In case my posts about marking and plagiarism leave readers thinking I am bitter or unhappy in my work, I don’t mean to leave you with that impression. I have had one of those days which, well, which I find come after midterm exams: I’ve been interacting a lot with students, in all kinds of capacities. I had lunch with one student who’s genuinely worried about his writing and wants to get it in shape. We talked about different exercises he could do, the importance of analyzing his readings and reading a lot (and aloud), and of course, the importance …
Month: May 2006
Plagiarism Update
Let’s see.
Dog Soup and Someone Else’s Lessons
I made a small tactical error. I let my best writing class — which is one of my Elementary Writing courses, by the way, not the Advanced course — suggest topics, and hastily I chose the most controversial ones. Of course, this included “Dog Soup” and “The Yellow Dust from China” and a few more very commonplace topics. Commonplace if you’ve taught free-talking or writing courses in Korea before, anyway. The interesting thing is how diverse the views were on certain topics, such as the Yellow Dust phenomenon, and how shockingly homogenous the arguments were about a topic like Dog …
Marking Countdown
Here’s what’s left for me to mark: 8 of the Advanced Writing Course essays (2-3 pages each) 28 11 in-class essays (meaning handwritten, 1-3 pages double spaced) a few outlines that have not yet been submitted for my public speaking course midterm the one remaining outline that one student forgot to do up for class today (because she was studying for her last exam, an excuse I accepted because she’s generally a good student), but will be handing in tomorrow morning Here’s what I’ve already marked: 70 in-class essays (meaning handwritten, 1-3 pages double spaced) 15 speeches (with the audio …