Sounds like you*ve got everything covered! We can only do so much.
--
Mai Kuha
Department of English
Ball State University
On 5/4/16, 10:35 AM, "Dave Sayers" <[log in to unmask]> wrote:
>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
>
>--
>Dr. Dave Sayers
>Senior Lecturer, Dept Humanities, Sheffield Hallam University |
>www.shu.ac.uk
>Honorary Research Fellow, Cardiff University & WISERD | www.wiserd.ac.uk
>[log in to unmask] | http://shu.academia.edu/DaveSayers
>
>
>
>On 04/05/2016 15:30, Kuha, Mai wrote:
>> Dave,
>>
>> I don易t have anything of substance to add regarding grading; when I易ve
>> 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 don易t know how to
>>do
>> what you are asking them to do. As you point out, it易s hard. In case you
>> don易t 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 昆Which concepts from this
>>course
>> are relevant in this situation?昌, 昆Is X accurate?昌, 昆What might happen
>> if...昌 Maybe you are doing these things already!
>>
>> Mai
>>
>
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