Teacher Commentary on Student Papers: Conventions, Beliefs, and Practices

Teacher Commentary on Student Papers: Conventions, Beliefs, and Practices

Teacher Commentary on Student Papers: Conventions, Beliefs, and Practices

Teacher Commentary on Student Papers: Conventions, Beliefs, and Practices

Synopsis

As students have become more anxious by increasing competition, the grade has become the focal point for most of them, and they are more concerned with that than with the critical comments teachers write on their papers, which are so important to the learning process.

Excerpt

Ode Ogede

This book has two goals: (1) to refocus attention on the overwhelming odds that literature and composition teachers face in American classrooms today, and (2) to provide some guidelines that can assist these teachers (and others aspiring to similar roles) in their efforts to set high standards and challenge their students to live up to their potentials. This volume has its origin in two separate (but essentially identical) teaching experiences I had in 1994 and 1995.

The first of these was an encounter with some of the nation's best-prepared students, in one of its most elite Ivy League universities. Very much in the tradition of the best research universities the world over, that institution boasted not only some of the most respected faculty in academia but also some of the most advanced networks of resources research money can buy in the form of vast specialty library holdings and very supportive, dedicated staff.

Having taught for several years in an institution of higher learning of comparable standing under the British educational system, it was, therefore, terribly shocking and distressing to be suddenly faced with a different set of student work habits, goals, and expectations. Not only were the cheers that are part of the acclaim a university teacher can typically hope for when he or she gives an erudite scholarly presentation in a British-style university lecture hall out of the

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