a. pick up their graded research essays and research notebooks and
b. drop off their final exam papers
I'm being pretty generous with this final paper. I've asked them to choose one (of the three) graded papers from this semester and revise, using all of the global and sentence-level revision strategies we discussed this semester. They can't merely "correct" errors or make changes based on my original comments. They have to revise using all the new skills they've learned--show off, if you will. Then they need to write an essay discussing the changes they made, justifying and explaining the changes.
I've already read and graded my other class final papers yesterday and believe it or not, I saw some real improvement (they had to turn in the original graded essay, along with their revision and their new essay).
As I wait for my next set of papers, I'm thinking about a few students in particular.
"N" Wasn't sure about him when the semester began (scattered attendance, rushing in 20 minutes late to class, the kind of guy who, after you've distributed detailed handouts and gone over instructions about assignments or some other important information, comes up to you at the end of class and says, "So, what are we supposed to do again?") Part-way through the semester a light bulb seemed to go on and his papers started sounding a bit more coherent and his work ethic improved. He haggled me about why he got a B or a B- on something, wondered what he could do to raise his grade, re-did at least one paper, and so on. This research paper, however, may have been his undoing--it was a mess. I gave him a generous D.
"M" Somewhat intense guy who chews his nails, his brow always furrowed, really serious. Sometimes will read a novel while I'm talking, even though he's sitting right in the front row. High achiever. Emailed me when he saw he got a C on the research paper and wanted to know what he could do to raise his grade ("I'm going to re-write it an bring to class tomorrow," he told me. "No you're not," I said in so many words, meaning, "Bring it if you want, but I won't re-grade). He's a point or two shy of an A, which I plan on giving him regardless of the C on this paper, unless his final paper is terrible.
"Z" Had some attendance issues throughout the semester, along with a couple of catastrophes (boyfriend got in an accident, grandfather sick). In early March, she missed 10 class sessions in a row, and then again in April, she missed 5 out of 6 classes. Near the end of the semester, right around the time our research essay was due, her grandfather passed away and she asked if she could turn in her research essay late. I gave her permission to turn it in Monday (5 days past deadline), the week of finals. She didn't show. I just got an email from her (sent last night around midnight, which was the day before final is due, the day before last day of school) asking if I got her paper (I hadn't) which she "handed in" (to whom?) and apologizing for forgetting she had a final on Monday. I replied that I never got her paper and that I'd given her a 0 on the paper. I walked over (just now) to the English department office to retrieve her paper, even though I had no intention of grading it, but it wasn't even there. Where did she "hand it in"? Needless to say, "Z" will be re-taking English 100
"A" So many things conspired to keep her from attending class this semester. She's an athlete, but she tore her ACL, so she needed surgery. She works to support herself. Her best friend who lived in another state was killed in a drunk-driving accident (the other guy was drunk, slammed into the girl's car broadside), so of course she needed to go to the funeral. She got the flu. She tried to keep up, and may still have managed to pass the class, but as it turns out, she never replied to my emails, didn't come to class on the last day of school to pick up the handout about her final, didn't turn in a final....so she's not passing the class either.
****
"Z" just came and left. She understood and accepts her grade.
"N" arrived in in suit and tie (he will be graduating tonight). He knew he struggled with this paper--no argument. However, he will pass my class and transfer to SDSU in the fall as a junior. Success story. He said he learned a lot in this class.
"M" as expected tried to argue his case for a higher grade ("I thought I wrote a cogent argument"), but I told him not to bother, I wouldn't change his grade. It's a C paper in my book. But he'll get his A in the class.
A few others this semester come to mind: "G," with all her personal family issues. "S," who manages her parents' store and always comes in late because she has to open the shop each morning. "B," struggling to find her writing voice which is constantly interrupted by her native Spanish. "J," who always sat in the back corner, came to class, did his work, and surprised me by turning in what he called "his masterpiece," his research essay, which was, indeed, a masterpiece....
Most will pass, some just barely, some with "flying colors," some won't (where oh where is "P"? This is his third time taking English 100. He struggled with a couple of my papers, but I think he could squeak by with a low C if he only would turn in his final paper. But he didn't come to class this morning to turn it in...where is he?)
Oh well....students in community college...so many stories..so many struggles....
