1. In response to Inoue, what is your interpenetration of "labor based grading contracts"? How can we shift from "quality" based grading in a course that asks students to produce a research report in a certain citation style/format, as well as in a classroom that may not afford us the time to really build a meaningful connection with students in order to fully understand their life, so as to grade them based on their contexts and what we would then identify as them putting forth "labor" or effort"?
2. The OED assignment detailed in the Shipka reading really intrigued me as a clever way to make a research paper more engaging and fun. Despite having incredible topics, a large majority of students in my class seems to be totally checked out when we go over drafting a research paper. To me it seems as if they have already done a lot of this already, or are just totally over writing at this point.
Do you have any similar ideas to the OED assignment that could make this component of ENC 2135 more engaging/less mind numbing for students?
John,
ReplyDeleteTo answer your question regarding Shipka, in my 2135 class, the students choose three films and bring notes to the conferences. During the conference we could tell which film they were most passionate about. They have to research a current event/issue that relates to the movie they chose. Though it's still intensive, we're making it their choice rather than choosing for them and I think that's the key.