All I do is grade papers. Back and forth, back and forth. I used to think there would be time to discuss readings or poetry or something, but it’s just the stacks of papers. Most of my students have little idea what pronouns are about, and scatter commas here and there as decoration, and say—when asked—they do not know what a preposition or an adverb is. This term, in two classes, I could not find anyone able to describe what a verb was, in a sentence. Nevertheless, I have been told by the personnel review committee in the English Department (none of whom actually teach comp themselves) to make my standards “more challenging.” I am thinking instead of giving up. There are just too many papers and revisions to grade, and no relief in sight.

one of those comp instructors, Ph.D. (I remember that much), at 8:05 am EDT on March 27, 2007

The worst part of reading all those papers? They tell you such sad stories. An assignment to write about learning to read can result in stories about family disfunction that can make your head spin. You read about abuse, neglect, alcoholism, poverty and criminal behavior. They’ll tell you everything — about their “Poppy” who is either their dad or their grandad (they don’t know for sure) and about the fact that their fist name is a letter because their mom has 12 kids by 3 different fathers and it was getting hard to keep track. You want to believe they are lying because it’s hard to go on to the next paper when you’ve just read about a nervous break down in Iraq.—Worn out

Catheirne Stover, editor at Magna Publications, at 9:35 am EDT on March 27, 2007

Can they? Do they need to?

In response to the “cynic", and an instructor who sees the mounting inability to communicate and persuade with the written word, it may be interesting to comment on an observation made by Jim Taylor, a VP of the Harrison Group:

Education becomes no longer a fact-based learning process..., its (become a) search-based cognitive (learning process)!

Edward Winslow, a “tired” retired business professor, at 9:51 am EDT on March 27, 2007

Composition courses taught at community colleges

At our institution, the average comp professor teaches five sections of 20 students per semester. However, they are often allowed to teach an “overload” course as well. I know they work hard to “grow” each student enrolled in their classes every semester.

I work at an urban branch campus and see the disparity in student skill levels. Students today “expect” to be given an A or B. They often become angry with the teacher for receiving something less. But, why should students receive grades that will allow them to move to the next level of comp or graduate when, as stated above, they are unsure what a verb is or should be?

The state and federal government seem bent on making community colleges accept everyone (even those who come in with a second grade reading level) and assume that some miracle will take place that produces a college graduate. What happened to learning the basics in (grammar)elementary school and high school?

I do not teach comp, but comp one is a prerequisite for the course I do teach (arts and humanities). I give faculty all the credit in the world for working with students; but there are those that still slip between the cracks and are not able to write a coherent paragraph or cite material.

The emphasis on “heros” in sports and the outrageous salaries that go along with them, is sad when the educational and career goals of our students are left to people much dedicated, but poorly compensated and pressured by parents and administrators to move students along the educational highway without being sure they can be successful.

How about making students (and their parents)at the elementary and high school level responsible for their own success, and keeping them back if they are not?

Dr. Alice M. Rainey CPS, Senior Adjunct Professor at Atlantic Cape Community College, at 10:51 am EDT on March 27, 2007

The quality of the students’ writing and reading skills is much of what makes the grading load some onerous. Somehow, Americans must learn how to teach children and not just send them through testing mills. Letting children graduate from high school with 2nd grade math and reading skills is frightening. How are these people going to take care of themselves? And they certainly cannot be allowed to receive college credit for skills at that level. To see change we must change from kindergarten up—and must not let children move forward until skills are mastered, but they may have to do it at their own pace without any shame felt by those who don’t move as fast as another child does.

Ms. Mitchell, at 12:11 pm EDT on March 27, 2007

MENTAL WORKLOAD

Concerning the above observation:The emphasis on “heros” in sports and the outrageous salaries that go along with them, is sad when the educational and career goals of our students are left to people much dedicated, but poorly compensated and pressured by parents and administrators to move students along the educational highway without being sure they can be successful.

When students in my comp class, for which as an adjunct I am paid $500/month, asserted passionately that, according to their high school economics teacher, the “law” of supply and demand determines the high pay of a basketball star vs. the low pay of an English teacher—"there are just too many English teachers"—I invited them to make this argument in their next class essay. Despite my best efforts at teaching logical reasoning, counterargument, & grammar, despite revision time & personal attention provided in the classroom, I received pretty much the same parroted and sloppy arguments on paper as I’d first heard during class discussion. Many students don’t think clear writing matters, and college is really too late to teach them that this sort of learning has intrinsic value. Sadly, the problem is cultural, and until something drastic happens (perhaps an apology for the engraved invitation I received to the $100/plate university benefit gala) I eagerly await and work towards the day I can get out of teaching. I’ve got better things to do with a PhD and a pile of debt than listen to kids whine at me that my class requires them to use too much ink and paper.

Vivian, at 3:32 pm EDT on March 27, 2007

Vivian—I agree. I had a student complain because he received a 50 on a paper that was, for the most part, grammatically sound, but incredibly poorly reasoned. He could not understand why poor logic was even a criteria for grading. Truly amazing, and frightening. I am truly sorry the profession has treated you so badly. We need, now more than ever, people like you.

V. McLure, at 5:35 pm EDT on March 27, 2007

As a student who has repeated—repeated—introductory English composition more than several times, I have learned about the process of the class.

Instructors and colleges cannot redirect unprepared students back to high school. Universities can ignore failing students since new recruits will replace them. Community colleges must be everything to one; they must educate at the secondary level, then for the postsecondary academic track, and also for the vocational track.

The failing students, those who nearly duplicate the courses of English and mathematics from high school during college, need close, patient, instruction.

The greatest inefficiency of the process to teaching Composition is the regularly scheduled classtimes, when the period sometimes acts simply as ineffective “get-together” for the class.

The number of words, sentences, paragraphs, and essays that students write is the most important measure of progress. An hour of composing supplemented by individual instruction and on-demand review, reallocates the time to the student for the very purpose of writing.

Dually important, is the requirement of patience. Some students need more time for more errors and for more iterations. Since most students in community college work either part-time or full-time, they need as much of a chance as possible to demonstrate that they can write effectively. Branding the student with a grade of “F” or “W” does not achieve anything but discourage the student and damn the transcript. The only grade that matters is competency.

Chris, at 10:00 pm EDT on March 27, 2007

Composition woes

It’s 2AM and I’m supposed to be grading some of those college composition papers, but instead I’m reading this article and the previous comments. I am rather concerned that the English instructors whose comments are being quoted are not heeding the rules of standard grammar, spelling, and punctuation themselves. But perhaps this is a result of overwork and exhaustion (I hope so). I suffer from the same frustration as everyone else. I teach at least 12 hours a semester—at least 1 Freshman Comp course (with as many as 25 students), an Intro to Lit (with a cap of 35), and usually 2 upper level lits that are much smaller. But all these courses require writing. I try to be meticulous in comments and marking, but that takes a great deal of time. It is not understood that teaching 4 or 5 English courses is not the same as teaching the same number of Math courses, in which tests are graded by scanners. My survival tactic is to avoid those papers as long as possible and then stay up most of the night to get them done. Unfortunately, I am seeing the quality of student writing steadily decline, and that makes me wonder if my efforts are even worth the time. As a humanist, I try to treat my students like individuals, so they come to me with their problems and playing counselor takes time away from all that grading. Add to that endless meetings and paperwork, and there is little time for life.I must close now and grade another one. Thanks for reading.

Claudia Champagne, Associate Professor, English Program Coordinator at Our Lady of Holy Cross College, New Orleans, at 6:05 am EDT on March 28, 2007

Investments; Economic, Rhetorical, and Political

I agree with much of what has been said on this post thus far and, sadly, the narrative of increasing expectations for literacy teachers with little support is a fairly venerable one. Once a more general social crisis rears its head, we may see the tide shift as it did in the 1970s. Indeed, it may be argued that the response to “Why Johnny Can’t Read” laid the groundwork for our present situation. If I understand the criteria for “good” writing coming from administrators and from The College Board (see IHE’s article on the writing exam for the SAT), it sounds an awful lot like what was pointed out as a result of the failed system back then, just couched in process-based terminology.

The debates over workloads and grading make me question where our investments really lie. There are ample rhetorical appeals to the value of education, not the least being the fact that the more education one has the greater one’s salary is likely to be. When it comes to words, no one denies that education is crucial. Yet, administrators can’t fund the courses and the programs that really make education work. Tax revenues have shifted away from corporations and onto the middle class. Government is supposedly there to make education equitable, affordable, thus providing the opportunity for all. But even when it does have revenue, where does the money go? More roads, more bombs, more private contracts.

So, I think we need to ask (and I know many of you already do!) which investment pays a higher dividend?

Itinerant Rhetor, at 1:36 pm EDT on March 28, 2007

As a High School Teacher and as a teacher who has taught also in Community College, it seems to me the reality that grammar and high school teachers face has begun to rise to the college level. Many public schools faced with money shortages will boost what should be 20-25 students in grammar school up to 50 students. In public high schools classes that should be 20-25 often reach 50-60 students. We also teach 5 sections. I would love to have classes of less than a hundred so that I could assign more essays to help them practice. But 150 to 250 essays is daunting even with holistic grading. I am not implying that College Level teachers should not be having fewer students; I think they should. But when you complain about the quality of student and their lack of training, you ought to be a little more understanding of both the students and teachers who are put in an impossible place of learning.

Charley, English Teacher at Mercy High School, San Francisco, at 4:01 pm EDT on March 28, 2007

MULTIFACETED REPLY

To V. McClure, thank you very much for your response to my post and kind comments which brightened my day! (who are you and can you help me negotiate a raise?—haha). Yes, it is frightening when students don’t seem to have been taught the meaning or at least desirability of logical reasoning by age 18. They don’t have to be stellar at it, but they should be able to accept it as a respectable goal. And to K. Tober, Can this (some measure of respect for logic) be taught in-class, if high-school class paper loads are prohibitive? And respectfully but sincerely, I ask why I must “remember” the plight of high-school teachers, and what good does it do me for you to “feel” for me? Do you make more than $13/hour; do you have health insurance? There’s no question of the “rigor of college writing” among my freshmen—these students can barely articulate themselves at an eighth-grade level. They’ve told me they did not have to write a single essay in high school. What we all need to do, as has been said here—to the choir—is shift the priorities of administrations. With the tide still turning toward more adjunct hiring, I am not hopeful. I’m afraid to speak up non-anonymously, though I may go back and see who I can talk to if and when employed elsewhere. To PPP: would you like to post the web address of your blog?To Confused: No. We do not earn a living wage.

Vivian, at 7:05 pm EDT on March 28, 2007

THANK YOU, LINDA!

Thank you for sharing your strategy.

Vivian, at 7:05 pm EDT on March 28, 2007

Friends... reading these posts brings near instant validation to my worries about how we are preparing our students for high school, college, and beyond. I’ve been teaching just six years, following many years in other fields. I very quickly experienced acute frustration with the workload, however I currently remained dedicated to my profession. I keep thinking change will come, people will wake up and see the truth of the situation in education. I, in my way, try to advance change. However, reading your commentaries has widened my eyes to the vastness of the problem. Teaching at the 8th grade level, I have 6 classes a day, with up to 40 students each (and no prep period at our middle schools in this district). On the average, actual student numbers for me run about 185 to 210. Class periods run 47 minutes. It is impossible to adequately teach writing with this workload. I’ve tried so many strategies, but I always end up working most nights, weekends, and vacations. My students want and deserve better. These are the very students YOU may have in your classes one day. It pains me to think they will be underprepared. Until there is a cultural and political shift to reality about what it takes to truly educate our young, most of us will continue to do the best we can. We certainly have our successes, but it pains me to hear how many kids are still entering college with minimal literacy and critical thinking skills. We need to have these conversations daily, with everyone we come in contact with, at every level; in person and in writing. If we don’t, will the next generation be able to?

Lynn, 8th grade English teacher, at 3:00 am EDT on March 29, 2007

URL

I too am interested in the URL for the software that aids us in evaluating student writing. Please post it. Thank you,Susan, Professor of English

Susan, at 12:21 pm EDT on March 29, 2007

state boards of ed have not a clue about cc

I’m one of those superstars you’ve heard about — currently 135 students (down from 160 at the beginning of the semester): 1 Dev. I, 4 Comp. Is, 2 Comp. IIs (one is online). What those numbers DON’T show are: 4 physically handicapped students who need extra assistance in getting papers, conducting research in the library. 15 students currently receiving active counseling and medicine for PTSD and anxiety (only 2 are combat veterans, the rest are Katrina victims). In one class, fully 1/2 the students are active student athletes and frequently on travel to games. 25 students receive accomodations for learning disabilitiesIn the Developmental English I class, 1/2 the students received a GED and never even had junior or senior HS English.

All of these issues mean the students need tutoring and support outside class. Not only is my classroom stuffed full, so is my office!

I thank God for a previous job as a proofreader — so I can mark papers quickly.

running on the train tracks, at 3:36 pm EDT on March 29, 2007

Restructure Your Life!

Pathetic! Y’all don’t semed to have learned how to manage time. First: have a family? Put your spouse in complete charge—tell her/him you want ONE email report per week, bulleted headlines, no details. Pets go to the shelter. Then: cut time off essential tasks—shower & brush teeth once a month instead of daily; men—stop shaving, go for the ZZTop look; an annual haircut is enough; take all meals (prepared by spouse) at your desk; watch TV church service while you work; forget vacations—keep the Travel Channel on in the background; instead of lengthy celebrations allow yourself 30 seconds to recall joys of major holidays in years past—they’re all the same anyway. You get the idea. It’s how I live: in a closet, under the stairs, where I have hours and hours to enjoy the most minute characteristics of each paper I read—an endless celestial head trip. Must stop here—this has used up all my toothbrush time until June 2011. Bless all my dedicated and selfless colleagues!

Modest Proposer, CCAC, at 4:25 pm EDT on April 9, 2007

PPP’s url

Vivian, Susan,

Go back to PPP’s post. Move your cursor over the signed name (PPP) and click. You will be taken to the blog site. Find the time saving url in the right hand side bar. The time saver will work if you collect papers in digital form.

Anna Carter, at 5:10 pm EDT on April 10, 2007