I got crunched for time (I crunched myself for time) leading into submission of midterm grades, so I read a bunch of papers for assessment the first time and now I’m looping back to comment on them, which is actually the hard and time-consuming part.
It’s hard because I try to engage with the papers as actual pieces of scholarship, as the products of intelligent and developing minds. That means I can’t just take a red pen and mark all the errors to ‘justify’ a grade; I have to attend to what they’re trying to accomplish, and prompt them toward better accomplishments.
Many of this first batch of papers are doing what my colleague called ‘taking refuge in the facts’, reporting on findings with very little engagement or analysis. This is actually a victory compared to the wifty handwaving students can default to when they haven’t tuned in to the integrity of investigation – when they just think they’re jumping through hoops. These folks are getting that they should know what they’re talking about. But papers like this don’t bring the excitement yet – they’re dull recitations of data. And since I don’t ritualize very well, each one hits me right between the eyes like a soggy dishrag, and for each one I have to figure out some comment to make or question to ask that points at a way to DO something with the information they’ve found.
I didn’t assign the topics – they got to pick their own. And I’m prepared to be interested in anything. So there’s at least a potential dynamic of shared interest to work with. But when they don’t bring the excitement, mustering it up for them time after time can be a brain-wringing experience. Not to say that I consistently succeed, either.
OK, so rather than leaving this post in pathos, I wonder if anyone who’s paying attention has any stories to tell or strategies to share about finding the excitement?