People often ask me how I come up with my topics.
They ask if I ever suffer from writers’ block.
They ask if I will post naked pictures of myself.
But no one has ever asked me why I decided to start this blog.
I have one section of students that hasn’t mastered the necessary skills to show they understand how to properly write a college essay, complete with proper citation. Their last batch of essays was pretty bad. With the exception of a few papers, most students bombed their Works Cited pages and their writing felt unpolished.
I asked a few other professors what to do.
“Tell them to suck it,” one said. “If they don’t have it by now, it’s not because you haven’t shown them; it’s because they haven’t taken the initiative to learn the material.
The other professors agreed.
But I didn’t want them to “suck it.” Why am I hesitating? I wondered. What has happened to me? As always, I want my students to master the material, so regardless of what my colleagues said, I decided to give them an option: I returned ungraded essays to them with extensive feedback and told them they could ask me for the grade they received on the essay and forfeit the right to revise, or they could revise their essays (with rough drafts attached) by Wednesday at the beginning of class. And by Wednesday, I mean tomorrow.
No one asked for his or her grade.
Now, I’m not crazy enough to believe that everyone will actually revise, but I am hopeful that some will. I am hoping that they will use their style books, the extra time along with my feedback, and give it one more try. Because after this, that’s it. There are only a few tiny assignments, 7-minute oral presentations, and self-evaluations.
I know students have other classes, but mine is required. English Composition-101 is required. Required. So if a student fails, he or she will have to take it again. It’s expensive to fail classes, but some students don’t seem concerned about the debt they are piling up.
At this point of the semester (with 6 classes remaining before the end of the term), certain students wake up and realize they have been doing poorly (for most of the semester), and act shocked by this revelation. They ask about extra credit and want to be passed because they need to keep an athletic scholarship, and/or avoid parental wrath. Requests for points for nothing or for passing grades are easy to handle. I offer a “no” along with my sympathy, plus advice about how to retake the class.
Today, as we began week 14 of 15, I had a student with an overall average of 54.4% ask me what he could do to bring up his grade. I shrugged. He shrugged. Later, I saw this video. I’d send him the link, but I don’t think he’d get it.
In reality, it is kind of hard to fail my class. I offer a lot of help to students to want it. I make myself available to conference. I allow students who show initiative to revise their papers. I offer extra credit opportunities throughout the semester – just not as an “emergency out” at the end.
I hate watching students unravel at the end of the semester but – the reality is – there are always some who come unstitched.
It’s reality, but I don’t have to like it.
Seriously though, why am I more upset about my students’ failing grades than they are?
I was prescribed Klonopin for insomnia in 2005. Seven years later, after a slow, medically supervised wean, I became cognitively impaired, and after 30 months of intense suffering, I have been resurrected - a phoenix, come from the ashes, ready to battle doctors and big Pharma, while offering empathic support to those still suffering protracted withdrawal symptoms.
A perfectionist by nature, I'm learning to find beauty in the chaos. I'm the girl with the big ideas and the big hair. And words. Always words.
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