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Grading Essays 

4/21/2014

1 Comment

 
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Going into the field of English education, I find that grading writing has to be oe of the most challenging aspects of a teacher's career. There are no classes that offer education majors the opportunity to learn how to grade and what we should expect from a student's performance. It is understood that each teacher has their own specific way to grade writing - whether they become known as the stickler teacher that harshly grades or the teacher that gives an A for any piece of work. I have found that I am not alone in this academic struggle. WPA ListServ scholars also worry about the grading process and how to provide excellent grading that will help students excel in their writing. I don't want to become a teacher that grades in a counterproductive manner. I want to ensure that my students receive grading that will enrich their writing, not hinder it, and find conventional ways to stay static on the way that I grade. 

In our writing composition senior seminar, we have discussed the importance of the authentic voice in student writing. A plethora of pedagogies aim to encourage student writing, while also aiding students to find their own voice through writing. So my question is, how do we, as teachers, provide grading that will effectively produce better writing?
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Fortunately, it seems, that professors of first year writing courses can be fluid in the way that they grade essays. Every semester is a different opportunity to correct past mistakes and create a better way to grade essays. Professor Inoue, from California State University, states, "I think, our job is to set up conditions that allow that exploration to happen, at least in the writing classroom. When WE give grades on individual writing performances, we trick many students into not asking these questions about how to value writing and how they should understand their own writing." Professor Inoue argues that professors need to focus more on creating a conversation with a student about writing to help them understand what it is that they are lacking in their writing. This approach creates an environment where students will understand their writing goals and what they need to target when writing. It also soothes the criticism that may come from grading - it provides an environment of understanding writing and it's importance. This same professor has used a grading system known as "contracts." Although I do not fully understand what a contract for grading is, I assume, from the way he writes about it, that a contract is a standard created for students in the classroom that help them find ways to aim their writing objectives in a manner that will improve their writing, while also targeting the necessities to improve their grades. Many scholars that have commented on the thread geared towards grading essays have provided their own methods when it comes to the grading process, which all prove to work well in their classrooms.

In an effort to apply what I have read to my future classroom, I have concluded a couple of key components when it comes to grading: 1) always give feedback and leave time for conversation about how a student may improve their writing 2) contracts or rubrics can assist a student that is struggling with identifying how to write well and 3) grading is a process of trial-and-error; there is no perfect way to grade. 
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Dylan English
1 Comment
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11/9/2022 10:27:05 pm

Hi great readding your post

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  • Home
  • ENGL 226 policies
    • 226 Discussion Board space
    • ENGL 226 syllabus
    • ENGL 226 PORTFOLIO
    • ENGL 226 PARTNER INTERVIEW MINI-PAPER
    • ENGL226 READING JOURNALS (assignment)
    • 226 BLOG INFORMATION
    • ENGL 226 Writing Studies Timeline Project
    • ENGL 226 Professional Writing Project
    • ENGL 226 SUPER FAST CAREER PRESENTATIONS
    • ENGL 226 Writing As Art
  • Previously Taught Classes
    • ENGL 301 >
      • ENGL 301 SYLLABUS >
        • PARTNER INTERVIEW ENGL 301
      • ENGL 301 Discussion Board When We Need it
      • ENGL 301 PORTFOLIOS
      • ENGL 301 READING JOURNALS (assignment)
      • ENGL 301 INTERVIEW WITH A TEACHER (assignment)
      • ENGL 301 BOOK CLUB (assignment)
      • ENGL 301 FLASH MENTOR TEXT MEMOIR (assignment)
      • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (assignment) >
        • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (instructions & sample annotations)
      • ENGL 301 ASSIGNMENT DESIGN (assignment)
    • ENGL102 >
      • ENGL 102 Class Discussion Board
      • ENGL102SYLLABUS
      • ENGL102 PORTFOLIOS/Research Notebook
      • ENGL102 ASSIGNMENT: Class Profile Page
      • ENGL102 ASSIGNMENTS: Reading Journals
      • ENGL102 ASSIGNMENT: OVERVIEW OF RESEARCH PROJECT >
        • ENGL102 ASSIGNMENT: POSITIONING YOURSELF
        • ENGL102 ASSIGNMENT: Locating & Evaluating part I
    • ENGL 202 BIZ Com >
      • ENGL 202 Business Writing SYLLABUS
    • ENGL 227 INTRO TO CNF WORKSHOP
    • ENGL 298 Second Year Seminar: This Bridgewater Life
    • ENGL406 RESEARCH IN WRITING STUDIES
    • ENGL 493 THE PERSONAL ESSAY
    • ENGL 493 Seminar in Writing & Writing Studies: The History of First Year Composition >
      • ENGL 493 Assignments: Annotated Bibliography & Presentation
    • ENGL 511 Reading & Writing Memoir
    • DURFEE Engl101
  • BSU Homepage