Help with grading co-op papers

[TravelingChris]

Help with grading co-op papers Okay, I need some advice on how to grade co-op papers. I am teaching government this quarter and have part of the grade class discussions, completion of regular assignments, completion of special assignments, quizzes, and a final. The paper, along with the presentation they gave on the subject, was worth 25% of the grade with the final being worth 20%. One student didn't turn in the paper and hadn't made arrangements prior to the class. I told him he gets one letter grade off for every day late with yesterday being the only day he could get an A. I really have no expectations for him to turn in anything but he did give a presentation so I will grade that part. He was proudly showing off his poor grade on the quiz to his nearby classmates.

 

I had made a broad paper assignment- they had to write about an important court case, government project or policy, or law. I did state that I wanted the facts and not an opinion paper. I wanted a bibliography and citations though which particular format they used was up to them. If they did a policy, program or law, I wanted to have pros and cons. They are a class of 8th through 12 graders.

 

Most students did this. However, a few did not. One student wrote an advocacy paper with no opposite point of view and with inflammatory statements. That paper had certain think tanks for sources. She is a ninth grader. Another student wrote a paper about the NASA mission to the moon. She got the date wrong by years and then she wrote about the trip itself rather than any policy or program. SHe is a 12 grader. Then what do I do about a lack of sources on other papers? I am considering letting students rewrite but should I give them all the opportunity or just the ones who had significant problems.

 

Any opinions?

[Tullia]

And, after our first couple of years why I preferred small co-ops made up of like-minded families;). I don't remember being given the opportunity for do-overs either in high school or college, but that seems to have changed over the years. I'd suggest that you allow the entire class to do a revision. Those who followed instructions and cited sources properly can focus on refining their papers. Those who have serious problems will benefit from frank advice about how to improve their work. However, I'd offer that only to those students who actually turned in a paper. The young man who didn't bother doesn't deserve the time it would take to offer him suggestions.

 

My son's Analytic Writing course this semester contained a requirement that students incorporate the instructor's comments in a revision of one essay written during the semester and turn in the revised essay on the date of the final exam. On that same day they wrote an explanation of what they hoped to accomplish by revising the essay and offer a rhetorical defense of the revision techniques they chose. The revised essay and in-class defense were graded together as the final exam.

 

Yes, I know you're teaching a government course, but I often found it necessary to work in some specific writing instruction. If you have several students who are having trouble citing sources you might consider devoting one class session to the basics of how to write a good precis, summary, and paraphrase as well as finding and evaluating sources. I'd also talk about the importance of establishing their ethical appeal; about how good writing helps establish their credibility, and how bad writing harms it.

 

Did you have regular consultations about the papers during the writing process? Since you have such a variety of ages and ability levels, having them turn in outlines, sources cited, and rough drafts along the way might help avoid unpleasant surprises at the end of the term. I realize, though, that you probably don't have time to do that with this class.

 

You're in a better position than I am to know what would best suit your particular students, whether they need a bucket of ice water over the head, or some frank comments and guidance on how to improve the papers. I saw the other comment on the college board and there's merit in what that post says. OTOH, I cringe at the thought of anyone neglecting the opportunity to bring these students further along if for no other reason than to help protect the reputation of hs'ing in general :D. BTW, I'm against the notion of putting the entire load of protecting the reputation of hs'ing on the shoulders of our children. The buck stops with the parent-teacher at our house.

 

Added thoughts: I would suggest that you grade each paper on its merits according to the guidelines in the assignment and allow that grade to stand. Then, if you do allow re-writes for a grade I suggest that the revised papers receive a separate grade which is weighted any way you think appropriate. How hard you should be on the students depends on the purpose of this class. If the goal is to give them a taste of college expectations, then a "the grade is the grade is the grade" approach is called for. If philosophy is to meet each student where they are and help them improve, then making some adjustment would be appropriate. I do agree with the person who posted a response on the college board that you do students no favors by coddling them. The question is, though, what constitutes coddling?

 

I always like to go back to Samuel Johnson's famous reply to the question of to what he attributed his excellent Greek and Latin scholarship. I believe Boswell gives Johnson's reply as words something along these lines "Why sirs, my masters whippt me well!" He went on to point out the importance of knowing whether bad performance was due to laziness or ignorance. He was not opposed to whipping the lazy school boy, but thought it wrong to punish a student who performed badly out a lack of proper instruction.

Edited December 18, 2009 by Martha in NM
add info.

[Susan C.]

My son is an English major. As long as it is before the due date, he is allowed to bring papers to the professors to be marked up and gone over. He brought one paper in for 3 mark ups. But, the due date is the due date. Since that wasn't stated beforehand, maybe allowing those that want a better grade one mark up and one more submission. Those who don't want to get a lower grade.

[Myra]

In assigning written essays, I found it helpful to pass out a grading rubric along with the assignment sheet to each student at the time that the assignment is given. The assignment sheet spells out the assignment exactly so everyone understands exactly what you are looking for in the essay including due dates, etc. The grading rubric then tells what I will be grading for in the paper and how much each section is worth pointwise. For example, Paper handed in on due date ... 5 points; two outside sources cited ..... 10 points: thesis statement clearly written in intro paragraph.... 10 points; factual paper.....30 points, etc.

Then when is comes time to grade all I have to do is go down the rubric sheet - assign points, add them up, and I have the grade. No questions - it's all there in black-and-white. And although it takes a bit of time for you, it cuts down on any confusion up-front and makes grading so much quicker & more objective.

 

Good luck,

Myra

[Julie in MN]

Help with grading co-op papers One student didn't turn in the paper and hadn't made arrangements prior to the class. I told him he gets one letter grade off for every day late with yesterday being the only day he could get an A. I really have no expectations for him to turn in anything but he did give a presentation so I will grade that part. He was proudly showing off his poor grade on the quiz to his nearby classmates.

 

I had made a broad paper assignment- they had to write about an important court case, government project or policy, or law. I did state that I wanted the facts and not an opinion paper. I wanted a bibliography and citations though which particular format they used was up to them. If they did a policy, program or law, I wanted to have pros and cons. They are a class of 8th through 12 graders.

 

Not knowing this child, I can tell you that he sounds vaguely like my youngest. He is capable of being in courses with 12th graders but motivated to be in courses with 1st graders. He is a nice boy with many positive traits. But as a parent, I use occasional outside courses to teach him about the real world and would not want him to get special favors. If he did C work, he'd get a C, and he'd be okay about it, and I'd decide if he had consequences at home (for being an A-ability student who got a C, not for the C work itself). Sometimes the peer pressure helps my son, but in some cases it doesn't (he assumes role of class clown, he becomes friends with kids who are failing, or for whatever reason).

 

However, I will say that my oldest son, a hard-working oldest child, did often get opportunities for "extra credit" in public high school. I was amazed at how many things could be made up via "extra credit." But he had to follow through with it, of course.

 

Julie