Getting all the Drafts

I understand that students will often forget to include their rough drafts with their completed drafts, but it's nearly impossible to grade a final draft without having the rough draft as a reference for suggested changes and revision. I've had a few students in the past that have simply lost their rough drafts and could not, or would not, produce them with their final drafts. In those cases, I simply penalized their grade. My stance on the subject of rough drafts is a mixed one. As students ourselves, how would we feel if we had to turn in rough drafts for every assignment that was given to us? We probably wouldn't like it depending on the way we write. One advantage that our 110 students have, and an advantage that I remind them of constantly, is that they get to have a "do over" for every major assignment in class. In addition, I remind them that they probably don't get "do overs" in their math, science, or psychology classes and that they should take every opportunity to make the most of my comments and treat their rough drafts like gold.

My solution to the problem of missing rough drafts is to simply hand back the final paper and tell them to turn it in when they can produce a rough draft to go along with it (late penalties apply). The rough draft MUST be the copy that I have commented on because I, like many of you, spend much more time on rough drafts than I do with the final papers. With that said, I would never fail a student for not turning in their rough draft(s) unless it was habitual.

When a problem like this occurs with one or two students we can expect that it's ineveitable to happen, but when it occurs with over half the class then the line from "Cool Hand Luke" comes to mind when the Warden says, "What we have here is a failure to communicate." So, he punishes Luke in some interesting ways. Trouble is, we are not their wardens, punishers, mothers, fathers, and MOST OF ALL their friends. They have to take responsibility. But we always need to question what we are doing too. After all, we are not experts in pedagogical practices and don't have near enough experience to deal with all of the challenges we face. We improvise.

I empathize with my students. I remember, and most of you better than me, what it was like to be a freshman. But they're in a transitional stage where they don't have mom or dad to remind them to breathe, and they're trying to feel out the independence they do have. The best advice I could give is to "Walk softly and carry a big stick." Failing students for not turning in their rough drafts or reflective journals is harsh. Letting them know that there ARE consequences for neglecting simple directions (such as grade penalties) is mandatory.

Just for Fun

Just for fun, I decided to include a blog about some funny things that have happened in my class.

The first thing is that I went into class one evening and started teaching and I noticed that several students were snickering and grinning--more than usual--and I couldn't figure out why. Half-way through my lesson, the grinning of students was starting to get on my nerves. It wasn't until I put my hand in my pocket and felt a breeze where I normally don't feel a breeze that I realized why they were grinning. My "fly" was completely down. Of course (as all guys know), this has happened to all of us at some point in our lives. The trouble is: How do you rectify the problem in front of a class full of students without looking like a complete "dolt"? My solution was to turn towards the blackboard as if I was going to write something and zip it up real quick, but as I looked to my left (we sit in a circle) one of my students was laughing his butt off. I don't think I've ever been more embarrassed, but I'm over it.

The second thing is that I had a student come up to me the other night after class. She is a smart, timid, and articulate girl, but she had a concerned look on her face.
She was one of my choices for the students who would receive letters from the department on their excellent work.
"Mr. Knox," she said "I got this letter in the mail from the English Department"
"Yes, Casey," and I knew what letter she was referring to without her telling me.
"Well," she said "They're gonna' make me change my major to English!"
God bless this poor girl. She thought that the letter she received from the department meant that she had to change her major. When I explained to her that it was something to be proud of and that it didn't mean she would have to change her major, a look of relief washed over her face and she thanked me profusely. I don't think the thanks was for recommending her to receive the letter, but was more for the fact that she didn't have to change her major!