportunity to get to know each other's names.

Know that language learning happens in community but is also an individual process. Everyone will learn and master things at their own pace, and it is normal to have certain concepts or skills click faster than others. The classroom is a place to practice using your growing language skills and to ask questions.

My office hours, e-mail address, and office phone number are listed on the homepage of this syllabus and on the homepage of the Canvas site. They are also posted next to my office door. If you cannot come during regular office hours, please email me to set up an appointment time.

I will be in my office, Keiper 302, during office hours, but you can also attend online via the link on Canvas. I can also be flexible about technology platforms if it works better for you to text-chat, talk without video, or communicate in another way.

Office hours provide a drop-in time for you to come by and speak with me (in German or in English) about course-related questions, learning strategies, study abroad, majoring/minoring, or other concerns. Some students come to office hours with a specific grammar question; others come to talk about their plans for their time at and after F&M.

It can be helpful if you come to office hours with a particular question or something you would like to discuss. You may wish to bring in an assignment, in-progress or graded, or other materials so that we have concrete examples to discuss.

Getting to know your professors during office hours also helps to build relationships that will be helpful when you need a letter of recommendation, advice, or other types of mentoring.

A note about in-person office hours:

Generally, I will leave the door open slightly while we meet, but if you are concerned about confidentiality or are having trouble hearing or concentrating due to hallway noise, you can ask to shut the door.

During the first several days of class, I will leave some time at the end of our session for syllabus / course-related questions. You may also email me. If you think of a question that you believe should be addressed in the FAQ, please use the discussion forum (on Canvas) to submit the question.

In general, I view a 'B' as meeting expectations for a particular assignment. An 'A' is earned by exceeding expectations, and a 'C' indicates that you are close to meeting expectations but might fall short in a few areas.

Graded Components:

15% Engagement, Teilnahme und Reflexionen

20% Kleinere Aufgaben: Lesejournale, Quizze, Diskussionen, andere Aufgaben

10% Referat

15% Schreibaufgabe 1 (2 Fassungen)

15% Schreibaufgabe 2 (2 Fassungen)

20% Abschlussprojekt / Hausarbeit

5% Midterm-Gespräch

Course Grades:

100 - 93% = A

92 - 90% = A-

89 - 87% = B+

86 - 83% = B

82 - 80% = B-

79 - 77% = C+

76 - 72% = C

71 - 70% = C-

69 - 67% = D+

66 - 63% = D

62 - 60% = D-

59% and below = F

Part of being a successful learner and community member is being engaged in learning and communicating. You will notice that the grading category that includes participation is called "engagement, participation, and reflection." In doing so, I want to signal a few things. First, though raising your hand and volunteering an answer is one way to participate, engagement in class and learning is much broader. Your engagement and participation come in many forms including, but not limited to: preparing for course meetings and activities, listening actively to others, volunteering your own thoughts, making meaningful contributions in writing and/or in speech, attending class whenever your health allows, and asking for help when needed. I also encourage reflective practice and will ask you to reflect (in writing or in speech) on your learning several times throughout the semester.

Using German to engage with others and express your own ideas will also help you to gain and improve language proficiency and cultural knowledge. Developing your ability to communicate successfully in German requires practice. The language of the classroom is German, and all activities will be conducted in German. You will notice how quickly you learn if you really commit to only speaking German in class. Taking risks with your language learning and being willing to make mistakes demonstrate a high level of engagement and a commitment to growth (not perfection).

Your bi-weekly participation grade will be determined by a collaborative "Engagement and Participation Rubric"; it is based on several of the forms of participation mentioned above and also allows you to fill in forms of engagement not already on the form. You will fill it out as a self-assessment, and I will comment, using your input to determine your grade out of 20 points. Your "engagement, participation, and reflection" grade for the course will be determined by these bi-weekly grades and the periodic short written or oral reflections on your learning.

Engagement, Teilnahme und Reflexionen (15%)

Your bi-weekly participation grade will be determined by a collaborative "Engagement and Participation Rubric"; it is based on several of the forms of participation mentioned above and also allows you to fill in forms of engagement not already on the form. You will fill it out as a self-assessment, and I will comment, using your input to determine your grade out of 20 points. Your overall grade for this category will be determined by these bi-weekly grades and the periodic short written or oral reflections on your learning.

Kleinere Aufgaben: Lesejournale, Quizze, Diskussionen, andere Aufgaben (20%)

Homework assignments, often in the form of Lesejournale in response to the readings, provide you valuable opportunities to check your understanding, articulate your ideas in writing and receive feedback. Other minor assignments will include Canvas-Discussions and collaborative annotations that provide opportunities for collaboration, language practice, and feedback prior to and between larger assignments. Some homework assignments will be receive more detailed feedback and others will be graded for completion, but you will not always know in advance how a particular assignment will be graded.

Occasional short quizzes on readings, grammar topics, or vocabulary will be assigned and taken online to provide feedback about your level of comprehension and/or mastery in certain areas. They are included in the same category as homework assignments to that they function as a feedback tool rather than a formal, higher stakes assessment.

You should plan to set aside time to prepare for each class meeting; this includes reading, completing written assignments, learning vocabulary, and studying for occasional quizzes. Please see me as soon as possible if you are having trouble keeping up with the work in class. I am always happy to work with you on different reading or learning strategies.

At the end of the course, your lowest score in this grading category will be dropped--everyone is allowed to have bad days.

Referat (10%)

To practice research as well as presentational speaking skills, you will research a topic related to the course and give a short presentation (7-9 minutes) with a visual aid that helps your classmates follow along. You may use notes but should speak freely using your level of German. A rubric will be posted ahead of time on Canvas, and you will receive feedback from me as well as your peers on both the content and the delivery of the presentation.

You are strongly encouraged to meet with me prior to the presentation. This can be for guided help on research, to practice the presentation, to ask questions about vocabulary and grammar, or for other areas you identify as needing support.

If you would like to work with someone as a pair on two different Referate, you may do so as long as each person contributes to the research and speaks for 3-4 minutes during each presentation. You will receive separate grades for everything except the visual aid, and each Referat will count equally toward the 10%.

Schreibaufgabe 1 (15%) und Schreibaufgabe 2 (15%)

You will complete two two- to four-page writing assignments in genres presented in the book Schreiben lernen--narrative and opinion. For each assignment, you will have a choice between two slightly different variations on the genre tailored to different levels of German. You are encouraged to come to office hours as you develop your ideas and work on your first or second draft of a paper. Papers should be typed in 12-point font, double-spaced, and spell-checked and will be uploaded to Canvas. Your papers will be graded for argument/thesis, content, structure, style, and grammar. I will provide you with more detailed guidelines for each of these assignments before they are due, and pre-writing activities will help you prepare and organize your ideas.

You will turn in two drafts, and the due dates for the first drafts are on the syllabus. I will mark language errors using the essay correction key and give you feedback on how to improve the content, organization, and overall quality of the first draft. You will then have one week to revise the essay. The revision should reflect careful work on improving the content and style of the essay as well as the grammar and word choice. The first draft will be worth 10% of the total grade, and you will receive a separate grade based on the quality of the revising worth 5%. This means that it is possible to receive a better grade on the first draft than on the revision component if little thought goes into revising; however, excellent revising can result in a boost to the grade of the first draft.

Note: The use of dictionaries is permitted, but you may not use Google Translate or any other translation program for your essays. Not only does this constitute academic dishonesty, but in doing so, you also take away from your opportunity to learn at an appropriate level. I cannot determine how to help you improve if I do not see your work.

Abschlussprojekt / Hausarbeit (20%)

At the end of the course, you will have the opportunity to explore the course theme through a project that you design in consultation with me. Projects can take many forms: web-based projects, creative writing or performances, videos, lesson plans or unit designs, etc. At least one text or theme from the course should be included in each project, though you may incorporate other texts and media.

For those of you completing the senior capstone component of the major as a part of this course, your project will be a conference-length paper (~7-9 pages in English) on a literary work (or two) from the course with a clear, original thesis that draws on secondary literature.

During our final exam period, you will display your projects in the style of a poster session at a conference and have a chance to talk with each other and invited guests about what you created and learned.

Midterm-Besprechung (5%)

Halfway through the semester, we will meet one-on-one to discuss how things are going for you, talk about course themes, and identify progress and areas for growth. You will receive full credit for this "assignment" if you come prepared to the meeting and actively participate in your own learning.

You are encouraged to form reading and/or study groups with classmates. Some classes have used a group chat to ask each other questions about the reading or assignments. Studying or reading together should not include sharing answers to specific questions or prompts. You may discuss the questions or prompts of an assignment, but you should formulate your answer on your own.

Unless explicitly stated, you must turn in an individual assignment in your own words. Copying from another paper is not okay, nor is it a good way to learn.

Me – make use of office hours, make an appointment, or send me an e-mail.*

Canvas - resources, instructions, and smaller assignments are provided for your assistance.

An online German-German dictionary:

• duden.de

• dwds.de

An online German-English dictionary—if used sparingly:

• dict.cc

• pons.eu

Our librarian, Christopher Raab - he will be an important resource for those of you completing the senior seminar paper and will also co-teach on the days we visit the archive.

*If you e-mail me after 9:00pm, I will not get back to you until the next morning.

You may be familiar with rubrics from other courses, and I will use them for several of your assignments. When I design rubrics, I create rows for different things I am looking for (content, vocabulary usage, etc.), and you receive points for each category.

I use the equivalent of a "B" to describe what it looks like if you are meeting expectations for the course when completing the assignment. Accordingly, an "A" means you are exceeding my expectations for the course, and a "C" means you are developing toward expectations.

Most rubrics do have categories for "D" and/or "F", but these are included to give you an idea of what not meeting expectations looks like. I usually do not need the descriptors in these categories unless an assignment is incomplete or does not resemble the type of work outlined for the assignment.

Regardless of the reason for your absence, please send me an email. This helps me to keep track of sending you any materials you may need and also gives you an opportunity to explain your absence if it should be excused. This kind of professional courtesy is also a good habit to cultivate for life after college.

Quizzes and other in-class assignments may only be made up when absences are excused for reasons such as illness, religious holidays, serious family emergencies, or athletic competitions. If you know ahead of time that you will miss class, please email me a few days in advance.

If you are absent for any reason, you should do your best to keep up with assignments and come prepared to the next class. Prioritize the current material over the material you missed so that you do not fall behind. Please check with me or a fellow student about material you may have missed. You should also check the weekly plan on Canvas for an outline and linked materials. If you must be absent on the day an essay or another larger assignment is due, it can be turned in electronically.

Homework assignments are designed to prepare you to participate fully in class and to get the most out of the course. You should do your best to complete assignments and turn them in before class on the day they are due. If you get most of an assignment finished, it is often better to turn in what you have completed than to let yourself get behind. (Try not to let the perfect be the enemy of the good!)

Longer writing assignments should be uploaded to Canvas by the end of the day (11:59 pm). This is both to allow flexibility and to prevent absences due to unfinished essays or other issues.

If you are unable to complete an assignment for a given day or need assistance, please discuss your concerns with me prior to the due date.

We will often use devices (smartphones, laptops, tablets) in class for activities and collaboration. Such activities use the devices to help you communicate, collaborate, and learn.

There are also times that you will find it helpful to look up (not translate) a term while working on your own or with others, and you may use a phone, tablet or computer to do so. When not using a phone or device as a resource, I would ask that it is either away or silenced and face-down / closed on your desk.

You are encouraged to form study groups or ask each other questions about assignments, but the assignments you turn in should be your work.

It is not acceptable to use Google Translate or other translation programs to translate sentences for your assignments. Written assignments and oral presentations should represent your original work and should not have been edited / proofread by someone other than you. You may ask me specific questions about papers, but I won’t correct a first draft for you.

Note: The use of dictionaries is permitted, but you may not use Google Translate or any other translation program for your essays. Not only does this constitute academic dishonesty, but in doing so, you also take away from your opportunity to learn at an appropriate level. I cannot determine how to help you improve if I do not see your work.

At Franklin & Marshall College, one of our goals is to create an accessible learning environment for all students. If you anticipate or experience a barrier based on a disability, such as a learning disability, mental health concern, or mobility impairment, please contact the College's Office of Student Accessibility Services (SAS) in order to establish reasonable accommodations per College policy. Please note that accommodations are not retroactive and require advanced notice to implement.

SAS contact information:

Dr. Alison Hobbs, ahobbs@fandm.edu

717-358-3989

931 Harrisburg Avenue, College Square, 2^nd floor

Academic integrity is an integral part of a respectful learning environment, and I expect you to model this value. Please review the Franklin & Marshall’s policy on academic honesty (http://www.fandm.edu/catalog/academic-honesty).

Franklin & Marshall College is committed to creating a safe and open learning environment for all students. If you or someone you know has experienced sexual harassment, including sexual assault, dating or domestic violence, and stalking, please know that help and support are available. F&M strongly encourages all members of the community to take action, seek support, and report incidents of sexual harassment to the Title IX Office. You may contact the Title IX Coordinator, Kate Buchkoski, Ph.D., at kate.buchkoski@fandm.edu or 717-358-7178 or learn more by visiting the College’s Title IX website.

Please be aware that all employees, including faculty members, are mandated reporters and are required to disclose information about suspected or alleged sexual harassment to the Title IX Office. If the Title IX Office receives information about an incident, the Title IX Coordinator will reach out to offer information about resources, rights, and procedural options as a member of the campus community. If you, or another student you know, wishes to speak to a confidential resource who does not have this reporting responsibility, the following on-campus options are available:

Student Wellness Center: (717) 544-9051, College Square

Counseling Services: (717) 544-9051, College Square

The YWCA is a local, off-campus confidential resource and can be reached via their 24-Hour Sexual Assault Hotline: (717) 392-7273.

For questions about the mandated reporter policy or any sexual misconduct issue, you may contact the Title IX Coordinator, Kate Buchkoski, Ph.D. at kate.buchkoski@fandm.edu or 717-358-7178. Policies and additional information can be found on the Title IX webpage (https://www.fandm.edu/campus-life/title-ix).

When students report sexual misconduct that has affected them or others on campus, we must ensure that the affected persons are made aware of resources available on and off campus. If a student discloses sexual harassment, including sexual assault, dating or domestic violence, and stalking, mandated reporters are required to contact the Title IX office and report suspected or alleged sexual harassment.

When a student reports such an incident to faculty or staff, the report is treated with the greatest privacy possible. The Title IX Coordinator will reach out to the student to request a meeting to discuss the incident and to inform the student of resources available and options regarding filing a report.

Students in intermediate and advanced courses sometimes think their language skills are worsening, as they are likely to catch themselves making more mistakes in speaking and writing. Behind this are two phenomena easily explained by second language acquisition principles (the science of learning a non-native language).

1. As you learn a language, especially as an adult learning in a classroom, you develop your “monitor.” Your monitor is what checks the accuracy of your language, and in order to do this, you must understand what is correct. As an intermediate learner or advanced learner, your monitor is developing and improving. In other words, you may not be making more mistakes but noticing mistakes you previously couldn’t catch.

2. Advanced-level language learners take on tasks that are similar to what we do in our native language. When writing and speaking, you aim to connect paragraphs into cohesive arguments, and the topics are often more complex. As the complexity of a task increases, our linguistic accuracy and/or fluency can decrease. Your German skills are not worsening, but we are asking you to do harder things with the skills you have. You can help this by writing at your level.

If you ever have a question about whether you are producing language on par with your level and ability, just ask.

Our Canvas site has a page with links to various resources. Other resources will be added as needed / requested. You can also see this GoogleSite with German practice resources: https://sites.google.com/fandm.edu/german-practice-resources/home.

Kaffeestunde on Thursdays at 5pm in the Joseph International Center provides informal settings for speaking German with peers. F&M also has a German club that you can join.

One of the best things you can do to improve your German on your own is to find something you like to read or listen to that is about at your level – it can be challenging, but you should be able to catch 60-80% of the material. TV shows, podcasts, films, music, news programs, and other media are all great choices.

First, know that you are not alone. I hear this from students of every level and have also experienced this myself as a language learner.

If you are comfortable doing so, I would invite you to talk with me about this, as we can strategize ways to help you participate and find confidence in your speaking skills.

Remember that I don’t expect perfection (and neither should you!). Spoken language, whether in our native language or in a language we are learning, is imperfect, and fluency takes time and practice. The best thing you can do is to find ways to practice speaking and slowly build both your skills and confidence.