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@GeekinKorea It's a slog. You get faster with time, limit comments to major issues (or skip for work that clearly isn't edited or proofread), use editing marks, and develop a detailed rubric? A lot of specific issues are standard and recur a lot!Permalink On twitter.com
Mood +1 🙂
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@GeekinKorea Alex's advice is good too. Also, teaching them to extract template sentences and analyze sample paragraphs pre-solves some common structure issues. Oh, and re: hunting out cheaters—one can learn to enjoy it as a sort of tactical challenge. But I still find it annoying, tbh.On twitter.com
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@GeekinKorea (Also, if you have 1/3rd students who're writing decent, organized work, you're lucky! I get one or two of those per semester total, and maybe a 60/40 split between the other two categories.)Permalink On twitter.com
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@GeekinKorea Oh, and: teaching process and insisting they complete the process for writing assignments makes it WAY harder to plagiarize, AND results in better writing. It's kinda 2 birds with one stone. On my midterm, writing students had to:Permalink On twitter.com
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@GeekinKorea 1. Brainstorm (free writing, mind map, very rough outline) 2. Analyze a sample paragraph and extract useful sentence templates 3. Draft a paragraph 4. Edit 5. Proofread and format. One can't plagiarize all that. (Trying to fake it would take longer than just doing it!)Permalink On twitter.com
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@GeekinKorea I mean, I still had them screenrecord themselves doing it on Zoom (screenshare, video overlay) for added security, but... plagiarizing a whole process isn't really possible. I've been doing this in some form since... wow, since 2004.Permalink On twitter.com
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@GeekinKorea (Except the sentence template stuff. That I added around 2008, maybe.)Permalink On twitter.com
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@GeekinKorea (Anyway, feel free to pick my brain sometime if this writing class thing looks like it's going to be a recurring thing and any of this interests you.)Permalink On twitter.com