Lately, I’ve been REALLY REALLY REALLY trying to focus on those students who “get it” and “show up” and listen and all that basic stuff (I mean, I had lunch with Richard yesterday; he’s one of those students who has to have a 115% or he’s in my office all flustered). But once in awhile, I have to rant. Vent. Get it out. This morning happens to be one of those moments:
After I assess/grade the online sections, I’ve always gotten students’ emails asking why they got a certain grade, etc. Now, typically, I leave a comment in the Gradebook (which shows up in blue to them) that explains it (This was late, etc.), but sometimes I forget or assume. Yea, that last one is a bugger. I assume they’ve read the rubric or the syllabus or the directions. My Class Blog grading is rather simple: make sure you have the posts you should (is it three this week or two, which is explained), make sure to comment/respond on what you are supposed to respond too (this article, not that one, etc.), and make sure to at least have 10+ sentences of quality thought in the response. Oh, and they can’t be late (Saturday at midnight is the deadline, except for Finals Week). I understand why more of them have questions when it comes to the papers & their grading system because my rubric (yes, I even give them the rubric I’m going to use – How many of my teachers did that? Um, none.) is complex. But it’s all there. Chopped up into a table. Yet, some students don’t print it off when it’s on the “stuff to print off this week” part of our semester’s chart.
I really don’t think I have a lot of mystery to my assessment.
Heck, I had teachers who never handed back ANYTHING. {I wonder if Steve Ward still has my World Literature papers shoved in some folder; I adored his classes, so it’s even tough to critique that aspect of his grading system.}
— End rant. —
And… while talking to Richard yesterday, I realized that the fact that I am a wee bit different sometimes doesn’t help me or my students. I like to think it does, but when they’ve had teachers who were mysterious about their grading or about what they wanted from students, students start to not only think English classes “suck,” but they start to think that writing is a mystery. A mystery they’ll never solve. Then, they take my class. I throw all sorts of possibility at them, and they probably think, “No way. She wants what every other teacher has wanted. She truly does not want me to write what I want to write. She’s full of it.” But I am not. Not when it comes to student writing. I KNOW they have something to say, but they are the ones who have to figure out how to say it. How to write it so it works for them. Sure, I want the darn thing to be organized, but I want it to be interesting to THEM and to the reader(s).
I feel like I am constantly trying to tear down the statue that states, “Writing is punishment.” It’s a statue that’s been built up by students ever since they got a red-inked essay back or got Fs in spelling or didn’t know what a comma was even after weeks of grammar practice worksheets.
Recent Comments