This is a post for my students and their parents. I’ve received emails from frustrated parents because I was hesitant to grant a request for an extension on a writing assignment. Here I explain my refusal, not just to justify myself, but also to provide information so that parents and students can proactively avoid the circumstances that cause the frustration in the first place.
I have explained my two-draft system for teaching academic writing. It’s a great system because student writing improves significantly, but it comes at a cost. There is so much marking to do, and it’s the hardest kind of marking–the kind where I must give meaningful feedback.
When I started this two-draft system, my marking was inefficient. Today a class set of papers takes me 16 hours, a few years ago is was closer to 24. I was marking for two weeks solid, as the papers trickled in.
[click_to_tweet tweet=”Here’s the thing about marking–if you mark 10 papers in one session, it will take just less than 2 hours. If you mark those same papers one at a time, It will take you over 3. #education #assessment #marking #teaching” quote=”Here’s the thing about marking–if you mark 10 papers in one session, it will take just less than 2 hours. If you mark those same papers one at a time, It will take you over 3.”]
I didn’t want to abandon the whole system because student writing was improving, but I needed to streamline the process and get the marking under control. Now, I’ve done it. Not only is my marking down to 16 hours for a set of papers, but I am seeing even better writing from students as a result of these changes.
The changes place some more responsibility on students.
Managing the Marking
Right now I have nearly 60 English 12 students, and I’m marking most papers twice.
In order to make the marking more manageable, I have established a due date/time for the first draft. This date is firm. If the paper comes in on time, I mark it. I stop when I finish the last one. If a paper comes in after this, I won’t even see it.
The papers are always due on Saturday at 8 am. Remember, there is no requirement to turn in the first draft, but if you want the feedback this is the one condition. You have to turn it in for me to mark it. And I mark on Saturday.
It takes 10-12 minutes to mark each paper. I usually get around 45-50 first draft papers.
This adds up to about 10 hours of marking. In order to get the papers back to students as fast as possible, I mark them all that day. I mark until I have no more papers. I’m not going to check in on Sunday to pick up any stragglers.
I have a due date/time for the second and final copy of the paper. This time is also firm. If a first draft paper has been submitted, this second draft is optional. If a student wants me to mark their re-write, they need to turn it in, on time of course. If I don’t get a paper, I assume the student has chosen to take the mark they earned on the first draft.
Sharing the Cost
Student writing has improved so much, that I regularly have students return years later to thank me for preparing them so well for university writing. Their success is due in part to this two draft system. But this success comes at a cost. The cost is shared by the students and myself. The price I pay is giving up specific Saturdays to provide thorough, valuable and immediate feedback on first drafts and then marking them all again. The student’s cost is they must turn in their best work by the time I get to the last paper.
All this isn’t as harsh as it sounds. High school papers are a long time in development. We work on them for 3 to 4 weeks. We’ve had discussions and done activities that help the student to understand the task. I do all I can to get students started with a clear sense of direction. Writing can start more than 2 weeks before the due date. There is time enough to write the paper.
Not all students start early enough. They are busy with other things, many of them worthwhile. The week before the paper is due, those who haven’t started predictably begin to experience stress. This motivates, but some students are involved in a lot of things and haven’t yet developed a system by which they can both be busy and get their school work finished.
Some of these will ask for an extension.
I will, of course, give an extension for significant illness or an unanticipated family crisis–these are unplanned an unavoidable. I will also give students more time if they started their paper early and have been diligently working for weeks and still need more time. I usually have a pretty good idea as to who these students are.
I am very reluctant to give extensions because of a lack of time management. I totally understand why they want one. I understand why the parents are frustrated with me for not giving one. I get it–in the week before the due date, the student has three shifts at Tim Horton’s, the hay needs to be taken off before the rain, there’s grandpa’s 75th birthday party, volleyball practices, piano lessons, and a Taylor Swift concert. There are tears and frustration–even yelling. All could be well if only Mr. De Jong would give an extension.
This is when I get the email.
By making the paper a priority, and starting early, the busiest student can get a decent draft of a paper completed in two weeks. Students take between 4 and 12 hours to write a large paper. They know how long it takes them. If they are busy and slow, they must start earlier, and take every 30 minutes where they can get it. They have to say “No” to Starbuck’s and Hockey Night in Canada for two weeks. This is the price they must pay if they want feedback.
Remember, there is an extension built into my system–there is no obligation to turn in the first draft–it’s completely optional. They don’t even have to inform me. They can decide to take an automatic 5-day extension.
All Decisions Come at a Price
Who should pay the price for a student’s involvement in the school play or the missions trip? Or the hockey game or rock concert? Almost all students accept the fact that they ought to pay the bulk of the costs for their decisions–for the good ones as well as the bad. All decisions demand a price. It’s a fact of life. Deciding to go on a leadership trip to our nation’s capital is good, but it will cost you. Many students pay this cost by organizing their schedule in such a way so as to submit the first draft before they leave–that’s five days early.
[click_to_tweet tweet=”Students ought to pay for their decisions–for the good ones as well as the bad. All decisions demand a price. It’s a fact of life. #education #teachingwriting” quote=”Students ought to pay for their decisions–for the good ones as well as the bad. All decisions demand a price. It’s a fact of life.”]
I usually deny a student’s request for an extension because they are, in effect, asking me to negate the natural consequences of the decisions they made. Someone must pay the price, but they’d rather not be the one that pays it.
What lessons will they learn by a refusal of an extension? What lessons will they learn by a granting of same?
“It’s only one paper.”
One exception will quickly turn into 10 and I’d be back where I stared–an additional eight hours of marking spread out over two weeks. I’d go back to students turning in one paper and cut down on the comments. I’d be doing things just like my high school teachers. And most students wouldn’t become better writers.
“What about grace.”
I worry about the lessons that are learned if I give an extension. I think the most gracious thing to do, long term, is to deny the extension. The kids that are busy need to learn how to manage busyness–their life won’t get less busy when they get to post-secondary or move into their career. I’d also hate to think what a child learns when they don’t pay the price for their decisions.
“It’s not fair.”
59 other students are paying the price of their own choices. Is it fair that one does not?