CLST 384: The Humanism of Antiquity II Spring Semester 2025 Thursday, 4:15pm-6:45pm Crown 572 Dr. Jacqueline Long

Policies and Assessment

Grades will be based on:

Letter-point conversions in the grade scale

A A-

100-90 89.9-86.7

B+ B B-

86.6-83.3 83.2-80 79.9-76.7

C+ C C-

76.6-73.3 73.2-70 69.9-66.7

D+ D F

66.6-63.3 63.2-60 59.9-0

Shared Commitments

• Each member of our community brings unique insights, strengths, and critical inquiries. Each perspective deserves the dignity of a safe space in which to articulate its voice and develop critical consciousness. We recognize that historic biases and oppressions have created intersecting disempowerments that inherently work to silence some: we will hold ourselves accountable for working toward undoing these wrongs, transforming cultural experience, and honoring diversity and social justice. We are partners. Each person's voice and opinions are valued. Each person's chosen mode of address (name and pronouns) will be respected. Any personal information shared with us in class should not be shared with others outside of class. Jointly we build a space in which to address difficult topics bravely, surmounting our own discomfort to ask tough questions considerately and to foster dialogue both open and deep.
• Active, engaged discussion is a vital component of this course. Standards of contribution include:

  Positive: demonstrates growth in disciplinary knowledge from critically-engaged preparation for class by raising thoughtful questions about assigned material	in most meetings and postings	in some meetings and postings	in few meetings and postings
  Positive: demonstrates growth in disciplinary knowledge from critically-engaged preparation for class by addressing others' questions about assigned material pertinently and wisely	in most meetings and postings	in some meetings and postings	in few meetings and postings
  Positive: demonstrates breadth and versatility of disciplinary knowledge and active critical skills by making insightful connections	in most meetings and postings	in some meetings and postings	in few meetings and postings
  Positive: demonstrates critical skills practiced upon disciplinary knowledge by identifying elements of assigned material that bear substantively upon inquiry pursued by the group	in most meetings and postings	in some meetings and postings	in few meetings and postings
  Positive: demonstrates critical skills practiced upon disciplinary knowledge by reasoning clearly and aiding the group to form sound arguments about assigned material and shared inquiry	in most meetings and postings	in some meetings and postings	in few meetings and postings
  Negative: disrupts discussions with distraction or disrespect	never	once or twice, with apology	with some regularity or wantonness

• Discussion leaders for each week's assigned texts shall work cooperatively to perform their responsibilities to the seminar as a whole, through the Forum and in seminar meetings:
  • research in appropriate scholarly sources and concisely introduce the works and ancient author(s) assigned for the meeting: significant literary, biographical, and historical background; overview of the oeuvre
  • incisively, so as to stimulate and focus discussion by the group, highlight important connections of the assigned material to topics among the Centering Questions and open up discussion
  • post introductory information, discussion-questions, and meeting-summaries promptly to the regular deadlines, so that all members can have time to use the posts in their work
  • lead the discussion, ensuring that evidence from the texts meets reasoned inquiry so that our understanding grows
  • following the discusion, provide a concise informative summary tying up (for the present) the week's Forum
• Weekly paragraphs and the Humanism Paper are due through Sakai's Assignment function at deadlines as set. Weekly paragraphs, in particular, cannot be accepted late because much of their purpose is to help focus preparation for class discussion.
• Distractions from learning are a problem for everyone, especially in our time together.
  • Private conversations should be conducted outside of class time.
  • Uses of the internet that do not immediately support the shared learning of the group, should be pursued outside of class time if at all.
  • Keep food and drink nonobtrusive.
• This class operates as a discussion seminar. All members are expected to support one another in every class. Listen actively so that you enrich your understanding with the insights of others. Please keep your texts and notes ready to hand and use them to support your contributions. Share your insights and questions. Build learning cooperatively. Attendance is necessary, but substantive participation is vital.
  • If you are forced to miss class (serious illness or other crisis), please document the legitimacy of the absence promptly, in writing by the appropriate authority, and let me know.
  • With advance notice Zoom-attendance may be possible to set up: it's not optimal, but it's better than breaking the circle when physical presence is counterindicated. Please help facilitate our way to meeting all seminar members' needs.
  • Appointments should be scheduled for times other than when your classes meet, and therefore cannot constitute legitimate absences.
  • We have only 12 meetings over the term beside the Oral Demonstration and Final Exam. All unexcused absences shall be treated as excessive.
  • Repeated chronic lateness (more than 10 minutes) shall be counted as partial absences, as will early exits from class. Nevertheless, it is better to attend even part of a class than to miss it entirely. Just don't disturb your colleagues.
• Academic honesty, a.k.a. the life's blood of the intellect:
  • Learning is the core of universities' purpose. Complete academic integrity - absolute adherence to principles of honesty, trust, fairness, respect, responsibility, and courage in academic matters - is the foundation on which learning can be achieved. Breaches of academic integrity interfere with learning or falsify it: they violate the university's purpose, for the institution and for all the people in it, from innocent bystanders to the perpetrator. It matters. Consequently, needfully, any practice of academic dishonesty (cheating, plagiarism, any use of AI or other resources not specifically authorized by your instructor, obstructing the work of other students, etc.) perpetrated in this course will include academic penalties, pursuant to University policy (see next item), in proportion to the seriousness of the violation. Academic dishonesty could result in failure of the course. Do not do it.
  • For basic principles and definitions, see the subsection Academic Integrity (click the > sign to get the embedded text) in the Undergraduate Standards & Regulations in the 2024-25 Academic Catalog. The College of Arts and Sciences endorses and upholds this policy, as does the Department of Classical Studies.
    • It is the University's policy that any use of generative artificial intelligence in any process of academic work constitutes plagiarism unless the specific form of use of generative AI is explicitly authorized by the instructor for that particular assignment, preemptively. (See 1.f of the Standards under the heading Academic Integrity at the Undergraduate Standards & Regulations link.)
    • The Writing Program refers to the Council of Writing Program Administrators' detailed Statement of Best Practices for Defining and Avoiding Plagiarism.
    • Grammarly (also referred to by the Writing Program) offers concise tips How to Avoid Plagiarism: they emphasize repeatedly, it's crucial to acknowledge the sources from which you're drawing information or ideas, not only to avoid parroting words.
  • Loyola University Chicago requires that all instances of academic dishonesty must be reported to the chairperson of the department involved and to the academic Dean of the student's College.

Revised 10 January 2025 by jlong1@luc.edu
http://www.luc.edu/classicalstudies/