Grading 1.1, Ethical Lens -- All CIs and DIs READ please
Ryan
I just wanted to remind everyone that the grading criteria for Draft
Analysis 1.1 is on its designated GooglePage.
Please note that students HAVE to explicitly discuss their issue
through at least one of three ethical lenses--utilitarianism, justice,
or individual rights. Students aren't just writing a pro/con issue
paper.
>From what I've graded so far, students are having the most difficulty
with this aspect. Many aren't discussing any of these lenses, some are
discussing ethics in generalities, and a few are discussing one lens
when they actually are discussing another (I've seen a lot of
misapplications of utilitarianism, for example).
Please provide students guidance on how to add or refine their ethical
lens in your DI commentary. As we have already discussed, this is the
area students seem to have the most difficulty with, and they'll lose
massive points if their 1.2 is not approached from one of these
ethical lenses.
-Ryan
Amber
students that this will be the most critical aspect of their 1.2
drafts (above the thesis statement) at this point in the essay cycle.
How might you list your order of concerns for the 1.1 vs. the 1.2?
Since the BA3 assignment was more on selecting & narrowing a topic and
developing a good working thesis, I see the 1.1 draft as the next step
and focusing more on developing the argument (thus being able to
explain the ethical lens and support with evidence from sources).
Feedback should focus on the meat of the essay, but point out to
students what they need to work on (components above) plus the
direction they need to take to polish the final draft (paragraph-level
& sentence-level details and using/citing sources).
Do you all agree?
Amber
TTUEngl...@gmail.com
1.2 will work best. Utilitarianism and Justice are fairly complex
philosophical concepts, and it may seem unfair to students that they
are expected to understand how to apply it. However, would putting a
focus on ethical lenses for Draft 1.2 mean that I should spend some
more class time on explaining them (always focusing on the writing of
course)? Not that I mind, but I would like to know if this would work
better for the students. I'll ask my students how comfortable they are
with the understanding and application of these concepts too.
mr
Ryan
students are to explore their issue through a specific ethical lens.
Therefore, if they want to explore steroids they have to do it through
one of the three lenses. Is that not right? I think the ethical
component is crucial to the 1.1 -- this is how students need to frame
their 1.2.
> > Amber- Hide quoted text -
>
> - Show quoted text -
TTUEngl...@gmail.com
e.g. "pro v. con" arguments. However, I thinking about only deducting
5-10 points if the ethical lens(es) are not adequately addressed.
Depending on the draft, I may deduct more than that if there is
absolutely no discussion of one of the ethical lenses. For the most
part, as long as students are at least attempting to view their
argument from one of the lenses for Draft 1.1, I can work with that.
What I'm understanding from Amber is that when Draft 1.2 comes along,
I'll probably take a more stringent approach in terms of the comments
and point deductions -perhaps up to 20 points for weak discussions.
I would imagine the following are especially challenging for students:
1. Integrating the ethical lens throughout the argument as opposed to
putting it in a single paragraph
2. Demonstrating an understanding of the concept of utilitarianism,
justice, or individual rights
3. Making strong connections between the topic and an ethical lens -
I've seen some fairly loose applications of utilitarianism to topics
Are other graders deducting heavily (or at least more than I am) for
weak discussions of an ethical lens? Out of curiosity, are any graders
assigning zeros for not discussing an ethical lens?
Shelley Alvarez
As I'm trudging through the last 50 or so of these 1.1 assignments, I'm a bit concerned because many students are failing to discuss any of the ethical lenses (I've been assigning quite a few Ds and Fs). Many students are simply mentioning that the issue is "ethical" or "unethical." I'm been deducting fairly heavily for no mention of at least one of these lenses. As long as the students attempt to analyze the argument by using at least one lens or at the bare minimum mention one of the lenses, I'm grading much more lenient.
I wanted to make sure everyone agrees with the grades I'm assigning as well as mention everyone might reiterate to their classes the importance of integrating one of these lenses.
Many thanks!
Shelley
Ryan
I gave my students explicit instructions to discuss the SPECIFIC
ethical lens in their 1.1. Some drafts I read opt to stick this info
in the last paragraph because that's what the TOPIC model does. I'm
fine with this for now, but students should know their entire 1.2
should explore the issue through at least one of these lenses.
-Ryan
On Oct 23, 3:05 pm, "Shelley Alvarez" <chiparo...@gmail.com> wrote:
> Hi, Folks,
>
> As I'm trudging through the last 50 or so of these 1.1 assignments, I'm a
> bit concerned because many students are failing to discuss any of the
> ethical lenses (I've been assigning quite a few Ds and Fs). Many students
> are simply mentioning that the issue is "ethical" or "unethical." I'm been
> deducting fairly heavily for no mention of at least one of these lenses.
> As long as the students attempt to analyze the argument by using at least
> one lens or at the bare minimum mention one of the lenses, I'm grading much
> more lenient.
>
> I wanted to make sure everyone agrees with the grades I'm assigning as well
> as mention everyone might reiterate to their classes the importance of
> integrating one of these lenses.
>
> Many thanks!
>
> Shelley
>
> > > > - Show quoted text -- Hide quoted text -