Thursday, February 18, 2016

Grading Contracts, Laboring to Labor, and Sinclair Lewis

It's been over a month since I last posted something. Winter quarter has been very busy with lots of projects, work, administration, and other things taking up every square inch of my time. So I want to offer a little something. 

I came across this wonderful teaching blog by John Warner on Inside Higher Ed's web site. The article that caught my  eye, which past around my Facebook feed, called, "Students Aren't Coddled. They're Defeated" (posted on Feb 16, 2016). In it, Warner discusses the ills of grades in writing (and all) courses in college and how the desire for them tends to ruin the individual psychology of the student - that is, they have to care about As and not necessarily about learning. In the end, he says to help undo some of the damage that the system creates in students, he uses grading contracts, which he'd written about in the past, twice. The initial post was early in the Fall, a post called, "There Is No Such Thing as An Educational Innovation." All three blog posts are worth reading, particularly if you are not sure about using grading contracts. And the first one quotes me. Yeah, I know, shameless of me to say so, but I appreciate the love by this clearly fine teacher. 

I bring up this series of blog posts because the latest raises a good question about the culture of learning vs the culture of grades in college. Yeah, we (teachers and students) must care about grades, but how do we care about them? I doubt most would argue against the idea that grades harm learning, especially in the writing classroom. Too much research shows this. Just look at Alfie Kohn's good work on this subject, which he's been doing for many years now (a truncated version of his work can be found in "The Case Against Grades").  But it's hard to find a teacher of any stripe who hasn't lamented how she just wants her students to stop asking her "what do I need to do to get an 'A'?"

Just today in my own first-year writing class we were going over some reflections on our own grading contract, a mid-point (re)negotiation time for us. One of my students identified how he'd lost some motivation to do the work/labor of the course. He was doing it, but he found that he was not that engaged. Another student reflected upon his own concerns that because we ultimately had to care about our final course grades, even in a labor-based contract graded course like ours, he struggled to do the labor of the class just for the learning's sake, which he wanted to do. He was able to do this last quarter because our class, the first course in our sequence (all the students in this course were in that course too), was a credit/no credit course. Our grading contract determined only credit or not. He liked that atmosphere better as a learner, reader, and writer. 

So this is the point where I explain why I have a picture of Sinclair Lewis' Pulitzer Prize winning book (sort of), Arrowsmith, in this post. In 1926, the book was awarded the prize, but Lewis refused the award. His words against the award could easily be an argument against grades. He said: 
I wish to acknowledge your choice of my novel Arrowsmith for the Pulitzer Prize. That prize I must refuse, and my refusal would be meaningless unless I explained the reasons.  
All prizes, like all titles, are dangerous. The seekers for prizes tend to labor not for inherent excellence but for alien rewards; they tend to write this, or timorously to avoid writing that, in order to tickle the prejudices of a haphazard committee. And the Pulitzer Prize for Novels is peculiarly objectionable because the terms of it have been constantly and grievously misrepresented.
Those terms are that the prize shall be given "for the American novel published during the year which shall best present the wholesome atmosphere of American life, and the highest standard of American manners and manhood." This phrase, if it means anything whatsoever, would appear to mean that the appraisal of the novels shall be made not according to their actual literary merit but in obedience to whatever code of Good Form may chance to be popular at the moment.
Are grades "alien rewards"? If so, alien to what, learning? When set up as rewards, like prizes, can we escape making them what student ONLY yearn for? 

This is my on-going question I pose to myself as a writing teacher and to my students as learner-citizens: Despite the contradictions that our educational system creates for us, how do we just labor, just read, just write in order to learn. How can we labor in order ONLY to read or write? Think about that for a second? How can we labor only to labor in our courses? How do we get our students to do this, even if only for bits of time here and there?

Wednesday, January 13, 2016

Review of My Book: Antiracist Writing Assessment Ecologies

This post is in part shameless self-promotion, but then the history of blogs is such that this is part of the genre.

Recently, Katrina Love Miller (University of Nevada, Reno) wrote a review of my latest book, Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Social Just Future. The review is titled, "Working Against Racism: a Review of Antiracist Writing Assessment Ecologies," and it is in the Journal of Writing Assessment. It's a wonderful review, and she nicely captures most of the themes and lines of argument that I attempted in the book. I'm very grateful for Miller's review and for the co-editors of the journal, Diane Kelly-Riley and Carl Whithaus, to assign my book for a review so early. I hope to see more reviews in the coming year or so from other journals.

I won't engage with the review, but let Miller's words and mine in my book stand on their own merits. I'll end this brief post by giving you a taste of where I'm heading in my current project, which is a continuation of the last book. Currently, I'm working on a book-length project that uses political economic theory, particularly those theories' articulations of labor and value to retheorize writing process, which fundamentally includes the assessment of writing -- that is, the circulation of reading and judgment with drafts in the classroom. I believe it's time to rethink writing process and let it articulate more carefully the labor and the circulation of judgment. I've been working with ways to use labor in grading practices in my writing classrooms for years, particularly through grading contracts. But the use and attention to labor in my classrooms has moved beyond just thinking about how to calculate a course grade, but activating student learning and reflection on practices (not drafts), as well as more conscious ways of noticing and considering noncognitive dimensions in students. I'm hoping to have a draft of the book by the end of the next summer.

By the way, if you want to read my current book, but find you can't afford to buy it, you can download a free pdf at WAC Clearinghouse, or you can get a copy at my academia.edu page. I chose Parlor Press and WAC Clearinghouse because they offered open access to the book. I wanted it accessible. Books are meant to be read by all who have an inclination to do so. Enjoy!