Archive through December 01, 2001

The ClubHouse: Archive: Miss Manners: Archive through December 01, 2001

Oregonfire

Saturday, December 01, 2001 - 10:19 am Click here to edit this post
Whoami read my mind. I was wanting to start a "proper etiquette" thread the other day, and there popped up the "Dear Abbey" thread! I'd like to run a scenario by you, and get some responses in kind. Sometimes a jury of one's peers is a better way to address etiquette issues than just blindly going your own way, regardless of the outcome. The situation:

My upstairs neighbor has kindly fed me when I've been up to visit him. Even though he always says "No problem," I feel that I should do something for him in return. Does it have to be a meal? I'm not the best or most confident cook, so I was hoping to repay his kindness by making making him a CD off of the internet (MP3 files). Is this enough? Or should I also actually clean my disgustingly messy apartment and have him down for dinner as well? This is a platonic friendship. No hanky panky!

If anyone else has questions of manners, please post here too! I have about a million others, but I don't want it to turn into my own private "This is what I did and please agree with me to make me feel better" thread. Thanks!

Weinermr

Saturday, December 01, 2001 - 11:06 am Click here to edit this post
Oregonfire - IMHO, any kindness you offer your neighbor will be appropriate thanks for the meals he has shared with you. If you are not comfortable cooking for him, and he would like a CD, then that would be great. The fact that you are grateful, and you are letting him know it by returning his kindness with a kindness of your own is wonderful.

Whoami

Saturday, December 01, 2001 - 11:21 am Click here to edit this post
How to repay thoughtful gestures is hard. I had a co-worker who gave me rides to the evening classes we took together. When I offered to help pay for gas or something, she's refuse with, "I'm going there anyway. It's not costing me extra to have you in the car, and I enjoy the company." I asked her if I could take her out to dinner then. It turned out she loved chinese food, but the rest of her family hated it. So it was a treat for her to go out and have chinese food without her family complaining about it.

Try to find something your friend can't do for himself, or can't find anyone else to do with him, and treat him to that (whether it's the CD, a movie, dinner or whatever).

Just because your friend has given you gifts of food doesn't mean you have to repay him with food too!

ps-you would have been more than welcome to post this on Dear Abbey (which I figured out later I mispelled Abby). But manners and advice can be separated, no problem!

Oregonfire

Saturday, December 01, 2001 - 11:38 am Click here to edit this post
Okay, I couldn't resist. I have another one, more serious and in-depth. It's complicated.

I had been psychologically and emotionally battling certain students in my argument class over the past ten weeks. One student in particular has really gotten under my skin, and the resulting anger had really affected the class as a whole. I'm not proud about some of my behavior--I lashed out in anger a few too many times, and I'm sure it was counterproductive.

I've stated elsewhere on these threads that this particular student choose to write his definition paper on how some teachers don't dress professionally for class, and therefore, they should not be respected. He also said that teachers show a lack of respect to students when they don't dress well, and even that teachers try to dress "cool" in order to relate to their students. Give me a break. Needless to say, I was a "dressed down" teacher this quarter, but I was aware of the problem. In fact, I had said to my mom on the phone that I didn't have enough dressy clothes and couldn't afford them, so could she please send me some? However, I taught dressed down throughout my two years of teaching in my M.A. program, and no one ever made such a bold attack on my appearance before.

Ultimately, he DID have a point; I went out and put a bunch of dressy clothes on my credit card and starting dressing better. However, the residual anger at his spitefulness had left a strong impact on the rest of the quarter. Besides, he did not fufill the requirement of the assignment, which was to explore the definition of something. He did not address the question "What is a teacher?" or even consider that a teacher may provide other, more substantial guidance that just nice clothes. I provided a survey for him showing that teaching was considered the most prestigious profession (even I was surprised), and how did he interpret that data? Needless to say, he totally blew off that oppportunity to explore another viewpoint and said in this paper that this survey meant nothing at all. I gave him an A-, because I did not want to be accused of being biased. After all, it was argument class and I couldn't very well have an emotional reaction to his topic.

So last week, this same student wrote a paper on the power of prayer to heal, another messy topic that I had tried to steer him away from when I reviewed the proposal for the paper, instead asking him more to focus on the effects of positive thinking in treating an illness, which is a well-documented field of study with a proven correlation. He chose to ignore my advice, and again chose not to explore a possible alternate point of view provided through reasearch, thorough documentation, and a thoughtful response. But it was the ending of his paper that got me a riled up. After stating that God will anwer all our prayers, he put in bold letters "If you have any questions about this paper, please call me at home, etc." This is an inappropriate ending to a paper, and I saw it as an attempt to proselytize, and was not happy at all. I had to photocopy and rewrite the response three times before it was a somehwat acceptable critique. I gave him a B+, which is not the end of the world, if you ask me.

So this student comes to me this week complaining about the grade. Apparently he has NEVER gotten a B+ in a writing class before on ANY papers, only As. He basically implied that it was my own prejudice that made me lowball his score. On a certain level, he's right. He annoyed the crap out of me, and finally I said "No more placating this kid."

This longwinded situation comes to this question: What is my role as an instuctor of argument? I don't expect everyone to agree with my point of view--or maybe I do! But should I reward a 19 year old kid for parroting the opinions of his parents and his community and then calling those opinions his own? Isn't the idea of college to stretch your mind a bit and consider other points of view? Has grade inflation become so prevalent that students feel entitled to A's regardless of ability?

Oregonfire

Saturday, December 01, 2001 - 11:42 am Click here to edit this post
P.S Thank you for your other advice, W and W. I spent the last hour composing the above tangent, and didn't see your advice. Thanks! I didn't feel right about posting in the other thread because I thought mine was too frivolous a topic in comparison. :)

Lancecrossfire

Saturday, December 01, 2001 - 12:26 pm Click here to edit this post
Oregonfire, I think you have answered your own questions about this student's appropriate grades within your text.

First, there is the definition of what each grade is supposed to represent. It's been awhile since I've been in school though. From my days, C was average ability for the subject. A was superior knowledge/work. F was not acceptable knowledge/work. D was below average, and be was above average, but not superior.

Next is the issue of the assignment. You mention that the first assignment was a definition paper?? Was the goal to define what a teach is?? Was the goal to define what respect is toward students from a teacher?? If it was to define what a teacher was, he didn't even approach the subject within the body of the text. If is was to define how a teacher shows respect, he covered only one aspect (dress). There are plenty of other ways to convey respect (eye contact during class, fairness in grading and participation, daily verbal interaction, not interrupting, etc).

I don't see where he provided superior work in either case. I don't even see where he provided average work in either case.

In the case of his second paper, you mention the ending was not acceptable. So, right off the bat, it would seem superior work was not performed. Not knowing the parameters of your course for this paper, it's hard to tell if he didn't cover an appropriate topic. If you required a paper that covered an argument which could only be shown to be true with objective evidence, then he didn't even hit the target. If a paper could be based on opinion only, how well did he back up his opinion with possibilities, commonalities, etc.?

While it is possible for anyone to give unfair grading because of biases for the topic or message, it's also possible to be fair. I would challenge him to provide objective evidence of what he considers his work on these two papers to be of superior, or even above average work. I sure don't see where he has provided it to you in either case. I'd also question how saying he has never gotten a B or lower before is any indication of his current performance.

Grooch

Saturday, December 01, 2001 - 12:34 pm Click here to edit this post
This kid needs to be whacked with a very large trout. :)

But seriously, this is what I am hearing, and I am mostly likely wrong (I usually am.) But here it goes.

You are asking, "What is my role as an instructor of argument?"

and

But should I reward a 19 year old kid for parroting the opinions of his parents and his community and then calling these opinions his own? Isn't the idea of college to stretch your mind a bit and consider other points of view?

Maybe your role is to get him to see other points of view. Everyone goes out into life with a set of beliefs that they grew up with and are parroting. It is not until they come across in real life situations where they encounter, themselves, that there are different solutions and different ways of thinking. Or that they butt heads with people that think the exact opposite of what they do, but they are forced to co-exist with each and get along. (Bunky and Kent - ok not a perfect example, but you get the idea.)

This student needs a situation to learn from his experiences. But you admitted that you changed the way you dressed to acquiesce him. You gave him a grade that he didn't deserve to shut him up.

The point is, is that you are the instructor and you are the one in charge. You need to take control.

I think you should go back to dressing the way you feel comfortable with and ask us for some good arguments about why it is not disrespectful, or acknowledge his point of view and stop him after he continues on it. You should not have to change for anyone.

Will he have another paper to write this semester? Let him know what he has to do to actually earn an “A” grade. Tell him what is acceptable and not acceptable. It is your job as the teacher to try to get him to stretch his mind. Can you tell the students what their topic will be? To be fair, something they all have to write about that is against their point of view?

If he doesn't deserve an A, he shouldn't get one. Don't let him be manipulative.

I’m just blabbering away and I have no clue what I am talking about.

(PS - I always learned the most from teachers who were the toughest and that I got my worst grades from.)

Grooch

Saturday, December 01, 2001 - 12:36 pm Click here to edit this post
Ok, what Lance said. :)

Lancecrossfire

Saturday, December 01, 2001 - 12:45 pm Click here to edit this post
Grooch, you covered a point I missed--that of providing someone else's opinions.

If they point of view is his one he believes, it shouldn't matter that his parents or anyone else believes them. Actually that can be used as a point of discussion within a paper. However any point also provides for it to be countered.

Oregon, I am curious about the second paper. Was it strictly an opinion paper to give one side of an argument, or were substantiating points supposed to be provided to back up the stance?

If the latter, one of the disadvantages he put himself in was covering a topic with less objective research and information than other topics he could have chosen. That is part of the assignment it would seem--to chose a stance that can be backed up with more than just "because I think so, and so do other people".

Schoolmarm

Saturday, December 01, 2001 - 01:25 pm Click here to edit this post
Ok, Oregon...I'll take a stab at this. I'm a career teacher and am currently preparing music teachers at a state University.

1. About the argumentative student. Why don't you make them write a paper on the OPPOSITE point of view at their original. At least this will get them thinking.

2. Clearly lay out each assignment so that the student understands what exactly they are to do. I have found that many students have troubles following or interpreting even the simplest of directions. This is an important work/life skill. If you don't follow directions, you don't get all the points!

3. I hate grade inflation. AND the "self-esteem' movement which has caused us to have a generation of "I deserve an A because I'm ME" students. Next week is finals and my ed majors will be up in arms because they earned a B or C (or D and have to repeat the class). You need to clearly lay out your grading criteria and grading scale in you syllabus (if you are teaching in a college) or your class policies (if you are teaching in a K-12 school).

4. About dress....you need to follow the conventions at your school. At most K-12 schools there is a dress code (written or unwritten). At the college level, grad assistants can sometimes get away dressed down. I almost always wear a business suit to teach in...even when I'm working with Kindergarten and sitting on the floor. I am appalled when I go into our Math/Science building and I see my Arts and Sciences colleagues teaching in jeans and raggy flannel shirts. Teaching is a profession...you need to dress the part.

If you can't afford dressy clothes, and many of us can't on our salaries, here's the advice that I give my students. First go to consignment shops, especially where rich and/or fashionable people turn over their wardrobe frequently. I've bought designer suits for as little as $1!!! Secondly check out the thrift shops...Good Will, Salvation Army, the Junior League, etc. You will probably find clothes and "stuff" to teach with. Thirdly, check out ebay....I LOVE Kasper suits and I typed in Kasper as a search and there were 14 pages of great suits at VERY cheap prices. I also love the outlet malls, especially the clearence racks. Sometimes if you are a frequent shopper they give you coupons (Kasper does this). You can save a bundle. Walmart and other low end department stores have some great buys on "teacher clothes".

5. Your student is trying to get into a power struggle with you...and is succeeding. Remember YOU are the boss. Make sure that you cover your you-know-what...copy his papers, justify your grades (you DO have a rubrics set up for each assignment, don't you?) and don't feel guilty about awarding grades that are less than an A. Next semester, try not to lose your cool...it just invites more power struggles.

6. Try to limit "opinion" papers! Make them cite their sources, and give differing opinions! If you have to assign a pure opinion paper, give strict parameters and make sure that you grade accordingly.

7. Don't let this get you down...will it matter in ten years? Keep on learning from your experiences in the classroom, and adjust your future classes. (I was tired of students not doing all their assignments so I put a statement that they could not pass the class unless ALL assignments were turned in....we'll see how this goes!) I treat my syllabus as my contract with the students and I tell them that.

8. Remember that this is an argument class...HAHAHA Seems like your student took it because he is great at arguing!! Maybe make it like a debate where they have to flip a coin to get pro or con sides would be good.

Good luck!

Whoami

Saturday, December 01, 2001 - 01:51 pm Click here to edit this post
Ok Oregon, I can't take the time to read your full post yet (or the resulting posts) as I am on my way to errands. But I need to relay one story quick.

I took a class called "The Sociology of Death and Dying," which focused on the way many cultures (including US) dealt with death. Throughout the whole course, there was one woman who constantly argued every discussion, conflicting with the professor, and barely letting any of the other students get in a word edgewise. When she raised her hand, or prepared to speak up, all of us (the professor too) all reacted with, "oh no, not Judy again." She was disliked by all of us for her conflicting and unbending nature.

On the last day of class, people were invited to share experiences they'd had with friends/loved ones dying. Judy raised her hand, and we instictivly said, "oh no..." She had a written paper (everyone else shared off the tops of their heads), and said she couldn't do it any other way. It turns out that all semester, as she argued with us in class, her husband was dying. Her paper revealed all the levels of love they had, all the difficulties the went through, thier fears, and how this experience had drawn them closer. She only got a few paragraphs through it before she broke down sobbing. People seated next to her held her hand to give her strength. But eventually she just couldn't speak through the choked up tears. A classmate took her paper and finished reading it for her. None of us were able to keep from crying with her and for her.

We all learned an extremly important lesson that day. No matter how antagonistic a person is, there is always a reason behind it. We don't always know what that reason is, and may not even understand the reason once we know it. But that experience has taught me to have more patience with even the most difficult people to get along with.

Once I get back from my errands, I'll take better time to read your post and everyone else's.

Oregonfire

Saturday, December 01, 2001 - 02:06 pm Click here to edit this post
Thank you both for the feedback. Good points, all of them!

I guess I should qualify some of my background info. This is my first quarter at this particular college, in this particular community, and my first time teaching an argument class. I've been cautious about being overly vocal because my supervisor has proven to sell other teachers up the river when a conflict arises in the classroom. Another instuctor, also her first quarter at this college, had conflict in her classroom and the situation became a fiasco when the administration got involved. I could lose my job over some of this stuff, so have tended not to overstate my position of authority. Too many unknowns were at work this quarter for me to make any bold moves based on principle alone. Rent's gotta get paid! Luckily, this quarter is over, so I will never have to deal with this particular group again and can start fresh next year.

I didn't mind dressing better at all for a few reasons. I wanted to illustrate open-mindedness to my students. If I refuse to budge and stick to my old ways when confronted with opposition, then how can I expect students to get out of their own comfort zones? Another harsh reality is this: listen to and challenge your enemies if you want the truth about yourself, because it is your enemies who force you to be your better self. "Ememy" sounds very war like, but it's an old adage that speaks truth. My student didn't mind challenging me, and I was the same way with some of my instructors. But turnabout is fair play, and a game that students should learn.

Most papers written this quarter required a higher level of objectivity than most students had known before in previous classes. Especially the cause and effect paper emphasized this requirement. Opinion papers can relatively easy to write, often require little mental stretching, and are all tied up in ego. Unfortunately, being objective is the hardest skill in the world to master, and most adults can't even handle it themselves. I know it's proven to be challenging for me! I can be pretty dogmatic myself, but also enjoy a good argument. Part of my frustration with this class is having to suppress my own opinion, while reading and or listening to the sometimes ill-formed opinions of others. I'm walking around with 10 weeks' worth of "holding back"...not too healthy.

And finally, the messy topic of religion vs. secular humanism. I was caught off guard this quarter by the abundance of religious-themed papers, and so had not provided for them in my "course objectives," which I will definitely do so in the future. I explained about false "claim to authority" in class, but have been walking on eggshells with students about the big "G" topic, or more notably, the "B" book. I fear that I did not make it clear enough with this student that I wanted a more secular paper, for fear of inciting a riot. Admittedly, he was smart enough to point out that my own bias may have affected his grade.

I have done some research about this conflict. Secular humanism can also be considered a dogma, even so far as to be called state-sponsored religion on one website. I am aware that bias is a universal problem. However, this is a state school, not a private or religious one, so a different kind of paper is required. Yes, I'm one of those people with a Darwin fish on the back of my car. I have no solution for the conflict--he champions faith, and I reason, at least in the context of this class. One of my favorite films is "The Mission," with Robert de Niro and Jeremy Irons,a film that deals with religions and the issue of faith quite well.

Questions of faith and religion interest me a great deal, but more from a Jungian perspective, as an evolution of consciousness. I've written a few papers on the evolution of Western religion and as compared to Eastern religion, so I'd love to sit down with this student and share my findings. But that isn't the way it works.

Oregonfire

Saturday, December 01, 2001 - 02:31 pm Click here to edit this post
Okay, here is a copy of my criteria sheet. Later, I passed out a peer review criteria sheet which was even more specific and stressed the counterargument part even more. Have I lost my marbles or what? I'm so desperate for feedback.


WR 122 Causal Argument Criteria Sheet

There are three possible ways that you can tackle your causal argument:

· State a cause and then state its possible effects

Smoking cigarettes can have a number of negative side effects: it can make your clothes smell, it can produce secondhand smoke, it can cause throat and lung cancer, etc.

· State an effect and then trace the effect back to its causes

Gang violence is a problem caused by a number of factors: members are often minorities who feel powerless in the world, gang members often have little supervision at home, members felt that they must join a gang just to survive in their neighborhood, etc.

· Move through a series of links: A causes B, which leads to C and then to D….

A lack of communication in marriage can lead to one of the partners having an affair, which causes a breach of trust in the marriage and creates a further rift, which in turn may ultimately cause one or both partners to seek a divorce.

A causal argument must include the following five elements:

· Examination of each possible cause and effect
· Description and examination of the relationship among the links, especially in an argument based on a series of links in a causal chain.
· Evidence that your description and explanation are accurate and thorough.
· Evidence to show that the cause and effects that you have identified are highly probable and that they are backed by good reasons, usually presented in order of their strength and importance.
· Consideration of alternative causes and effects, and evidence that you have considered them carefully before rejecting them.

This assignment must be 3-5 pages in length, double-spaced, and use MLA formatting. Three sources will be required. Note that they should have differing points of view, not just back up your argument. You will be required to turn in a photocopy of your sources with your paper, or it will not be accepted. On Monday, students will go to the library to find their three sources. On Wednesday, students will turn in a Toulmin Model of their topic for a quiz grade.

Currently, the causal essay is due the Wednesday after Veteran’s Day; I’m not averse to pushing back the due date to Friday, Nov. 16th. Remember that the assignment is now worth 20% of your total grade, so take extra time with it, and come see me at the Writing Desk Tuesday or Thursday for extra help.

Schoolmarm

Saturday, December 01, 2001 - 03:32 pm Click here to edit this post
Oregon...

Looks to me like you have covered all your bases! I especially like that you require that they photocopy their sources...that way you don't have to go to plagerism.com to check for "borrowed" intellect (LOL).

You are very clear in your requirements. If the student didn't follow directions (weren't we supposed to learn that in Kindergarten?), then they lose points.

Remember that the first quarter/sememster will be the hardest. Also any time you get a new prep, it will require more work to adjust!

Remember that often college students aren't very wise...we have to keep working on this with them. Anytime you ask them to do a new "difficult" task, they usually like to balk. But we know what is good for them, and they will appreciate us later.

I'm guessing that your arguing student may be one of those guys who has some charisma and uses his charm (or testosterone) to get his way. Just a guess on that one...this type of student will frequently say "BUt no one has EVER corrected my (fill in the blank) before!" or will try to bargain for a grade. He may try to make you feel inadequate, in his "charming" way. He thinks he is SOOO cool. (But in reality will probably end up working for a "nerd", as most bosses were "nerds")

I'm on a rant now!

Keep your chin up, you are doing all the right things....and get to try again next quarter, and the next and the next!

Zeyna

Saturday, December 01, 2001 - 04:14 pm Click here to edit this post
Oregon, I'm curious how you responded to his statement that you were biased and that his paper deserved a better grade.

I'm not sure if you would be opening a bigger can of worms, but how about asking for a paper on why he deserves a better grade, where he states what exatly you overlooked in the original.

I'm not a teacher so I have no idea if that is actually appropriate, but two possibilities are that he explains in more detail his problem with the grade or just gives up the battle.

Oregonfire

Saturday, December 01, 2001 - 05:41 pm Click here to edit this post
Thanks again for the feedback. I told him that I had spoken to numerous other instructors and the Dean about this topic, and that the standard practice is to not accept papers with religious backing or that attempt to proselytize. The catch is that I asked a Dean from another community college that I'll be working for in the winter, who just happens to be philosopher (heh heh). Hey, if he can have his claims to authority, I can have mine.

I mainly focused the grade around the fact that he failed to provide a clear counterargument backed by a reputable source. His only "opposing view" was to create a correlation between the decline of prayer in schools and the rise of youth violence in schools, and he stated it is such as way as "yeah, the power of prayer has a negative side--and it's that prayer is no longer allowed in school." Nice move, junior, but I'm afraid I'm going to have to call a foul. I also pointed out on his paper that this was an "ad hoc, post propter hoc" fallacy, meaning "after this, therefore because of this." In addition, was era was he referring to in which there was prayer in public schools in the United States? I know I sound really harsh right now, I do think that prayer is a good thing, and think that it is most definitely a positive thing.

There was no way that I was going to change that grade, so the point was moot. A final lesson that I hope he takes away from the experience: When I graded his previous paper, which was esentially a thinly-veiled personal attack, I could do or say nothing under the guise of impartiality. Now he knows what it's like to be on the other side of the equation. (like the stalking water buffalo on Survivor, I bide my time :))

Schoolmarm

Saturday, December 01, 2001 - 06:07 pm Click here to edit this post
Oregon....
DON'T change grades, unless you have clearly made an error....the gossip mill on campus will churn and you will have lots of knocking at your door!!

I think that you handled the situation well!

Marm

Oregonfire

Saturday, December 01, 2001 - 06:16 pm Click here to edit this post
Thanks again everyone. Now the floor can be opened to lighter diversions! Here's one:

Dear Miss Manners:

Gift certificates as Christmas gifts: Thoughtful, or a cop-out?

Highlander

Saturday, December 01, 2001 - 06:35 pm Click here to edit this post
Before you move on to your lighter diversions, here is my two cents.

The first mistake was not calling this student on his paper about professors wardrobe as it relates to respect for students. Lets look at Einstein and how he appeared as he taught his students. The fact of the matter is if a student is focussing his attention on the appearance of a professor he sure isnt paying attention to content.

The other issue is the student's paper about the power of prayer. The subject matter of the students paper is of little consequence. He did not meet the criteria set forth in your assignment. He offerted an opinion on the power of prayer, which is quite fine but offers little in terms of factual basis for an argument. One cannot debate something which is just belief orientated.

Llkoolaid

Saturday, December 01, 2001 - 06:41 pm Click here to edit this post
Sounds to me like he didn't deserve better than c on either paper, if he didn't meet the criteria he shouldn't get the high grades. (What is wrong with a B?)

I think I agree with Grooch, just hit him with a large trout.

Oregonfire

Saturday, December 01, 2001 - 06:41 pm Click here to edit this post
Possible superiority of content over appearances--done. Argument based on faith as unprovable--done. Both of these issues were pointed out in class, but to no avail. More to the point, it's not my place to advocate my position, but to encourage students to consider the validity of more than one position simultaneously (the essence of intelligence).

Tess

Saturday, December 01, 2001 - 06:51 pm Click here to edit this post
Oregon, this is a subject to which I am able to relate. (How was that for grammar?)

I find gift certificates to be a thoughtful gift in certain circumstances, namely for young adults who are just starting out in a career and are in need of new clothing to wear at the office or in the classroom. These young people are typically the children of close friends of mine.

Young teens would be another group which appreciates gift certificates to a music store such as Sam Goody or their favorite clothing store such as Gap or Old Navy. (This group usually includes nieces and nephews who live 1500 miles away from us.)

The final category of recipients would be those from our parish who are "adopted" at Christmas time. For those families we buy gifts for all family members but also include gift certificates to the local supermarket so they can purchase food for the holidays. All of the other persons on our "list" receive gifts that we've either made or purchased. The exception to my own "gift certificate guidelines" would be if the recipient had stated a preference for a certain gift. In that instance I would try to provide that gift instead of a gift certificate.

With regards to receiving gift certificates I would say that I appreciated them very much when they come from my mom or my in laws. Both are 1500 miles away from us and it is much easier for them than shopping. From anyone else I would prefer a small, thoughtful gift or donation to charity.

I've been refraining all day from saying that I think the kid in your argument class would benefit greatly from being whacked up-side the head with Webster's Unabridged. However, you've received many other much more constructive suggestions so I'll just keep my opinion to myself.

Highlander

Saturday, December 01, 2001 - 06:54 pm Click here to edit this post
No it isnt your place to advocate a position, but it is yur place to tell a student they didnt meet the basic criteria of the assignment posed. The fact is the student did not meet the criteria of the task assigned. That is the bottom line.

Oregonfire

Saturday, December 01, 2001 - 07:02 pm Click here to edit this post
I totally agree about the gift certificates, Tess! I got my sister and mom ones from Target, and they live many, many miles away.

Oregonfire

Saturday, December 01, 2001 - 07:08 pm Click here to edit this post
Again, the criteria was covered with the student about the assignment. I was pretty flustered by the first paper, but I clearly marked on the first paper "dismissive" next to the counterargument. I would handle the situation differently in the future, having had the experience, but the kid smelled fear and went for the throat. Not cool. Moving on....