Plagiarism: What Do Students Think?

It is only a week and a half into the semester, and already my office mate and I are talking about plagiarism.  There are hangovers from last semester – cases that never quite got resolved - and our college has a new plagiarism policy that requires, among other things, that we submit any plagiarism accusations to the dean within 15 business days.  (This is good to know; sending off those letters often falls to the bottom of my to-do list.)  So we’ve been wondering what instances will rear their heads this semester, and what we can do to head them off, beyond the myriad precautions we already take.

In discussing it, an old question from a friend and reader, Gen X, emerged for me: if you asked students, what would they say about plagiarism?  Why do they do it?  Why do they continue to do it even though they know it a) may get them into trouble, b) does not help them learn, and c) is both cheating and stealing?  Do they see it some other way?  Are they desperate?  Do they (as I suspect) really feel it’s no big deal as long as they don’t get caught (and sometimes even if they do)?

I would be very interested in anyone’s take on this; I’d be especially interested to hear from students, but we’ve all been students at one time or another.  Have you ever plagiarized?  Why?  Did it seem justifiable, or did you not understand the problem, or did you know you wouldn’t get caught, or did you feel it was your last best resort?  If you did get caught, what were the consequences?

(I did it on minor assignments in high school all the time.  If my biology teacher asked me to answer five short questions about the beluga, I knew he wasn’t asking me to copy information out of the encyclopedia, but I was never, ever reprimanded for doing so.  I never plagiarized anything in university, from what I remember, but I had friends who did, shamelessly.)

Why do students plagiarize?  What can be done to prevent them from doing so? Is it really such a big problem?  Gen X wants to know, and so do I.

Image by  Michal Zacharzewski

Gimme Gimme

On Monday, I posted about M, a student in one of my courses who was blaming her previous teacher for her course failure and asking to be promoted to the next level.  As anticipated, I and the placement coordinator met with her on Thursday to get a clearer understanding of the situation.  Some of you asked to be updated on the outcome.  Here it is, in a nutshell:

  • M arrived in my office and, as we waited for the coordinator to arrive, I asked her to explain her request again, particularly the puzzling implication that her teacher this term (me) and her teacher last term (not me) were the same person.  No, no, she responded – she’d only meant to say that she’d had the previous teacher more than once.
  • She explained that she’d first registered at our college before her arrival in Canada.  She had no information about whether the teacher she’d chosen was a “good teacher” or “bad teacher.”  As it turned out, the teacher was “a bad teacher.”  After she’d failed the course the first time, M tried to sign up with a different teacher, but schedules were changed and she ended up with the same teacher again.  Therefore, her failure was not her fault.
  • When the coordinator arrived, he explained to M that a) regardless of what her teacher had done, it seemed very likely that M had failed because her communications skills are poor (we pointed to her confusing email message as an example), and b) there are formal complaints procedures that can be taken against teachers, but they need to be taken immediately, not at the beginning of the next semester, and c) bad-mouthing a teacher to his or her colleagues, especially in writing, is probably not a good idea.
  • I further added that if we promoted M to the next course, she would once again have no choice about her teacher, and that she would have to take responsibility for her own success or failure.  What was more, she would need to get significant extra help and be prepared for a possible failure in the course.
  • The coordinator and I then agreed that, if M acknowledged these conditions, we would promote her to the next course and let her take her chances.

On the surface, this seems to be the best outcome for all concerned.  M gets what she wants, and I don’t have to deal with her for the rest of the term.  She would probably not get much out of the course anyway, given the attitude she has coming in.  So, if the important question here is “How can we help M learn the course skills and become better at English?”, then this is probably the most effective answer.

And of course, that is the question.  But there’s another question that keeps nagging at me.  Is it a good idea to give people what they want because you don’t want to deal with their crap?

You see it all the time: spoiled children harassing their parents; rude customers bullying sales clerks into bending store policy; nice guys finishing last because they can’t bring themselves to be obnoxious in order to get ahead.  Teachers giving students good grades so they don’t have to argue about them.

I am relieved that this student is out of my hair, and I am confident that this is probably the most efficient way we could have dealt with the situation, but I still feel like justice has not been done.  People should not get what they want because they whine; they should get what they want when they’ve earned it.

We are responsible for helping our students learn our subject matter.  Many would say that trying to influence them in other ways is overstepping, that even late penalties or attendance policies extend our reach beyond its proper perimeter.  But to what extent are we obliged, not just as teachers but as members of a society, to teach people how to behave properly?

Parents are expected to enforce rules like “Say please” and “If you ask me in that tone, you’ll get nothing, young lady.”  But what about the rest of us?  Are there times when we should say, “No, you can’t have what you’re asking for, because you’re being a jerk”?

Image by Sanja Gjenero

“I Do Not ‘Take Off’ Points. You Earn Them.”

A cri de coeur from a university economics professor, Art Carden, has been circulating lately, in which he begs students to understand that a) professors do not live to torture you, b) teachers are not punishing you because you don’t know everything, and c) a bad grade does not mean that a teacher dislikes you or thinks you’re stupid.  The most convincing part of his article is the conclusion.

Dear student, I once thought as you do. I once carried about the same misconceptions, the same litany of cognitive biases, and the same adolescent desire to blame others for my errors. I was (and remain) very poorly served by my immaturity….Economics is hard, but becoming a responsible member of a free society is very, very, very hard.

This plea is hitting home today, as I am about to meet with a student (if she shows up) who has demonstrated these “misconceptions, cognitive biases and adolescent desire to blame others” more blatantly than most.  And this, after a single class meeting, and only four days into the fifteen-week semester.

On Tuesday I got a call from the coordinator responsible for placing students in their intro English classes.  The weakest students go to my class, a pre-intro course meant to help with severe second-language problems.  Apparently, one of my students, M, had written directly to the coordinator, asking that she be transferred to an intro class even though she has failed the Prep class more than once.  ”I assume she failed your class last semester,” the coordinator said.

“No,” I replied, “I haven’t taught this student before, but I have her writing sample right here…Let me pull it out.  I’m meeting with her on Thursday morning for her oral interview; maybe I can talk to her about it then.”

“Huh.”  The coordinator paused.  ”Her email gives the impression that she has the same teacher this term as she had before.”

I was only half listening, as I was scanning the paragraph she’d written for me the previous morning.  ”Nope, that wasn’t me.  I’ve never seen the girl in my life.  Her writing is definitely very weak; I hadn’t flagged her as someone who should be transferred.  However, if she really wants to move…I don’t think she’ll pass a 101 course, but keeping her in the Prep might not be effective either, if she really resents being there.”

“True.  However, this email…let me forward it to you, and you can see what you make of it.  If I’m interpreting it correctly, she’s not being honest about the situation.  Maybe when she comes to your office you can give me a buzz and we can both talk to her.”

He sent the email over.  It is indeed very strange.  In it, M does seem to be claiming that she has the same teacher this term as she did last term, but it’s always possible that her language errors are obscuring her true meaning.  Less ambiguous, however, is the language she uses to describe her experience with this teacher.  The language is troubling, not only because of the attitude it reflects, but also because this attitude is so common.

“My teacher failed me.”

“She failed me unfairly.”

“Her class was really bad.  She was never clear about what we have to do.”

“Her class has not helped me at all and I don’t think it ever will.  With her I will never pass.”

My emotional response to this is so complicated that I’m not sure I can parse it.  First off, she seems to be claiming these things about ME, even though I am not the teacher who “failed her,” and so I feel irrationally defensive.  Second, I am outraged on behalf of her former teacher – it could be one of a few people, but I know they are all excellent teachers and extremely nice people.  But finally – I am just so tired of this attitude.

How many times have I said to students, word-for-word, the admonition from Art Carden’s article: “I do not ‘take off’ points.  You earn them”?  So many times that I’m sick of hearing myself say it.  This belief that teachers “fail” you and that your “failure” is their fault is not unusual, nor is it incomprehensible.  I’m still taking courses, and I still get mad at my teachers sometimes for their grading practices and their refusal to recognize how absolutely infallibly brilliant I am.  That is, I get mad at them for a few minutes.  Then I try to analyze the part I played in the situation.

The fact is, I’ve read this student’s writing, and she’s in the right class for her level.  I don’t know why she hasn’t made more progress, or why, in particular, she failed the last time, but the insistence that she is not responsible for her failure is not just wrong; her failure is likely due in part to this attitude.  So I’d rather not have her in my class.  I’d prefer to push her on, and let her fail her 101 course and blame her teacher for that scenario.  But of course that is not a responsible way for me to do things, at least not if my motivation is just to get her out of my hair.

The conversation will happen later today.  I’m very interested to hear her explanations of the confusing claims she seems to be making, but I’m also interested in learning what I will say to her about her approach, because I’m not sure yet.

Is it possible to make an angry teenager understand that her teacher is not the one that “failed her”?  Or will only time and maturity teach that?  Granted, there are irresponsible teachers who treat students badly, but what does one do with a student who says that it is the school, and not she, who has caused her problems and must solve them for her?

Image by Valeer Vandenbosch

I Like Teaching You

Today is the first day of the new semester.  I’m not exactly pumped.  I’ve been working all weekend to find a motivator, or an inspiration, or a visualization to turn to when I feel it’s all too much.  What’s my objective for the next fifteen weeks?  What mantra will I repeat to myself on the days when I’m wondering what it’s all for?

In mulling it over, I asked myself, “What have I done for my students lately that made me feel good?”

In December, as I was marking students’ final papers and writing feedback, I found myself, in a number of instances, appending the line “It was a pleasure having you in my class” to my comments.  A simple thing.  I wrote it only when it was true.  And each time, a little wash of warmth swept over me.

I need to remember to do this, I thought.  Whenever I’m writing final notes to students, I need to acknowledge the enjoyment those students have given me.

But why restrict it to final notes?  Could I make it a practice to ALWAYS say positive personal things to students when they occur to me?  Not just “What a great pair of boots!” or “You did a bang-up job on that paper,” but also “Your contributions really light up the classroom” and “Your friendly demeanour is going to open a lot of doors for you in your life.”

When I first began teaching, I saw each student/teacher relationship as an intimate connection.  Once I started teaching CEGEP, I burned out quickly; the emotional energy necessary for such a connection with every student was not sustainable.  Since then, I’ve been trying to find a balance, and I’ve erred on the side of being distant and chilly.  Perhaps it’s time to start working toward a middle ground, one where I can say, in myriad ways, “I like teaching you.”

Do you have a goal for the semester?  Did you have one for last semester?  How did it pan out?  I will keep you posted on how I do with this one, and on any consequences I observe.

Image by Richard Dudley

My Top 10 Books of 2011

For English teachers, reading for pleasure can be tough.  After grading papers all day, the last thing I want to do is read more.  Also, my personal reading has become subtly oriented toward finding material for my courses; I seem to be approaching every novel and memoir through the (imagined) perspective of a (precocious) seventeen-year-old, and this alters my ability to enjoy things.

(Case in point: 150 pages into Ondaatje’s beautiful The Cat’s Table, I yelled, “Finally, Michael, a hint of a #*&@ing plot!  Gawd!”  I didn’t use to do that kind of thing.)

Nevertheless, I read some books for fun this year, and some of them I flat-out loved.  Here they are.

These books were not necessarily published in 2011, but they were part of my 2011 experience.

1. Carrie by Stephen King

Yes.  Carrie.  I am not a horror fan, nor a Stephen King fan; also, I’ve never seen the film.  However, the morning of my birthday, I watched a video by Professor Adam Crowley in which he lectures undergraduates on the importance of reading, and recommends Carrie as a book everyone should read.  Later that afternoon, my present from The Husband arrived in the mail: a Kindle.  The great thing about a Kindle is that you can download samples; immediately after opening it, I got myself excerpts from eight different books: seven recent critically acclaimed literary masterpieces, and Carrie.  I read through all eight excerpts.  Not one of them did a thing for me except Carrie - the two seconds it took to download the full book were agonizing.  I read the whole thing in one afternoon and evening.  If you haven’t read it, do yourself a favour.  It’s riveting and elegant, although you’ll have to contend with a lot of menstrual blood and screaming.  In this story, King is the kind of writer I aspire to be: transparent, sensitive, and a little bit manipulative, all while making it look so easy.

2. Let’s Talk About Love by Carl Wilson

Again, I feel like some caveats are called for – appropriate, because this book is one long caveat.  I’ve been meaning to read it for years, not only because it has been so acclaimed, but also because I used to know Carl Wilson a little – he lived in Montreal, with a couple of my friends, for a while in the 90s, and he was always good company and a very funny storyteller.  Reading this book is like hanging out with him and listening to him rant, in the most articulate and entertaining way imaginable, about the horror that is Celine Dion and the horror that is his horror of Celine Dion.  In the process, he tells us a lot about art, class, taste, humility, and the pitfalls of being “cool.”  The last two chapters sent me into the open-mouthed paroxysms of intellectual delight that you always hope pop-culture analysis will bring about (and it almost never does.)  It’s a little tiny book.  You have nothing to lose but your pretensions.

3. Room by Emma Donoghue

This book deserves every word of acclaim that it has received.  I had to take two stabs at it, though, because the first time, I was having a bad day, and it is not a book to read when you are having a bad day.  The story of a little boy who is being raised in captivity by his kidnapped and confined mother is totally convincing; Donoghue’s capturing of a very peculiar five-year-old voice will leave you astonished.  (I also read Donoghue’s Slammerkin and The Sealed Letter this year, and they are both also great.)

4. The Leftovers by Tom Perrotta

This book was a Christmas present from The Husband.  He knows what I like.  I love Tom Perrotta, from Election (yes, the movie was wonderful but the book was an entirely different kind of wonderful) to Little Children (ditto).  Perrotta’s writing is often called “dark comedy,” but I don’t really see it – The Leftovers is funny in spots, but is mostly a finely wrought character drama about the people who have been left behind after an inscrutable Rapture-like event, in which a seemingly random sample of the population up and disappears into thin air.  Apparently an HBO series based on the book is in the works.  CAN’T WAIT.

5. The Sense of an Ending by Julian Barnes

It won the Booker.  It deserved it.  This slender story, about a man who can’t let go of a long-defunct love affair, is both puzzling and satisfying.  The “sense” one has at the “ending” is that one wants to go back and read the whole damn thing again to see if one has properly understood.  There’s been some bashing – It’s too simple!  It’s too complex!  It thinks it’s complex but it’s really not! – but isn’t there always when a book wins a big prize?  I used to teach Barnes’ Talking it Over in my International Baccalaureate class, as it was the perfect vehicle for discussing the technique of point of view, and a theme that Barnes seems obsessed with: the unreliability of memory and the fallibility of any single perspective.  What really happened? is a question that any novelist – and anyone who cares about human life and nature – should really be thinking about all the time.

6. Paying For It by Chester Brown

I’m certainly glad I never dated Chester Brown. (I’ve dated men who were something like him.  There were problems.)  That said, I’m also glad I read this book.  The subject wasn’t immediately appealing.  Brown decides that he’s had enough of the responsibility entailed in real “relationships,” but that he’s not willing to forego sex, and so the only rational move is to begin frequenting prostitutes.  This is a graphic – in all senses of the word – chronicle of the years that follow.  The illustrations of his sexual encounters are explicit yet clinical, terms that I expect apply to Brown himself.  One of Brown’s previous works is a lauded comic-strip biography of Louis Riel; it’s one of my favourite books, so I wasn’t altogether surprised by how much I loved this one.

7. The Hunger Games by Suzanne Collins

A student who had made it clear all semester that he had no intention of reading any of the assigned books, or any books at all for that matter, asked me out of the blue one day, “Miss, have you read The Hunger Games?  Would you be surprised if I told you that I read the first two books this weekend?  It’s actually interesting.”  Yes, folks, sometimes books are interesting.  Yes, this one’s great.  It’s just great, so just read it.  I am halfway through the second book now and am not having the same gripping experience, so savour the first one for all it’s worth.

8. Habibi by Craig Thompson

It will probably make you weep uncontrollably.  It’s very fat, but you’ll want to read it slowly, so, as graphic novels go, this one will take you a long time.  I’m not a visually attuned sort of person – when reading comics, I focus on the text and let the images wash over me – but this book won’t allow that sort of reading.  You need to immerse yourself in it entirely and linger over each page, if only to say, “Holy crap, this one frame must have taken him MONTHS.”  Stunning.

9. The Marriage Plot by Jeffrey Eugenides

I struggled with myself over this one, and it made the list because I didn’t have enough reading time this year, and so couldn’t find a better candidate.  (Okay, belated English teacher’s New Year’s Resolution: less TV, more books.)  It was fine.  I loved The Virgin Suicides - I reread that this year, too, as I was teaching it – so I’ll always have a soft spot for Eugenides, but the story here is very slight, if mostly well told.  I moved along through it easily.  The characters were not loveable, but the brilliant manic-depressive Leonard was skillfully drawn.  I recognized the world Eugenides was capturing: recent college graduates trying to reconcile everything they learned about critical theory with the blood and mud of real life.  If you care about emerging adulthood and Barthes, give it a shot.

10. Planting Dandelions by Kyran Pittman

Full disclosure: Kyran Pittman and I grew up in the same small town, and her parents were family acquaintances; her father, the poet Al Pittman, was one of my professors at university.  Much of my pleasure from reading this “memoir” – more of a collection of personal essays – may have come from the sparks of real recognition I felt while reading it, as I encountered people and places familiar to me.  That said, it’s a lovely book.  Pittman details her flight from a little city in Newfoundland and an unhappy marriage, to Arkansas and a man she met on the internet.  Then she tells us about the years that follow, in which she and her new love marry, raise three boys, and build their life in a place as foreign to her as the Middle East might be.  I’ve always wanted to visit the south of the United States, and Pittman’s accounts give me a sense of how I might feel there.  She also helps me understand what it is to be a mother, and how it feels to have your little blog become a big phenomenon and, eventually, a book.  It’s fun and funny and honest, and manages to be cozy, exotic and totally ordinary, all at once.

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Have you read any of these books?  What did you think?  And please, please tell me what to read next.

Top 10 Posts of 2011

It’s that time of year again.

(Actually, it’s a little past that time of year – it was that time of year, oh, two weeks ago, when it was still last year.)

Nevertheless: a roundup!

Here are the posts from Classroom as Microcosm that received the most hits this year.  The reasons for their popularity are varied and, in some cases, mysterious.  No matter.  If you’re new to the blog, or haven’t been able to keep up, they give some indication of what’s been going on around here.  If you like what you discover, please subscribe!  (Look to your right.  See the button that says “Sign Me Up!”?  Click it, and away you go.)

1. Fail Better

This post was chosen as a “Freshly Pressed” cover story by WordPress, which guaranteed that it would get tonnes of hits (over 11 000) and comments (245 at last count – about 15 of them are my replies, but I soon ran out of steam.)  In this little anecdote, I explore a problem – my students are so afraid to fail that they won’t even try – through the lens of some recent research – Paul Tough’s NYT Magazine article on “What if the Secret to Success is Failure?”  The results are inconclusive but gratifying.  All in all, it was a good week.

2. Should We Bid Farewell to the Academic Paper?

Another “Freshly Pressed” pick.  This one received almost 9 000 hits and 177 extremely interesting and thoughtful comments.  It’s a response to an article by Virginia Heffernan on Cathy N. Davidson’s book Now You See It.  Davidson’s book proposes, among other things, that the academic paper has had its day and needs to make way for more current tech-friendly forms.  I, and the commenters, are not so sure.

3. When in Doubt, Make a Plan

This post is a response to a reader’s plea for advice.  Nick’s not sure college is the place for him, but he can’t see his parents agreeing to any other path.  I can’t solve his problem for him, but I have some suggestions, as do readers.  His original query, and a lot of interesting reader responses, appear here.

4. The Five Best Podcasts in the World

In May, these were my top five, and I still love them all, although “The Age of Persuasion” is now defunct (but was replaced on Saturday by Terry O’Reilly’s highly anticipated followup, “Under the Influence.”)  If I wrote this post now, I might rearrange these and introduce a couple of new favourites, including “On the Media” and “Planet Money.”  If you have a favourite podcast, please visit the post and leave a link in the comments.

5. What Do Students Think Should Change About School?

I got so many responses to this open call that I followed it with a full week of guest spots: five posts from students explaining how school could be better.  You will find most of those responses in the comments section of this post, along with lots of other interesting ideas on how to improve the education system.

6. “Either You Can Be a Teacher or You Can Be the Plagiarism Police”

Ah, plagiarism: the inexhaustible inspiration for teacher rants everywhere.  Here, I discuss an article from the Chronicle of Higher Education, in which Rob Jenkins explains that we need to just chill out.

7. Character = Behaviour: A Lesson Plan

This extremely successful lesson, in which students write reference letters for fictional characters and, at the same time, learn a bit about how their own behaviours reflect on their characters, is just now coming home to roost.  This winter, I am receiving an unprecedented (i.e. crushing) number of reference letter requests from students who clearly took this lesson to heart.

8. Life and Death and Anthologies

The stats for this post took a couple of random spikes, and I’m not sure why.  I like it a lot, but it’s just a quiet little meditation on the joys of anthologies and of travel, and on the links between the two.  In particular, it describes my experience of reading an anthology of Irish short fiction while travelling through Ireland.  It seems to have resonated with some people.  Perhaps it will for you.

9. Why Do I Have to Learn This?

We don’t always take this question seriously.  Louis Menand says we should.  I agree.

10. What Young Adults Should Read

After a Wall Street Journal essay made some indignant pronouncements about the trash that young people are reading these days, and after everyone got all upset about it, I threw in my two cents.  This post makes special reference to the thoughts and writings of Linda Holmes, blogger at NPR’s “Monkey See” pop culture blog, host of NPR’s “Pop Culture Happy Hour,” and person I most want to be when I grow up (granted, she’s probably younger than me, but I still have a long way to go.)

And, just because I loved it:

Bonus Post: Rolling In the Girls’ Room

I walked into the women’s washroom outside my office.  I discovered three students, two of  them male, sitting on the counter, rolling joints.   This post transcribes a Facebook conversation with my friends and colleagues, in which my response to this event is analyzed, critiqued, and mostly (but not entirely) supported.

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Resolutions for 2012:

  • Continue to post on Mondays and Thursdays.  Posts will, if all goes well, appear around 9 a.m., although dissemination to Facebook, OpenSalon etc. may be slightly delayed, as I am teaching early classes.  If you want to be sure to know about posts the moment they go up, please make use of the “Sign Me Up!” button at the top of the right-hand margin to receive email notifications for every post.
  • Tweet more!  I am lazy Twitterer.  However, I find all sorts of cool stuff that I don’t have time to blog about but should really share with you all.  So now I will.  Again, there is a button to the right that will allow you to follow me at @siobhancurious.  Follow me!
  • Be present, be present, be present.

Do you have a favourite post that you read here this year, and that I haven’t mentioned above?  Do you have blogging or teaching resolutions that you’d like to share?  Please leave a comment.  I always love hearing from you.

Thursday’s post: my favourite reading experiences of 2011.

And finally: Happy New Year, everyone!

Image by Maxime Perron Caissy

2011 in Review

Interested in knowing some fun facts about Classroom as Microcosm’s stats for 2011?  The WordPress.com stats helper monkeys prepared a 2011 annual report for this blog.

Here’s an excerpt:

The Louvre Museum has 8.5 million visitors per year. This blog was viewed about 97,000 times in 2011. If it were an exhibit at the Louvre Museum, it would take about 4 days for that many people to see it.

Click here to see the complete report.

Education From the Ground Up

I have once again received a very interesting query from a reader.  The blog will be on hiatus until January 9, so you’ll have lots of time to think about it and respond!  Jan Simpson would like to know: if you had to design an education system from scratch, how would you do it?

Here, in more detail, is his question.

It’s the present day, the year 2011. Everything is the way it is. However, there is no existing educational system whatsoever anywhere in the world. It is up to you to create a form of education for at least 500 teenagers between the ages of 15 and 20.

Here is my request: How would you go about creating a new educational system for those “students?” In other words, if you are the first person to create and establish the first educational system in the world, what would that look like?

Keep in mind, there isn’t any sort of education that had been created beforehand; you are the first person to wrap your mind around the basic principles of education and create a system or model where those principles can be taught and learned.

Feel free to post a brief response or a lengthy treatise in the comments section below.  If you’d prefer to contact Jan directly with a long reply, you can click on his name at the beginning of this post to go to his Gravatar profile and find his contact details.  However, I’m sure we’d all be interested to read your thoughts here, no matter how long or short they may be!

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Have a great winter holiday.  Eat lots of food!  Go for long walks!  Spend at least two days not thinking about teaching!  And when you ARE thinking about teaching … well, if you’ve gotten behind on your Classroom as Microcosm reading and commenting, now would be a great time to get caught up.

See you in January, when I will will start the year with a recap of the top posts of 2011 and with a list of my favourite books of the year.

Bloggers Anonymous

As is usual this time of year, I’m dealing with a trying student.  Yesterday, as a cathartic measure, I prepared a post in which I collated our email exchange since the beginning of the semester.  If you are not me, this exchange is no doubt extremely entertaining.  (If you are me, you spent most of yesterday meditating because it’s the only thing that prevented you from wrecking stuff and cursing constantly.)

However, this morning, I’m finding myself reluctant to publish it.

When this blog was being read by only a handful of friends and colleagues and the occasional visitor, I felt fine about posting stories about students, including almost word-for-word dialogue and emails.  I was taking plenty of steps to protect my students’ privacy, including the following:

  • My real name doesn’t appear anywhere on this blog, and I’ve taken strict measures to prevent my real name and my blogonym from being connected to each other anywhere on the internet.
  • I never mention the name of my college.
  • I change all names and identifying features of any students I mention.
  • Although plenty of my friends and colleagues know that I’m the blog’s author, it’s highly unlikely that they would recognize students in any of my stories.  My college is large – even if we’re teaching the same person at the same time, there’s usually no way for a teacher to know that this person is the one I’m referring to in a post.
  • The only people who are likely to recognize a student in a post are a) the student him/herself, or b) other students in the class, if the post describes an event that happens in the classroom.  For this reason, I’ve tried very  hard not to let my students know that I keep this blog, and so far, I think I’ve been successful.  There have been times that it would have been valuable for me to share it with them, but I never have.

Given all of the above, I’d be interested in your thoughts on this matter.  Is it okay for a teacher to tell true, detailed stories about interactions with students if no one is likely to ever know who the students are?  What about publishing emails from students – are these confidential?  (I believe the law concerning letters is that the recipient is the owner.  Is this true for emails?)  Is there a difference between reproducing a brief email and a long exchange?

As this blog gains more exposure, I’ve been trying to be more prudent.  But telling true stories is helpful to me, and seems to be helpful to readers as well.  I miss it.

What’s a teacher blogger to do?

Image by Richard Dudley

Formatting Blues

The following conversation took place earlier this week on my personal Facebook page.

Siobhan: Open memo to a student who shall remain nameless: Going into your final paper, you had an overall average of 59.7%. Did you not feel the stakes were high enough to invest half an hour in formatting your paper properly? Because if you’d done so, you would have passed the course.

And now I find myself in one of those infuriating ethical dilemmas. To pass or not to pass?

Colleague A: Does it benefit the student to take it again? That’s what I always ask myself. Sometimes the answer is a clear yes or no, but sometimes even this does not make it an easy question to answer.

Siobhan: It might or might not. I think it WOULD benefit him to stop goofing around, and failing might impress this upon him.

Colleague B: At a 59.7% final average? PASS.

Siobhan: 59.7 before the final paper. Now, 57.5. To give him a pass, I’d have to raise his grade on the final paper from a 53 to 61.  Note: formatting is worth 10%. He got 0.8/10.

Colleague B: Oooooh I see – now I can feel the ethical dilemma. If 53 is what he deserves on the paper, and if your marking criteria are clear and known to the students, I do not believe you should increase his mark to 61.

Outside Observer C: Yersh. Do you have to make the grades add up to 60? Could you just round up the final mark?

Siobhan: You mean just round it up when I submit the final grades, without changing the details of the grade breakdown? I expect that’s possible, but difficult to justify.  I am considering sending the paper back to him and telling him that if he formats it perfectly before Friday, I will give him a 60% on the paper.

Colleague B: Yes – that is a very good, even better than what I was thinking.

Colleague D: I have high pass rates in my classes because I do stuff like asking for additional work to justify bumping up a mark to a 60. It is futile when the student is riding on a 47 but if it’s mid-50′s or more, I often do it, as (for example) the optional make-up or bonus work I lay out on the last day of class. But hear me out. I, too, ask if it isn’t simply more helpful for a particular student to sit five English classes instead of four. And indeed, sometimes the answer is clearly yes.  So I would support you if you decide to have the boy reformat his work. If he doesn’t learn his lesson, then he will pay for it sooner or later in ways that we will not be around to watch.

Colleague E: I wouldn’t let him fail the course for formatting issues. I vote for “give him till Friday to reformat.” It’s not making you do any extra reading.

Siobhan: Just to be clear: he’s not failing the course for formatting issues, although that hasn’t helped. He’s failing for a whole pile of reasons, but if he’d just bothered to format the damn paper, he would have scraped through. If he’d done a host of other things, then his formatting on this paper wouldn’t have made much of a difference.  I have written a friend at the Learning Centre to see if he’ll work on it with him (to prevent the paper from being passed to a classmate for reformatting.) I’ll see what he says and write the kid in the morning. So. Tiring.

Outside Observer F: Was formatting an outcome of the course?

Siobhan: Yes.  In all my courses, 10% of each of their take-home assignment grades is given for formatting.  We review formatting in detail and they are given links to appropriate formatting guides.

Colleague G: Sometimes my only thought is whether I am willing to impose this student on one of my colleagues (or potentially back onto myself!) teaching a later course… Mind you, the alternative is to impose him/her on me or one of my colleagues as he repeats the current course… Oh, this was not a useful reply for you at all…

Colleague H: This may be dangerous to admit, but I tell my students that I don’t give out final grades that end in 7, 8 or 9. I always round up. My justification for this is that language (and analysis) is not an exact science, and my marking therefore perhaps has a standard deviation of about 3 (hence the 7, 8 and 9 possibilities). This means that anyone with a 57 gets a 60 or an 88 gets a 90. However, if someone has a 56 (or 66 or 76 or 86) they KNOW that they didn’t do that wee bit of extra work (like formatting in MLA style gosh darn it!) to give them the little bump. So that’s my justification…if you think this is horribly wrong, I’m willing to change. It’s just been terrifically helpful in dealing with students and having them understand the less-than-exact science that is grading….and by “you”, I don’t mean Siobhan particularly, just the whole general world of education and pedagogy :)

Siobhan: I remember you talking about that policy awhile ago, and I even considered whether I should implement it. However, over the years I have developed very detailed rubrics with precise criteria, and I assign point values to each criterion, and then I simply add up the points. This is not really less subjective, of course, but it does give both me and the student the feeling that the grade is a fairly accurate reflection of their abilities. In order for the grade to be rounded up, I would have to decide that I hadn’t graded fairly for a particular criterion, and change that. If students want to argue their grade, they have to convince me that they did better in one or more specific areas than I gave them credit for, and why. I have still been known to fudge grades one way or the other a bit if I feel a student is borderline, but it always comes down to their mastery of particular criteria. (I say always. Let’s say: almost always.)

Colleague J: If students like this put even a fraction of the time and effort into doing their work that their teachers put into evaluating it and wrestling with the ethical dilemmas it creates, we wouldn’t find ourselves in these situations so frequently.

Colleague G: Yes!  Why on earth do we agonize so much over work that, clearly, has not been agonized over by the student him/herself??

Colleague J: I can’t tell you how many times I’ve marked an essay and been convinced that it took me longer to mark it than it did for the student to write it. For me, such a lack of care prevents these issues from having an ethical dimension; if I pass the student, it is not because I am concerned about doing the wrong thing by letting him/her fail.

Siobhan: To be fair to this guy, I think he really did make some kind of effort (such as he was capable of) on this paper, out of desperation if nothing else. It looks like he made an attempt at some sort of formatting, but without looking at any of his guidelines or using any common sense. (Triple-spaced? Half the paper left-justified and the other right-justified? Identification info in the header? What?) It’s more than he’s ever done before, even if it’s all wrong. His last paper was single-spaced and entirely in italics, with no name or other identification on it anywhere.

That said: I sent him a detailed message yesterday with instructions including “go online and make an appt. with the Learning Centre NOW and email me when you’ve done it.” I included the link. According to the message system, he read the message yesterday. He has not emailed me. Looks like this guy’s toast.

Colleague J: I was going to say let him re-format it and stop spending any more energy thinking about it, but I agree with your latest comment. From your perspective, he’s got to show at least some effort at this stage.

Siobhan: The situation itself is frustrating, but I’m actually finding the conversation about it quite stimulating!

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What would you do with such a student?  Give us your thoughts.

Image by Billy Alexander