I started my eight-point attack on grade inflation this semester and notice that students are more attentive and less prone to lolly-gagging on their smartphones during lecture. This motivates me to keep my foot on the pedal, so to speak.
I've got eight points so far. Maybe I'll find more later, but here are the eight for now:
One. Cut down conferences to only one per semester (for the final essay) to put some distance between the students and me. Too much familiarity breeds grade inflation creep.
Two. Crack down on aggregate essays in which student presents the text and sources that comment on the text but does little analysis in his or her own words. Usually the aggregate essay is a sign that the student did not read the book or text and is faking it.
Three. Crack down on thesis statements that merely summarize the text’s major points.
Four. Use anti-plagiarism software to verify the originality of the manuscript.
Five. Emphasize grading rubric points in the lecture and consistently apply those rubric points during paper grading.
Six. Make the reading exams in-class to see the disparity, if any, in typed and handwritten papers.
Seven. In argumentative essays, don’t give anything higher than a D to a paper that does not address opponents’ views with counterarguments.
Eight. Don’t give an A to a paper unless the student can establish an authorial presence that drives the exposition (related to number two in which students, lacking the confidence or skill to assert a writing voice or presence, rely on the aggregate approach to essay writing.
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