How this class works

This class will largely be run in an analog fashion: no electronics in class unless required for an activity. Most activities are done on pen and paper. We will write in carbonless notebooks for reading responses and first drafts—partly because I don’t want you to have to download and use spyware, and mostly because I want you to be able to think and write for yourself without a computer.

I also want to acknowledge that moving all writing into the classroom is not a productive exercise. Timed writing often tests knowledge under pressure, not quality of thought. So the in-class writing here is for invention, not assessment: it is graded for effort and engagement, not correctness or fluency.

You will bring all readings to class in hard copy. You will be able to consult them during reading responses, discussion, and other in-class work.

Reading and reading responses

There will be both in-class and at-home reading. I will bring copies of the in-class readings.

Reading check-ins are low-stakes, quick writing exercises to seed conversation and make sure everyone is on the same page with the required reading. You could interpret them as “gotchas” to make sure you did the reading; they are primarily intended to give you practice interpreting and engaging with a text in written form. They are graded for completion, clarity, and effort.

How to succeed at reading check-ins

• Bring hard copies of the readings and your notes. These will be in both open- and closed-book format, and there will be no advance notice as to which.
• Be ready to interpret, synthesize, and share. This is not about perfect writing. It is about exercising your skills of interpretation and analysis.

You will receive written feedback on these responses. They are your chance to engage with the take-home readings, and I will receive a copy from your notebook. Keep the original because you will bring it to the midterm oral exam and may refer to it in other contexts.

Scaffolded writing

You will have in-class time to begin your larger writing assignments. The exercises are scaffolded so that we can keep track of your progress as the assignment develops. For Assignment 1, for example, I have allocated time for us to write protocol pre-registrations; these drafts are turned in at the end of class but are not graded for completion or correctness.

These serve as a benchmark for how your writing is developing, and give you space to think in a purely analog fashion. I will review that draft — without grading it, though feedback is available on request — and take it into account when reviewing the final assignment.

Required materials

You are expected to bring:

• A pen and paper to every class, for reading responses and other in-class work
• A carbonless paper notebook for the more significant writing assignments. We will have time in class to begin first drafts of the longer assignments by hand in these notebooks; you turn in a copy of what you were able to write at the end of that session, and keep the original.

Student checklist

Things to sort out at the start of term:

1. Get an MIT Google account. We will be using it extensively and some things will be shared to your MIT email only. Sign up here.
2. Buy a carbonless paper notebook.
3. Syllabus quiz and AI declaration activity in class on September 11.
4. If you need accommodations, contact me as soon as possible.