I haven't quite decided what I'm going to do with my students. I'd love to haul them all down to the computer lab to write a reading response, but doubt that will happen. Wouldn't that be ruthless? Ha! I've got to live up to my new nickname.
I like the idea of a DQ day-- it would probably only work with my students if they got to write the questions in class. I know I won't get much out of them because the paper is due that day. That would be an interesting discussion, though.
I thought I might use it as a day to meet with each of them individually to let them know what assignments they are missing, etc. If they've handed everything in to date, they're free to go.
Maybe we'll just eat pizza.
Friday, February 27, 2009
Thursday, February 26, 2009
I Hadn't Planned...
...on a prompt, but Tamar's sounds good to me.
To be honest, I had thought that I would just let them have the day off, but I like the idea of a DQ day. However, I wouldn't allow them to do as many as they want to. I'd only allow them to come in with three or four.
There are lots of options, and whatever you all want to do will likely be fine.
Oh, and Robert Redford was on my plane to Albuquerque. Seriously.
No Post This Week?
I don't know if there will be a prompt, but I had a question I wanted to pose to everyone. What are you doing for your TBA day? I know we might talk about this in class, but I just wanted to start brainstorming.
I was thinking about having a discussion question day. Most of my students have not done any, or have done one or two and the semester is winding down. I had a couple of them ask me about them and how to get them done before the semseter ends. So I thought that day could be used where everyone could come with as many questions as they want from our reading. I'll call on them and they will get credit for as many as we get to. That way some of my students who have already asked a bunch can finish off that requirement that day, and others who don't have any questions can get some under their belts to catch up. I think I will collect them when I call on them that way they won't turn in six, but they only asked two.
What do you guys think? I'm somewhat concerned about it working since my class sometimes refuses to discuss and instead just stares. But it might be a way to help my students out.
What are you guys thinking of doing?
I was thinking about having a discussion question day. Most of my students have not done any, or have done one or two and the semester is winding down. I had a couple of them ask me about them and how to get them done before the semseter ends. So I thought that day could be used where everyone could come with as many questions as they want from our reading. I'll call on them and they will get credit for as many as we get to. That way some of my students who have already asked a bunch can finish off that requirement that day, and others who don't have any questions can get some under their belts to catch up. I think I will collect them when I call on them that way they won't turn in six, but they only asked two.
What do you guys think? I'm somewhat concerned about it working since my class sometimes refuses to discuss and instead just stares. But it might be a way to help my students out.
What are you guys thinking of doing?
Sunday, February 22, 2009
Workshopping Prompts
I thought this would be a quicker way to distribute the workshopping prompts. Here's what I plan on asking my students. Feel free to modify to suit your needs.
1) What is the text you've chosen about?
2) What does the text you've chosen want you to think/feel/believe when you have finished it?
3) Find 3 examples of individual words that the author uses to manipulate the reader so that the desired effect is achieved. Explain how those words do what you claim they do.
4) Find 2 examples of sentences that the author uses to manipulate the reader so that the desired effect is achieved. Explain how those sentences do what you claim they do.
5) Find 3 examples of images or ideas or examples that the author uses to manipulate the reader so that the desired effect is achieved. Explain how those images/ideas/examples do what you claim they do.
1) What is the text you've chosen about?
2) What does the text you've chosen want you to think/feel/believe when you have finished it?
3) Find 3 examples of individual words that the author uses to manipulate the reader so that the desired effect is achieved. Explain how those words do what you claim they do.
4) Find 2 examples of sentences that the author uses to manipulate the reader so that the desired effect is achieved. Explain how those sentences do what you claim they do.
5) Find 3 examples of images or ideas or examples that the author uses to manipulate the reader so that the desired effect is achieved. Explain how those images/ideas/examples do what you claim they do.
They Would Know
Late last night I realized that I did not post last week. My excuse is that I had a cold and felt sick and delirious the entire week. So, I'm posting now.
I learned from grading that they do not listen to what I have been telling them in class and they do not read the marks I make on their reading responses. If they listened in class, they would know where to put the period after a citation. They would know the difference between book titles and essay titles and how to format them. They would know how to use an introductory comma. They would know that the essay should be four pages long. They would know that the essay was not supposed to be a compare and contrast essay.
If they looked at the marks I made on their reading responses, they would know all of the above. They would know that they should not use contractions. They would know all about comma splices. They would know that I hate the word "very" because it means nothing. They would know that extra spaces between each paragraph are unacceptable ways of trying to fudge the page length.
In writing the same essay, I learned how hard the assignment actually was and how much I did not want to write it. I put if off for days. I whined about it to my husband. He finally took our daughter outside to play in the snow for two hours and said it was my time to write the essay. So, I did. I found myself making connections between my essays that I was not sure were there. I found myself making conclusions and assumptions that I could only sort of support with the text. I wanted to write from memory instead of rereading the essays. I found myself in my students' shoes. This helped me to understand what they had just gone through and to be a little more generous in my grading. Most of all, I felt empathy. I think this is important for any relationship.
I learned from grading that they do not listen to what I have been telling them in class and they do not read the marks I make on their reading responses. If they listened in class, they would know where to put the period after a citation. They would know the difference between book titles and essay titles and how to format them. They would know how to use an introductory comma. They would know that the essay should be four pages long. They would know that the essay was not supposed to be a compare and contrast essay.
If they looked at the marks I made on their reading responses, they would know all of the above. They would know that they should not use contractions. They would know all about comma splices. They would know that I hate the word "very" because it means nothing. They would know that extra spaces between each paragraph are unacceptable ways of trying to fudge the page length.
In writing the same essay, I learned how hard the assignment actually was and how much I did not want to write it. I put if off for days. I whined about it to my husband. He finally took our daughter outside to play in the snow for two hours and said it was my time to write the essay. So, I did. I found myself making connections between my essays that I was not sure were there. I found myself making conclusions and assumptions that I could only sort of support with the text. I wanted to write from memory instead of rereading the essays. I found myself in my students' shoes. This helped me to understand what they had just gone through and to be a little more generous in my grading. Most of all, I felt empathy. I think this is important for any relationship.
Amazed, Proud, Disappointed, and Defended
I am amazed that I have students who will get up in the middle of class and walk out for no apparent reason. I guess when there is no reading response due (I ask for them at the end) or when they feel the discussion is not enlightening enough for them, they just leave. I think three or four of them left on Thursday, so I told everybody else to get out some paper and we wrote for credit. Maybe that was mean of me, but I just couldn't believe that students would leave without warning or apologies. I guess this is another instance of: "They are not you!"
I am somewhat proud of how many of my students turned in revised essays. Ten of them did this, and they did improve their writing. I hope that they feel they learned something from it, because that was the point of me allowing them to do so. A few of them were probably hoping for an A, but really did not improve too much so they received 5 point or so grade increases, but most of them did an excellent job and earned much better grades. This was especially the case for my student who went to the writing center and was told to compare and contrast in her first draft of the essay.
I am disappointed that one of my students did not revise. He is an older man and a refugee from New Orleans after Hurricane Katrina. I really wanted to see him turn in a better essay and have the opportunity to revise, but he told me that he just did not have time. This saddened me, but I guess the choice is ultimately up to him. We did, however, connect over piano. He is apparently taking lessons at Weber for the first time in his life. We talked for a few minutes after class about classical piano and his desires and goals in music.
I am surprised at how much the students actually like me. I know, this sounds conceited, but it is funny how they defend me or greet me so kindly outside of class. When we talked about the car salesman Bob Golomb who treated every customer the same and therefore made more sales, we started sharing stories of times when we had been misjudged by salespeople. I told them about how I visited an Ivory Homes subdivision when my husband and I were building our house. The salesman there told me that I was too young and did not have enough money to afford to build there. I just laughed this experience off and left, knowing that I was already building a house somewhere else and that I had only been there for decorating ideas. Anyway, the students were shocked and appalled. One of them said that I should have printed out my bank statements and gone back to show the man, and others said that I should've told him off. It was funny to see how defensive they were of this silly experience. I felt as if they liked me enough to show this defense and I also felt it showed how young and stupid they are (and how I used to be).
I am really enjoying my students. Yes, they miss class, turn in assignments late, leave without warning, roll their eyes, fall asleep, make smart remarks, and try to get away with B.S., but overall they are an enjoyable group. I am happy to know them, and I feel a strong desire to help them succeed.
I am somewhat proud of how many of my students turned in revised essays. Ten of them did this, and they did improve their writing. I hope that they feel they learned something from it, because that was the point of me allowing them to do so. A few of them were probably hoping for an A, but really did not improve too much so they received 5 point or so grade increases, but most of them did an excellent job and earned much better grades. This was especially the case for my student who went to the writing center and was told to compare and contrast in her first draft of the essay.
I am disappointed that one of my students did not revise. He is an older man and a refugee from New Orleans after Hurricane Katrina. I really wanted to see him turn in a better essay and have the opportunity to revise, but he told me that he just did not have time. This saddened me, but I guess the choice is ultimately up to him. We did, however, connect over piano. He is apparently taking lessons at Weber for the first time in his life. We talked for a few minutes after class about classical piano and his desires and goals in music.
I am surprised at how much the students actually like me. I know, this sounds conceited, but it is funny how they defend me or greet me so kindly outside of class. When we talked about the car salesman Bob Golomb who treated every customer the same and therefore made more sales, we started sharing stories of times when we had been misjudged by salespeople. I told them about how I visited an Ivory Homes subdivision when my husband and I were building our house. The salesman there told me that I was too young and did not have enough money to afford to build there. I just laughed this experience off and left, knowing that I was already building a house somewhere else and that I had only been there for decorating ideas. Anyway, the students were shocked and appalled. One of them said that I should have printed out my bank statements and gone back to show the man, and others said that I should've told him off. It was funny to see how defensive they were of this silly experience. I felt as if they liked me enough to show this defense and I also felt it showed how young and stupid they are (and how I used to be).
I am really enjoying my students. Yes, they miss class, turn in assignments late, leave without warning, roll their eyes, fall asleep, make smart remarks, and try to get away with B.S., but overall they are an enjoyable group. I am happy to know them, and I feel a strong desire to help them succeed.
Friday, February 20, 2009
English 1010--Shock and Awe
Students can be frustrating, I'll give you that. Amen to both Tamar and Emily. I have three students who have never handed anything in, yet still attend class regularly. Two of the three are very involved in class discussion; another does his best to hide behind the girl in front of him. I've talked to these students, given them opportunities to make up work, offered examples, and still nothing. It blows my mind. They smile at me and offer great excuses, such as: "I lost my syllabus and just don't know what to read." (Blink. Hello.) Or: "I'm practicing disobedience." Oh, please. Points for cleverness.
I find the level of "grade apathy" amazing. I agonized over the grades I handed out last week (you all know--you got to hear me whine), but they took them without a blink. Two of the girls seemed perfectly happy with their Cs. The girl with the lowest score in the class was fine with it. Giddy, even. She told me after class that she has never read a book in her life and gets by on her "thinking power." Hmmmm. Here's one for you, sister: You're not passing the class. I'm pretty expensive entertainment.
Don't get me wrong--students do amaze and astonish me in positive ways, too. I made it through the reading responses in 30 minutes tonight--they did a wonderful job at summary, evaluation, and comparison. Students that were struggling to make the two pages are now writing well beyond. I wanted to jump up and cheer. I got essay #1 rewrites from 2/3 of the Collective Brain, and they worked their tails off. I couldn't believe the difference. They did everything I asked them to do. (They told me after class that they'd had three hours of sleep because they were working on papers until 4 a.m. This from the girls who had never stayed up past midnight until signing up for my class. Now THAT'S astonishing.)
Like Emily I am amazed at where the discussion sometimes leads us--they find arguments and parallels that I overlooked. Also, they are not as shy about disagreeing with each other as they were when we first started. Today, one of my discussion groups presented a majority opinion and a minority opinion because they just couldn't agree. It was great. Sometimes I'm shocked to find that they are the teachers and I'm doing most of the learning.
I find the level of "grade apathy" amazing. I agonized over the grades I handed out last week (you all know--you got to hear me whine), but they took them without a blink. Two of the girls seemed perfectly happy with their Cs. The girl with the lowest score in the class was fine with it. Giddy, even. She told me after class that she has never read a book in her life and gets by on her "thinking power." Hmmmm. Here's one for you, sister: You're not passing the class. I'm pretty expensive entertainment.
Don't get me wrong--students do amaze and astonish me in positive ways, too. I made it through the reading responses in 30 minutes tonight--they did a wonderful job at summary, evaluation, and comparison. Students that were struggling to make the two pages are now writing well beyond. I wanted to jump up and cheer. I got essay #1 rewrites from 2/3 of the Collective Brain, and they worked their tails off. I couldn't believe the difference. They did everything I asked them to do. (They told me after class that they'd had three hours of sleep because they were working on papers until 4 a.m. This from the girls who had never stayed up past midnight until signing up for my class. Now THAT'S astonishing.)
Like Emily I am amazed at where the discussion sometimes leads us--they find arguments and parallels that I overlooked. Also, they are not as shy about disagreeing with each other as they were when we first started. Today, one of my discussion groups presented a majority opinion and a minority opinion because they just couldn't agree. It was great. Sometimes I'm shocked to find that they are the teachers and I'm doing most of the learning.
Thursday, February 19, 2009
And speaking of broad generalizations.....
Just received a late essay and thought you might all enjoy the opening sentences of the introduction:
"There have been many pieces written throughout history on the broad subject of parenting. This overwhelming load have ranged from how to and how not, to why children do what they do."
Aaaaaaah!!!! Help.....
"There have been many pieces written throughout history on the broad subject of parenting. This overwhelming load have ranged from how to and how not, to why children do what they do."
Aaaaaaah!!!! Help.....
Ups and Downs
With my Wednesday morning class, and the first essays, fresh in my mind, I have to say that I get most frustrated with my students when 1) they act apathetic and start falling asleep (although I must admit there's a bit of entertainment value when the girl in the center starts dropping off with her head tilted back, or when the kid in front suddenly sits up with drool running down his chin...), and 2) when they don't follow instructions on assignments. I think these things frustrate me because they both make me feel inadequate as a teacher: if they are falling asleep or not caring about the subject matter, it's because I'm not challenging them to think enough or I'm not giving them interesting enough things to do (although I keep telling myself it's because the class is at 8 in the morning). If they haven't followed instructions, I feel like it's because I didn't explain things well enough.
But my teaching experience hasn't been entirely about frustration. I do get amazed from time to time as well, like when someone makes a really insightful and lucid comment in class, or when they start taking the conversation in a direction that I hadn't even considered and I can just let it go. I was also amazed on Friday when I read their in-class responses, and most of them didn't just repeat back to me the comments I had made--they generally came up with ideas that weren't even brought up in the discussion. I was so excited and learned a lot from reading those responses.
I was also amazed and excited by a couple of the essays I graded, and was glad (and grateful) to give two of them very solid As. It was my reward for all the work I had done on the others to be able to sit back, read, and enjoy--they weren't perfect, of course, but it was a nice break for my orange pen :)
But my teaching experience hasn't been entirely about frustration. I do get amazed from time to time as well, like when someone makes a really insightful and lucid comment in class, or when they start taking the conversation in a direction that I hadn't even considered and I can just let it go. I was also amazed on Friday when I read their in-class responses, and most of them didn't just repeat back to me the comments I had made--they generally came up with ideas that weren't even brought up in the discussion. I was so excited and learned a lot from reading those responses.
I was also amazed and excited by a couple of the essays I graded, and was glad (and grateful) to give two of them very solid As. It was my reward for all the work I had done on the others to be able to sit back, read, and enjoy--they weren't perfect, of course, but it was a nice break for my orange pen :)
It's Hard to Be Around Stupid People
No, I don't think my students are stupid. I just thought it was a catchy title.
There are things my students do that amaze me. I have a student who comes to class, does not talk much, but does the in-class writing and works in the groups, but refuses to turn in anything. No essay, no reading responses, no discussion questions. Nothing. I can tell he's reading. At least some of it, and I talked to him about it, and he seemed to want to do better. But still nothing. I don't understand. If you are going to pay for a class why not pass it? It seems like a waste of money to come there and read the stuff but not pass. Why would you want to take the class again??? I have another student who has turned in an essay, and asks discussion questions. She's doing well on the things she does do, but if she doesn't turn in her reading responses she may not pass the class. Once again why would you pay for something you just have to do again, when you could have passed the first time?
I've already told you this, but my students don't believe passive voice is bad. That just amazed me. I think they just decided I was making it up. The one student who really disagreed with me uses it ALL OVER her papers. Maybe I should just mark her down for every time she uses it.
I am amazed at my students who think that if they don't show up every Thursday they can still pass the class. I now have a consistent group of kids who miss every Thursday. I have not decided how to approach that yet, but I have told everyone if they miss more than four classes their grade drops. These kids are not doing the work anyway so they probably will not pass, but it just amazes me that they think they can be there half the time and get full credit.
It amazes me that I told them to re-write some of their reading responses and they never did. Why woud you just ignore that?
But there is one shining moment. (I guess there are a few more, but I think I will conclude on this.) I have a student who does not talk much and her in-class writing was not that impressive and her reading responses were okay, but she wrote her essay and it amazed me. Things could be better; they can always be better. But she did everything I asked and nailed her argument. That amazed me. I thought I would not have any A's. Thank goodness for the silver lining.
There are things my students do that amaze me. I have a student who comes to class, does not talk much, but does the in-class writing and works in the groups, but refuses to turn in anything. No essay, no reading responses, no discussion questions. Nothing. I can tell he's reading. At least some of it, and I talked to him about it, and he seemed to want to do better. But still nothing. I don't understand. If you are going to pay for a class why not pass it? It seems like a waste of money to come there and read the stuff but not pass. Why would you want to take the class again??? I have another student who has turned in an essay, and asks discussion questions. She's doing well on the things she does do, but if she doesn't turn in her reading responses she may not pass the class. Once again why would you pay for something you just have to do again, when you could have passed the first time?
I've already told you this, but my students don't believe passive voice is bad. That just amazed me. I think they just decided I was making it up. The one student who really disagreed with me uses it ALL OVER her papers. Maybe I should just mark her down for every time she uses it.
I am amazed at my students who think that if they don't show up every Thursday they can still pass the class. I now have a consistent group of kids who miss every Thursday. I have not decided how to approach that yet, but I have told everyone if they miss more than four classes their grade drops. These kids are not doing the work anyway so they probably will not pass, but it just amazes me that they think they can be there half the time and get full credit.
It amazes me that I told them to re-write some of their reading responses and they never did. Why woud you just ignore that?
But there is one shining moment. (I guess there are a few more, but I think I will conclude on this.) I have a student who does not talk much and her in-class writing was not that impressive and her reading responses were okay, but she wrote her essay and it amazed me. Things could be better; they can always be better. But she did everything I asked and nailed her argument. That amazed me. I thought I would not have any A's. Thank goodness for the silver lining.
Wednesday, February 18, 2009
Well?
I thought our discussion tonight of the things that frustrate/amaze/astonish you about your student?
Saturday, February 14, 2009
I Just Finished!!!
Okay, so I just finished grading. I came down to Vegas and what do I do? Grade papers for the first few hours I am here. Don't worry the purpose of the trip was not vacation, but to visit my grandma and she doesn't mind. She knows what it's like to be behind in grading. Plus there are no huge plans to visit the strip.
But to the point. I learned a bit from grading this time. First, I need to get faster. By the end though I was doing about one every ten minutes or fewer. So that was exciting. There were a few that still took more time because their prose killed me, but I made the last four in under an hour. Woohoo! Second I need to grade them closer together because when I got done I wasn't sure where to start with their grades! I put them in piles but I had to reread to figure out which piles to put them in. I couldn't remember how good or bad some of them were. Third I have to stop feeling sympathetic. There were about four or five that would have been a middle or low B but that I dropped down to C's because they didn't make the page length. Their arguments were pretty good, but they didn't start connecting until the last page so they didn't make the length and their paper wasn't quite there. It discouraged me and I had a hard time figuring out what to do with some of the papers. I was still a little concerned about the final numbers I put on there, because Dr. R said he gives few C's but I had a least six or seven C's. I think that's mainly because four of those didn't make the page length.
The emulation essay was tricky. Like the others I had a hard time not writing like my students. I felt like I had copied from them. Plus I spent forever trying to write on something they didn't write on so I wouldn't be confused by their arguments. I was stressed out about writing it because I kept worrying about the argument and did it do what I wanted to do? Did I fulfill the assignment? Then I worried about passive voice and sentence construction and my citations and everything. It was stressful. I am almost as scared as my students to get my paper back. That is if they even care. I've only had one student ask about them so far. Maybe I can keep them forever and they won't notice.... it's a thought.
But to the point. I learned a bit from grading this time. First, I need to get faster. By the end though I was doing about one every ten minutes or fewer. So that was exciting. There were a few that still took more time because their prose killed me, but I made the last four in under an hour. Woohoo! Second I need to grade them closer together because when I got done I wasn't sure where to start with their grades! I put them in piles but I had to reread to figure out which piles to put them in. I couldn't remember how good or bad some of them were. Third I have to stop feeling sympathetic. There were about four or five that would have been a middle or low B but that I dropped down to C's because they didn't make the page length. Their arguments were pretty good, but they didn't start connecting until the last page so they didn't make the length and their paper wasn't quite there. It discouraged me and I had a hard time figuring out what to do with some of the papers. I was still a little concerned about the final numbers I put on there, because Dr. R said he gives few C's but I had a least six or seven C's. I think that's mainly because four of those didn't make the page length.
The emulation essay was tricky. Like the others I had a hard time not writing like my students. I felt like I had copied from them. Plus I spent forever trying to write on something they didn't write on so I wouldn't be confused by their arguments. I was stressed out about writing it because I kept worrying about the argument and did it do what I wanted to do? Did I fulfill the assignment? Then I worried about passive voice and sentence construction and my citations and everything. It was stressful. I am almost as scared as my students to get my paper back. That is if they even care. I've only had one student ask about them so far. Maybe I can keep them forever and they won't notice.... it's a thought.
Friday, February 13, 2009
Dream or Nightmare?
OK, admission--I still haven't finished grading all the papers. They never end. As I was picking up the reading responses today I began to get a bit depressed. Do I actually have to grade these, too? Thomas saw the look on my face and said, "Boy! We sure do a lot of writing in this class!" Yes, we do.
Even though I'm not finished (and probably won't be until week 16) I've learned a few things. First, grading is never ending, and if I want to survive this experience to teach another semester I'm going to have to speed things up. I know I can't change the world, and they're probably not reading the novels I'm writing in the margins, but it's hard not to try. Sigh. Maybe I should photocopy all my comments and self-publish. Throw in a sparkly vampire or two. Reveal at the end it's all a dream, and I'm still working in the WC.
OK, maybe not.
Grading makes me feel like a failure, because I see all the things that I've not explained thoroughly enough pop up in the writing. Then again, all the things I've explained to death pop up in the writing. Do I really matter? Reading these papers makes me feel old--I want to sit down with my students and rip apart some platitudes. I start to question things I thought I knew about writing. Can I even write a complete sentence anymore? Oh, and I try not to play favorites, but that certainly is an issue. I know who is working hard and who started their essay on Sunday night at 11:53. Thank heaven for those few that answered the assignment...
Speaking of which--I hated writing it. I was ready to start protesting alongside Taylor (my complainer). I found myself writing sentences that belonged in their papers. It was like a warped case of plagiarism; I was writing the sentences but they seemed oh-so-familiar. I really don't know if I made any sort of sense at all. I wrote a couple of lovely summaries--that much I know. I should have just written a large PV at the top of the paper to alert Dr. Rogers that I chose to write in passive voice. Here's hoping he doesn't grade angry.
Even though I'm not finished (and probably won't be until week 16) I've learned a few things. First, grading is never ending, and if I want to survive this experience to teach another semester I'm going to have to speed things up. I know I can't change the world, and they're probably not reading the novels I'm writing in the margins, but it's hard not to try. Sigh. Maybe I should photocopy all my comments and self-publish. Throw in a sparkly vampire or two. Reveal at the end it's all a dream, and I'm still working in the WC.
OK, maybe not.
Grading makes me feel like a failure, because I see all the things that I've not explained thoroughly enough pop up in the writing. Then again, all the things I've explained to death pop up in the writing. Do I really matter? Reading these papers makes me feel old--I want to sit down with my students and rip apart some platitudes. I start to question things I thought I knew about writing. Can I even write a complete sentence anymore? Oh, and I try not to play favorites, but that certainly is an issue. I know who is working hard and who started their essay on Sunday night at 11:53. Thank heaven for those few that answered the assignment...
Speaking of which--I hated writing it. I was ready to start protesting alongside Taylor (my complainer). I found myself writing sentences that belonged in their papers. It was like a warped case of plagiarism; I was writing the sentences but they seemed oh-so-familiar. I really don't know if I made any sort of sense at all. I wrote a couple of lovely summaries--that much I know. I should have just written a large PV at the top of the paper to alert Dr. Rogers that I chose to write in passive voice. Here's hoping he doesn't grade angry.
Thursday, February 12, 2009
Me First! Me First!!
I think this is the first time I've ever been the first to post. Savoring the moment....
Okay. The main thing that I've learned from grading these papers is that no, most of them don't read the comments we write in the margins, or the long, helpful explanations at the end, and yes, many of them try to get away with doing as little as possible. BUT...(the silver lining)...there are a few who really put forth a good effort, and the rest do seem to be improving (it's kind of imperceptible, like watching grass grow, but it's there...I think).
Also, because of grading papers, I've become a lot more critical of and insecure about my own writing. While writing my emulation essay, I kept second-guessing myself on my word choice, etc., and thinking, "Aaaaghh! I'm sounding like my 1010 students!" Yes, I think my writing is gradually going downhill as a result of tutoring and teaching. *sigh*.
The best thing about writing the emulation essay was that, for probably the first time in my life, spent more time on pre-writing than on actually writing. My usual method for writing papers is to gather all my sources around me and sit at a computer with a 2-liter Coke (diet, of course) and a head full of ideas and just battle the blinking cursor. It's a terrible method, but it's worked for me so far. But I decided to try writing the way I had advised my students to write--I began by drafting answers to the questions I had asked them, then wrote my intro and thesis according to the guidelines I had given them and then organized my ideas with sticky notes...yes, sticky notes, Dr. Rogers. It actually worked great, and the writing part took less time, though I can't guarantee that my writing was actually better (see last paragraph).
So, over the past week or so, I've become a little more cynical about teaching and about student writing, but I'm determined to prepare them better to write their next essay. And...I've discovered a new, less self-destructive way to write papers. It just might add a couple of years to my life.
Okay. The main thing that I've learned from grading these papers is that no, most of them don't read the comments we write in the margins, or the long, helpful explanations at the end, and yes, many of them try to get away with doing as little as possible. BUT...(the silver lining)...there are a few who really put forth a good effort, and the rest do seem to be improving (it's kind of imperceptible, like watching grass grow, but it's there...I think).
Also, because of grading papers, I've become a lot more critical of and insecure about my own writing. While writing my emulation essay, I kept second-guessing myself on my word choice, etc., and thinking, "Aaaaghh! I'm sounding like my 1010 students!" Yes, I think my writing is gradually going downhill as a result of tutoring and teaching. *sigh*.
The best thing about writing the emulation essay was that, for probably the first time in my life, spent more time on pre-writing than on actually writing. My usual method for writing papers is to gather all my sources around me and sit at a computer with a 2-liter Coke (diet, of course) and a head full of ideas and just battle the blinking cursor. It's a terrible method, but it's worked for me so far. But I decided to try writing the way I had advised my students to write--I began by drafting answers to the questions I had asked them, then wrote my intro and thesis according to the guidelines I had given them and then organized my ideas with sticky notes...yes, sticky notes, Dr. Rogers. It actually worked great, and the writing part took less time, though I can't guarantee that my writing was actually better (see last paragraph).
So, over the past week or so, I've become a little more cynical about teaching and about student writing, but I'm determined to prepare them better to write their next essay. And...I've discovered a new, less self-destructive way to write papers. It just might add a couple of years to my life.
Tuesday, February 10, 2009
Well?
Two questions this week:
1) What did you learn from the process of grading all those essays?
2) What did you learn from writing the same assignment your students did?
1) What did you learn from the process of grading all those essays?
2) What did you learn from writing the same assignment your students did?
Monday, February 9, 2009
Don't Grade Angry, DON'T GRADE ANGRY!!
I've had to remind myself of Dr. Rogers' advice a number of times over the past few days. And it's not my screaming kids, my psychotic cat, or the piles of laundry I've neglected while grading these essays. It's the fact that the problems I'm finding are the same problems I've been marking over and over again on their reading responses.
I echo Cheyney's sentiment: "Introduce the #@$@#& quotes!!!!" (maybe my outbursts are a little more profane than Cheyney's). But, yes, we've discussed it repeatedly in class, I've written encouraging but insistent notes in the margins of their responses, and we covered it in workshopping. And the drive-by quotings still pepper the papers.
The other problem that is driving me insane and also making it difficult for me to grade is that many of them simply didn't do the assignment the way it was assigned. They're evaluating the essays, writing personal narratives on marriage, giving opinions on Bartels' wife--just not doing what I asked them to do. If it looks like they're actually *trying* to show where one essay is incomplete and how the other fills in the gaps, I'm more likely to go easy on them, but in some of the essays, it looks like they just threw their hands in the air and said, "This assignment sucks, so I'm gonna do whatever I want."
Then, of course, I have the three that are three pages, in 18 point Helvetica, and are nearly incomprehensible. I think I'm going to go ahead and ask them to rewrite. Two of them are students who really try hard, are in class *most* of the time, and really care about their grades, so I'm pretty sure they'll do a rewrite. As for the third, welll...we'll see.
I echo Cheyney's sentiment: "Introduce the #@$@#& quotes!!!!" (maybe my outbursts are a little more profane than Cheyney's). But, yes, we've discussed it repeatedly in class, I've written encouraging but insistent notes in the margins of their responses, and we covered it in workshopping. And the drive-by quotings still pepper the papers.
The other problem that is driving me insane and also making it difficult for me to grade is that many of them simply didn't do the assignment the way it was assigned. They're evaluating the essays, writing personal narratives on marriage, giving opinions on Bartels' wife--just not doing what I asked them to do. If it looks like they're actually *trying* to show where one essay is incomplete and how the other fills in the gaps, I'm more likely to go easy on them, but in some of the essays, it looks like they just threw their hands in the air and said, "This assignment sucks, so I'm gonna do whatever I want."
Then, of course, I have the three that are three pages, in 18 point Helvetica, and are nearly incomprehensible. I think I'm going to go ahead and ask them to rewrite. Two of them are students who really try hard, are in class *most* of the time, and really care about their grades, so I'm pretty sure they'll do a rewrite. As for the third, welll...we'll see.
Saturday, February 7, 2009
Grading Rant, and Something to Be Happy About
Like Cheyney I received another essay late as well, and it came with a bit of manipulation. This is from my student who said, "I think the topic is stupid, so I didn't write on it." But he turned in two pages two days late and said, "it's not very good so go easy on me." What does that mean? Trying to soften me up? Well I've got news, it's not nearly long enough, and it's two days late. You're already starting at a below passing grade. I don't do well with subtle forms of manipulation.
I started reading the essays and so far my biggest complaint is the one I was most worried about: generalizations and cliches. I've read a lot of "marriage is about communication" already and I'm not even that far into them. Plus one of the essays argued how Bartels was a better husband than Edelman a wife because Bartels cooked food and put up with his "horrible wife." That's a quote from the paper. Oh, and the student called Edelman "the queen of misunderstanding." I wanted to write a comment like, "I think you're misunderstanding what these essays together can tell you about marriage." Instead I told him to avoid using such charged language.
But I do have something to be excited about. I got some reading responses on Thursday (less than I should have of course) and they are finally doing what I want them to!!!!! I read one and I just wanted to put happy faces all over it! I was so excited. He did not even digress into "I think" or "I believe" once, which must have been really hard for him. I think he might deserve a gold star.
So at least I started off my weekend grading with a little bit of brightness.
I started reading the essays and so far my biggest complaint is the one I was most worried about: generalizations and cliches. I've read a lot of "marriage is about communication" already and I'm not even that far into them. Plus one of the essays argued how Bartels was a better husband than Edelman a wife because Bartels cooked food and put up with his "horrible wife." That's a quote from the paper. Oh, and the student called Edelman "the queen of misunderstanding." I wanted to write a comment like, "I think you're misunderstanding what these essays together can tell you about marriage." Instead I told him to avoid using such charged language.
But I do have something to be excited about. I got some reading responses on Thursday (less than I should have of course) and they are finally doing what I want them to!!!!! I read one and I just wanted to put happy faces all over it! I was so excited. He did not even digress into "I think" or "I believe" once, which must have been really hard for him. I think he might deserve a gold star.
So at least I started off my weekend grading with a little bit of brightness.
Friday, February 6, 2009
"A Grading Rant" (101).
I received one more essay via e-mail today, which means I'm only missing essays from a handful of students rather than half the class. Not bad, eh? I haven't asked for any excuses, but they've offered them readily enough. My favorite: "Every time I sit down to send my essay, I forget how to spell your name." Ha. So this is my first rant: How can I even begin to grade a paper I don't have? Enlighten me.
I feel your pain, Emily. The first read-through was a painful experience, as I kept slapping my hand on my forehead. I realized pretty quickly that I haven't taught them much--and definitely haven't covered citations thoroughly enough (I thought five times ought to do). A few are grasping the concept, so I guess the key is constant repetition. Incidentally, a member of the Collective Brain wrote a beautiful paper, and when I start to get frustrated, I look at her intro to make myself happy again. Woooo! Go, Brain! You did it, girl!
My personal pet peeve--and major rant--is about drive-by quotations.
INTRODUCE YOUR QUOTES, PEOPLE!
During the workshopping I pointed these out right and left. The students were doing a great job of finding them in each other's papers, and I seriously thought we had the quote concept licked. I'm still finding them, though. It's like they can't help themselves. Oh, yeah, we're going to cover direct quotations again. And again. And again.
I feel your pain, Emily. The first read-through was a painful experience, as I kept slapping my hand on my forehead. I realized pretty quickly that I haven't taught them much--and definitely haven't covered citations thoroughly enough (I thought five times ought to do). A few are grasping the concept, so I guess the key is constant repetition. Incidentally, a member of the Collective Brain wrote a beautiful paper, and when I start to get frustrated, I look at her intro to make myself happy again. Woooo! Go, Brain! You did it, girl!
My personal pet peeve--and major rant--is about drive-by quotations.
INTRODUCE YOUR QUOTES, PEOPLE!
During the workshopping I pointed these out right and left. The students were doing a great job of finding them in each other's papers, and I seriously thought we had the quote concept licked. I'm still finding them, though. It's like they can't help themselves. Oh, yeah, we're going to cover direct quotations again. And again. And again.
Rants
I started grading the essays today. So far, they have been pretty bad. I found myself marking comma splice after comma splice. I also started to wonder if they knew what connecting a text with another meant. I am getting sick of reading summaries that don't tell me anything, that don't argue anything, and that don't connect with a nonexistent thesis.
But, I just pushed forward and read one more. I found an essay that had a thesis, argued for it, connected the texts beautifully, and basically did the assignment correctly. I guess I am reading all of the terrible ones so I can have a purely joyous experience when I get to read one like this. I feel renewed and ready to read more just because of this one good essay. Pathetic? Maybe.
But, I just pushed forward and read one more. I found an essay that had a thesis, argued for it, connected the texts beautifully, and basically did the assignment correctly. I guess I am reading all of the terrible ones so I can have a purely joyous experience when I get to read one like this. I feel renewed and ready to read more just because of this one good essay. Pathetic? Maybe.
Wednesday, February 4, 2009
Seven Deadly Sins of Writing
I found this website today. It might be helpful. I think I might incorporate something like a "Grammar Tip of the Day" in my classroom so we can always be reviewing what they are struggling with in their writing. I think 5 minutes on an issue I see or something they have questions about will be worthwhile. Anyway, here's the website for the seven deadly sins of writing!
http://www.hamilton.edu/writing/sins.html
http://www.hamilton.edu/writing/sins.html
Constructive Criticism
I thought the essays we read about not grading were great ideas, but they could never really work. As a student, if my teacher did not give me a grade, I would be upset. Part of my drive for going to school is to do well and be competitive. I like to feel like I'm accomplishing something and moving forward. It is especially rewarding to receive a lowish grade on a first paper and then to improve throughout the semester and receive a high grade on a final paper. (No, I'm not suggesting that you should grade me this way, Dr. Rogers). My point is that grades help motivate me to want to do better. Maybe this is not true for everybody.
I have always been this way. When I did my first piano competition in third grade, I sucked. I received a horrible rating and found myself embarrassed because I realized that all the other kids could play a lot better than I could. Instead of going home and crying about it and quitting, I was motivated to practice more so I could catch up to the others. I spent an hour a day at the piano and eventually started winning the piano competitions. In this sense, receiving a "bad grade" helped to motivate me to become better. I think the same can be applied to writing.
However, giving somebody a straight grade without constructive criticism would be irresponsible. I think the point in the essays we read was largely this. Teachers need to tell students about their writing and how they can improve it so students will learn more from their teacher's "grade." Getting a C but not knowing why it was received is useless to a student who wants to improve the next time. Giving ways that students can improve, pointing out their strengths, and then giving a grade seems like a better way to evaluate student writing.
I have always been this way. When I did my first piano competition in third grade, I sucked. I received a horrible rating and found myself embarrassed because I realized that all the other kids could play a lot better than I could. Instead of going home and crying about it and quitting, I was motivated to practice more so I could catch up to the others. I spent an hour a day at the piano and eventually started winning the piano competitions. In this sense, receiving a "bad grade" helped to motivate me to become better. I think the same can be applied to writing.
However, giving somebody a straight grade without constructive criticism would be irresponsible. I think the point in the essays we read was largely this. Teachers need to tell students about their writing and how they can improve it so students will learn more from their teacher's "grade." Getting a C but not knowing why it was received is useless to a student who wants to improve the next time. Giving ways that students can improve, pointing out their strengths, and then giving a grade seems like a better way to evaluate student writing.
Tuesday, February 3, 2009
Grading Rants
As you grade, you will no doubt become acutely aware of what little things bug the crap out of you. I'd like to see you use this space to talk about what they're doing that bugs you and why.
I'll start:
WHEN I SAY FOUR PAGES, I MEAN ALL THE WAY TO THE BOTTOM OF THE FOURTH PAGE, NOT THREE PAGES AND HALFWAY DOWN THE FOURTH. NOT THREE PAGES AND A LITTLE AT THE TOP OF THE FOURTH. NOT THREE PAGES AND ABOUT THREE QUARTERS OF THE WAY DOWN THE FOURTH PAGE.
Three students are simply getting their papers back to them Wednesday--along with an explanation that if they ask me for 4 dollars and I give them $3.50, I haven't given them what they asked for.
I'll start:
WHEN I SAY FOUR PAGES, I MEAN ALL THE WAY TO THE BOTTOM OF THE FOURTH PAGE, NOT THREE PAGES AND HALFWAY DOWN THE FOURTH. NOT THREE PAGES AND A LITTLE AT THE TOP OF THE FOURTH. NOT THREE PAGES AND ABOUT THREE QUARTERS OF THE WAY DOWN THE FOURTH PAGE.
Three students are simply getting their papers back to them Wednesday--along with an explanation that if they ask me for 4 dollars and I give them $3.50, I haven't given them what they asked for.
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