Assignment Prompts Three assignments for the course, Modern Political Thought: 1.Brainstorm (in-class) Without using Hobbes’ and Locke’s terms, describe the images that come to mind when thinking about their various arguments about the “state of nature.” 2. Freewrite (in-class) Briefly describe for a non-specialist some important differences between Hobbes’ and Locke’s idea of natural man. 3. Final Paper (take-home) Using both Thomas Hobbes and John Locke, write a paper in which you make an argument about how these thinkers use the idea of the “state of nature” to provide a justification for government.

Assignments and the Logic of Scaffolding Assignments are all meant to encourage student writing and student reflection upon the material Assignments have different functions, from inspiring students to think more freely to assessing their ability to develop arguments about the course material Assignments are constructed with different degrees of difficulty

Assignments and the Syllabus Assignments are motivated by the course and learning objectives – Course Objectives To understand the modern political-theoretical tradition To analyze and compare modern political concepts across historical periods and political events To understand the major differences and similarities between modern political thinking on the role of the state, freedom, political legitimacy and rights

Assignments and Syllabus – Learning Objectives To have students think more systematically about their own political beliefs and ideals To write a coherent, well-argued paper dealing with political questions To apply political concepts to contemporary political events and situations

Crafting Prompts From “Teaching With Writing: A Guide for Faculty and Graduate Students,” (Princeton: 2008), Kerry Walk, Director of the Princeton Writing Program – Prompt should be concise, clear and use consistent language throughout – Should specify what precise activity is expected of students (compare and contrast, examine, analyze, argue, agree or disagree) – Should separate logistical information from the prompt – Should take the form of a directive, rather than a question

Crafting Prompts Walk asks faculty to take the “Reader Test”: – Will students read the prompt and know what is asked of them? – Will they know to answer only one question? – Will they be able to write a coherent paper? – Can you envision in advance any questions your students may have about what is expected of them?