March 25, 2008
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Second batch of assessment complete (10 papers). Checkmark.
Main concern: How can I get students to go past the informative? They so don’t want to dive into the realm of making a statement/argument and backing themselves up. Just SAY IT:
-The word “retard” is demeaning, and the slang meaning of the word should be abolished from use.
-”Beauty” means inner beauty only. The word has nothing to do with what we can actually see.
Throw away the “I think that…” It’s your paper, of course you think these thoughts on this page. And I have to “forbid” any more papers on the controversial words of “beauty,” “love,” and “perfect.” Read too many so far, and I’m halfway through. Especially love. It’s a word that probably can’t be defined in 1000 words anyhow, so leave it alone kids. And, the other kicker? I have them read this paper I wrote called The You Paper where I used You constantly throughout the paper. To prove the point of NOT using it. What are they doing? Using “You” all over the dang place. UGH.On a more positive note, I think I should start listing intriguing/cool/fun sentences that students use in their papers. It’ll perhaps make them want to write better (to see if a sentence of theirs gets chosen to be ‘talked about’ on my blog)? And it’ll add a positive side to assessing papers – me digging for intriguing/cool/fun sentences.
