Real life in the American college classroom: fearfully fearsome
We have witness what some would call the most fearsomeness creature of all time do horrible things to the environment, and in the last century we have also witnessed conservation at it’s best from that creature, man.
—Real, unedited copy from a real, unedited student
Contemplating this summer’s and next fall’s freshman comp courses, I’ve decided I’ve had it with spending more time grading student papers than the students spend writing them. And I’ve also had it with wasting my time trying to teach people things they should have learned in grade school. If they haven’t learned it by now, they’re not going to learn it.
Hence: the New Regime of Lady Cruella, Ph.D.
Yesterday I came up with a new set of grading rubrics designed to cut the vast number of hours required to grade the endless 2,500-word English 102 term papers required by the District. The underlying assumptions are
a) that I’m justified in expecting them to have paid attention in class, to have done the reading assignments, and to have learned such mind-bogglingly challenging concepts as paragraph organization and logical thematic structure;
b) that if you expect students to proofread their papers and to go to the writing center when they’re genuinely so illiterate they can’t write a competent sentence, they eventually will;
c) that they should fail for plagiarizing copy and for turning in papers written for other courses that don’t even fit the assignment;
d) that they should be expected to turn in a paper that fits the assignment in content, form, and length;
e) that I should not be expected to read papers than run more than about 200 words longer than the assigned 2,500 words; and
f) at the college level they should know basic grammar, punctuation, and vocabulary.
Is that asking too much?
Well, yes. Probably. But I no longer care.
Here’s how I’m gonna do this.
First, the plagiarism-blocking and bullshit-discouragement scheme:
The student wrote:
There are many reasons for such a high divorce rate, but one of the main theories is that people do not realize what they are getting themselves into when they marry. Couples do not realize that marriage is a job that must be worked at continuously in order for it to go well. Because many couples marry for the wrong reasons couple’s tend to grow apart. This process, all too often, ends in divorce.
The term paper mill’s author wrote:
According to recent statistics, there are more divorces now than ever before. At the rate things are going, the divorce rate may soon surpass the marriage rate. There are many reasons for such a high divorce rate, but one of the main ones is that people do not realize what they are getting themselves into when they marry. Couples do not realize that marriage is a job that must be worked at continuously in order for it to go well. Because many couples marry for the wrong reasons, a breakdown in communication results, which leads to a couple’s growing apart. This process, all too often, ends in divorce.
At the beginning of the semester I divide each class into three groups. These groups will be assigned specific broad topics, all three of which are loosely related. For example: the Great Depression in Arizona, Arizona’s Centennial, and Urbanization and the Environment in Arizona. I locate at least one substantial, solid piece of writing on each topic and make it available to the classmates, and also give them a few bibliographical resources to get them started.
Now, each group has to address the same topic throughout the semester. Group members write each of their three papers on the same topic, and they work together to track down research and to peer-review each others’ work. So, Group 1 classmates would write, say, an extended definition, a causal analysis, and an argumentive position paper on the Great Depression in Arizona. They would work together to learn about the history, choose appropriate topics, understand what “extended definition” means and how each person could write such a paper around some aspect of the Depression in this state, and to peer review each others’ drafts. Occasionally, they would give a presentation about their topic based on what they’ve learned so far. And finally, each person would turn in his or her extended definition paper. When they’re graded, the papers would be cleaned up and posted (sans grades, of course) on the course’s website, so classmates could read them
Then, when they go to do their next paper—say, a causal analysis on the same broad topic—they would of course have to dig up some fresh reference material, but each writer will also be allowed to use and cite one classmate’s extended definition as a source for this second paper. The final, long argumentation paper will also address the same topic, and here they could use no more than one classmate’s previous paper among their sources.
This will allow them to build toward their final paper, rather than giving them leeway to pick unrelated topics, which leaves them having to start from scratch on the 2,500-word magnum opus. Because the three topics would be loosely related, classmates in Group 1 might find useful ideas in Group 2 or Group 3 papers (and so on around the Maypole). It would cause a certain amount of cross-pollination, maybe introduce them to the concepts of collegiality and national discourse, and with any luck keep them rolling forward through the semester. And because the topics are so limited they’re unlikely to be covered in depth on Wikipedia, it would limit the opportunities for plagiarism. It will also block them from writing on the usual clichéd topics.
Then, the boot camp phase:
In the course of studying for and writing the first two papers—which at 750 words are relatively short—they’ll come to understand what is expected in terms of research, citation and documentation, organization, and basic grammar and structure. They will get feedback on all of these. So, the final paper will amount to a kind of final exam: here’s where they show what they can do.
By the time they get to the monster final paper, I will have explained that a rhetorical question is not a thesis statement, and discussed (again!) what a thesis statement is and how it works. Students will have been exposed to the basic style and grammar reviews, to concepts of logical thinking and fact-checking, and to ways to identify and use credible sources. Given the standardized tests the public schools are now making them take, I think we should be allowed to assume they already have basic writing skills and to dock them points when they display their illiteracy.
Then, for the final paper, I’m changing the rubrics so that I no longer will have to mark ditzy little errors but may inflict a substantial hit for significant flaws. Videlicet:
| Point Value |
Starting value |
Parameters for this assignment: |
| 100 |
|
0 |
Content |
| 100 |
|
Essay contains no examples of provable plagiarism, intentional or not. |
| 100 |
|
Essay addresses an aspect of the project assigned to the author’s group, and the essay is a position paper, as described in the Seyler textbook and in class. |
| 30 |
|
Essay may incorporate research and commentary used in the term’s two shorter essays, but must effectively work this material into the author’s position argument. |
| 30 |
|
Author makes a clear claim and qualifies it as necessary (and in doing so makes it evident that he or she knows what is meant by claim and qualification). |
| 30 |
|
Author supports her or his position with logical argument and takes a courteous, conciliatory tone. |
| 50 |
|
Author uses facts and expert opinion gathered from credible sources to support the position. Essay contains adequate facts and expert opinion to support the author’s claim. |
|
0 |
Organization |
| 40 |
|
A thesis statement appears in the first or second paragraph. |
| 10 |
|
The thesis statement is not phrased as a rhetorical question. |
| 30 |
|
The essay is divided into coherent paragraphs (coherent means each paragraph hangs together logically). That is, each paragraph contains
1. a topic sentence (a topic sentence says what the paragraph is about);
2. at least two to five sentences explaining the point to be made in that paragraph;
3. specific details, such as facts or examples.
The ideas within each paragraph are organized in logical, easy-to-follow order. |
| 20 |
|
The paragraphs throughout the essay are organized in logical order. They are connected logically with good transitions. Author may use subheadings to help reader follow the argument. |
| 100 |
|
If no paragraphing appears, the essay is a failing paper. |
|
0 |
Logical thinking and fact-checking |
| 30 |
|
Author does not succumb to baloney found in questionable sources (see “Baloney Detection Kit” site and video). |
| 30 |
|
Essay is free of logical fallacies and factual errors. |
|
0 |
Form and format |
| 10–30 |
|
Essay is within 200 words of the assigned 2,500 words.
More 200 words ±: -10
200 to 300 words ±: -20
More than 300 words ±: -30
|
| 15 |
|
Essay is formatted according to MLA style (described at the Purdue website and in your handouts) |
| 50 |
|
Essay’s arguments are supported with facts and argument gathered in research. Sources for all of these are cited in MLA style. |
| 50 |
|
Each source is documented in a Works Cited section, following correct MLA style for Works Cited entries. |
| 50 |
|
The essay has at least a half-dozen credible sources. Of these, at least three must be hard-copy sources (i.e., from print documents found in a library or in the library’s databases). All sources must be peer-reviewed articles or books, unless there is a clear reason otherwise. No more than three can come from the World Wide Web. |
| 20–100 |
|
Each fact that is not widely known, each original argument or finding from a source, each direct quotation, and each paraphrase must be cited in-text, following MLA style. Honest errors: -20, The following errors will be regarded as plagiarism (-100 points; see above):
• using a source’s wording without putting it in quotation marks;
• incorporating word-for-word passages in attempts at paraphrase without placing them in quotation marks;
• paraphrased passages that are not cited in-text.
|
|
0 |
Composition and Language Skills |
| 10–30 |
|
Sentence structure is accurate, idiomatic, formal, and coherent. Sentences contain no comma splices or run-ons, and the paper is free of sentence fragments. Sentence error point values:
2–5 errors: –10
5–10 errors: –20
More than 10 errors: –30
|
| 10–30 |
|
Writing is free of grammar, style, and punctuation errors, especially those described in the Dress Your Writing for Success handouts. Point values:
2–5 errors: -10
5–10 errors: –20
More than 10 errors: –30
|
| 10–30 |
|
Writing is free of spelling errors. Point values:
2–5 errors: –10
5–10 errors: –20
More than 10 errors: –30
|
| 10–30 |
|
Word choice is accurate: the words mean what the author thinks they mean.
2–5 errors: –10
5–10 errors: –20
More than 10 errors: –30
|
| total |
|
= percent score on this paper |
| x 3 |
|
= point score on this paper |
In my rubrics, students start with 100 points and lose points for various specified errors. If a screw-up is not listed on the rubric, points are not deducted; I note the problem and explain it but can’t mark off points unless I’ve anticipated the whacko things they’re likely to do.
As you can see, some of these are big hits. But I figure this: if the student hasn’t learned to write in paragraphs, she’s not doing A or B work in a college-level course in composing college-level papers. If the student hasn’t learned to write a paper based on credible, well documented sources, he shouldn’t be passing a college-level course in writing source-based papers. And a ten-page paper that contains more than ten basic grammar, punctuation, spelling, and vocabulary errors should not receive a grade higher than a C.
In this brave new world, here’s the technique for using the rubrics:
1. Look at the essay quickly to see if it fulfills the assignment. If not, mark it –100 and do not read anything more. State briefly why the paper fails to meet the assignment’s parameters.
2. If the writing is too smooth for a freshman, google a few lines. If there’s any sign of real plagiarism, –100. Identify the plagiarized passage(s) and do not do any further work on the thing.
3. Look for a thesis statement. If it’s missing, unidentifiable, or hopelessly weak, –30 points.
4. Look quickly at paragraph coherence. If even one paragraph is incoherent, –30 points. If the essay is one long piece of toilet paper with no paragraph breaks, give it a –100. But if the student has at least made a pass at paragraph breaks, do not subtract more than 30 points for incoherence: it’s –30 for any amount of incoherence.
***
At this point, look at the bottom line. If the paper starts out with a -60 because of organizational issues, stop grading. The paper has already failed and there’s no point in continuing.
***
5. Look for flaws in logical thinking and factuality. One truly stupid error is docked –30. If it’s just teenage naiveté (“women in the 1950s dressed elegantly to do housework: I learned that from watching I Love Lucy videos”) or mild stupidity and not a howler, warn the student but let it go. In this case, make it –30 for every truly howling bêtise and glaring error.
***
If a logical error on top of an organizational error knocks 60 points off the score, stop grading. Don’t waste time on a paper that has already failed.
***
{cackle!} You begin to see the potential for work abatement, eh?
6. Finally, look for errors of style, grammar, and spelling. Don’t correct them and don’t identify them in comments; just highlight them. Color-code the highlights: say, pink for sentence structure, pale yellow for grammar, punctuation, & style, pale green for spelling errors, pale blue for incorrect word choices. Then it will be easy to add them up. Subtract points as indicated in the rubrics. In the case of relatively minor errors, if the author repeats the same, identical mistake (say, a misspelling or misapprehension of a word’s meaning), highlight and count it only once. But count each fused sentence, fragment, subject-verb agreement issue, and pronoun-antecedent agreement flub as separate issues (i.e., if the author has three fused sentences, she has three errors, not one error for not learning what a comma splice is).
***
Keep an eye on the total of these deductions. The minute the total score drops below 60 points (the lowest D), stop grading. As soon as it’s clear a paper is going to fail, stop reading it.
***
It should be easy to spot items 1 through 5 quickly, in a brief read-through. Plagiarism, failure to address the assignment, and null paragraphing will flunk the paper, obviating the need to read it closely. Any two 30-point deductions (items 3, 4, and 5) will drop the total score to 40 points, and again I won’t have to read any further.
Papers whose total points are still above 60 can then be scrutinized more carefully. But now all the instructor will have to look for are mechanical, formatting, and style errors. Because at this late point in the term no comment needs to be made, this should go fairly quickly. Again, keep an eye on the total points; if the score drops below 60, just stop reading.
If I quit reading when I see a paper has already failed, it not only will cut out a great deal of unnecessary and frustrating work, it also will avoid adding insult to injury by inflicting a negative score. That is not a good thing to do, even when the student richly deserves it.
I’ve set up this rubric in an Excel spreadsheet with with formulae to add up the total and then multiply it by three to show the point score proportionate to the 300-point value of this last paper. The formulae will track the total score automatically as individual scores are entered in the cells. Thus if there’s a stage where I can stop reading, I’ll know it instantly.
If you’re faculty and would like a copy of the Lady Cruella Grading Rubric Spreadsheet, let me know in the comments and I’ll e-mail one to you.
😈
