Gun control policy
war in Iraq
animal rights (including hunting [good gracious! Is someone impeding animals' right to hunt?]
vegetarianism / veganism
reasons for war? are any ethical? does going to war solve the "problem"?
euthanasia / mercy killing
racism / racial profiling
I know this topic is overdone but abortion? in a case of rape?
attacking criminals if you have the chance
Is shopping at Walmart ethical when one knows that the goods one purchases [are] at the expense of other human beings?
is it ethical (for an American) to not vote, when much has been sacrificed by others so they might have this right? Even if one doesn't like any [candidate] or believe in a [candidate]?
Lying - for example: Your friend is dating someone you saw kissing someone else. Do you tell that person? [Oh, I think that person the friend who's dating the first person already knows, since he or she was the one your friend's date was kissing. But maybe if you told her or him, then he or she would know that you know that he or she knows that you know]
Euthanasia -- is it ethical? Should the law dictate your rights in this situation?
Should parents be able to create an account on a website (facebook, myspace, etc.) to be able to essentially "keep tabs" on their children, or should the kids have more privacy?
Government sponsored assassinations or the ousting of a ruler unliked by [a] government
Is it morally acceptable to intervene with other countries' politics simply [because a] government does not like the ruler? [No, but if they have a lot of oil, hey, go for it]
Many people believe that abortion is bad, but the death penalty is necessary [I think you don't really want a comma there]
At this point of the class, I just started to think in terms of [an] ethical system, therefore, it is very difficult for me to propose an argument. However, speaking in terms of a Daoist, how is one supposed to live in accordance with nature if the life he [or she] is living is based [solely] on providing for [her or] himself and his [or her] family. If the means to provide are not impossible then her is proceeding with a process that is possible to do. [Likely.] Yet, the means to survive, like working [are] not the most natural thing to do. Working such as a [diner], Giant, etc. What, then, is the way to proceed in accordance with nature in Modern Times?
smaller scale situations
offered a better job, thinking about leaving current one, should you inform anyone? Same type of question applies to roommates / living situations, etc.
Accepting bribes, would help people out short term, but possible ramifications later on... should you?
Helping out a friend, even though you know they are in the wrong; should you be loyal or do what may be right?
Euthanasia -- relating to humans as well as animals [last I heard, humans were animals]
The use of plastic bags and or any other product that causes harm to the environment.
I don't think this could be look[ed] at [as] an ethical standpoint, but what is the purpose of art that is a giant litter box or rumpled pieces of carpet hanging from a pole attached to a wall? Is this art? [No, it is not. People who produce such "art" should be rounded up, herded into camps made of concrete with corrugated steel roofs, surgically sterilized, treated with electric shock therapy, lobotomized, and eventually, re-educated, returned to service-sector jobs. Just like what we do here at PCA&D!] One could say yes, because taking an everyday object and turning it into something else like a statement on art such as the artist that did the large litterbox making a statement that his work is no good. [I think I may have to rethink my above position.]
Thursday, April 3, 2008
Course Content Surveys: Revolution & Constitution
I have made minor mechanical corrections without notation.
What aspect or assignment in this course has been the most difficult for you? Explain briefly.
The essays / papers. As a senior the workload is intense and I found it hard to put the time aside to research enough to write a descent [sic.] paper. It was also hard because the paper are nearly our entire grade and that put even more pressure on it.
***
The aspects or assignments have all be challenging but not entirely difficult to do.
***
The number of projects due makes the course more difficult (especially if you have a full schedule) [as it happens, I do -- MA]. Getting behind with a full work load is not an easy thing to come back from when you have three research papers in one semester.
*
MA: This last point would seem to argue against falling behind.
***
Research, research, research. Never in all my college level education have I had to do so much research. I am at this point of the semester and of my college education in general swamped with work, the last thing I need is to do hours and hours of research I cannot find the time it takes to do good valuable research for this class. Also, I'm not too familiar with doing research, especially college level research and 4th year at that.
*
Research and analysis -- used to papers that deal with strictly factual information -- not analysis, also making a significant connection [between] certain events and the Constitution.
*
MA: I'm not sure whether this a personal commentary, an indictment of the course, or a celebration of the value of the course. Perhaps it is some mixture of these. The course syllabus calls for annotated bibliographies for the first two projects each entailing not fewer than seven sources in not fewer than three media types. Depending on the topic one selected, assuming for the moment that it was not an absolutely obscure one (say, the role of Jewish immigrants in defining constitutional principles), simply finding seven sources in three media types might take an hour of careful research. Analyzing and notating the sources is another matter -- that could take days or work.
I guess my concern about the first statement ("Never in all of my college level education...") is to understand why this would be the case. Two seven-page research papers and one four-page evaluative summary -- which, as noted in the earlier comment, is virtually the entirety of the graded material for the course -- seems to me to be a reasonable load. I suppose other instructors should be encouraged to require similar assignments, as then you would have more experience with research. It becomes much easier with practice; conversely, the less experience one has, the harder research may seem.
***
What aspect or assignment has been the least difficult? Explain briefly.
In the beginning of the semester we used to discuss things and I think that was the best part. It would've help[ed] if we had a certain topic set aside for a day we could research it a little and then meet up as a class and have class discussions.
*
MA: This is a fine course content survey response. It implies a difficulty (fewer discussions) and provides an excellent suggestion for a solution.
***
comming to class [sic.]
***
The second project has been less difficult because it concerns more readily available information that deals with modern times.
***
I do somewhat enjoy doing the research, I find it to be somewhat interesting. But like I said before, I don't have the time to do good research.
***
The information being presented is relevant and easily understood. More familiar with historical events and the impact on events that followed.
***
What did you think you were going to learn that you haven't learned?
I thought the course would go more in deph with the actual context of the Constitution and how it has shaped our government and laws now -- not much discussion on what the amendments encompass (ex: 14th amendment goes further with the due process clause, equal protection... on and on).
***
More about the history of the revolution and constitution, also how they are applied today.
***
Since we have begun to look at topics from more modern times, I can't say that we have skipped anything important so far.
***
I am happy now in the second project that we are tak[ing] constitutional amendments and putting [them] to work. I wish that more analysis of our [present government] could be done, [rather] than the past, and everything quicker [paced]. The speeches were okay, but not needed, more learning of facts than ideas would be better.
***
It's hard to say because I've leanred bits and piees about everything I thought I was going to learn, but I would've liked to [have] gotten into more of the American revolution in greater depth.
What are you learning that you didn't expect to learn?
For my paper I'm writing about protest and how events like Kent State should have never happened based on the Constitution. But I chose the topic because it interested me.
***
What is being taught is fine, but more could be done.
***
We went deep into the specifics of not only the Constitution, but the Articles of [Confederation} as well as a couple more important documents dating from the start of the US It is interesting to look at specifics in these, and I found everything to be relevant to the course topic.
***
How to do the research that we have been doing and how to apply it to the course. Which I'm still not convinced about.
*
MA: Oh, I think the course exists.
***
I like the freedom to explore any aspect of the Constitution and the effects it has on our history and our present. I am familiarizing myself with rights I wasn't necessarily aware of and rights I though I had but had been misinterpreted or not necessarily guaranteed in the Constitution.
***
What aspect or assignment in this course has been the most difficult for you? Explain briefly.
The essays / papers. As a senior the workload is intense and I found it hard to put the time aside to research enough to write a descent [sic.] paper. It was also hard because the paper are nearly our entire grade and that put even more pressure on it.
***
The aspects or assignments have all be challenging but not entirely difficult to do.
***
The number of projects due makes the course more difficult (especially if you have a full schedule) [as it happens, I do -- MA]. Getting behind with a full work load is not an easy thing to come back from when you have three research papers in one semester.
*
MA: This last point would seem to argue against falling behind.
***
Research, research, research. Never in all my college level education have I had to do so much research. I am at this point of the semester and of my college education in general swamped with work, the last thing I need is to do hours and hours of research I cannot find the time it takes to do good valuable research for this class. Also, I'm not too familiar with doing research, especially college level research and 4th year at that.
*
Research and analysis -- used to papers that deal with strictly factual information -- not analysis, also making a significant connection [between] certain events and the Constitution.
*
MA: I'm not sure whether this a personal commentary, an indictment of the course, or a celebration of the value of the course. Perhaps it is some mixture of these. The course syllabus calls for annotated bibliographies for the first two projects each entailing not fewer than seven sources in not fewer than three media types. Depending on the topic one selected, assuming for the moment that it was not an absolutely obscure one (say, the role of Jewish immigrants in defining constitutional principles), simply finding seven sources in three media types might take an hour of careful research. Analyzing and notating the sources is another matter -- that could take days or work.
I guess my concern about the first statement ("Never in all of my college level education...") is to understand why this would be the case. Two seven-page research papers and one four-page evaluative summary -- which, as noted in the earlier comment, is virtually the entirety of the graded material for the course -- seems to me to be a reasonable load. I suppose other instructors should be encouraged to require similar assignments, as then you would have more experience with research. It becomes much easier with practice; conversely, the less experience one has, the harder research may seem.
***
What aspect or assignment has been the least difficult? Explain briefly.
In the beginning of the semester we used to discuss things and I think that was the best part. It would've help[ed] if we had a certain topic set aside for a day we could research it a little and then meet up as a class and have class discussions.
*
MA: This is a fine course content survey response. It implies a difficulty (fewer discussions) and provides an excellent suggestion for a solution.
***
comming to class [sic.]
***
The second project has been less difficult because it concerns more readily available information that deals with modern times.
***
I do somewhat enjoy doing the research, I find it to be somewhat interesting. But like I said before, I don't have the time to do good research.
***
The information being presented is relevant and easily understood. More familiar with historical events and the impact on events that followed.
***
What did you think you were going to learn that you haven't learned?
I thought the course would go more in deph with the actual context of the Constitution and how it has shaped our government and laws now -- not much discussion on what the amendments encompass (ex: 14th amendment goes further with the due process clause, equal protection... on and on).
***
More about the history of the revolution and constitution, also how they are applied today.
***
Since we have begun to look at topics from more modern times, I can't say that we have skipped anything important so far.
***
I am happy now in the second project that we are tak[ing] constitutional amendments and putting [them] to work. I wish that more analysis of our [present government] could be done, [rather] than the past, and everything quicker [paced]. The speeches were okay, but not needed, more learning of facts than ideas would be better.
***
It's hard to say because I've leanred bits and piees about everything I thought I was going to learn, but I would've liked to [have] gotten into more of the American revolution in greater depth.
What are you learning that you didn't expect to learn?
For my paper I'm writing about protest and how events like Kent State should have never happened based on the Constitution. But I chose the topic because it interested me.
***
What is being taught is fine, but more could be done.
***
We went deep into the specifics of not only the Constitution, but the Articles of [Confederation} as well as a couple more important documents dating from the start of the US It is interesting to look at specifics in these, and I found everything to be relevant to the course topic.
***
How to do the research that we have been doing and how to apply it to the course. Which I'm still not convinced about.
*
MA: Oh, I think the course exists.
***
I like the freedom to explore any aspect of the Constitution and the effects it has on our history and our present. I am familiarizing myself with rights I wasn't necessarily aware of and rights I though I had but had been misinterpreted or not necessarily guaranteed in the Constitution.
***
Course Content Survey: Foundations of Ethics
I have made slight mechanical corrections without editorial notation. To the student who wroter her or his course content survey responses in Norwegian: De er velkommen a tale norsk, je forstar Dem, men jeg tenker de bor skrive engelsk i denne kartlegging.
What aspect or assignment in this course has been the most difficult for you? Explain briefly.
Reading and completely understanding the different classical thought systems.
***
Lesning [reading]
***
The hardest part so far has been understanding some of the information presented in the required reading before it is explained. Reading can rake a while sometimes.
***
Understanding the terms, speech, vocabulary, etc. of the readings. It just takes a little more time to read through the books.
*
MA: A little more time than what?
***
Papers. Finding time to write them while there's other major homework.
*
MA: Welcome to college. Welcome to life. I sympathize entirely. Now do your work.
***
Understanding the material to its fullest. Spending the time to fully get what I need to done on time. On top of other courses this class I felt was the most time consuming because I did not fully understand the material. Because of the burden of other courses I got very discouraged when it came time to spen on this course and it took me two days to get through Kant's 1&2 chapters. After which I honestly can say that I stopped concentrating on the course so much I think that started to reflect on my performance in the course.
*
MA: perhaps you have set your standard for achievement unreasonably high. To understand Kant "fully" may not be possible. Surely, to spend only two days working through Kant is an insufficient allotment of time. Clearly, this is difficult material. I can only assure you that ultimately advantage accrues from meditation upon the material. It cannot be rushed; I have emphasized this at several points in the course, and gave suggestions orally and in the syllabus to support reading.
At the same time, I myself have been swamped with work: not only class preparations and grading, but all manner of administrative tasks, so I understand the predicament you face quite well. I had said, for example, that I was willing to make recordings of the course readings -- the technical difficulties experienced with this initially bled into the time crunch of the latter parts of the semester, and those recordings have not been made.
So, we do as well as we can given the resources we have.
***
The second assignment was the most difficult assignment for me (research paper). I felt like we didn't get enough time to research.
*
MA: Quick comment on this: perhaps you did not notice that ALL the assignments for the course are in the syllabus, distributed on the first day of class. Thus, nearly three months were available for research. But you express a feeling, not a fact, and certainly many times something seems other than it is.
***
The communitive thought report because it's almost impossible to figure that some of the ethic systems mean especially if your using Immanuel Kant and John Stuart Mill's books as references. [sic.]
*
MA: Perhaps then Kant and Mill should not be your references.
***
I have found this course to be moving at a comfortable pace for me. It is not extensive in note taking but packed with knowledge.
*
MA: I can only hope to be worthy of such a comment in every course I teach.
***
The questionnaire project was the most difficult partly because it was the first assignment but also because it required a lot of knowledge about ethics which was still a new subject for me. It was a good assignment but would work better either as a long ongoing project or as one of the later assignment.
*
MA: This is a model course content survey response. It identifies the difficulty and proposes two excellent solutions. Well done. I had a sense of the difficulty; I shall closely consider the solutions offered.
***
What aspect of the course has been the least difficult? Explain briefly.
a lytting [listening]
***
Putting together the survey was not bad. It was aimed towards our interests, which made it more interesting than I had originally thought it would be.
***
Survey assignment was pretty interesting and fun.
***
The questionnaire because getting the surveys filled our and organized is pretty simple if you like the topic.
***
I have found our in-class discussion to be the least difficult and the most helpful aspect of the course.
***
Taking notes, going over and understanding the readings.
***
The way in which the teacher helps us to understand the ethical theories, systems, terms, etc.
***
Attending and listening to the material given to me. It was interesting but difficult to comprehend.
***
The classical ethics paper which was a pretty straight forward research paper. More time would have [been] nicer.
*
MA: As my friend Lewis Walton was wont to say, "God made twenty-four hours in a day."
What did you think you were going to learn that you haven't learned?
I thought we would be discussing current moral issues as a whole and not just in our first survey / paper.
***
debatter [debate]
***
More situational things.
*
More specific ethical issues found in everyday life such as work oriented ethics or social ethics, a more applicable approach rather than a philosophical one.
*
More examples of theories would help in the understanding.
***
N/A
***
None
***
My perception of Ethics at the beginning of the the class was completely wrong.
*
MA: So, if I understand this correctly, your perception of Ethics at the beginning of the class was in fact not completely wrong, but you are surprised to learn that you had an accurate perception of Ethics.
***
What are you learning that you didn't expect to learn?
Just theories behind morals.
*
I've learned about the ethical systems, and that I will have a new sense of knowledge and reason whenever I hear a universal question.
*
N/A
*
N/A
***
Epictetus, Plato, Socrates, Kant
*
Epictetus
*
MA: To which Kant (and perhaps also Wittgenstein) would respond "impossible".
***
hva opp epictetus
*
MA: Virkelig, hva opp.
There is so much information on ethical systems that has been presented. I did not know that we would go so int depth on so many.
*
MA: Funny; my impression is that we've hardly scratched the surface, and only viewed a very narrow spectrum.
***
That my natural school of thought does in fact correspond to a real school of thought and moral system.
***
Classical systems -- however, I understand why we are spending ideas on past ideas.
***
What aspect or assignment in this course has been the most difficult for you? Explain briefly.
Reading and completely understanding the different classical thought systems.
***
Lesning [reading]
***
The hardest part so far has been understanding some of the information presented in the required reading before it is explained. Reading can rake a while sometimes.
***
Understanding the terms, speech, vocabulary, etc. of the readings. It just takes a little more time to read through the books.
*
MA: A little more time than what?
***
Papers. Finding time to write them while there's other major homework.
*
MA: Welcome to college. Welcome to life. I sympathize entirely. Now do your work.
***
Understanding the material to its fullest. Spending the time to fully get what I need to done on time. On top of other courses this class I felt was the most time consuming because I did not fully understand the material. Because of the burden of other courses I got very discouraged when it came time to spen on this course and it took me two days to get through Kant's 1&2 chapters. After which I honestly can say that I stopped concentrating on the course so much I think that started to reflect on my performance in the course.
*
MA: perhaps you have set your standard for achievement unreasonably high. To understand Kant "fully" may not be possible. Surely, to spend only two days working through Kant is an insufficient allotment of time. Clearly, this is difficult material. I can only assure you that ultimately advantage accrues from meditation upon the material. It cannot be rushed; I have emphasized this at several points in the course, and gave suggestions orally and in the syllabus to support reading.
At the same time, I myself have been swamped with work: not only class preparations and grading, but all manner of administrative tasks, so I understand the predicament you face quite well. I had said, for example, that I was willing to make recordings of the course readings -- the technical difficulties experienced with this initially bled into the time crunch of the latter parts of the semester, and those recordings have not been made.
So, we do as well as we can given the resources we have.
***
The second assignment was the most difficult assignment for me (research paper). I felt like we didn't get enough time to research.
*
MA: Quick comment on this: perhaps you did not notice that ALL the assignments for the course are in the syllabus, distributed on the first day of class. Thus, nearly three months were available for research. But you express a feeling, not a fact, and certainly many times something seems other than it is.
***
The communitive thought report because it's almost impossible to figure that some of the ethic systems mean especially if your using Immanuel Kant and John Stuart Mill's books as references. [sic.]
*
MA: Perhaps then Kant and Mill should not be your references.
***
I have found this course to be moving at a comfortable pace for me. It is not extensive in note taking but packed with knowledge.
*
MA: I can only hope to be worthy of such a comment in every course I teach.
***
The questionnaire project was the most difficult partly because it was the first assignment but also because it required a lot of knowledge about ethics which was still a new subject for me. It was a good assignment but would work better either as a long ongoing project or as one of the later assignment.
*
MA: This is a model course content survey response. It identifies the difficulty and proposes two excellent solutions. Well done. I had a sense of the difficulty; I shall closely consider the solutions offered.
***
What aspect of the course has been the least difficult? Explain briefly.
a lytting [listening]
***
Putting together the survey was not bad. It was aimed towards our interests, which made it more interesting than I had originally thought it would be.
***
Survey assignment was pretty interesting and fun.
***
The questionnaire because getting the surveys filled our and organized is pretty simple if you like the topic.
***
I have found our in-class discussion to be the least difficult and the most helpful aspect of the course.
***
Taking notes, going over and understanding the readings.
***
The way in which the teacher helps us to understand the ethical theories, systems, terms, etc.
***
Attending and listening to the material given to me. It was interesting but difficult to comprehend.
***
The classical ethics paper which was a pretty straight forward research paper. More time would have [been] nicer.
*
MA: As my friend Lewis Walton was wont to say, "God made twenty-four hours in a day."
What did you think you were going to learn that you haven't learned?
I thought we would be discussing current moral issues as a whole and not just in our first survey / paper.
***
debatter [debate]
***
More situational things.
*
More specific ethical issues found in everyday life such as work oriented ethics or social ethics, a more applicable approach rather than a philosophical one.
*
More examples of theories would help in the understanding.
***
N/A
***
None
***
My perception of Ethics at the beginning of the the class was completely wrong.
*
MA: So, if I understand this correctly, your perception of Ethics at the beginning of the class was in fact not completely wrong, but you are surprised to learn that you had an accurate perception of Ethics.
***
What are you learning that you didn't expect to learn?
Just theories behind morals.
*
I've learned about the ethical systems, and that I will have a new sense of knowledge and reason whenever I hear a universal question.
*
N/A
*
N/A
***
Epictetus, Plato, Socrates, Kant
*
Epictetus
*
MA: To which Kant (and perhaps also Wittgenstein) would respond "impossible".
***
hva opp epictetus
*
MA: Virkelig, hva opp.
There is so much information on ethical systems that has been presented. I did not know that we would go so int depth on so many.
*
MA: Funny; my impression is that we've hardly scratched the surface, and only viewed a very narrow spectrum.
***
That my natural school of thought does in fact correspond to a real school of thought and moral system.
***
Classical systems -- however, I understand why we are spending ideas on past ideas.
***
Wednesday, April 2, 2008
Course Content Surveys: FVC102.F3 Sp 08
Note: I have made minor mechanical corrections in the student responses below without indicating the corrections; more substantial errors have been indicated with standard editing conventions.
What aspect or assignment in this course has been the most difficult for you? Explain briefly.
The essays -- we were assigned essays, and then we did lots of oral presentations about them, which I found not very helpful. I would really have preferred more concentration on the reading and writing aspects. We did plenty of speaking and listening, but I feel I'm not learning enough. More reading and perhaps some shorter writing assignments might be nice. Yes, that means I'm asking for more work in a way.
***
The most difficult assignment this semester would have to have been the poetry assignment for personal reasons probably shared by the whole class [I have to think about that one -- MA]. It is difficult to chose and memorize a poem 12-14 lines long and the [recite] it to others. But over all this was a great semester.
***
For me the difficult lies with getting enough research time and accumulation in as well as enough processed written material done before each essay or thesis version is due. A large part of this is personal [pacing] in relation to other assignment though. Taking part in conversations is quite difficult, and I wonder that the set of the desks is a factor? [sic.] Perhaps if the class had a large table that we gathered around, like a council? I feel the majority are not entirely encouraged to share opinions, enough.
***
Time management; this has always been my greatest trouble. Though not just specific to this course, it is something within the course that has caused problems.
***
The slow pace at which we are moving is quite difficult. The informative analysis was also relatively difficult, but really, it's the only actual assignment we've had, so I guess it was the easiest as well. I didn't like how the poetry "assignment" was handled, either. If you wanted us to pick every word apart, you should have said so, instead of just writing about it in your blog after the assignment was done.
*
MA responds: Fair enough, and perhaps that was part of the background of the comment about "docking" mentioned in the last post. I'm inclined to think, though, that if one is asked to analyze a work, and given a worksheet listing some dozen points for analysis, a response with more detail than "this poem uses fancy, old-fashioned language" might be reasonably expected by the instructor without having to say, "now, children, I want you to carefully demonstrate that you know what you are talking about."
***
Presentations have been the most difficult because when I'm in front of people I feel awkward and nervous. I tend to talk fast when I'm in front of people.
*
MA: Hence the exercise.
***
Getting up in the morning. Getting work done on time or getting work in, but that's a personal problem. Waiting for Achtermann to start class; wait to print things at the end of class or before class not during class & [wasting] class time.
*
MA: Noted; I will strive to follow this direction. It's a bit of a personal problem.
***
The changing of due dates for assignment and the [misprints] that are on the list that we get in the middle of the year. Also lessons and [their] subject [manner] ([understanding]).
*
It has been difficult to keep track of when things are due. We (our class) gets very side tracked in discussion so often due dates get pushed back and we get behind.
*
MA: I believe the only changes to assignment due dates have been the times of the presentations in class. All the other due dates have been maintained. If you have any question or confusion about due dates, it seems perfectly sensible to ask me; I will refer to the syllabus, which you should also have (if you have lost your copy, I will provide you with a new one). It's true that the presentations have taken a long time, much longer than scheduled, but this should not impact the other due dates.
***
The informative essay was the most difficult assignment. It was hard to re-write facts in my own words to make it sound like it wasn't [plagiarized]. -- Oral presentations seem to go a lot longer than they should. Only a few people get to present in one class period.
*
MA: The goal of paraphrase and summary is not to "sound like it isn't plagiarized" (because in fact the grammatical implication is that the work is plagiarized, but you simply wish it to appear not to be!), but a) not to be plagiarized, in fact, and, more importantly, b) to have been taken up by you into your own awareness as your own. This, too, is difficult, but it is the acquisition for yourself of ideas that is the goal -- not disguising another's words with your own!
***
MLA citations; that has always been a weakness for me. However, I have improved a lot over the year. Public speaking [has also been a difficulty].
*
MA: The main question is this: do you know where to find the information you need to figure out the MLA citations? Can you figure out whether you need to cite a work as an anthology, a critical edition, a direct authorship, or some other form? Can you find the publication information in your source? If you can answer these questions affirmatively, you have what you need to succeed; otherwise, not.
***
The most difficult aspect of the course for me personally has been the emphasis on oral presentation. However, I believe this to be a reflection on my own anxieties rather than a flaw of the course. However if the grading was somehow more balanced with traditional quizzes or tests, I would feel as though it was more beneficial to me and better suited to my style of learning.
*
Preparing the papers because so much time was spent on completing the thesis that by the time it was done, there was little time for the rest of the paper.
*
MA: I have two comments on this: First, we experimented this semester with development through topic to thesis, rather than beginning straight out with the thesis as last semester. This additional step, however, should have had the effect of refining the thesis sufficiently that when the thesis was complete, the essay would be easily prepared. I suspect, then, if there is some difficulty in completing the essay in time, the problem is with insufficient research at the earlier stages, while the thesis is being formulated.
A thesis should be constructed when one has a fairly thorough understanding of a subject -- even as an hypothesis, one must have some sense how to proceed in testing the hypothesis, and this requires previous understanding of the subject tested. While working the topic from general to specific, and in developing the thesis, you should be researching the topic, not waiting for ideas to drop miraculously from the sky. The business of topic selection is active, not passive.
Second, the thesis is the paper, in essence: the only time required after the thesis is constructed is the physical representation of words on paper. In a dialectical format, of course, the thesis is one of three sections in the essay, but in an informative essay the thesis is the barest expression of the entirety of the work: a kind of single-statement summary of the whole essay, the essay in seed form. So the writing of the paper from the thesis is like a plant growing from a seed: of course, all of the notes you have prepared on your index cards are taken up like sunlight and water and soil, but the conditions of growth are already determined, and, all other factors being equal, the growth proceeds quickly and straightforwardly.
But this is just my saying this, and I've said it before. I've shown this, too, in one form or another, over the past seven months. It's best learned, though, by practice, and you comment suggests to me that what is needed is not a greater extension of time in which to prepare the essays, but shorter assignment times and more topics, more theses, so that you will have more practice in bringing a topic through the research and thesis formulation into final essay form.
What aspect or assignment has been the least difficult? Explain briefly.
This is pretty hard to judge, considering we didn't really have many formal assignments. The listening is ridiculously easy for me, so long as the speaker is clear. I'm not sure how useful the listening worksheets really are.
*
MA: I'm dubious of the worksheets, too. I think they should include a few more specific points to concentrate on. We could discuss the worksheets in class and develop better ones for the future.
***
The least difficult assignment for me was the informative paper because we got the chance to pick our own topics...
***
Taking notes, listening, synthesizing, processing, and reading work has all been quite easy to ge through and maintain.
***
The usage of decent (or proper) grammar and spelling; I've never found that to be too difficult. If I am getting certain things wrong, no one tells me.
*
MA: Believe me, if you were far off the mark, you would hear about it.
***
[left blank: apparently the entirety of the course is so difficult, all assignments are equally hard]
***
The listening exercises have been the least difficult.
***
[It has been least difficult to] love reading and discussing selected readings..., [to] find a subject to write about on thesis papers. In class discussions [have been least difficult].
***
The reading in the course and the presentations including notes.
***
Learning to memorize a poem and to present it to the class as the least difficult assignment.
***
If you don't understand something it's easy to ask a question and get the class involved in the answer.
***
writting the papers + doing research. It seems as if we are back in high school, I already know how to write papers the way the course is now. Maybe if we were taught a more advanced level of writting it would be better. Class seems like an overview of middle-high school. [Entire comment, sic.]
*
Re: Spelling and punctuation still remain essential components of writing. As a writer, too, I've found that very simple exercises can still provide a great deal of challenge. Have you milked every assignment for its full potential? Have you asked me for a further challenge?
I'm completely in sympathy with the idea of a more advanced class. In this section, I observe a range of capacity from several students who are challenged to form a complete and correct English sentence without basic structural error to several who could, if they wished, work as professional writers. In my view, we should have three tiers of FVC: one for individuals in need of training in basic writing skills, another for average college-level students, and one for advanced writers. We try to accommodate to this with the Writing Workshop, but this does not answer to the need for the higher level challenge.
Having said that, I come back to my last question. I would be pleased to show ways to "raise the bar" in assignments. I have the sense that the majority of students in this class feel ready for such a challenge. Alas! I am waiting for the demonstration of that readiness.
*
The least difficult assignment has been probably the listening exercises. But there have been very few class assignments.
*
MA: Yes, there have been very few, and therefore it puzzles me why I read complaints about not having enough time to meet the deadlines. It's a mystery.
***
Poetry, just because I write a lot so it came easily.
***
What did you think you were going to learn that you haven't learned?
More "free" writing, our own topics to express ourselves.
*
MA: presumably, this is a request for more writing exercises (albeit of a peculiar character). As above, I don't believe I ever have told a student "don't write so much" (although I have placed length guidelines on assignments). But until you've been engaged in grading yourself, hesitate to suggest more graded work.
Also, I'm curious: were not your informative and persuasive essays to be written on your own topics? Perhaps you wished to write on more topics. I won't stop you -- indeed, so far from that, I encourage you! And, so long as you don't ask me to grade them, I'll be happy to read and comment on any pieces you write.
***
With the assignment of the reading of Always Coming Home, which was completed at once, I was expecting more of a poetic analysis and/or series of discussions on the books' various literary strengths, pecuiarities, and perspectives raised. This could possibly have been connected to other assignments such as the five fours (which it was) but also to the thesis or poetry analysis. In any case, somehow it seemed we ditched the book a little too early for my, and a few other's, interests.
*
I though we would do a lot more with the books we purchased. I read through all of Always Coming Home, for example, and now realize that I was the only one to do so, and that it was really a waste of time because we didn't do anything with it, aside from the 5/4s, which, of course, led to more oral presentations.
Mainly I was under the impression that we would have spent more time studying Always Coming Home. Though I enjoyed the book, other students were upse when they were told to buy it and read it but it has not effected their grade whatsoever., being as the exercise involving the book did not require much knowledge of it.
*
I thought we were going to use the books we bought this semester; the only ones we've actually used were Tolkien and the handbook. Buying ACH was a waste of money in my opinion.
*
MA: Here's a question for those students who were so upset: would you have read this book if it had not been part of this class? Having read it, did you find it to be a stimulating, frustrating, interesting, useful, meaningful, challenging book? In short, did you benefit from reading it? Well, then -- why do you need a grade? Are you a student, or a worker-bee? Do you want to learn, or do what The System tells you to do? Only you can answer these questions.
Sure, it would be great to grade you on something related to Always Coming Home, and that was my original intent in July and August of 2007. We could still do that, if you'd like. I have quizzes made up, and essay prompts. I'd hate for you to have spent $15 in vain.
If you will scroll back through this blog, you should find that I spent some time pointing to possible connections between Always Coming Home and the topics you selected. In other words, you could, in all likelihood, have used Always Coming Home as part of your informative and persuasive essays, if you really wanted to prevent a "waste of money". It seems to me that you want me to give you something you should take for yourself.
At some point you must be willing to learn for learning's sake -- because it is that which will improve your lot as artists or designers, or, frankly, anything else you might be in life. Watch movies because they are good to watch. Do good work because it is the right thing to do. Make art because you must. Grades are valuable, yes, yes, I know: I make money (in part) by identifying them, but they should not qualify your life.
***
Classic english literature. Advanced college english In depth discussions about literature + comprehension. Creative writting, etc.
*
MA: Apparently, I missed the memo about the extra "t" in writing, or the use of "etc." without a list, or the abandonment of capitals for proper nouns. But all of this is quite petty, I'm sure. Simply because one does not employ standards long established, we should not bar one from in depth discussions about comprehension. And I do not deny that I long for the same. And again, I do not believe I have barred anyone from participating in such.
As I say, my response may be petty, peevish, and inappropriate -- better reserved for the lofty atmosphere of the faculty lounge, had we such an appurtenance in this institution.
I think, though, a fundamental fault lies in the apparent misapprehension that this is a literature course. If we have read some fine literature, and even spent some little time examining it, yet that is not, as I understand the matter, one of the chief goals of the course. Re-examine the syllabus, if you doubt me.
***
I thought we were going to learn more about poetry and not just how to [recite] it.
*
More about poetry and reciting it. All about Tom Bombadil and his blue jacket and yellow shoes (or is it the other way around[?]).
*
MA: May I suggest our course entitled "Poetry", debuting Fall 2008. Bombadil wore boots in the poem. They were yellow. See http://words-are-the-matter.blogspot.com.
***
This semester I figured that we would continue from last semester and that's what we were doing. So there isn't anything new that I've learned.
*
MA: Brian Eno notes that "repetition is a form of change."
***
More English terms (not the basic but more teaching like what is in the Penguin Handbook).
*
I thought that perhaps we'd go much further into grammatical and mechanical language practice. Also, it may have been nice to go into the various structures of poetry in more depth.
***
MA: Ah, here's the difficulty: everyone wants something a little different from everyone else. Yes, going over mechanics could be useful, but it's time consuming and also frustrating as a spectator sport. And it's time consuming and frustrating to grade, which is likely why it would be needed at the college level at all: lower-level instructors passed it off. Shakespeare's Richard III comments,
"Look, what is done cannot now be amended. / Men shall act inadvisedly at times/ which later hours give leisure to repent" (V.iii.308-310). I guess we are now in the "later hours".
***
I did not have any hopes to learn anything beyond what was included in the curriculum.
*
[Blank: I'll take that as the mark of a satisfied customer.]
***
What are you learning that you didn't expect to learn?
Really, I don't think I am learning anything unexpected. The unstructured thing's not working for me. I don't complain too much because it might not be good for others, but I find this class to be my least useful.
*
MA: Thank you (I suppose) for not complaining in class, but I hope than in future sincere complaint such as the one you imply here (it might be seen as a heavy indictment to be the instructor of the "least useful" course -- on the other hand, that is relative; still, I'd like to be higher on the list) would be addressed directly and as forcefully as possible to the instructor in question (here, me). I think, too, that finding that a course is not advancing you is a reasonable cause for complaint, which, if not satisfied by the instructor after discussing the matter with him or her, should be directed to the chair of the department (or, in my case, since I am the chair, to the academic dean). This may seem heavy-handed and like a personal affront on your part, but either the matter is important, and therefore worthy of note to the appropriate agents (the instructor, then the chair, then the dean), or it is not. I would hope that I would not take a sincere concern personally. If a concern is worthy of note, it transcends the personal (that is, it may be a "personal problem" or character flaw in the instructor, but if there is an interference there with your learning, some accommodation should be made; that might be a restructuring of the class [or, in my case, a mere structuring!] or a reassignment to another section, if that could be arranged).
***
Cannot recall a specific event or bits of information that I did not expect to learn.
*
I greatly enjoy the unexpected but occasional inclusion of etymology; we should engage in the history of words and older versions a bit more, just out of the interest in the richness it offers. Learning more thoroughly the dialectic has been very useful as well.
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MA: Check out http://freerice.com/ and http://www.etymonline.com/
***
I've learned a lot about the subject I chose to write about & although I like your crazy rants, I've learned a LOT about your personal life.
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I guess I would have to say how to listen better when people are talking.
***
More about writing proper thesis and more about the subject I chose to write about. And pubic presentations.
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Explaining of in depth analysis of certain books. Learning why we do the things we do.
***
Paraphrase, block quotation, reference etc.
***
I didn't think I would get over the fear of talking in front of the room, but with more practice I'm getting better at it.
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MA: That's right: practice, practice, practice. It takes time and effort, but it produces results.
***
I didn't expect the poetry. That was fun. I wish we could have gone more in depth though.
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MA: Nobody expects.... Yes, I would have enjoyed going to more depth on poetry, too, and maybe one day your wish shall be granted!
***
I can't think of a specific thing, but I generally find the class or simply your "rants" interesting.
*
MA: What is all this about "rants"?
***
Reading and analyzing all the books.
*
MA: Well, I'm glad that someone did this! Now, in case anyone supervising me happens to have read this all the way to the end, I will allow a student the final words:
[I'm learning a] great deal of things [that I didn't expect to learn]; while some of the other students may disagree, I find the times that the instructor "lectures on and on" or "talks about nothing" (as I've heard said) to be food for thought that inspires the mind and fosters creative [literary] thinking.
What aspect or assignment in this course has been the most difficult for you? Explain briefly.
The essays -- we were assigned essays, and then we did lots of oral presentations about them, which I found not very helpful. I would really have preferred more concentration on the reading and writing aspects. We did plenty of speaking and listening, but I feel I'm not learning enough. More reading and perhaps some shorter writing assignments might be nice. Yes, that means I'm asking for more work in a way.
***
The most difficult assignment this semester would have to have been the poetry assignment for personal reasons probably shared by the whole class [I have to think about that one -- MA]. It is difficult to chose and memorize a poem 12-14 lines long and the [recite] it to others. But over all this was a great semester.
***
For me the difficult lies with getting enough research time and accumulation in as well as enough processed written material done before each essay or thesis version is due. A large part of this is personal [pacing] in relation to other assignment though. Taking part in conversations is quite difficult, and I wonder that the set of the desks is a factor? [sic.] Perhaps if the class had a large table that we gathered around, like a council? I feel the majority are not entirely encouraged to share opinions, enough.
***
Time management; this has always been my greatest trouble. Though not just specific to this course, it is something within the course that has caused problems.
***
The slow pace at which we are moving is quite difficult. The informative analysis was also relatively difficult, but really, it's the only actual assignment we've had, so I guess it was the easiest as well. I didn't like how the poetry "assignment" was handled, either. If you wanted us to pick every word apart, you should have said so, instead of just writing about it in your blog after the assignment was done.
*
MA responds: Fair enough, and perhaps that was part of the background of the comment about "docking" mentioned in the last post. I'm inclined to think, though, that if one is asked to analyze a work, and given a worksheet listing some dozen points for analysis, a response with more detail than "this poem uses fancy, old-fashioned language" might be reasonably expected by the instructor without having to say, "now, children, I want you to carefully demonstrate that you know what you are talking about."
***
Presentations have been the most difficult because when I'm in front of people I feel awkward and nervous. I tend to talk fast when I'm in front of people.
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MA: Hence the exercise.
***
Getting up in the morning. Getting work done on time or getting work in, but that's a personal problem. Waiting for Achtermann to start class; wait to print things at the end of class or before class not during class & [wasting] class time.
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MA: Noted; I will strive to follow this direction. It's a bit of a personal problem.
***
The changing of due dates for assignment and the [misprints] that are on the list that we get in the middle of the year. Also lessons and [their] subject [manner] ([understanding]).
*
It has been difficult to keep track of when things are due. We (our class) gets very side tracked in discussion so often due dates get pushed back and we get behind.
*
MA: I believe the only changes to assignment due dates have been the times of the presentations in class. All the other due dates have been maintained. If you have any question or confusion about due dates, it seems perfectly sensible to ask me; I will refer to the syllabus, which you should also have (if you have lost your copy, I will provide you with a new one). It's true that the presentations have taken a long time, much longer than scheduled, but this should not impact the other due dates.
***
The informative essay was the most difficult assignment. It was hard to re-write facts in my own words to make it sound like it wasn't [plagiarized]. -- Oral presentations seem to go a lot longer than they should. Only a few people get to present in one class period.
*
MA: The goal of paraphrase and summary is not to "sound like it isn't plagiarized" (because in fact the grammatical implication is that the work is plagiarized, but you simply wish it to appear not to be!), but a) not to be plagiarized, in fact, and, more importantly, b) to have been taken up by you into your own awareness as your own. This, too, is difficult, but it is the acquisition for yourself of ideas that is the goal -- not disguising another's words with your own!
***
MLA citations; that has always been a weakness for me. However, I have improved a lot over the year. Public speaking [has also been a difficulty].
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MA: The main question is this: do you know where to find the information you need to figure out the MLA citations? Can you figure out whether you need to cite a work as an anthology, a critical edition, a direct authorship, or some other form? Can you find the publication information in your source? If you can answer these questions affirmatively, you have what you need to succeed; otherwise, not.
***
The most difficult aspect of the course for me personally has been the emphasis on oral presentation. However, I believe this to be a reflection on my own anxieties rather than a flaw of the course. However if the grading was somehow more balanced with traditional quizzes or tests, I would feel as though it was more beneficial to me and better suited to my style of learning.
*
Preparing the papers because so much time was spent on completing the thesis that by the time it was done, there was little time for the rest of the paper.
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MA: I have two comments on this: First, we experimented this semester with development through topic to thesis, rather than beginning straight out with the thesis as last semester. This additional step, however, should have had the effect of refining the thesis sufficiently that when the thesis was complete, the essay would be easily prepared. I suspect, then, if there is some difficulty in completing the essay in time, the problem is with insufficient research at the earlier stages, while the thesis is being formulated.
A thesis should be constructed when one has a fairly thorough understanding of a subject -- even as an hypothesis, one must have some sense how to proceed in testing the hypothesis, and this requires previous understanding of the subject tested. While working the topic from general to specific, and in developing the thesis, you should be researching the topic, not waiting for ideas to drop miraculously from the sky. The business of topic selection is active, not passive.
Second, the thesis is the paper, in essence: the only time required after the thesis is constructed is the physical representation of words on paper. In a dialectical format, of course, the thesis is one of three sections in the essay, but in an informative essay the thesis is the barest expression of the entirety of the work: a kind of single-statement summary of the whole essay, the essay in seed form. So the writing of the paper from the thesis is like a plant growing from a seed: of course, all of the notes you have prepared on your index cards are taken up like sunlight and water and soil, but the conditions of growth are already determined, and, all other factors being equal, the growth proceeds quickly and straightforwardly.
But this is just my saying this, and I've said it before. I've shown this, too, in one form or another, over the past seven months. It's best learned, though, by practice, and you comment suggests to me that what is needed is not a greater extension of time in which to prepare the essays, but shorter assignment times and more topics, more theses, so that you will have more practice in bringing a topic through the research and thesis formulation into final essay form.
What aspect or assignment has been the least difficult? Explain briefly.
This is pretty hard to judge, considering we didn't really have many formal assignments. The listening is ridiculously easy for me, so long as the speaker is clear. I'm not sure how useful the listening worksheets really are.
*
MA: I'm dubious of the worksheets, too. I think they should include a few more specific points to concentrate on. We could discuss the worksheets in class and develop better ones for the future.
***
The least difficult assignment for me was the informative paper because we got the chance to pick our own topics...
***
Taking notes, listening, synthesizing, processing, and reading work has all been quite easy to ge through and maintain.
***
The usage of decent (or proper) grammar and spelling; I've never found that to be too difficult. If I am getting certain things wrong, no one tells me.
*
MA: Believe me, if you were far off the mark, you would hear about it.
***
[left blank: apparently the entirety of the course is so difficult, all assignments are equally hard]
***
The listening exercises have been the least difficult.
***
[It has been least difficult to] love reading and discussing selected readings..., [to] find a subject to write about on thesis papers. In class discussions [have been least difficult].
***
The reading in the course and the presentations including notes.
***
Learning to memorize a poem and to present it to the class as the least difficult assignment.
***
If you don't understand something it's easy to ask a question and get the class involved in the answer.
***
writting the papers + doing research. It seems as if we are back in high school, I already know how to write papers the way the course is now. Maybe if we were taught a more advanced level of writting it would be better. Class seems like an overview of middle-high school. [Entire comment, sic.]
*
Re: Spelling and punctuation still remain essential components of writing. As a writer, too, I've found that very simple exercises can still provide a great deal of challenge. Have you milked every assignment for its full potential? Have you asked me for a further challenge?
I'm completely in sympathy with the idea of a more advanced class. In this section, I observe a range of capacity from several students who are challenged to form a complete and correct English sentence without basic structural error to several who could, if they wished, work as professional writers. In my view, we should have three tiers of FVC: one for individuals in need of training in basic writing skills, another for average college-level students, and one for advanced writers. We try to accommodate to this with the Writing Workshop, but this does not answer to the need for the higher level challenge.
Having said that, I come back to my last question. I would be pleased to show ways to "raise the bar" in assignments. I have the sense that the majority of students in this class feel ready for such a challenge. Alas! I am waiting for the demonstration of that readiness.
*
The least difficult assignment has been probably the listening exercises. But there have been very few class assignments.
*
MA: Yes, there have been very few, and therefore it puzzles me why I read complaints about not having enough time to meet the deadlines. It's a mystery.
***
Poetry, just because I write a lot so it came easily.
***
What did you think you were going to learn that you haven't learned?
More "free" writing, our own topics to express ourselves.
*
MA: presumably, this is a request for more writing exercises (albeit of a peculiar character). As above, I don't believe I ever have told a student "don't write so much" (although I have placed length guidelines on assignments). But until you've been engaged in grading yourself, hesitate to suggest more graded work.
Also, I'm curious: were not your informative and persuasive essays to be written on your own topics? Perhaps you wished to write on more topics. I won't stop you -- indeed, so far from that, I encourage you! And, so long as you don't ask me to grade them, I'll be happy to read and comment on any pieces you write.
***
With the assignment of the reading of Always Coming Home, which was completed at once, I was expecting more of a poetic analysis and/or series of discussions on the books' various literary strengths, pecuiarities, and perspectives raised. This could possibly have been connected to other assignments such as the five fours (which it was) but also to the thesis or poetry analysis. In any case, somehow it seemed we ditched the book a little too early for my, and a few other's, interests.
*
I though we would do a lot more with the books we purchased. I read through all of Always Coming Home, for example, and now realize that I was the only one to do so, and that it was really a waste of time because we didn't do anything with it, aside from the 5/4s, which, of course, led to more oral presentations.
Mainly I was under the impression that we would have spent more time studying Always Coming Home. Though I enjoyed the book, other students were upse when they were told to buy it and read it but it has not effected their grade whatsoever., being as the exercise involving the book did not require much knowledge of it.
*
I thought we were going to use the books we bought this semester; the only ones we've actually used were Tolkien and the handbook. Buying ACH was a waste of money in my opinion.
*
MA: Here's a question for those students who were so upset: would you have read this book if it had not been part of this class? Having read it, did you find it to be a stimulating, frustrating, interesting, useful, meaningful, challenging book? In short, did you benefit from reading it? Well, then -- why do you need a grade? Are you a student, or a worker-bee? Do you want to learn, or do what The System tells you to do? Only you can answer these questions.
Sure, it would be great to grade you on something related to Always Coming Home, and that was my original intent in July and August of 2007. We could still do that, if you'd like. I have quizzes made up, and essay prompts. I'd hate for you to have spent $15 in vain.
If you will scroll back through this blog, you should find that I spent some time pointing to possible connections between Always Coming Home and the topics you selected. In other words, you could, in all likelihood, have used Always Coming Home as part of your informative and persuasive essays, if you really wanted to prevent a "waste of money". It seems to me that you want me to give you something you should take for yourself.
At some point you must be willing to learn for learning's sake -- because it is that which will improve your lot as artists or designers, or, frankly, anything else you might be in life. Watch movies because they are good to watch. Do good work because it is the right thing to do. Make art because you must. Grades are valuable, yes, yes, I know: I make money (in part) by identifying them, but they should not qualify your life.
***
Classic english literature. Advanced college english In depth discussions about literature + comprehension. Creative writting, etc.
*
MA: Apparently, I missed the memo about the extra "t" in writing, or the use of "etc." without a list, or the abandonment of capitals for proper nouns. But all of this is quite petty, I'm sure. Simply because one does not employ standards long established, we should not bar one from in depth discussions about comprehension. And I do not deny that I long for the same. And again, I do not believe I have barred anyone from participating in such.
As I say, my response may be petty, peevish, and inappropriate -- better reserved for the lofty atmosphere of the faculty lounge, had we such an appurtenance in this institution.
I think, though, a fundamental fault lies in the apparent misapprehension that this is a literature course. If we have read some fine literature, and even spent some little time examining it, yet that is not, as I understand the matter, one of the chief goals of the course. Re-examine the syllabus, if you doubt me.
***
I thought we were going to learn more about poetry and not just how to [recite] it.
*
More about poetry and reciting it. All about Tom Bombadil and his blue jacket and yellow shoes (or is it the other way around[?]).
*
MA: May I suggest our course entitled "Poetry", debuting Fall 2008. Bombadil wore boots in the poem. They were yellow. See http://words-are-the-matter.blogspot.com.
***
This semester I figured that we would continue from last semester and that's what we were doing. So there isn't anything new that I've learned.
*
MA: Brian Eno notes that "repetition is a form of change."
***
More English terms (not the basic but more teaching like what is in the Penguin Handbook).
*
I thought that perhaps we'd go much further into grammatical and mechanical language practice. Also, it may have been nice to go into the various structures of poetry in more depth.
***
MA: Ah, here's the difficulty: everyone wants something a little different from everyone else. Yes, going over mechanics could be useful, but it's time consuming and also frustrating as a spectator sport. And it's time consuming and frustrating to grade, which is likely why it would be needed at the college level at all: lower-level instructors passed it off. Shakespeare's Richard III comments,
"Look, what is done cannot now be amended. / Men shall act inadvisedly at times/ which later hours give leisure to repent" (V.iii.308-310). I guess we are now in the "later hours".
***
I did not have any hopes to learn anything beyond what was included in the curriculum.
*
[Blank: I'll take that as the mark of a satisfied customer.]
***
What are you learning that you didn't expect to learn?
Really, I don't think I am learning anything unexpected. The unstructured thing's not working for me. I don't complain too much because it might not be good for others, but I find this class to be my least useful.
*
MA: Thank you (I suppose) for not complaining in class, but I hope than in future sincere complaint such as the one you imply here (it might be seen as a heavy indictment to be the instructor of the "least useful" course -- on the other hand, that is relative; still, I'd like to be higher on the list) would be addressed directly and as forcefully as possible to the instructor in question (here, me). I think, too, that finding that a course is not advancing you is a reasonable cause for complaint, which, if not satisfied by the instructor after discussing the matter with him or her, should be directed to the chair of the department (or, in my case, since I am the chair, to the academic dean). This may seem heavy-handed and like a personal affront on your part, but either the matter is important, and therefore worthy of note to the appropriate agents (the instructor, then the chair, then the dean), or it is not. I would hope that I would not take a sincere concern personally. If a concern is worthy of note, it transcends the personal (that is, it may be a "personal problem" or character flaw in the instructor, but if there is an interference there with your learning, some accommodation should be made; that might be a restructuring of the class [or, in my case, a mere structuring!] or a reassignment to another section, if that could be arranged).
***
Cannot recall a specific event or bits of information that I did not expect to learn.
*
I greatly enjoy the unexpected but occasional inclusion of etymology; we should engage in the history of words and older versions a bit more, just out of the interest in the richness it offers. Learning more thoroughly the dialectic has been very useful as well.
*
MA: Check out http://freerice.com/ and http://www.etymonline.com/
***
I've learned a lot about the subject I chose to write about & although I like your crazy rants, I've learned a LOT about your personal life.
***
I guess I would have to say how to listen better when people are talking.
***
More about writing proper thesis and more about the subject I chose to write about. And pubic presentations.
***
Explaining of in depth analysis of certain books. Learning why we do the things we do.
***
Paraphrase, block quotation, reference etc.
***
I didn't think I would get over the fear of talking in front of the room, but with more practice I'm getting better at it.
*
MA: That's right: practice, practice, practice. It takes time and effort, but it produces results.
***
I didn't expect the poetry. That was fun. I wish we could have gone more in depth though.
*
MA: Nobody expects.... Yes, I would have enjoyed going to more depth on poetry, too, and maybe one day your wish shall be granted!
***
I can't think of a specific thing, but I generally find the class or simply your "rants" interesting.
*
MA: What is all this about "rants"?
***
Reading and analyzing all the books.
*
MA: Well, I'm glad that someone did this! Now, in case anyone supervising me happens to have read this all the way to the end, I will allow a student the final words:
[I'm learning a] great deal of things [that I didn't expect to learn]; while some of the other students may disagree, I find the times that the instructor "lectures on and on" or "talks about nothing" (as I've heard said) to be food for thought that inspires the mind and fosters creative [literary] thinking.
Docking
Today I received a comment or concern from a student that her grade had been "docked a lot of points" because she had not used complete sentences. This alleged "docking" occurred in an exercise for which a form is used in evaluation. The form is as follows:
Listening exercise evaluation
Student name:
Exercise:
Date:
Please note that the overall grade is not an "average" of the scores below, which may be weighted differently for different exercises. The numerical scores in this rubric reads from 1 (deficient) to 5 (exemplary).
Completeness of content (how much of the material presented is in your notes)
1 2 3 4 5
Accuracy of representation (how close your notes are to the material presented)
1 2 3 4 5
Essentiality of representation (how much of the most important information from the presentation is in your notes)
1 2 3 4 5
Mechanics of representation (whether you have used complete sentences, and whether the spelling and other mechanical elements are correct)
1 2 3 4 5
Overall grade:
The note before the evaluation form clearly indicates that the value of "points" in this exercise is variable. Were there really "a lot of points" docked for incomplete sentences?
But before I respond to that question, let me ask another: What is implied by the term "docked"?
What does "dock" mean? It means "cut, clip, reduce", as for example to dock the tail of an animal -- either to shorten, or to completely remove, the tail.
Applied to grading, clearly the implication must be that in a scale of 1 to 5, the initial assumption of the grader is that the grade is a 5. Then, if problems arise, the grade is reduced or "docked" in proportion to the degree of severity of the problem.
This sounds great, from the students' perspective: we all start as "fives". Perhaps "five-hood" is even perceived as a "right". Let me assure you, first, that we do not, and second, that it is not, save as a potential: a potential towards which I heartily encourage you to reach!
In point of fact, children do not leap forth from their mothers' wombs endowed with full command of language. Most have the mental equipment to acquire language, it is true, but that is not the same as having command of language.
Consider the possibility, then, that no "docking" has occurred at all, but that, instead, the student in question managed to demonstrate only (in this case) an achievement of 2 on the scale. Likely, she is capable of a 5, but this possibility cannot be considered a "right" to a 5 in the absence of evidence to the contrary.
Evaluation must be based upon evidence, on demonstration, not on assumption. Neither I, nor any other instructor, should assume knowledge or technical facility, as I am often reminded by students -- as I have been reminded, indeed, by the very student in question here. Rather, we should begin with assessment of demonstrated capacity (hence the writing exercise during orientation, and the first research paper prepared last semester). All along, it is the student who must make the demonstration of capacity, not the instructor. Oh, rest assured, instructors also must make demonstrations of their capacity, though the demonstrations are of a different sort than those the students must make.
So, let me make clear, I do not "give" grades: I observe and record grades. If any "giving" is happening, it is the students giving themselves grades. Neither do I "dock" grades; I start from a baseline of zero and work up as I find demonstration of ability. I expect to find a demonstration of a "C" level, which is average. I often encounter work which rises above that into the "B" range. Occasionally, I observe work which expresses an "A" level; this is rare -- not necessarily so, but expectedly so.
On this particular matter of complete sentences, I do not believe I have faltered from a basic position, frequently expressed, that to be logically complete, in English a statement must be a complete sentence, consisting of a subject and a predicate. This pairing should be followed by either a full stop (period), a question mark, or an exclamation mark (exclamation point). I do not believe this to be a difficult concept to master, or a difficult task to achieve.
Any skill is developed primarily through frequent practice. Construction of logically sound argument relies upon construction of complete statements. In English, this means the construction of complete sentences. Only through practice in writing sentences, then, can one gain facility in expressing sensible statements in English, which, fundamentally, is a goal of this course.
I trust that this rather lengthy explanation clarifies any uncertainty about the rationale behind the evaluation of the listening exercises.
Listening exercise evaluation
Student name:
Exercise:
Date:
Please note that the overall grade is not an "average" of the scores below, which may be weighted differently for different exercises. The numerical scores in this rubric reads from 1 (deficient) to 5 (exemplary).
Completeness of content (how much of the material presented is in your notes)
1 2 3 4 5
Accuracy of representation (how close your notes are to the material presented)
1 2 3 4 5
Essentiality of representation (how much of the most important information from the presentation is in your notes)
1 2 3 4 5
Mechanics of representation (whether you have used complete sentences, and whether the spelling and other mechanical elements are correct)
1 2 3 4 5
Overall grade:
The note before the evaluation form clearly indicates that the value of "points" in this exercise is variable. Were there really "a lot of points" docked for incomplete sentences?
But before I respond to that question, let me ask another: What is implied by the term "docked"?
What does "dock" mean? It means "cut, clip, reduce", as for example to dock the tail of an animal -- either to shorten, or to completely remove, the tail.
Applied to grading, clearly the implication must be that in a scale of 1 to 5, the initial assumption of the grader is that the grade is a 5. Then, if problems arise, the grade is reduced or "docked" in proportion to the degree of severity of the problem.
This sounds great, from the students' perspective: we all start as "fives". Perhaps "five-hood" is even perceived as a "right". Let me assure you, first, that we do not, and second, that it is not, save as a potential: a potential towards which I heartily encourage you to reach!
In point of fact, children do not leap forth from their mothers' wombs endowed with full command of language. Most have the mental equipment to acquire language, it is true, but that is not the same as having command of language.
Consider the possibility, then, that no "docking" has occurred at all, but that, instead, the student in question managed to demonstrate only (in this case) an achievement of 2 on the scale. Likely, she is capable of a 5, but this possibility cannot be considered a "right" to a 5 in the absence of evidence to the contrary.
Evaluation must be based upon evidence, on demonstration, not on assumption. Neither I, nor any other instructor, should assume knowledge or technical facility, as I am often reminded by students -- as I have been reminded, indeed, by the very student in question here. Rather, we should begin with assessment of demonstrated capacity (hence the writing exercise during orientation, and the first research paper prepared last semester). All along, it is the student who must make the demonstration of capacity, not the instructor. Oh, rest assured, instructors also must make demonstrations of their capacity, though the demonstrations are of a different sort than those the students must make.
So, let me make clear, I do not "give" grades: I observe and record grades. If any "giving" is happening, it is the students giving themselves grades. Neither do I "dock" grades; I start from a baseline of zero and work up as I find demonstration of ability. I expect to find a demonstration of a "C" level, which is average. I often encounter work which rises above that into the "B" range. Occasionally, I observe work which expresses an "A" level; this is rare -- not necessarily so, but expectedly so.
On this particular matter of complete sentences, I do not believe I have faltered from a basic position, frequently expressed, that to be logically complete, in English a statement must be a complete sentence, consisting of a subject and a predicate. This pairing should be followed by either a full stop (period), a question mark, or an exclamation mark (exclamation point). I do not believe this to be a difficult concept to master, or a difficult task to achieve.
Any skill is developed primarily through frequent practice. Construction of logically sound argument relies upon construction of complete statements. In English, this means the construction of complete sentences. Only through practice in writing sentences, then, can one gain facility in expressing sensible statements in English, which, fundamentally, is a goal of this course.
I trust that this rather lengthy explanation clarifies any uncertainty about the rationale behind the evaluation of the listening exercises.
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