I want this on DVD and cannot seem to get it — or find it complete online.
I want this on DVD and cannot seem to get it — or find it complete online.
Here is a bell curve. I could use it. I could also have: 20% W and F, 20% D, 20% C, 20% B, and 20% A. This would up my grades, and be nicer than a bell curve since more people would have A than F.
Not that it will help you at all, but here’s my wacky system. I teach writing, and points and percentages never made sense to me for writing assignments, so I grade on a 4.0 scale. I think this is also what I was trained to do as a baby teacher. The special beauty of the 4.0 scale is that 50% of a 4.0 is a 2.0 which is a C, not an F. So grade inflation is built into the grade calculation. Throw in 5% participation, a 5% reflective easy peasy final, and 15% homework (graded on a 5.0 scale–yo, kids, doing the reading every day IS your extra credit–which means, yes, I teach college and check homework, and the homework is always to do the reading, annotate it, and bring it to class, but if I didn’t do it, I’d be lucky if three students did the reading), and I feel like I have room to assign scary college-level grades on the actual papers because they can make Ds on all the papers and still walk out with a C, if they do everything else. There are some situations in which a student can automatically fail the course: plagiarizing a whole paper (not the accidental, I don’t know how to use quotation marks crap, but a whole paper), plagiarizing two more more times, and not doing all the papers. They don’t have to pass all the papers, but they have to do all of them. I get a whole lot of Cs and a sprinkling As, Bs, and Ds. I’m not counting the WFs or Ws. No one can ever make me pass a student who doesn’t attend or turn in the work. Period. Or at least not yet.
This means that almost every student who writes all of the papers, attends and reads regularly, and doesn’t plagiarize will pass. After learning to emphasize drop dates and putting my definition of plagiarism and penalties on every assignment, I’ve pulled my average pass rate up from 50% or less to about 66%, which is, of course, pretty damned sad. I teach primarily first-year comp, so we’ve got a high tolerance for failure, and I’m not (as far as I know) under pressure to increase my pass rate, though it does break my heart to see students taking out loans for Fs.
I really dread to think what will happen if Obama’s proposals to link an institution’s eligibility for financial aid to its pass rate / graduation rate. Of course, the intention would be to make universities offer students more tutoring and support to help them succeed, but that’s expensive, so the reality is likely to affect who is admitted and, even more likely, to put pressure on us to pass almost everyone by lowering standards. I’m usually a fan of Obama, but not on this one. It’s like No Child Left Behind for higher ed.
I think I’d be tempted to dumb down my job in a way that not only makes it easy for the students but also makes it easy for me. If they don’t have to work for grades, why should you have to work so hard to make sure that they pass? When my father taught high school math, the lowest a student could get on a test was 40. Students could earn up to 60 points to add to that 40, so they only had to earn 20 points to get a D and 30 to get a C, but it was still kind of hard to get an A. Maybe something simple like that would work?
What was I thinking about when I wrote these things down?
Manzano’s Autobiography of a Slave
Sibylle Fischer’s 2005 introduction to Lane’s translation of Cecilia (I think it discusses the certificate of whiteness; in any case, I have this book); it also says other tings I like
Lamore’s introduction to the 2004 Cátedra edition, mentions the certificate of whiteness on page 11
Seminario de San Carlos; Academia San Alejandro
Paradox: limpiza de sangre and anxiety about legitimacy … and inclusivity (inclusion with exclusion — both together)
DREAMS OF LEGIBILITY
Adultery: is she Cándido’s, or not?
Limpieza de sangre: do they have it, or not?
Mestiza/octoroon: are they, or not?
Incest involves: illegitimacy-mestizaje, and adultery-impure blood
The ojo conocedor is a SUSPICIOUS EYE, like the eye of the Inquisition
What is incest? See Pardo-Bazán, La madre naturaleza
Massachusetts College of Art and Design, Professor of Liberal Arts (Open Rank)
“The college seeks a candidate who is closely attentive to the artistry in a work of literature-its imagery, nuance, tone, ambiguity, and language-rather than to the work as a text for political or ideological polemic.”
“Requirements: Publications in peer-reviewed journals of literature and/or jargon-free publications treating literature not as raw material for “decorative” analysis but rather as the expression of the human spirit.”
I heard about it from Rebecca Schuman. Discuss this ad, is it even legal?
Also notice: “…and/or jargon-free publications.” That is, they do not care whether your piece was peer reviewed, only that it is “jargon-free.”
I have now been un-depressed for over three months and the way to become un-depressed is to resist oppression. I am not entirely there yet: it took all Sunday to submit an article and all of today to work on my vita, a project with which I am still not finished; these were in fact easy tasks and would have taken much less time if I did not transfer so much onto them. But still, I am un-depressed.
One form of oppression, that one can slough off as simply wearing but which is nonetheless oppression, is explaining kindly and diplomatically to the general public that what one says professionally is not just a personal opinion, but is based on professional expertise. I do this a lot and today, I ended up doing it with or for a friend who is even an educator.
I did it without throwing in his face that he homeschools and adjuncts for a for-profit, or lacks a Ph.D. in any field. What I had to hear was that the professor does not necessarily know more about their field than the parents of the students. But I do not think anyone who would say such things is actually for the students.
Then tonight I ran into a student from years ago, whom I nearly failed. She said she had “done well” in earlier classes because other students wrote scripts for skits that she could memorize, and she figured out how to pass the tests. In my class she was suddenly expected to actually work with the material, and that was what got her.
I keep getting this reaction of surprise: oh, you actually want us to speak, you actually want us to be able to write something of our own, you actually want us to read something, not just guess what the topic must be by extrapolating from a few words we recognize.
I say: if these things are not the point, what is the point? I really want to know (although I know the answer is, the goal is to pass without learning much). But I am actually considered by many to be a “poor teacher” because I challenge the students to learn things. A “good teacher” finds a way to get them through without actually learning; that is called “facilitating learning” … but learning what, beyond strategies for passing classes?
I have been depressed all this time because of the double-talk and the meaninglessness, and because “time management” and “picking battles” when exaggerated or when those concepts do not speak to the problem at hand, turn everything to pointless drudgery.
To become un-depressed one is supposed to say that one has a problem and should change oneself, but I have only found that to compound the situation. To become un-depressed, one must resist oppression and abuse, and have confidence, and be an autonomous being even though that may seem threatening or intimidating to others.
I am teaching two sections of Spanish 3. Students have no aural comprehension of Spanish, no speaking ability, no sense of syntax, and very little ability to read the readings in the textbook, which is a common textbook they are using for the third semester in a row.
Some of them say that in their last course, their grade depended on the work in the e-workbook, and the answers were at the back, so they just filled them in. That would explain a great deal but I do not know what they have been doing otherwise.
Some people have students they also had last semester. They say these students do not remember anything from last semester and keep asking questions like, “Does this have to be in Spanish?”
Qu’est-ce qui arrive, alors?
I took this with my phone in Oaxaca de Juárez on 26 October 2013. It is part of a wedding parade, outside the amazing Templo de Santo Domingo. I am interested in the clown costumes, which resemble those used in Cajun Mardi Gras; the clowns act in a similar way.
Apparently these clowns also appear in rural Carnaval in Oaxaca, where they wield whips against their minions, as happens also in some towns in South Louisiana.
I have heard that the Oaxacan clowns are inspired in masked African deities whose clothes also involve a lot of fringes. They do seem to have the personality of Exú/Elegguá/Legba.
Do you know anything about them?
I must be in different ones. People, it seems, have decided they must learn to relinquish “control,” and I suppose they are right, but I need to exert more of it. They also need better self-discipline, they are sure, but I do not.
I do wonder where they learned to sing this song, more self-discipline and less control. Were they really, in the past, or are they now undisciplined despots?
I wonder. Perhaps yes — those are the characteristics of some of our students, after all.
Seek for food and clothing first, then
the Kingdom of God shall be added unto you.
The class struggle, which is always present to a historian influenced by Marx, is a fight for the crude and material things without which no refined and spiritual things could exist. Nevertheless, it is not in the form of the spoils which fall to the victor that the latter make their presence felt in the class struggle. They manifest themselves in this struggle as courage, humor, cunning, and fortitude. They have retroactive force and will constantly call in question every victory, past and present, of the rulers.
As flowers turn toward the sun, by dint of a secret heliotropism the past strives to turn toward that sun which is rising in the sky of history. A historical materialist must be aware of this most inconspicuous of all transformations.