Category Archives: Academy

Part I: Learning to write…

…and writing to learn.

I think I’ve learned more about writing in the past 40 pages than I have in the past 12 years and 3 degrees. As many know, writing a dissertation can be both awful and amazing. I’d like to cover a few things in this blog post that have made me a better and faster writer. By developing a writing process that involves a clunky list, discrete tasks, and exploratory or free-writing, I’ve unlocked a way to generate text quickly and make steady, continuous progress towards a finished dissertation.

The benefit of this type of writing process is that it works if you only have 15 minutes a day to work on your dissertation or 5 hours.

writing2

Process writing

As an undergrad, I was trained with a wonky version of writing as a process. The school had the right idea, I think, but the execution didn’t generally achieve what they were looking for. Working with a coach has taught me to develop a better system of process writing. The general steps to process writing that most people recognize are brainstorming/pre-writing, various rough drafts, peer editing, revisions etc.

I’ve found success in breaking down a chapter into various (overlapping and sometimes concurrent steps). I’m in the humanities, and so the type of writing and chapter construction I do reflects that. 

The Chapter List

This has served as my ingredient list for the future recipe. It’s not highly detailed, but it lists the elements that I think are necessary for the chapter. This ranges from broad topics, to mentions of specific works of literature, theories, theorists, research that needs to be done, research that needs to be reviewed etc. It’s meant to be the first step toward a clearer plan. Here’s an example (generic names and such):

  • Review Smith’s poems
  • Write about Example Period
  • Review scholarship on Example Period
  • Write about several of Smith’s poems
  • Review scholarship on Smith and Johnson
  • Review scholarship on Major Theory
  • Review scholarship on Major Theme
  • Discuss Major Theme
  • Review Johnson’s poems
  • Write about several of Johnson’s poems
  • Discuss Major Theme in Smith and Johnson

Working Tasks

on having a plan

The tasks above are all HUGE. Approaching them is frustrating and feels like a mountain. This is the stage where the clunkier items from the Chapter List get broken down into discrete tasks for manageable working sessions. I’ve also learned the need to balance the working time between different types of intellectual activities. I prefer to always have my first activities of a day be writing tasks, before the clutter of life gets in the way. After writing tasks I’ll balance with reading tasks, or something even simpler if I’m stressed, like editing or updating the bibliography.

So, let’s assume you have only 2 hours a day you can devote to writing (if that! Some folks have family and work commitments that leave them with less working time). A lot can happen in two hours if you have a plan. The old way I used to write would often leave me staring at a blinking cursor for a loooong time or struggling through re-reading the same paragraph for an hour. That long time of nothing left my mind screaming for release from that torture. Facebook or Netflix were always standing by to save me. The new way I write always has a plan with movable pieces to account for high-stress days.

My new method is to plan out an entire week of working with small tasks. The key here is to remember to balance the tasks between different types and to make them specific enough that I know exactly what I have to do. No guesswork.

Going back up to grab things from my Chapter List, let’s say there were 4 items that I want to plan for:

A) Write about Example Period of poetry
B) Write about Smith’s poems,
C) Review three sources on Smith
D) Find more sources about Johnson.

These tasks are too big. So they need to be broken down into smaller chunks that fit into a working plan. Write about Smith’s poems. For this, I can break that into 1) review volume (or volumes) of Smith’s poetry to select the ones I want. 2) Write about poem X (etc).  Reading academic work is time-consuming. It’s rarely fun, often boring, sometimes stimulating, and sometimes painful. Unlike reading for pleasure, this is work. I could take large task B and break that down as well. If I’m reading a 25-30 page chapter or article, I should build enough time in for that to cover multiple sessions.

I’m a fan of the Pomodoro technique wherein you work for 25 minutes, break for 5. Work for another 25 minutes, break for 5 (or longer), and so forth. This keeps me focused, and I know that there’s a stopping point if I’m struggling. I use an actual timer (the internet is full of virtual ones, and you can download apps for phones). It’s also important that during the break periods that I actually break. Stretch, walk around, get a cup of coffee. Something that’s not the task.

Here’s a sample working plan with the elements above:

Day 1
Freewrite about Example Period (25 minutes)
Break
Freewrite about Example Period (25 minutes)
Longer break
Review volume of Smith’s poetry for examples (25 minutes)
Break
Review volume of Smith’s poetry for examples (25 minutes)

Day 2

Freewrite about Smith’s poem X (25 minutes)
Break
Freewrite about Smith’s poem X (25 minutes)
Longer Break
Review chapter on Smith pp x-y (25 minutes)
Break
Review chapter on Smith pp x-y (25 minutes)

When I sit down to my computer to work, I know exactly what I have to do. There’s no guesswork involved. Let’s say on day 2, there’s a lot going on in life. I’m super stressed and when it comes to reading, I just can’t seem to focus. But, I really want to get things done and make progress. Netflix is already calling to me. Instead of forcing myself to read the same paragraph over and over again, I can contribute to my dissertation in another way. I can update my bibliography for newer sources that I’ve found, I could go back and copy edit pages for mundane mechanical problems etc. Most importantly, though, if I can’t manage that, it’s ok to walk away. Forcing the work when I’m incapable of it will only leave me resentful the next day and contribute to negative feelings about working on my dissertation. I only walk away as a last resort, but it’s more important to make small progress than no progress.

I’m forming a writing habit. It’s super important to show up to my writing time. Even if only part of it can get done. Showing up for it builds reinforcement (pretty much like going to a gym). It’s important to try and persist, but it’s most important to show up for the work every writing day. If I’m consistently not meeting my daily goals, it’s time to adjust the working plans and make them realistic. If I can only get an hour and a half done, only schedule an hour and a half. Anything beyond that is overachiever bonus points for me. And who doesn’t love crossing off their completed tasks and saying “Oh wow, I did 30 extra minutes of work today. Way to go me.”

The Importance of Free-Writing

I loathed free-writing. I looked at it as a torturous waste of time. If all roads didn’t lead directly to the promised land of a finished dissertation in the most efficient way possible, I wasn’t on them. I viewed free-writing as time spent producing text that wasn’t useful. I was thinking like an undergrad. Write the paper from start to finish crafting each line as I go. I wasted more time staring at the cursor this way than I did producing “perfected” text.

I free-write to get ideas out that may not be clear in my mind, but also to get myself thinking. There’s enough research and methodology about writing out there to support that writing is thinking. Unfettered writing is a great way to think. By unfettered I mean no books, no notes, no spell check, no grammar revision, no insistence on complete sentences, punctuation or any of the restrictive and prescriptive editorial rules we use in formal writing. This serves several purposes, two of which I’ve found the most important to generating work. 1) Go full stream of consciousness and write freely to expose thoughts you may not have had otherwise. Free-writing often reveals lightning fast connections and thoughts 2) Write freely to learn what you think without critical support. In a dissertation, where we’re expected to finally think for ourselves within a framework of our own construction, it’s crucial to know what you think vs. what the other experts think. Only read fellow scholars after you know what you think. It will make the differences and similarities much easier to represent.

Not every word I write makes it into my chapter. This would be the same even if I worked line-by-line without free-writing. But with this type of exploratory writing, the fodder is already present. And when I am ready to integrate scholarship and my own writing together, I already know what I need to say–and there is zero guesswork.

It took me a awhile to appreciate doing exploratory writing as a first step. But now, I find I crave that first worry-free step into engaging a text because I know that when I’ve done it, pages start appearing.

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The dissertation coach and writing mastery

I think most of us can relate to the utter panic that sometimes seizes us when we sit down at the computer to write. It might be one of those ultimate schadenfreude experiences; when the words are flowing and the document is scrolling ever upward, it’s a crazy rush of success, and yet when the cursor blinks and nothing is moving the experience is excruciating.

coaching I may have finally found a stride with my writing. But it has taken several years of denial, avoidance, regret, and over-scheduling myself professionally to find a way to make it happen. Not to mention lessons in project-management and a dissertation coach.

That’s right. I said it. Dissertation coach. I still feel my shoulders slump a little when I type it, I may have even felt an urge to look over my shoulder. I hired a dissertation coach. Do I have a bad advisor? Nope. But he certainly is busy with his own things. Have I forgotten how to write a paper? Nope. But I still wasn’t making progress in a way that I found satisfactory.

I view having a dissertation coach the same way I view having a physical trainer at a gym.

I view having a dissertation coach the same way I view having a physical trainer at a gym or having a cognitive-behavioral therapist (psychology folks, I’m winging it with that term). The trainer or therapist does not lift the weights or make the changes in your life that are necessary, but they teach you how to do it safely, responsibly, and in that act empower you.  Once upon a time, when I was a youthful masters student gallivanting around New Orleans, I hired (at a profoundly reduced rate) a personal trainer to help me become more fit. Why? I had never lifted weights before, and I was smart enough to know that I could seriously injure myself.

My experience with a dissertation coach is no different. I have found (sadly, and ironically) that my mentors are extremely bad at providing writing advice (not editorial feedback, but mentorly advice). What a dissertation coach has helped me find is the smartest way to go about writing a dissertation (which, unless you’re part of a very small amount of scholars who hold multiple doctorates, we only do once).

You have developed a very good writing habit. If you didn’t have a writing habit before, you certainly do now.

The other day, after nearly a month of coaching she said to me, “You have developed a very good writing habit now. If you didn’t have a writing habit before, you certainly do now.” Those of us who have looked into the self-help literature on dissertation writing know that they all preach the same thing: habit. The more frequently we do it, the better we are at it, the more measurable progress we make. The path to progress has come through a series of project-managing techniques that are so simple, it’s almost embarrassing. I’ll share them here.**

  1. Inventory your chapter and identify a portion that is either the most executable to you right away or that you’re enthusiastic about
  2. Break down each element or task into a manageable task. (i.e. not “write section on XYZ” but rather, “draft on this restricted topic for XYZ for 25 minutes,” / “read article on ABC for topic XYZ for 25 minutes”)
  3. Have a daily writing/researching plan for every day, both aspects are important. The plan should be laid out in advance of working. If you push to exhaustion, you will be less likely to work or make good progress the next day.
  4. Have dedicated time off from writing.
  5. Recognize that writing at the doctoral level cannot and should not be done like other writing you’ve done (undergraduate, graduate seminar papers etc.) You cannot sit down and write it line by line and expect good work. The stakes are higher and the approach should be different. Exploratory and draft writing is crucial to producing subsequent versions that are readable and sound.

Some of you might have gotten to this point faster, and that’s great. What has certainly helped me the most is having a feedback mechanism. Our faculty are often far too busy to manage us the way we wish they would. The coach assists me in developing daily plans for an entire week each week, and comments on my plan daily as I make progress, delivering feedback and advice about approaching tasks.

The take-away? I’m developing project-management skills that can apply to both professional and personal goals. There is no pressure from the organization I work with to continue services. When I feel I’ve grown beyond them, they’re thrilled for that development.

What does your writing habit look like? I’d love to know.

** I’m a great fan of using the Pomodoro technique.


On knowing, a new pillory

John_Waller_in_pillorySomeone has reinterpreted the pillory–it was only a matter of time, really. Right? It might make me an awful person, insensitive to a whole range of questions (I hear your future rants, ranters), but I am experiencing a certain schadenfreude in the very concept of this blog, Public Shaming, where certain types of social media detritus are exposed.

In all seriousness, I have become very interested in social media (like the rest of academia) and its role in the creation of knowledge. Because, clearly, this type of trending seems self-perpetuated where the volume of believers outweighs the ‘facts.’ (Not that this is new, cf belief)

I know because they know instead of I know because I checked.   This isn’t a new by any stretch of the imagination. But with the instantaneous proliferation of ‘knowing,’ is common knowledge even knowledge anymore?

Knowing is hard.


Darth Chancellor and the academic HMO?

The Board Strikes Back — Darth Chancellor weighs in on CUNY brouhaha.

Far be it for me to be so naive that I think money grows on trees and oversight is avoidable.  The Board of Trustees is a function of universities (or maybe a symptom?) that is not going anywhere.  What troubles me, however, is that the majority of boards I am familiar with are not actually staffed with academics (though, surely there is representation).  Now, before you blow the ‘play fair’ horn, I do acknowledge that there is a reason for governance that is not completely by the faculty — there is more going on at a university than education.  Yet, when the board of trustees gets to decide curricular directions I hear alarms sounding (let’s agree this is not the first time a board has asserted itself against the wishes of the faculty— everyone remembers Mitch Daniels and Purdue University, right?)

As one Purdue protester put it:

“What we see again with this appointment is a top-down, corporate driven shaping of education.”

And every American university I have stepped foot in has demonstrated this exact trend. Lamentable and destructive to the integrity of the college degree, standards are loosened, bars are lowered, whining is appeased.  I have witnessed curricula that have been adjusted for certain schools within universities who also happen to secure a plethora of funding externally. The student-as-consumer and education-as-commodity model is, quite frankly, a destructive load of hooey. The best argument I’ve heard against this is actually marvelously simple: college students do not have the knowledge to act as a consumer; rather, they are in college to gain that knowledge.  It is generally up to the educators to determine what they need to know by virtue of their extensive education. Here’s another argument against it, however.

The Rebel Professors are on Dantooine!

All of this to report that Chancellor Matthew Goldstein of the City University of New York, a consortium of many colleges throughout the five boroughs of the city, has responded to the concerns expressed by the CUNY community in regards to the flippant remarks of a Queensborough Community College administrator. (You can find her remarks here.)  The Professional Staff Congress (a cross-campus advocacy body) has voiced its condemnation of the situation. (You can find PSC president Barbara Bowen’s comments here.)  After the PSC body broadcast its condemnation loudly to the CUNY community which was simultaneously joined with an outcry at the QCC administration and the University administration with further condemnation of the Pathways Initiative,  Chancellor Goldstein has sent out an e-mail to the entire CUNY community today:

I am writing to address several issues that have arisen recently in connection with the implementation of the Pathways resolution of the Board of Trustees.

First, earlier this month, the interim vice-president for academic affairs at Queensborough Community College wrote an unfortunate letter to the College’s English Department. The author subsequently apologized for the character and tone of her communication. We should remember that while Pathways established the structure for curricular reform and its implementation, faculty are fully engaged in developing course content. Such collaboration is very much in the tradition and spirit of a great University.

Second, Dr. Terrence Martell, chair of the University Faculty Senate, and Dr. Barbara Bowen, President of the Professional Staff Congress, have sent an email to the faculty in which they erroneously state that the faculty have the power to block the implementation of Pathways. This claim misstates the core principle, embodied in state law and the bylaws and policies of the University, that the authority for the governance of the University on all matters rests with the Board of Trustees. The Board of Trustees has delegated a significant role to the faculty on academic matters, and the faculty have the right to exercise their professional judgment in fulfilling that role. However, the faculty are not empowered to ignore or violate a policy established by the Board of Trustees or the implementation of that policy by the Chancellor.

I hope this clarifies matters and allows us to continue to work collaboratively to implement Pathways in a manner that is in the best educational interests of our students.

The issue of curricular change joined with phrasing like “the faculty are not empowered,” are particularly piquant.  I cannot help but metaphorically reach towards the adage of the corporate bean-counter deciding what treatment physicians can give their patients, the requirement to have procedures and tests approved (you know those physicians, they just love to fire up the MRI and do spinal taps for giggles).

Now, we are told that faculty have “the right to exercise their judgement,” only not when it involves what composes the degree they’re participating in…actively.  Curricular changes forced on a community like a steam-roller (as, with an inside perspective, I can vouch that this Pathways Initiative is like some form of academic Eminent Domain), non-academics making those decisions – wow, it sounds a lot like local public education in America. Let’s have the non-educators decide who learns what and when.  After all, who needs history, literature, foreign language? (See this great post by Carceral Nation).  You can’t quantify them, therefore they must be useless.

Enjoy your degrees. Soon they’ll mean little more than “I was present for 4 years.”


Pot hole in CUNY’s Pathway to Nowhere

As the GC Advocate states:

On Friday, QCC  Vice President Karen Steele announced reprisals against the English faculty.

What has been a nightmare for CUNY faculty and staff over the past year or so is finally leaving the dream world and manifesting itself as reality.   Because faculty at one of the CUNY campuses have refused to change their curriculum to match the Pathways Program they are now threatened with the forced dismantling of their department, the non re-appointment of contingent, contractual workers and the possible firing of tenured or tenure track faculty members.

The email in question reads:

We will no longer be able to offer EN-101, 102, or 103 in their current configuration (i.e., four contact hours) as of Fall 2013. Since we don’t have in place courses that will meet the Pathways requirements for the Common Core, we can’t put forward a Fall 2013 schedule of classes that includes English Composition courses. Given that fact, and the resultant dramatic drop in enrollment, we will have to take the following actions:

  • All searches for full time faculty in the English Department will be cancelled immediately;
  • The existing EN 101, 102, and 103 will not be included in the common core, and therefore will not be offered in Fall 13;
  • Beginning March 2013 (our Fall 13 advisement cycle), continuing and new students will be advised to take the common core requirement for I A at another CUNY institution, since the courses will not be available at Queensborough;
  • Neither EN 101 or 103, nor EN 102 will be submitted to the University in the QCC list of ‘gateway’ courses for the English Major (we must submit the list of gateway major courses by October 1, 2012);
  • Of necessity, all adjunct faculty in the English department will be sent letters of non-reappointment for Fall 2013;
  • The reappointment of full time faculty in the English Department will be subject to ability to pay and Fall ’13 enrollment in department courses.

Check out, as well, Student Activism’s article (and this update) on the same embarrassment to higher education.   In brief, the Pathways program seeks to create a common set of credit hours across the curricula of multiple colleges that are part of the CUNY consortium.  In theory, this is to facilitate transfer of credit between campuses and equalize the degrees at all schools. However as many faculty have discovered, in practice this severely weakens the level of education available to students.  This is a prime example of the faculty, who know their student demographic better than the administrators, maintaining that the students are best served by a 4 (credit) hour course and not the new standard 3 hour course.

Apparently, the mission is no longer to educate students to the best of our ability.


The schedule strikes back

Last year, I was a lecturer (full time, non t-t position) at Private University and a graduate teaching fellow at Public University.  I was pretty scheduled and as a result made very little progress on my oral exam lists (step leading to proposal).

My committee was very understanding and they believed that the job was important for me professionally, that I should take it and do what I could.  “If you have to slow down, ” they said, “this job is a good reason to.”  And it is; I am asked to participate more fully in an academic department, advise student groups, weigh in on decisions and attend faculty meetings. It is a learning experience adding professional polish to my skill set.

This year, I am no longer a teaching fellow and am instead to work with writing across the curriculum initiatives — which I surmise is not a bad skill to possess.  I will, however, remain as a lecturer at Private University. At the start of the summer, after coming off a year where my load was 6/5, I was gleeful about the time to research.  Here’s what that turned into: I was so exhausted by June that I took the whole month as a vacation.  During July, I taught two courses.  But! I also did a lot of research during July and August, having rested so fully in June.  Thankfully, I can say that I accomplished goals.

I kept hoping that this semester would feel ‘light’ to me.  Teaching 3 courses instead of 5 and having some phone-in work on another campus as a writing initiative fellow.  Wrong.  Having written out my schedule (I usually make a table in word each semester so I can see my availability and commitments), I realize that I’m pretty well scheduled.  Suddenly, I felt my daydreams of long, uninterrupted periods of research and writing time evaporate.  That’s what they were, daydreams.  In Large, Overbearing City, campus-hopping means public transit.  Public transit = the death of time.

From this, I am determined to learn the following: short of some future sabbatical during my career, I will not find such ‘uninterrupted’ time in my academic schedule.  So, I have realized the need to follow all of the self-help academic advice that is wonderfully prolific these days.

1) Overburdened by a full schedule? Then redraw the line. Paul Silvia says schedule the time you need to do your work and guard it fiercely.

2) Keep the log book.  How many pages/chapters read? How many pages written? I have to turn this into something with Swiss-watch precision and hopefully, a competition with myself.

3) When in doubt, write about it.  As Joan Bolker explains to us, process everything through writing. Be stuck while writing. Be confused while writing. Think while writing. Reflect while writing. And the list goes on. More writing, whether hugely academic or not, is better than no writing.

4)  Broadcast goals so that if I fail to meet them, many people are aware. To Do: Dissertation recommends writing regular reports for friends who are willing to play along as well as for your advisor/director.  Detail for them goals, progress, hurdles, failures.  Do this each month.

5)  Learn to say ‘no,’ and mean it.  Faye Hicks tells a story about the importance of turning down requests that are not hugely important to your career.

At the end of the day, I can bemoan my commitments to everyone who will listen, or, I can recognize that this is very likely the way the rest of my career will look and that a good dissertation is a finished dissertation. 


Grading the horizon, accountability

The semester looms like some evil monster approaching through the fog. We can hear its roar of battle and our heartbeats accelerate into fight-or-flight, adrenaline starts pumping — or, in my case, I think “hibernate now, sleep. Get sleep.”

By now it’s clear that the Chronicle of Higher Education often provokes me into thought which then pours out here on my sinful road to intellectual perdition. A recent editorial in the Chronicle on the topic of grading caught my eye.  So, some mental salad about how to approach the dreaded topic with our students.

I think it is safe to say that the majority of us approach our students full of hope that we will successfully teach them something and that this will contribute to their over-all success. I know that I am elated when I see my students achieve or get past a hurdle. I also know that when I grade and I see them struggle or even fail, I personally begin to feel bad. My first move is to assess the problem: is it isolated to this student or is it across all the students?  If one student, is it a trend? If across all students: what did I fail to communicate and how can I improve and find a way to reach them that they will understand?

I hope we all do this. Scholars we may be, but educators we most definitely are required to be. I’ve heard a myriad of commentary from my professors as a graduate student ranging from: “Your research is paramount. Research is what we do. Your teaching is secondary. You must not let your teaching interfere with your research.”

To: “You will be hired to teach. They will assume your research is important to you. You must have good and demonstrable teaching skills because they’re going to hire you to fill a need. ”   I’m pretty sure (though you senior scholars out there will know best)  that the road is a combination of both. Since, usually we’re hired to deal with both areas of our career simultaneously and with aplomb if we’re hoping for that prized tenure line depending on the type of institution we end up working at.

Inside this process is grading. Students would prefer not to have to produce work. We’d often prefer not to have to grade that work. It can be a nasty situation on both ends.  Grading becomes even more tricky when we factor in what students expect and what ‘reality’ exists in the classroom.

We all explain the grading scale (some of us better than others) and how it breaks down into their work (or lack thereof).  This never cuts off the inevitable questions down the road, the confusion, the angst, resentment and arguing. Not one semester has gone by when I have not received a post-semester inquiry about a grade or a last-minute freak out.  I’d say this is true for all of us (if not, please share your secret).

For what it is worth, I try to explain during week 1 that an A does not mean you did your work and came to class. For those tasks, a C will be awarded. I explain that an A means you have exceeded expectations with some amount of distinction, gone the extra-mile, really devoted yourself to not just passing, but mastering, the content of the course.

This is often met with incredulous gasps of horror.

I’m not going to touch the reasons for this misconception of what an A is — not my area of education.  Their previous teachers from different levels of education work incredibly hard with scant respect from students, parents, and administration as it is.

What upsets me (actually physically and emotionally upsets me) are the situations that I’m going to go ahead and call emotional abuse. The article sums them up nicely. Things akin to: “I will lose my scholarship,”  “I will lose my financial aid,” “I will be barred from playing my sport, and then I won’t be able to afford school,”  “I will not get into my major.”  And the ultimate: “I will not graduate.” And the list goes on, and on, and on.

Ouch. Seriously. Logically, we all realize that we are not in control of the choices our students have made and that they must learn to manage their obligations academic, extra-curricular, and social.  But, we get the abuse nonetheless.  Thankfully, however, we do not have the level of parental interference (yet, it is increasingly more common that we do) that our colleagues in secondary education have.  I blatantly tell my students: I do not want to hear from your parents. Yes, you heard me. I do not want to hear from your parents short of an actual emergency situation where you are not able to speak for yourselves.  I then explain to them rationally that they are now in charge of their education. That I cannot actually, legally, speak to parents about student performance.  I use the big A word, accountability.  Conversely, I let them know that for all intents and purposes, I am a safe space for them. I’m not their friend, but if they need someone to talk to because something in their lives has become too much to manage on their own, they can come to me and I will help them find the resources through the school that they need.

So far, this tactic has worked nicely. No parent emails.

What also gets awkward, and I have encountered this at 2 institutions, is quiet department mandates that there should not be more than X students below X grade.  (Yikes, I thought this was college?)

Increasingly, however, I have students who are arguing B range grades. Not D.  Not C.  B range.  It was not so very long ago that I was an undergraduate. I considered a B a perfectly fine grade especially if I struggled with the topic.  I always shot for the A, but I also always knew what range my grade would be in before it was posted. I knew the caliber of my work as well as the course grading policy.

Students will always complain about grades. No surprise. Usually at the 18-21 age range they will also reduce anything difficult down to it being ‘stupid.’ I get that. I was incredibly grateful to see Ahmed Afzaal’s post (see above link) on our approach vs. their approach to grading.

This semester I will be starting off differently. I will cover the same points he covers in his article, reinforcing that we want to see them succeed, we do not look for reasons to punish them, and that grading is a tool to convey information about the level of their performance.

I think I might also ask them to not come to me with the doomsday proclamations I listed above, that in the end, it is unfair,uncomfortable, and ultimately, as the Vicomte de Valmont said, “ce n’est pas de ma faute.”

If you’ve had success in warding off the messiness of student grade confusion, stories of harrowing grade negotiating, or fool-proof methods, share with the group!