3 March 2008¶ Grubber

Solid B+ student, after I handed back a graded paper: I noticed I got another B+, just like I did on my last paper. What did I do wrong? How can I get an A in this class?

Me: If you remember what it says in the syllabus a B is baseline. Anything above a B is about what you’ve done right. Your grade is up from a B, not down from an A.

Solid B+ student, shoving the paper into my hand: OK, but really: what could I do to get an A in this class? How could I have gotten an A on this paper?

Me, flipping through the paper: Well, as I say right here in my lengthy comment at the end of your paper, you need to work on X, and Y. You’ll also notice my frequent marginal comments that mention problems with W and Z. All those are things you need to work on.

Solid B+ student, with a hint of exasperation: But how can I get an A in this class? I’ve never had anything less than an A in an English class, ever. I must get an A in this class.

Me:

Solid B+ student: Can I send you an email? Will you tell me what I need to do?

Me: Write an A quality paper and I’ll give you an A on your paper. That’ll help your grade.

Solid B+ student, as he walks out the door: OK. I’ll email you. You’ll reply? I’ll send you an email. OK?

Me:

Comment

  1. Hahaha! I feel gleeful that you also suffer at the hands of your students. Ah, I am so malicious. Even so, your description of the student-to-teacher language barrier (thinking barrier? responsibility barrier?) is perfect.

    — Ammie · Mar 7, 12:13 PM · #

  2. I love this because of how true it is. I find that sometimes I can tell students something and it just never seems to make it inside their understanding. I get to a point where I just need to stop and let them go.

    — Breanne Grover · Mar 12, 03:53 PM · #

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