Buddhism in Tibet

White Tara Painting, Central Tibet 19th Century Rubin Museum of Art

Religion 301-1 Fall, 2021
Dickinson College

Prof. Cape She/her/hers
Live Class meetings: Mon 3:00-4:30pm Asynchronous Class Meetings: Complete before Friday night quiz
Office: Via Zoom Monday/Wed 1:30-3:00pm

Course Description

Tibetan Buddhism is a diverse religious, philosophical and cultural tradition. This course will focus on the topic of karma and the ramifications that karma theory has on how Tibetan Buddhists view meditation, ethics, sexuality and death. We will explore Tibetan Buddhism’s contradictory and complementary forms as it appears in monastic Buddhism and tantric formulations outside the monastery.

This course will center on the exploration of religious narratives. For students new to the study of Buddhism, narrative provides an engaging anchor to wade into the cross-currents of religion, culture and context. We will read stories of transformations, a prince who became an ascetic, a murderer who became a monk and a woman who became teacher and treasure revealer in a male dominated community. For reading assignments, we will rely on translated narratives as primary sources. The narratives will facilitate an exploration of Buddhist doctrines as they manifest in biographies and legends. To highlight historical and cultural contexts, these narratives will be interwoven with secondary scholarship and philosophical treatises.

Narrative is an ideal medium for the study of religion because it provides evidence for how lives are interwoven with the shared representations of their society and religion. Narratives make claims on its audience by summoning ethical responses, which gives us opportunity to discuss how the themes relate to personal views and problems facing humanity. Narrative proscribing templates for ideal personhood providing an opportunity to hone our skills in identifying the author’s agenda, the implicit audience and opponents being addressed. Narratives shape power relations and in Buddhism since they may serve as authoritative scriptures. Thus, they give us a window into social structures and culturally embedded beliefs as we attend to who has voices in the narrative and who is missing or silent. Unlike intellectual treatises, which may only be read by educated and elite members of Buddhist societies, narratives cross the boundaries between class, economic status and religious sects, reaching a diverse audience. Therefore, the influence of a narrative may be incalculable.

Required Texts

Powers, John. A Concise Introduction to Tibetan Buddhism. Snow Lion Publications, 2008.
Samuel, Geoffrey. Introducing Tibetan Buddhism. Routledge, 2012.
Heruka, Tsangnyon. The Life of Milarepa. Andrew Quintman Transl. Penguin Books, 2010.
Jacoby, Sarah H. Love and Liberation; Autobiographical Writings of the Tibetan Buddhist Visionary. Columbia University Press, 2014.

Learning Objectives

Describe common doctrines and philosophical tenets of Tibetan Buddhism related to Karma and how this shapes views of ethics, meditation, sexuality and death.
Describe distinctive features and practices of Tibet’s articulation of Buddhism
Understand and discuss the aspects of the Tibetan Buddhist world view in a more general way, as a particular expression and as solutions to universal issues that have personal significance to us as human beings
Confidently read, understand, evaluate, and discuss a classical religious text from another culture in a critical, non-partisan manner
Confidently view, understand, evaluate, and discuss a classical religious image from another culture in a critical, non-partisan manner
Analyze photographic and documentary video data with an eye towards both the formal features of these media and their representation of lived reality
Understand the key context of a recent history of Tibet.
Use Buddhist philosophy to think through broader issues that face humanity.
Appreciate the diversity of perspectives within Tibetan Buddhism.
Understand theories of karma, freedom from suffering and liberation.
Learn mindfulness meditation practices.
Get to know other students and work together in a learning community.

Special Note

For the online version of this class, participation and attendance grades rely on students being present in class, with their camera and microphone on. This class requires internet access and laptop or cell phone device to view, participate and show up visually in class. If you have problems with your computer, use your cell phone. If you have problems with internet service, use your library internet or another campus resource.

Grading Rubric

Paper 30%
1. First Draft Paper 15% Due Nov 15th
2. Final Paper 15% Due Dec 13
Participation & Attendance 30%
1. Attendance 10%
2. Participation in class discussions 10%
3. Oral Presentations 5% each = 10%
Reading Response Quizzes 30% Due by Fridays 11:59pm
Group Research Project 10% Due on Final Exam Day

Underlying Goals

Engaging in self-analysis and cultural criticism. The study of religion offers many opportunities to become aware of our own beliefs and aware of culturally embedded claims to truth. This course will provide opportunities to see the world in a new way and to see other unexplored worldviews. Religion raises many worthwhile questions.
Developing Empathy. To learn about other religions and cultures requires empathy, the ability to understand other’s perspectives, to consider why they believe what they believe, to explore why things make sense to them. Empathy is not the opposite of a critical analysis, instead it is the crucial foundation for it. To do a thorough criticism, we must understand the basis for the other perspective.
Establishing, analyzing and refuting arguments. This course will explore arguments about ethics through the lens of karma theory and through the lens of the numerous religious narratives we will study. We will begin by proposing ethical questions in more broad terms and then refine the arguments, honing in on the ability to establish, analyze and refute arguments through class discussions and papers.

Guide to the Online Class Format

Class Components May Generally Include

Zoom class 3:00pm-4:30pm

Discuss Buddhist Art, Aesthetics and Ritual Media
Presentations and Student Facilitator Duty
Discuss Reading, especially focused on “a” session reading assignment
Lecture on topic of that week
Break out groups
Mindfulness meditation

Asynchronous Class Time 1.5 hours

Listen to Lecture
Watch Multi-media/videos/listen to audios
Reading Quiz especially focused on “b” session reading and asynchronous materials

Overview of the Week

Monday Attend Live Class
Tues-Friday
1. Listen/watch Asynchronous Materials
2. Do readings and reading quiz for asynchronous and session “b”
  1. Or alternatively readings and oral presentation
  2. Or start Nov 15 readings and group research
3. Take your quiz Sat-Sun Do readings and reading quiz for session “a” Monday’s session

If you did not do the reading, then your class discussion comments will reflect that. One needs to do the assignments to get high marks on participation. However, if you are not sure of the answer to a question, you can say you don’t know or pass rather than feel you need to improvise.

Other Notes on What to Expect

You will be asked to participate actively in mindfulness meditation practices in the classroom and perhaps in other places.

You will be asked to reflect on how the philosophical principles we encounter relate to your life and local realities.

Skepticism and counter-arguments are greatly appreciated, they will help us to have a more vigorous encounter with the object of our study.

Reading Schedule

Mon Aug 30a Introduction to Students & the Course

Mon Aug 30b Foundations: Introduction to Tibetan Buddhism
Readings to be completed for Friday’s Quiz:

Reading Textbook: Powers, John. “Introduction,” and “1: The Indian Background,” A Concise Introduction to Tibetan Buddhism, Snow Lion, 2008. 11-29

Reading PDF: Rabjam, Longchen. “The Buddha,” The Precious Treasury of Philosophical Systems.” Padma Publishing, 2007. 7-14

Reading Quiz due by Friday 11:59pm

Mon Sept 6a Philosophy: Emptiness, Karma & 4 Noble Truths

Reading to be completed before Monday’s Class:

Reading from Textbook: “Some Important Buddhist Doctrines,” John Powers, A Concise Introduction to Tibetan Buddhism, Snow Lion, 2008. 45-53

Optional/Presenter Reading: Optional/Presenter Reading Textbook: Samuel, Geoffrey. “Tibetan Buddhism As A Path to Liberation I Sutra Teachings.” Introducing Tibetan Buddhism. Routledge, 2012. 44-64

Reading Quiz due by Friday 11:59pm

Mon Sept 6b Philosophy: Mahayana Buddhism Asynchronous

Asynchronous: Watch movie

https://garchen.net/for-the-benefit-of-all-beings/ Readings to be completed for Friday’s Quiz:

Reading from Textbook: Powers, John. “Mahayana,” A Concise Introduction to Tibetan Buddhism, Snow Lion, 2008. 31-44

Reading from PDF: Shantideva, “Chapter 3, Embracing Bodhichitta,” A Flash of Lightening in the Dark; A Guide to the Bodhisattva’s Way of Life. Padmakara Translation Group, Transl. Shambhala 1994. 30-34.

Reading Quiz due by Friday 11:59pm

Mon Sept 13a Philosophy: Mahayana Buddhism Live Class

Reading to be completed before Monday’s Class:

Reading from PDF: Kapstein, Matthew. The Tibetans. Blackwell Publishing, 2005. 56-83

Optional/Presenter Reading Textbook: Dreyfuss, Georges. “Tibetan Buddhism a Brief Historical Overview,” The Sound of Two Hands Clapping. University of California Press, 2003. 17-31

Optional/Presenter Reading PDF: Khenpo, Nyoshul. “Padmakara,” A Marvelous Garland, Biographies of Masters of Awareness in the Dzogchen Lineage. Richard Barron, Translator. Padma Publishing, 2005. 41-48

Mon Sept 13b Tibetan Meditation (Exoteric Types) Asynchronous

Dudjom Rinpoche explains Shamatha/Calm Abiding/Tranquility Meditation https://www.youtube.com/watch? v = qbJ7u_nJb54

Podcast on Tibetan Meditation

Slide Movie on Padmasambhava

Readings to be completed for Friday’s Quiz:

Reading PDF: Namgyal, Dakpo Tashi. “Chapter One The Ordinary Meditation of Tranquility and Insight.” and Chapter Two: The Stages of Tranquility and Insight. Part One Tranquility” Mahamudra – The Moonlight Quintessence of Mind and Meditation. 2nd edition. Wisdom Publications, 2006. 26-29 and 39-43

Reading from PDF: Germano. David. “Buddhist Meditation: Tibetan Buddhist Meditation.” Encyclopedia of Religion Second Edition. Volume 2. Lindsay Jones, Ed Thomson Gale. 2005. 1284-1289

Reading Quiz due by Friday 11:59pm

Mon Sept 20a Ethics in Tibetan Buddhism Live Class

Reading to be completed before Monday’s Class:

Reading Textbook: Chapter 6: Samuel, Geoffrey. “Ethics and Tibetan Buddhism,” Introducing Tibetan Buddhism. Routledge, 2012. 108-127

Optional/Presenter Reading PDF: Reading PDF: Kapstein, Matthew. “Buddhist Renaissance,” The Tibetans. Blackwell Publishing, 2005. 84-109

Mon Sept 20b Ethics in Tibetan Buddhism: Milarepa Asynchronous

Slide Movie on Ethics & Karma Theory Readings to be completed for Friday’s Quiz:

Reading Textbook: Heruka, Tsangnyon: “Chapter 1” and “Chapter 2” The Life of Milarepa. Penguin, 2010. 11-26

Reading Quiz due by Friday 11:59pm

Mon Sept 27a Karma & Coping with Trauma Live Class

Reading to be completed before Monday’s Class:

Reading Textbook: Samuel, Geoffrey. “Tibetan Buddhism as a Practical Religion,” Introducing Tibetan Buddhism. Routledge, 2012. 165-185

Optional/Presenter Reading PDF: Longchen Rabjam, “The Rationale for Relying on Spiritual Potential.” The Precious Treasury of Philosophical Systems.” Padma Publishing, 2007. 171-174

Mon Sept 27b Karma & Coping with Trauma Asynchronous

Slide Movie on Karma & Coping
Readings to be completed for Friday’s Quiz:

Reading Textbook: Heruka, Tsangnyon: “Chapter 3” and “Chapter 4” The Life of Milarepa. Penguin, 2010. 27-52

Reading Quiz due by Friday 11:59pm

Mon Oct 4a Teacher Student Relationship Live Class

Reading to be completed before Monday’s Class:

Reading Textbook: Heruka, Tsangnyon: “Chapter 5.” The Life of Milarepa. Penguin, 2010.53-79

Optional/Presenter Reading: Rinpoche, Patrul. “Chapter Six, How to Follow A Spiritual Friend,” Words of My Perfect Teacher. pages 137-149

Mon Oct 4b Teacher Student Relationship Asynchronous

Watch documentary “Crazy Wisdom: The Life and Teachings of Chogyam Trungpa Rinpoche”

https://www.youtube.com/watch? v = M76ChDJamDw Readings to be completed for Friday’s Quiz:

Reading Textbook: Geoffrey, Samuels, “Tantric Practice and the Lama,” Introducing Tibetan Buddhism. Routledge. 65-67

Reading Quiz due by Friday 11:59pm

Mon Oct 11a Death and Dying Live Class

Reading to be completed before Monday’s Class:

Reading Textbook: Heruka, Tsangnyon: “Chapter 6” and “Chapter 7.” The Life of Milarepa. Penguin, 2010.81-102

Optional/Presenter Reading: Germano, David (1997). “Death, Dying and Other Opportunities,” Donald Lopez, ed., Religions of Tibet in Practice. Princeton, New Jersey. pp. 458-461 and 473-479, 485-488

Optional Reading (not for presentation): PDF: Fremantle, Francesca: Luminous Emptiness; Understanding the Tibetan Book of the Dead. Shambhala, 2003. 217-247

Mon Oct 11b Death and Dying Asynchronous

Slide Movie on Karma, Ethics and Dying Readings to be completed for Friday’s Quiz:

Reading: Heruka, Tsangnyon: “Chapter 8” and “Chapter 9.” The Life of Milarepa. Penguin, 2010. 101-124

Reading Quiz due by Friday 11:59pm

NO CLASS ON OCT 18TH – MIDTERM PAUSE

Mon Oct 25a Tibetan Yogis Live Class

Reading to be completed before Monday’s Class:

Reading Textbook: Samuel, Geoffrey. “Chapter 7: Lamas and Other Religious Practitioners,” Introducing Tibetan Buddhism. Routledge, 2012. 129-163

Mon Oct 25b Tibetan Yogis Asynchronous

Readings to be completed for Friday’s Quiz:

Reading Textbook: “The Life and Times of Sera Khandro,” Love and Liberation; Autobiographical Writings of the Tibetan Buddhist Visionary. Columbia University Press, 2014. 1-23

(38 pages)

Reading Quiz due by Friday 11:59pm

Mon Nov 1a Women in Tibetan Buddhism Live Class

Reading to be completed before Monday’s Class:

Reading Textbook: Samuel, Geoffrey. Ch 10: “Tibetan Buddhism Women and Gender.” Introducing Tibetan Buddhism. Routledge, 2012. 203-220

Optional/Presenter Reading Online: Gardener, Alexander. “Yeshe Tsogyel,” The Treasury of Lives. https://treasuryoflives.org/biographies/view/Yeshe-Tsogyel/10373

Optional/Presenter Reading PDF: Kapstein, Matthew. “Marriage and Kinship” and “Women in Traditional Tibet.” The Tibetans. Blackwell Publishing, 2005. 194-204

Mon Nov 1b Tibetan Tantric Meditation: Ngondro Asynchronous

Readings to be completed for Friday’s Quiz:

Reading Textbook: Samuel, Geoffrey. “Empowerment and Preliminary Practice Ngondro,” Introducing Tibetan Buddhism. Routledge, 2012. 79-83

Reading Quiz due by Friday 11:59pm

Mon Nov 8a Tibetan Tantric Meditation: Ritual. Live Class

Reading to be completed before Monday’s Class:

Reading PDF: John Powers, “Tantra,” A Concise Introduction to Tibetan Buddhism. 63-79 and 85-93

Optional/Presenter Reading PDF: Cabezon, Jose Ignacio. “Introduction,” Tibetan Ritual. Oxford University Press, 2010. 1-25

Mon Nov 8b Tibetan Tantric Meditation: Deity Yoga Asynchronous

Readings to be completed for Friday’s Quiz:

Reading Textbook: Samuel, Geoffrey. “Tantric Deities,” and “Deity Yoga as the Union of Method and Wisdom” Introducing Tibetan Buddhism. Routledge, 2012. 69-77, 274-279

Reading Quiz due by Friday 11:59pm

Mon Nov 15a Tibetan Tantra Live Class

Reading to be completed before Monday’s Class:

Reading Textbook: “The Life and Times of Sera Khandro,” Love and Liberation; Autobiographical Writings of the Tibetan Buddhist Visionary. Columbia University Press, 2014. 23-52

Mon Nov 15b Tibetan Tantra Asynchronous

Readings to be completed for Friday’s Quiz:

Reading Textbook: “The Life and Times of Sera Khandro,” Love and Liberation; Autobiographical Writings of the Tibetan Buddhist Visionary. Columbia University Press, 2014. 52-75

Reading Quiz due by Friday 11:59pm

Mon Nov 22a Dakini Dialogues Live Class

Reading to be completed before Monday’s Class:

Reading Textbook: “The Life and Times of Sera Khandro,” Love and Liberation; Autobiographical Writings of the Tibetan Buddhist Visionary. Columbia University Press, 2014. 131-163 and 184-187

Mon Nov 22b Tibetan Meditation: Inner Yoga Asynchronous

Readings to be completed for Friday’s Quiz:

Reading Textbook: Samuel, Geoffrey. “Retreat and the Training of the Subtle Body,” Introducing Tibetan Buddhism. Routledge, 2012. 67-68

Reading PDF: Snellgrove, David. Indo-Tibetan Buddhism, vol. I. Boston: Shambhala, 1987. 288-300.

Reading Quiz due by Friday 11:59pm

Mon Nov 29a Sacred Sexuality Live Class

Reading to be completed before Monday’s Class:

Reading Textbook: Jacoby, Sarah H.., “Sacred Sexuality,” Love and Liberation; Autobiographical Writings of the Tibetan Buddhist Visionary. Columbia University Press, 2014. 189-197 and 212-222

Reading Textbook: Samuel, Geoffrey. “Tantra and Sexuality,” Introducing Tibetan Buddhism. Routledge, 2012. 68-69

Mon Nov 29b Sacred Sexuality Asynchronous

Readings to be completed for Friday’s Quiz:

Reading Textbook: Jacoby, Sarah H.., “Sacred Sexuality, Part II Can Monks be Consorts?” Love and Liberation; Autobiographical Writings of the Tibetan Buddhist Visionary. Columbia University Press, 2014. 222-241 and 246-248.

Reading Quiz due by Friday 11:59pm

Mon Dec 6a Buddhist Love Live Class

And Final Presentations

***Meet 1:30-4:30pm***Today
Reading to be completed before Monday’s Class:

Reading Textbook: Jacoby, Sarah H. “Love between Method and Insight,” Love and Liberation; Autobiographical Writings of the Tibetan Buddhist Visionary. Columbia University Press, 2014. 249-257 and 261-262 272-279

Group Research Projects Will Be Presented Today

Mon Dec 6b Buddhist Love Asynchronous

Readings to be completed for Friday’s Quiz:

Reading Textbook: Jacoby, Sarah H. “Love between Method and Insight,” Love and Liberation; Autobiographical Writings of the Tibetan Buddhist Visionary. Columbia University Press, 2014. 279-300

Reading Quiz due by Friday 11:59pm

Assessments

I provide very clear criteria for all exams and papers. For instance, I will provide paper writing rubrics for you to follow to ensure that you fulfill the requirements in detail. The weekly reading quizzes

Regular attendance and participation.

Reading Quizzes. For us to have a good discussion, you must keep up with the reading and be prepared to share your thoughts and questions. To help you prepare for class, every week you will have quizzes on our Moodle page. The quizzes are due Friday before 11:59pm. On the weeks that you present you are exempt from doing quizzes since you have three lowest quiz grades that will automatically be dropped. Or you may do the quizzes that week in order to strengthen your overall scores. The Quizzes will focus on the readings and class material. They can be done “open book.”

1. 1. Quizzes will have 10 questions each
  2. They may be done open book

Class Discussions. In every class, in addition to prompts related to reviewing or contemplating the readings, you are asked to respond to a general prompt about what you found interesting, strange, or revealing, and to identify a question that you would like to have answered about that days reading. Every student will talk about the reading in every class, so it is important to come to class prepared. The quality of your responses will determine your participation grade.

Exams. In lieu of exams, there will be weekly reading quizzes, a final paper, two student presentations and a group research project.

Group research project (Interpretation and Argumentation)

1. With two other students, you will investigate a topic relevant to our course, dividing the work as equally as possible. The result will be presented to the rest of us on a particular date. The presentation should be about 15-20 minutes long. The topic is up to you, but must be approved by me.
2. Timeline: Whatever you will present to class—a PowerPoint, movie, audio or outline—should be sent to me three days before the presentation so that I can give you some final feedback.
3. Grading: everyone in the group will receive the same grade. Thus, if in your group you feel that someone is slacking, you should let me know so that I can help to correct the situation

Oral Presentation (Reading Comprehension):

You will serve in the role of Presenter once or twice over the semester. On the week/s that you present you will not need to do the reading quiz. As facilitator you will make a presentation to the class about an “optional reading” (see schedule) by putting your week’s readings into conversation with the other readings from that week. In short, as a presenter, you are responsible for

Providing a short presentation of the reading(10-15 minutes) which could include
1. Summarize 1-2 main ideas from the reading
2. Identify how this connects to other readings, lectures
3. React to the reading, what do you find interesting, strange, curious, insightful etc…
4. Elaborate on the core claims (and the basis for these claims)of the reading, or their theoretical, methodological, disciplinary and political implications.
5. You may share select passages for further examination and any additional points that add depth to the discussion (no outside materials).
There are no oral presentations from November 15^th onward to make time for your group research

I am happy to meet with you on before you are slated to facilitate class to go over your oral presentation and address any concerns or questions you may have. See my office hours or text me to set up another time.

Final Paper

The first draft of the final paper is due on November 15^th. This will give you an opportunity to get feedback on how to improve your paper.

The Final Paper is on a topic of your choice, an ethical argument on a present day issue, as expressed from the perspective of one of the protagonists in the religious autobiographies that we will study.

The Final Paper critically engages with assigned readings in the course. Or if you prefer, you may also request to do your paper using other sources instead.

Your paper should present a clear argument so that it is not just a summary, but instead it takes a meta perspective on the topic. See Paper Guide in Moodle.

You may consider the following questions:

What is a main message in the reading/What is one of the author’s arguments?
How does the author conceive of their project? How would you describe the author’s approach to their project?
What assumptions are being made in terms of the nature of their project and the kind of analysis it utilizes?
How does the author address the complications raised by their project?
How does the author’s engagement with their project bear on your own work and with your source materials?

The Final Paper will be 3-5 pages long.

It will include citations using Chicago Style Footnotes and Bibliography.

Accommodating Students with Disabilities.
I am committed to creating a welcoming and effective learning environment for all If you have any type of disability or require accommodations for another reason, please see me during office hours and note that requests may be made through the Office of Disability Services (ODS) to schedule a meeting with Director Marni Jones. She will confidentially discuss your needs, review your documentation, and determine your eligibility for reasonable accommodations. To learn more about available supports, go to www.dickinson.edu/ODS, email DisabilityServices@dickinson.edu, call (717) 245-1734, or go to ODS in 106 Dana Hall. If you’ve already been granted accommodations at Dickinson, please let me know as soon as possible.
Class Decorum
1. Students must arrive on time and stay until the end of the period to receive full attendance points. Students who arrive more than ten minutes late to class are considered absent.
2. Cell phones and laptops must be turned off before class begins. Students may use technology in a way that is relevant to class. During group discussions, computers will also be closed. Please be aware that if you use technology for non-class activities, this will result in a lowered participation grade.
3. Gender inclusive language is encouraged in this class.
4. Respect for oneself and ones fellow students is required, this includes listening and being attentive when other students speak.
5. Students are expected to try to understand other’s points of views, even when they are different than one’s own. Some religious concepts may be difficult to understand, especially when they contradict dearly held beliefs. Our task in religious studies is to understand how those ideas make sense for the people who believe them, and why they make sense to them, to ask what contexts are in place that cause those ideas to make sense. You are not asked to change your beliefs, only to become familiar with other beliefs, customs, practices and theoretical approaches to the study of religions.
Academic Integrity
1. All students are required to observe the Academic Integrity Policy. Students may collaborate in assigned partner exercises, however plagiarism and cheating are not tolerated and will be addressed by established If you have any questions about the policy, please do feel free to ask. Any paper that fails to include appropriate citations and quotations will receive an F.

Paper Guide

By Professor O’Brien

Guidelines for paper writing

Always begin writing a paper by brainstorming.

In a paper you will have:

A thesis. A thesis is different from a topic. A topic is an area of exploration; a thesis is the conclusion, or argument, you arrive at as your way to approach your topic. A thesis is always a position: never a statement of fact or a summary. A “thesis statement” is your articulation of your thesis. It may be one sentence—or even two or three.
Use of the text to support your points. Papers are never opinion, but always reasoned argument; arguments need evidence. Evidence from the text includes references and quotations. Texts can include the main text you are analyzing and other texts you are using as context or as support or reference.
Integration of quotations into your sentences and showing how the quotations support your points.
Analysis rather than summary. You are interpreting and making an argument, not summarizing (as in a book report). At times you will find short summary statements necessary, but your paper itself may not be summary. Ideas are developed, not mentioned and dropped.
Paragraphs that are unified around a main idea. Paragraphs are beautiful! A paragraph needs a topic sentence which makes a point; this will be the first sentence of the paragraph. Other sentences in the paragraph, which expand the point and offer evidence, connect to the topic sentence.
Each paragraph leads logically into the next; each sentence leads logically into the next.
Precise use of language. Clarity of expression. Avoid vagueness!
The paper “flows” by providing a logical sequence of ideas.
No grammatical or spelling or punctuation errors.
An introduction, which may be one, two, or possibly three paragraphs that sets out the focus of your paper. This may include the thesis.
A conclusion that connects to the paper as a whole and does not simply restate points that have already been argued and established. A conclusion may “broaden out” the thesis or focus of the paper. Just be sure it doesn’t restate the introductory paragraph.
There may be occasional use of the first person (“I”). Examples will be given in class.
A paper reflects a lively and engaged mind.

References

Numerous rubrics from this syllabus were adapted from the one by Dan Cozort, the previous teacher of this course, who so kindly shared his Tibetan Buddhism 2020 syllabus with me.
Cozort, Dan. Tibetan Buddhism Syllabus. Unpublished: 2020.
Professor O’Brien, “Paper Guide,” Health, Illness, and Narrative, First Year Seminar. Unpublished.