Tag Archives: exam


noun, plural ef-fron-ter-ies.

1.  shameless or impudent boldness; barefaced audacity: She had the effrontery to ask for two free samples.

2. an act or instance of this.


1705-15; < French effronterie, equivalent to Old French esfront shameless (es-exfront brow; see front) + -erie -ery

1. impertinence, impudence, cheek.

* * *

Many of us will be familiar, and indeed may be mulling over this word or its comrade-in-arms synonyms during this hectic time of calculation and notation. This morning, I awoke to a cheeky communiqué from a student exemplifying the meaning of this word. I have decided to reproduce the thrust of the message without its form, much like a translation. It should not take me aback, as they say. But as the dictionary confirms, the absolute  barefaced audacity threw me through a loop.

Hello title, 

This morning I looked at my grades and I see that I have a grade in subject. As of today, my cumulative GPA is number-point-numbers. I want to be on the Generic Honor Group and I would need a higher-number-than-I-have. Can you raise my grade to include decimal point-difference-number? 

Sincerely, me. 
sent from my ipad.

* * *

Well shoot, I was really, really hoping that you were insincere on this one. In fact, I was banking that you were facetious. I confess. I blinked a few times. I pet the cat. I went back to the kitchen to pour some coffee. Clearly, I was not expecting this. But, what was it precisely that I was not expecting? I’d like to think that I am not a rube. Students will always try to negotiate their grades – I don’t see this changing in the future, ever. Still…something about this message struck me. This message was different than the other messages I have received over the years.  What was it that marked this message as not belonging to the group? Ah, well, that would be the effrontery.  I would say most students have some sense of propriety, even if they often seem audacious by our standards. Usually, there is a negotiation involved in grade lamentation, non?  Something to the effect of:

Dear Herr God Doctor Professor, I saw my grade and I [woe-inspired appeal to your pity]. Is there any way I can [random request to produce more work after the semester ends] so that you can [give me an unfair advantage over my cohorts]?  [Shameless, desperate closing].  

I’m used to this type of request – I think it is safe to say we’re all used to this type of request. And, of course, circumstances mitigate our responses. Was there a traumatic event we’re aware of? Does this student deserve the benefit of the doubt? Sometimes, the answer is yes and we arrange for something, change the grading scale, remove assignments, add assignments. This is usually to keep the student from failing when life got in the way but they really did do their best to overcome it.

This instance is akin to elective surgery; to vanity purchases. This isn’t a matter of life or death, that is, of failing. This is an appeal to make one’s self look better. I was honestly embarrassed when reading. Not because a student shamelessly begged (though, there was no actual begging here, hence the label of effrontery). But because it was a baldfaced request to give me what I want.

No justification. No reasoning. No offering. Simply, give me what I want.

What disturbs me most? The seeming unawareness of the impropriety of the request – no indication that the student understands that such a request is 1) absolutely out of the question, and 2) brazenly inappropriate. How did I respond? I wanted to write an impassioned, three page letter about responsibility, obligation, results, behavior, rigor and the future. Instead, I wrote two emotionless lines:
Your grade is a product of the work produced and not something assigned. I cannot give you any grade but what you earned.

Students wanting better grades than what they earn is not new, not interesting, and in no way unique. What simultaneously disturbs me and makes me very tired is the lack of effort in the appeal itself.

I begin each semester with a talk about how a grade is calculated, preciesly what the weights are with a caveat that only the student can determine her or his final outcome. Apparently, this is not clear enough. What can we possibly do to curb this type of behavior? Do any of you have a fool-proof technique?

For now, I will be writing dictionary.com to ask for an example change in the definition.

1.  shameless or impudent boldness; barefaced audacity: She had the effrontery to ask for a grade she did not earn.

Insufficient comedy, low test score.

Or, sometimes we just need to whine.

Please note: there is nothing enlightened here. Well, perhaps there are a few worthy ideas. In the main, this is what I have opted for instead of reaching for the tequila.  

That’s right, the hell-bent race track to final grade submission. And so, not even a quarter of the way through the 900 + pages of final grading that I have on my desk. My spirits are dipping lower and lower.

I have just pre-heard the collective groan, just by mentioning the dirty “G” word. We’re all in this moment right now, or soon will be, or have just finished it.

Why? Accountability. I’ve heard a lot of


The rest of the post has been redacted. The poster took a walk, bought some junk food, got over his it’s-humid-and-I-hate-grading woes, and generally saw la vie en rose.  


Graduate reading courses: boon or bane?

Is the language exam requirement impractical for many? You tell me.

Private University asked me  to handle a summer Graduate Language for Reading course. This is one of those mixed situations where I stop and think: A new course to add to the CV!

This is immediately followed by: Ugh, will it do them any good? A reading course during the summer. That’s not a lot of time.  This is also an interruption to my personal summer research, reading etc plans.

Answered by: But… this will fund a potential research trip in August.

In short, I’m wary of summer language institutes, though I covered one of my research languages during a summer institute.  It was like being on one of those carnival rides where you lose all sense of time and focus: hard, fast, no view of the ground (while repeating a mantra of I hate language X, I hate language X.)  But, I passed. The fall back is that 1 year later, I remember so very little of the fast-paced grammar and translation we learned in that course. To be fair, I still have the grammar and the large dictionary and think with some fiddling I could muddle through things until I built my proficiency again.

As someone who does his own work in Romance language literature, I feel that the ability to read research in other languages is extremely important. I also recognize that whereas many fields absolutely need other-language research, some may not.

In an article for the Chronicle, Edward White lays out the central thoughts on the requirement in general: students fret, hassle, fail, get grumpy over this hurdle. Faculty recognizes the problem but generally we all agree it needs to stay. (I fall into this camp: can we really be researchers without the ability, or proof of an ability, to expand past our comfortably accessed research?) White proposes that we stop allowing students to meet the requirement with “trivial” course work (glorified grammar and syntax reviews mercifully conducted by language department faculty) and start getting tough to show that we take it seriously. Demonstrate proficiency or do not move on.  He proposes that we stop admitting students who don’t have proficiency before arriving. (I can hear the screaming on this one!) He says:

The second argument seems more persuasive than it actually is. It is that if we made foreign-language proficiency an admissions requirement, our graduate enrollments would decline, perhaps sharply. That might happen if some institutions took the step while many others did not. Then students who could not meet the admissions requirement at University A would not even apply there but would instead attend University B, which allows its graduate students to meet or pretend to meet the requirement after admission. University A would have to be prepared to lose some less-qualified students, but its higher standards would surely make it more attractive to some students and faculty members.

Is a summer reading course a boon or a bane? Without prior language experience, it has the potential to own your life for that period and be extremely frustrating.  On the other hand, getting it ‘out of the way’ during the summer months will stop it from interfering with your normal teaching/coursework.

Here’s Secret Blogging Seminar’s take on making it a more productive experience. 

What was your experience? Do you have language reading horror stories? Amazing success stories? Is there a ‘perfect’ language reading course?