<DIV>All,</DIV>
<DIV> </DIV>
<DIV>I too think that having them grade papers isn't really a good idea. This assumes that they are reasonable people, which they have shown themselves not to be. </DIV>
<DIV> </DIV>
<DIV>Now, if they would resign their current positions, and receive our salary level, and do our level of work for one year -- _that_ I'd like to see.</DIV>
<DIV> </DIV>
<DIV>A description of the enormous amount of work we do should be enough. We all know that a course reduction is in order.</DIV>
<DIV> </DIV>
<DIV>Just by the by, a former colleague of ours who now works in Seattle at UW as a lecturer (also on the quarter system), teaches five classes a year, and in his second year, makes roughly the money of someone at UCR for ten years.</DIV>
<DIV> </DIV>
<DIV>just riling up the troops, ;-)</DIV>
<DIV> </DIV>
<DIV>Keith D.</DIV>
<DIV> </DIV>
<DIV>PS. I would like very much to be able to respond to someone off-list -- but this listserv seems to only allow responses that go to everyone. Anyone else of the same mind?<BR><BR><B><I>englecturers@lists.ucr.edu</I></B> wrote:</DIV>
<BLOCKQUOTE class=replbq style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #1010ff 2px solid">Cynthia, Ben, Stephanie, et. al.:<BR><BR>My only word of caution about grading exercises for administrators <BR>is that they can backfire unless there is some sort of norming <BR>beforehand. (Cynthia may have anticipated this need by proposing the <BR>assembly of packets with high, middle, and low papers.) In the absence of <BR>preliminary norming, the process becomes scattered (as a famous study of <BR>instructors' grading biases in various disciplines has shown), and can <BR>easily undermine the idea that the evaluation of essays is something more <BR>than the exercise of each graders' idiosyncrasies.<BR><BR>John<BR><BR><BR><BR>sAt 09:31 AM 6/13/2005, you wrote:<BR>>Stephanie, If the VC is asking for a "purely descriptive" report, I'm <BR>>wondering if a sort of "day in the life" would be doable? In particular, <BR>>could we ask the VC to look at and comment on some student
work? Get into <BR>>the real nitty gritty of what we do every day, and see how much time and <BR>>attention we have to bring to our tasks?<BR>><BR>>Maybe three papers, one very weak, the student needing help to bring it to <BR>>a minimally satisfactory level. Let the VC take some time to figure out <BR>>how you tell a student her examples don't support her point when she's not <BR>>sure what an example is not to mention what her point is; that her <BR>>organization is incoherent when she doesn't know what coherence is; that <BR>>her sentence is ungrammatical when she doesn't know etc....... And then <BR>>how you get her from that point to something acceptable.<BR>><BR>>Second paper, a middling one, a low "C" maybe. How do you get this student <BR>>to say something more interesting; to work himself out of a muddled <BR>>paragraph, an obscure sentence, a structure lacking clear purpose; how do <BR>>you build his vocabulary not just of words
but of concepts and logics?<BR>><BR>>Third paper, a good one, but not an excellent one. What do you say to this <BR>>student to get her to see the possibilities in her own ideas? Etc.<BR>><BR>>And multiply that by twenty. Plus preparing lesson plans, and so on and so on.<BR>><BR>>Perhaps the VC would find this effort tiresome.... Maybe he/she wouldn't <BR>>even try.... I get discouraged myself. I am so grateful to you, Ben, and <BR>>Linda for taking this on and fighting for us and our students.<BR>><BR>>Cynthia Tuell<BR>>_______________________________________________<BR>>Englecturers mailing list<BR>>Englecturers@lists.ucr.edu<BR>>http://lists.ucr.edu/mailman/listinfo/englecturers<BR><BR>_______________________________________________<BR>Englecturers mailing list<BR>Englecturers@lists.ucr.edu<BR>http://lists.ucr.edu/mailman/listinfo/englecturers<BR></BLOCKQUOTE><p>__________________________________________________<br>Do You
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