Grade Error

Hey Folks,

I’m not sure how or when it happened, but I noticed today that all the weights in the 3rd hour grade book had been deleted. This meant that for third hour students, all points were being treated as equally important, meaning (among other things) students who had completed all their blog posts but had performed poorly on quizzes and ICEs were being excessively penalized. I’m sure there were a few students whose grades were artificially inflated as well.

I hope nobody was grounded based on this error. It is now fixed.

Ayers

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A Few Good Book Reviews

Here are the three book review essays I discussed in class this morning:

Diane Ravitch, “Schools We Can Envy.”

Hugh Eakin, “Will Saudi Arabia Ever Change?”

Andrew Hacker, “How He Got It Right.”

And here’s another interesting one: “Single Women and the Sitcom,” by Elaine Blair.

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The Battle Over Homework

Louis Menand, essayist and editor for The New Yorker, and author of the brilliant book The Metaphysical Club, reports that French president François Hollande intends to abolish homework in his country. He takes this opportunity to look at some research on whether homework has any benefit to students, then pulls back to the bigger picture:

Like a lot of debates about education, what Cooper calls “the battle over homework” is not really about how to make schools better. It’s about what people want schools to do. The country with the most successful educational system, according to the Economist study, is Finland. Students there are assigned virtually no homework; they don’t start school until age seven; and the school day is short. It is estimated that Italian children spend a total of three more years in school than Finns do (and Italy ranked twenty-fourth).

The No. 2 country in the world, on the other hand, is South Korea, whose schools are notorious for their backbreaking rigidity. Ninety per cent of primary-school students in South Korea study with private tutors after school, and South Korean teen-agers are reported to be the unhappiest in the developed world. Competition is so fierce that the government has cracked down on what are called private “crammer” schools, making it illegal for them to stay open after 10 P.M. (though some attempt to get around this by disguising themselves as libraries).

Yet both systems are successful, and the reason is that Finnish schools are doing what Finns want them to do, which is to bring everyone up to the same level and instill a commitment to equality, and South Korean schools are doing what South Koreans want, which is to enable hard workers to get ahead. When President Hollande promises to end homework, make the school day shorter, and devote more teachers to disadvantaged areas, he is saying that he wants France to be more like Finland. His reforms will work only if that is, in fact, what the French want.

I recommend the whole thing (which is not long), and anything else by Menand you can get lay your eyes on.

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Gallagher-Corvino Debate

Here is the BookTV debate on gay marriage that we watched in class. If you’re interested in learning more about either Maggie Gallagher or John Corvino, or about their book, or the issue overall, here are some additional links for you:

Gallagher wrote this piece for the Weekly Standard in 2006 on the relationship–and, she argues, the necessary conflict–between same-sex marriage and religious liberties in the United States. More recently, Rod Dreher argued in The American Conservative that conservatives should stop fighting gay marriage and focus on protecting religious liberties.

The day after this November’s elections, Corvino reflected on the victories for gay marriage in Maine, Maryland, Minnesota, and Washington. He also recorded a series of videos making short arguments in favor of marriage equality. And since both Corvino and Gallagher mention Andrew Sullivan in the debate/interview, here’s his essay from 1989, as originally published in The New Republic, in which he makes what he called “the conservative case” for gay marriage.

 

 

 

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Correlation and Causation

http://xkcd.com/552/

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Nonfiction Book Options

Okay… After much searching, right-clicking, and so forth, I’ve come up with some examples of the kinds of books we’re looking for. I’m short on time, so I’m just going to give you some links and let you browse.

I’d encourage you to click through and read as many descriptions as you can.

The Fate of the Species

Thinking, Fast and Slow

Continue reading

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A Grade Reminder

I’m still in the midst of grading revised essays. But now seems like a good time to remind you of Appendix A in the Handbook (follow the link at the top of this page). This chart provides a general rubric for revised essays. Here, for example, are the criteria for essays that have earned a grade of “A,” denoting “Writing of Clearly Superior Quality”:

Subject is intelligently chosen, of solid substance, properly limited, and developed with originality and imagination. There is clear-cut organization–a clearly delineated central idea, logically and skillfully subdivided and developed by cogent, specific detail. The essay is a highly effective whole, free of irrelevant matter, reasonably mature and varied in sentence structure. Phrasing and diction are exact and idiomatic. Paper is all but perfect in grammar, punctuation, and spelling. The manuscript is neat and orderly.

Is that a high bar? Yes.

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Reflective Essay

In lieu of a Final Portfolio this term, you are going to write a short, reflective essay in which you look back over the work of this term. Here are a couple of questions I want you to think about, in order to get you started. [Note: I do not want you to simply answer these questions.]

What have you accomplished this term? How has the reality of your work in AP Lang & Comp compared to how you thought it would be? What work shows that you have stretched yourself? What work would you like another shot at? What are your goals for next term?

I’d like these to end up at around 700-900 words. I will grade these holistically, but my expectations are as follows:

  • You will have one or two main points that you’re trying to convey in the essay, which will be made clear at the beginning and elaborated on throughout.
  • You will use specific examples, including quotes of your own work, to support your main ideas.
  • You will attend to the features of writing we have studied this term: diction, syntax, tone and style, and, if applicable, narrative.
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On the Relative Credibility of Fonts

Today in fourth hour I briefly discussed why you should consider your choice of font. Following up on that conversation, I thought I’d put up a couple of related links.

Documentary filmmaker Errol Morris wrote a piece for his New York Times blog this year that suggested (in an admittedly unscientific bit of research) that people who read a factual story found that story less reliable if they were reading it in Comic Sans. Suzanne Labarre wrote her own post about this for the business magazine Fast Company.

Nadine Chahine also weighed in on typography for Fast Company earlier this year, when the results of the much-hyped Higgs Boson findings were announced. The scientists at CERN, who were presenting their findings, did so with a PowerPoint written in… Comic Sans. This was not received well.

Martin McClellan wrote a series on typography for McSweeney’s (a literary journal). If you’re at all interested–and I think they’re interesting–here are parts one, two, and three.

And finally, I’ll let Comic Sans himself have the last word. Warning: he swears like a sailor.

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ICYMI: This Week on Kennedy Blogs

In case you missed it, yesterday over at Kennedy Blogs I posted links to several posts by AP Lang students. More to come.

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