Jump to content

comp12

Members
  • Content Count

    219
  • Joined

  • Last visited

  • Days Won

    1

comp12 last won the day on September 17 2012

comp12 had the most liked content!

About comp12

  • Rank
    Mocha

Profile Information

  • Gender
    Not Telling
  • Location
    USA
  • Application Season
    Already Attending
  • Program
    PhD Composition
  1. To follow up, Thanks for everyone's comments. This is a humanities context. It is a freshman composition class, where the goal is less to prove mastery of discipline/content, rather to produce persuasive writing. We do have a thorough rubric. It is clear the emphasis is on argumentative strength and original analytical rigor. Most students are, indeed, STEM students, who are used to things like "correct answers" and "mistakes." There is nothing that these students love more than receiving "corrective feedback" and to model their papers off of "perfect" essays. Most have solid command of thr mechanics of writing, and the English language. Many have trouble in moving beyond a middle-school level Five-Paragraph-Essay.
  2. Ugh, how do you respond to this question? And, how do you respond to the even more rage-inducing, follow-up question that usually comes right after: "What do you want me to do SPECIFICALLY? I want to fix each of my specific mistakes, so that I can get an A." The following is a conversation that's happened multiple times this year: STUDENT: So, I got your comments and feedback on my draft. But, you didn't tell me, what grade would you this draft if it were the final assignment? ME: Well, that wouldn't be a fair thought experiment for either one of us, because it ISN'T the final draft. The key for the moment is to think about the potential ways you could improve it during the revision process. STUDENT: Yes, I understand that. But, I just want to get a grasp on your evaluation and grading philosophy. Can you tell me what grade you personally would consider this draft? Also, while I understood the feedback you gave and the questions you asked, can you give me some ACTUAL, specific, step-by-step instructions on what mistakes I made, and how I can fix them, in order to get an A? ME: ........[facepalm] WAIT, SO YOU WANT ME TO REVISE YOUR PAPER FOR YOU, IS THAT RIGHT?
  3. How about this one for you guys: Let's say you teach a class that involves writing / creative projects / other open-ended assignments. How do you deal with THAT student who always comes in to ask the infamous question: "Here is my draft. If I hand this in, what grade would you give it?" I figure by now I ought to have a repertoire of canned responses up my sleeve on how that is not an acceptable question to ask.
  4. Any ideas for a lesson plan involving incoming freshmen in a section of 30 students? Being that it's day one, I'm not going to bank on a lot of kids having read their readings beforehand. Being that there are 30 people and only 50 minutes, it's not practical to do a round of detailed personal introductions. Does anyone else have ice-breaker exercises they like to use for large'ish classes and young 18-year old college students? Of course, since it's day one and these are freshmen who don't yet know the typical university infrastructure, I'm sure to spend time explaining lots of these details, like how to read a syllabus, what are their requirements, etc etc. But what suggestions do you have for 1st-day icebreaker activities? Thanks!
  5. Also - discounts can come in handy for nights out on the town...especially for venues and places one might not have gone otherwise. Nearly every single arts organization--museums, symphonies, ballets, opera, theater, etc--have student rush rates that are many fractions of face value admission. These organizations are always hungry for younger audience members to establish repeat patronage.
  6. When I started, I did the whole attempting to mark in as few sittings as possible thing too. Then I sound that I was going crazy. And that students whose assignments were towards the end of the pile showed a correlation to lower grades So now, I make conscious efforts to space them out.
  7. On desk: Laptop and mouse, single-serve coffee maker, a travel souvenir that doubles as a paperweight, a bookends set that keeps thr books I'm currently reading. On shelf: the rest of my "library," the pods for said coffee maker, boxes of tea bags, some trail mix, the regular stationary stock, an archive of student papers and exams which I keep for a semester afterward
  8. jmu: the suggestion of growing an annotated bibliography as you go along with your research and your writing is great. It definitely ought be part of every paper writing process as a grad student.
  9. JoeyBoy: that's what I thought (assumed) too before I taught a year of freshman composition. I was surprised at the extent many students struggled with accidental plagiarizing. I discovered that learning the new lexicon is something difficult for a writer who is not accustomed to the various styles of academic writing. Fiction, popular press, and other literature do not offer the same context as academic writing, and those are the forms of reading and writing most high school graduates are used to. What you as a grad student take as axiomatic is not necessarily the same type of maneuvers and devices they are fluent with. Practicing proper citation skills (along with the maneuvers one uses to introduce citations and paraphrasing), should very much be part of the mechanics and skills of academic writing. Yes, they do become often taken for granted by those who have an innate fluency or who are able to pull them off easily, but that's precisely why they get frequently brushed aside in approaching writing pedagogy. I believe most cases of academic misconduct at universities occur not because of malicious intent, but because the student fails the fluency of navigating protocol, due to lack of exposure and training. Then, it becomes a viscious cycle, as students who are "caught" become less confident in their writing, often subconsciously inclined to consult less sources, avoid potentially relevant citations and paraphrasing, and write with fear.
  10. Is there a writing center or an equivalent that you can make an appointment with at your current universities? I'm not sure if plugging your paper into a plagiarism checker and seeing what comes out is a good long term solution. Those services are usually for Teachers and Graders. I think you're better off seeking proper advising from people used to teaching academic writing. This is a case they'd understand, since part of academic writing is proper citation, not just prose, style, and grammar. Most universities have writing centers that deal with this.
  11. Don't fall behind! Don't get sick. Don't procrastinate grading midterms and finals if you're a TA! Don't get ambitious planning your "spring break."
  12. AND, the world observes a moment of silence for another Mr. Nice Shy Guy, who has once again gotten beat to the punch by Mr. Outgoing Funny Bro
  13. They are no longer sold in the US, but I swear by my Senseo machine for single serve coffee. They go for cheap on the used eBay market. You can only buy pods in big suburban centers like Walmart and online, but it easily tops Keurig for me, or you can make your own pods. No plastic capsule waste, no cleaning up grounds and filters. It's a pressurized system, and delivers nice strong drinks with a great thick layer of creamy faux-crema, which no drip system can ever accomplish. Plus, the pods come cheaper than Kcups, Verismo, CBTL, and T capsules
×
×
  • Create New...

Important Information

By using this site, you agree to our Terms of Use and Privacy Policy.