Re: Final Days of Grading

[Kathryn Anne Walkiewicz]

I agree. I've begun to grade me own students papers, and have about 12 of the 35 left. After that, I'll try to start pulling from the system again. Any ideas on how we can get caught up?

-KW

On Dec 11, 2007 10:44 AM, Shelley Alvarez <chipa...@gmail.com> wrote:

I noticed we still have over 200 first-reads in the system.  I've graded beyond my quota, but should I still continue to grade some 1.1 drafts as well?  I'm beginning to be concerned our group is not going to finish on time.

Shelley

On Dec 8, 2007 8:51 PM, <Walki...@gmail.com> wrote:

Hey, guys,
I didn't know where to post this, but I've noticed that just one point
on the rubric makes a significant difference in a student's grade, so
I've also been giving 8.5s, 6.5s, etc. Hope that's okay.

-Katie

On Dec 3, 12:08 am, Walkiew...@gmail.com wrote:
> Hey,
> For class this week I plan to do the following:
> 1. Talk about 1302
> 2. Talk about the Writing Review
> 3. Go over a "cheat sheet" I put together to help students avoid
> careless problems and mistakes in their 1.2 drafts
> 4. Evaluations
>
> For the Writing Review I'm going to ask my students to refer to
> examples from specific assignments to talk about their growth. I've
> also told them they won't be penalized for being honest--talking about
> weaknesses they need to improve on, etc. In class, I'm going to have
> them do a freewrite thinking about the following questions, in order
> to help them start thinking about the WR:
> 1. What was/is your revision process like?
> 2. Describe your writing process
> 3. What are your essays strengths? What are their weaknesses?
> 4. Where can you see these strengths and weaknesses in your work?
> 5. Did you see improvement in your writing throughout the semester? If
> so, what, specifically, improved? What didn't?
> 6. What piece of writing do you feel was the best? Why? What piece of
> writing do you feel was the weakest? Why?
> 7. How have you grown as a writer over the course of the semester?
>
> -KW
>
> On Nov 30, 5:29 pm, Ryan <ryan.k.boett...@ttu.edu> wrote:
>
> > Happy Friday, Group,
>
> > I've had a crazy week and forgot about my weekly post! Apologies.
>
> > The good news is that I think we're in great shape for grading the
> > 1.2. Thank you, Amber for pulling it altogether. The point system is
> > also great. Are we all in agreement with how we'll use the rubric in
> > grading: Assign a point value for each rubric category, cut and paste
> > the appropriate text into the TOPIC window, total the score, then
> > divide the total by the total possible number of points for all
> > categories (70)?
>
> > As Amber indicated in her last email, the drafts and our quotas are a
> > bit off - the rubric gives us the extra help in streamlining grading
> > more effectively.
>
> > What does everyone have planned for the last week of class? I'd liked
> > to help students polish their 1.2, but I'd like to hear any exercises/
> > activities you all have planned.
>
> > Finally, do we want to create a rubric for grading the Writing Review?
> > Remember everyone's grading demands will increase next week because
> > writing reviews are counted separately from drafts. I've pasted the WR
> > assignment description below. It seems pretty clear cut to me in terms
> > of what students are expected to include. Anyone want to add and/or
> > clarify?
>
> > Have a great weekend and a last week of class,
>
> > -Ryan
>
> > Objective: To review the work you have completed in the course and to
> > reflect on what you have learned from it.
>
> > Description: Look back on your writing from this semester, as well as
> > any in-class writings and/or notes you've taken. Also look back at
> > your Grammar Diagnostic score and results. Write a 300 - 400 word
> > reflection on what you have learned about academic writing and what
> > you understand about it that wasn't clear to you before. Discuss
> > specifically what you have learned about summarizing and paraphrasing
> > texts, about analyzing texts and issues, as well as what kinds of
> > challenges those tasks posed for you. You may also discuss what you
> > have learned about grammar and mechanics that has helped you become a
> > stronger writer in that respect. In addition, you may also talk about
> > other learning experiences you've encountered during the course.
> > Finally, you could discuss how the work you've done in 1301 has or has
> > not transferred to the writing you have been asked to do in other
> > courses this semester.

[Shelley Alvarez]

Has everyone reached their quotas?  I just want to make sure I'm not taking away from someone else's numbers.  I still have about 40 writing reviews left, which I'm working on right now.

Shelley

[Kathryn Anne Walkiewicz]

I still have to finish my second read (32) and writing review (28) quotas.

-k

[Shelley Alvarez]

I still have 85 second reads and 36 writing reviews.

[Kathryn Anne Walkiewicz]

Eek! We are at the end. Well, I'll be honest. I'm happy to keep grading head, and I got tomorrow off of work. But, I really don't want to only be one of a few doing so. Is there any way we can divide the remainder equally?

-k

[Shelley Alvarez]

Hi, Katie,

I also don't mind grading ahead, especially because I'm fairly sure I'm not going to be able to meet my second read quota.  I promise I won't leave ya!  :)  I do think the remainder should be divided, though.  I'm not sure how we'd go about doing that, though.

I'm going to work on writing reviews the next hour or so and take a break for the rest of the afternoon.   I'll be back to grading sometime this evening.

Shelley

[Shelley Alvarez]