Most teachers with more than a few years in the classroom would agree that grading is certainly the down side of the profession.  Periodically hindering our ability to work up truly challenging work for our students, grading claims a good chunk of our out-of-class worktime.  And yet, we must effectively assess our students’ progress through the giving of written assignments, and the providing of grades on this work.  Beyond this, the graded essay with end comments and test with mistakes noted and invitation to make corrections indeed provide our students with testimony on where their grades come from, and how they might make improvement.

Why then, we’ll be asking ourselves three months from now, doesn’t more student improvement, running the gamut, occur as a result of our diligent grading practices?  The “A” students will thrive, surely enough, whether or not they pay attention to the few errors we find in…

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About wordforester

Bill Hunter-- English teacher, poet, prose-writer, father, husband, native New Hampshirite, summer Mainer, CT teacher for the last 29 years-- with interests in how to develop young writers and create a new literary community beyond internet chatter and a diminishing reading culture... let me know if you have any routes to ponder, especially in regard to satisfying the twin needs of reading acuity and interpretive skill combined with innovative writing assignments that involve both student voice and text-intensive investigation...
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