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Michael Strickland
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MichaelStrickland - > Michael Strickland -> When good students write poorly
When good students write poorly
A colleague of mine, who teaches in Idaho, requested feedback on how different professors handle it when students have poor spelling and bad basic grammar in their papers for advanced or graduate classes.

Here are some suggestions that I was able to derive after dialogues with several college instructors:

First, it really depends on the level of writing. For example, if the writing is okay and they just need a refresher - I'll refer them to the writing center and also help them individually. If they don't have the skills to progress successfully at the level of the class - I'll suggest that they take a lower level writing course.

*****


For grad student writing, I use a rubric that includes things like mechanics, APA style, grammar, and so on, in addition to how well a paper addresses the content. The rubric makes it clear if/when they fall down due to poor writing.

I also recommend they get a copy of Elements of Style and read it, since it is only something like 100 pages.


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Also, please stress to these students that to be taken seriously as an educated adult, spelling and grammar count. I think a lot of these folks came from high schools where content took precedence over style. Both are important.

To be successful in life, they'll need to be able to write well-reasoned arguments in proper grammatical style. Students complain that college doesn't prepare them for the "real world" ... well, here's one area where we can help them make that connection.

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Grad students usually submit their paper electronically in MS Word. When I find a student with multiple grammar and spelling problems, I point out that Word underlines grammar mistakes in green and spelling mistakes in red. When I get the paper, there should be no green or red underlines. Or to be precise, very few, since Word's grammar and spelling checkers are not flawless. But students need to review those underlines before submitting the paper.

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If advanced students hand me something riddled with errors I insist that they rewrite it and that it be error free before they proceed with the course. The act of rewriting is both a good and exercise and a lesson in the fact that I am serious.

That said, there is always a student or two who just doesn't belong in an advanced class and this usually manifests itself in continued poor writing. Them I give a C for the semester which puts them out of other advanced classes.

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It depends on the student. I get a lot of international students and I tend to be more forgiving for students whose first language is not English. I DO have to understand what the student is saying and I DO insist that there be no (or few) spelling errors (that's just learning how to use spell check). But I'd much rather have a student learn to write in her own voice, rather than copy and cite. I also insist that students use proper APA referencing... that's just learning how to follow instructions from the APA Handbook.


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A good/excellent academic writing style, spelling and grammar have always been on the marking criteria we have been given at uni. I'm not sure how much it counts towards the grade, but having a paper handed back with the word, 'English!' in the feedback is generally not a good sign of a decent mark.

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I refer students to this website:

http://grammar.ccc.commnet....

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Students who cannot use punctuation, good grammar, and correctly spelled words do not get good grades in my advanced classes. I expect a certain basic level of literacy; if punctuation, good grammar, spelling, and capitalization are missing, so are good grades.

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I have had a few grad students in English who were atrocious writers. It can be quite late in the quarter before such a deficiency comes to the light, usually sixth week in my classes due to the due date of the first extended out-of-class writing assignment. I try to do an "intervention" at that point, throwing the Writing Center and an early deadline for a draft of the final paper at the student. I've still had to give Cs to all of the students with poor writing as they just haven't been able to make the necessary improvements in a short period of time. Who could? Writing skills require intensive and extended attention in order to improve. They are like a flat tire--going slow or trying to add air while driving does little or nothing to change the fundamental problem. Students need to pull over and change the tire. This can mean up to six months in an intensive English skills program. A native speaker or experienced bilingual student could probably make do with much less, but it would have to be focused training.


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I'm in the social sciences and I have a very strict grammar rubric for all upper level and grad classes, all of which have three or four ten-fifteen page papers per semester or the equivalent number of pages in various formats. The rubric is pretty simple: A = no more than five grammatical, punctuation, etc., errors, B = no more than ten, and so on. This is separate from content, so the best paper I've ever read content wise can be a C or even an F if there are too many errors.

Interestingly, as soon as I introduced this rubric, the papers improved immensely. It was like the scales fell from their eyes. There's nothing like an F on the first paper because of stupid errors to make a student perk up and proofread.

To offset the strict rubric, I also (1) have writing workshops where both other students and I look at drafts, (2) let students who get lower than a B rewrite the paper (hoping that fixing the errors will help them learn) and then I average the original and the rewrite for the grade and (3) work individually with students who really don't know the rules. I have one or two students every semester who somehow managed to get to a senior level course without knowing the difference between a period and a comma.

Rubrics are magic.
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posted by MichaelStrickland on Friday, November 16, 2007 at 04:19 AM
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posted by mbogo on Nov 16, 2007 at 09:51 AM

This was, in my opinion, an outstanding post. I have printed it and am giving it to my children and those grandchildren who are old enough to understand what you are trying to tell people.

My mother was an english teacher and forced me to submit all my written homework  assignments to her for approval before turning them in to my teachers until I left for collge. My father was a medical doctor and arranged for a nurse named Mrs. Bates, at what was then Bannock Memorial Hospital, to teach me to write in Spanish while I was studying the lanquage in High school. My high school Spanish instructor  suspected that I was receiving some really good instruction outside of class during my second year with him and asked who was helping me. When I told him, he just laghed and said, "ok, I have her daughter in the class after yours and she can also speak and write better than I can".

I believe that my mother and Mrs. Bates, who was from Mexico, had a great deal to do with my being accepted as a student at Vox Ideomas, which is a sattelite campus of the University of Madrid in Madrid, Spain, during the Fall of 1968 and the Winter and spring of 1969.

Although niether my Major nor my Minor were in lanquages or literature, the ability to speak fluently and write properly in two languages has been a blessing. It opened doors and provided opportunities that I would have never had otherwise.

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