Yep I always give an 'exemplary' past essay for them to refer to, along with the
grade I gave it and my written feedback (all anonymised and with consent, of course).
We also run a whole separate module on study skills. These things have helped a lot I
think, but still some slip through!
Dave
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Dr. Dave Sayers
Senior Lecturer, Dept Humanities, Sheffield Hallam University | www.shu.ac.uk
Honorary Research Fellow, Cardiff University & WISERD | www.wiserd.ac.uk
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On 04/05/2016 15:30, Kuha, Mai wrote:
> Dave,
>
> I donıt have anything of substance to add regarding grading; when Iıve
> communicated the grading criteria, then I stick to them, and sometimes
> that means a really low grade.
>
> However, it is possible that some students genuinely donıt know how to do
> what you are asking them to do. As you point out, itıs hard. In case you
> donıt do this already, one helpful thing is to provide samples of good
> essays, maybe even with comments from you in the margin pointing out what
> the strengths of those essays are, and how exactly those writers met the
> criteria. It is also helpful to have homework or in-class activities
> earlier in the term where students can practice the skills they will need
> for the essays. For example, provide a prompt or small case study for a
> group of students to discuss (maybe an opinion piece or video where an
> uninformed person makes clueless claims about language), with guiding
> questions that model the kind of thinking we use in putting together an
> argument of our own, maybe something like ³Which concepts from this course
> are relevant in this situation?², ³Is X accurate?², ³What might happen
> if...² Maybe you are doing these things already!
>
> Mai
>
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