Category: Instruction

Class Reports: ENGL 1302, Sections 02 and 03–27 January 2017

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After addressing concerns from and questions about the previous class meeting, discussion turned to the day’s assigned readings. It also did more with questions of literary canon and moved into concerns of conducting readings.

Students are reminded of the following due dates:

  • PoEss RV (online before class begins on 17 February 2017)
  • PoEss FV (online before class begins on 24 February 2017)
  • DrEss RV (online before class begins on 3 March 2017)

Information about assignments is still in development.

Section 02 met as scheduled, at 1000 in Weir 111. The class roster listed 20 students enrolled, unchanged since the last class meeting. Nineteen attended, verified by a brief written exercise. Student participation was reasonably good. No students from the class attended office hours since the previous class meeting.

Section 03 met as scheduled, at 1100 in Weir 111. The class roster listed 19 students enrolled, a decline of one since the last class meeting. Eighteen attended, verified by a brief written exercise. Student participation was good. No students from the class attended office hours since the previous class meeting.

Class Reports: ENGL 1302, Sections 02 and 03–25 January 2017

geoffreybelliott1 Comment

After addressing concerns from and questions about the previous class meeting, discussion returned to assigned readings and began to treat issues of literary canon–the “great works” question. It is expected to be a recurring theme in the course.

Students are reminded of the following due dates:

  • PoEss RV (online before class begins on 17 February 2017)
  • PoEss FV (online before class begins on 24 February 2017)
  • DrEss RV (online before class begins on 3 March 2017)

Information about assignments is still in development.

Section 02 met as scheduled, at 1000 in Weir 111. The class roster listed 20 students enrolled, unchanged since the last class meeting. Nineteen attended, verified by a brief written exercise. Student participation was improved. No students from the class attended office hours since the previous class meeting.

Section 03 met as scheduled, at 1100 in Weir 111. The class roster listed 20 students enrolled, unchanged since the last class meeting. All attended, verified by a brief written exercise. Student participation was good. No students from the class attended office hours since the previous class meeting.

Class Reports: ENGL 1302, Sections 02 and 03–23 January 2017

geoffreybelliott1 Comment

After addressing concerns of the diagnostic exercise from the previous class meeting and any questions from before, discussion turned to assigned readings, beginning to look at how literary scholars write about literature.

Students are reminded of the following due dates:

  • PoEss RV (online before class begins on 17 February 2017)
  • PoEss FV (online before class begins on 24 February 2017)
  • DrEss RV (online before class begins on 3 March 2017)

Information about assignments is still in development.

Section 02 met as scheduled, at 1000 in Weir 111. The class roster listed 20 students enrolled, unchanged since the last class meeting. Eighteen attended, verified by a brief written exercise. Student participation was adequate. No students from the class attended office hours since the previous class meeting.

Section 03 met as scheduled, at 1100 in Weir 111. The class roster listed 20 students enrolled, unchanged since the last class meeting. Nineteen attended, verified by a brief written exercise. Student participation was good. No students from the class attended office hours since the previous class meeting.

Class Reports: ENGL 1302, Sections 02 and 03–20 January 2017

geoffreybelliott1 Comment

After briefly addressing concerns from and questions about the previous class meeting, class turned to completion of a diagnostic writing exercise. (An instructor-written response to the exercise, one done in class alongside the students, appears here.)

Students are reminded of the following due dates:

  • PoEss RV (online before class begins on 17 February 2017)
  • PoEss FV (online before class begins on 24 February 2017)
  • DrEss RV (online before class begins on 3 March 2017)

Information about assignments is still in development.

Section 02 met as scheduled, at 1000 in Weir 111. The class roster listed 20 students enrolled, unchanged since the last class meeting. Nineteen attended, verified by the exercise. No students from the class attended office hours since the previous class meeting.

Section 03 met as scheduled, at 1100 in Weir 111. The class roster listed 20 students enrolled, unchanged since the last class meeting. Seventeen attended, verified by the exercise. No students from the class attended office hours since the previous class meeting.

Sample Diagnostic Exercise: Why Such a Class as This?

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As noted here, the students in my Spring 2017 sections of ENGL 1302: Literature & Composition at Schreiner University were asked to complete a diagnostic writing exercise during class on 20 January 2017. My usual practice (although I am not always able to follow it) is to do the assignments I give my students, so, as the students wrote their diagnostic exercises, I wrote to the same prompt. That prompt and my response thereto are below.

(Yes, this looks much like a similar exercise in the previous instructional term.)

The Prompt

The University curriculum requires students to take a literature class—and it is not alone in doing so; nearly every four-year undergraduate degree program in the United States asks its students to take one or more literature classes. Why might universities have such a requirement? What do they gain from it? What do the cultures in which the universities exist gain from it?

The Response

Because I am a student and teacher of literature, any answer that I might give about the reasons US universities maintain literature requirements for their students–for most all of their students–will seem somewhat biased. After all, I have a vested interest in such maintenance. But it also means I have some insight into the institutional realities that push forward such requirements, and I can hope I have some understanding of the broader social implications of those requirements.

Such understanding as I have about the matter suggests to me that required literature courses are in place partly as a sop–and, yes, I use the word with full understanding of its unpleasant connotations–to moneyed interests that value such things. There remains a cultural thread in place that asserts that exposure to the arts is “good for you”; a dear and valued friend of many years likens it to bran, something not necessarily to people’s taste but which many take in because of the actual or perceived health benefits. And I do not disagree in point of fact with such a view; I do believe that exposure to and engagement with the arts–literature, to be sure, but also music and visual arts, dance and martial arts, and others whose names do not come to mind at the moment–is good for people. I happen to like the bran, however, and even without dumping scads of sugar onto it.

My understanding of the matter also suggests that the courses are required because institutions of learning, particularly those that receive much or all of their support from the public coffer, have some responsibility to be transmitters of culture. That is, because they are funded by collectives, they have some duty to represent the collectives. Such a view quickly becomes problematic, I admit. I am far from ignorant of the fraught nature of literary canons, for example. I know there are many questions to address with them. (Who decides what is good enough to be canonized? How are such decisions made? Borrowing from an older professor of mine, as well as a January 2012 Speculum article whose title I do not recall, how representative are the works typically included in the canon?) I know also that what vision of the collective is presented is subject to no small discussion. (Who counts as part of the collective? What acts and agencies of that collective are presented? How are the failures of the collective presented? How are its successes? What defines success and failure?) But that such questions and problems, as well as others that are not necessarily evident to me at the moment, do present themselves does not mean the idea is, in itself, a bad one. There is some value to be found in schools presenting visions of what groups are, not just what they do and how they do it–and literature, as with all arts, does much to present that vision.

(Related is the idea that access to the literature allows access to jokes and other kinds of references made. Knowing the material allows for understanding references to the material, and the reverse is also true. That reverse is to be avoided, hence the explicit training in the materials.)

Another part of what I understand to be the rationale for having students of all majors sit for literature classes is that the things typically done with literature–close attention to detail, development of arguments from the literature that are supported by that literature (and, in some schools of thinking with which I tend to agree, the contexts of the literature’s composition and reception)–are useful training for work in any and all intellectual fields. Reading “The Land of Cokaygne” and writing an essay that argues it represents the adolescent longings of a novice priest who must work against the desires of his body offers a low-stakes trial for critical thinking skills; an unsuccessful argument will not result in harm to others or much expenditure of resources. Giving low-stakes practice in key activities and processes is generally good pedagogical practice, and all students are like to benefit therefrom. Hence, the literature class.

A reason I hold as a result of my own direct experience studying literature–and which I have reinforced in teaching it, as I have seen students respond thereto–is that there is a wealth of delight in it. For me, untangling literary meanings is akin to working puzzles of one sort or another, whether the jigsaw puzzles such people as my mother-in-law’s family spends time working or the Sudoku my mother-in-law herself works, or the crossword puzzles that can be something of a byword for intellect, or such video games as those in the Legend of Zelda series. Many people spend many hours working on such things and enjoying the work mightily. For me, working with literature functions similarly, and I try to convey that joy to my students when I teach the classes in it that universities require.

Class Reports: ENGL 1302, Sections 02 and 03–18 January 2017

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After offering initial introductions (referencing information available here), discussion turned to the syllabus and course calendar. Students, please note that concerns of instructor office relocation noted on the syllabus have been resolved. The instructor’s office is AC Schreiner, Room 207; the office phone is 830-792-7416; and the office email remains as listed in the course packet.

Students are reminded of the following due dates:

  • Diagnostic Writing Exercise (in class on 20 January 2017)
  • PoEss RV (online before class begins on 17 February 2017)
  • PoEss FV (online before class begins on 24 February 2017)

Information about assignments is still in development.

Section 02 met as scheduled, at 1000 in Weir 111. The class roster listed 20 students enrolled. All attended, verified by sign-in sheet. Student participation was as expected for a first class-day.

Section 03 met as scheduled, at 1100 in Weir 111. The class roster listed 20 students enrolled. Eighteen attended, verified by sign-in sheet. Student participation was as expected for a first class-day.

Further Comments about the January 2017 Session at DeVry University

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I was advised by the administration at DeVry University that, due to low enrollment, the class I had previously been offered at the institution (here) has been canceled. As such, I will not be teaching at DeVry University during the January 2017 session. It is something of a disappointment; I enjoyed the work I did there last time and was looking forward to doing it again.

Reflective Comments about the Fall 2016 Instructional Term at Schreiner University

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Following a pattern continued at the end of the September 2016 instructional term at DeVry University, comments below offer information about class performance in the ENGL 1301: Rhetoric & Composition, ENGL 2340: World Literature through the Renaissance, and ENGL/THRE 3333: Shakespeare: Comedies & Sonnets classes I taught during the Fall 2016 instructional term at Schreiner University. (Demographic data are addressed in the report of results from the term’s general survey, here.) Overall impressions and implications for future teaching are discussed, as well, and collected best versions of course documents are presented.

Class Performance

Given the different subject matter of each course, as well as the different level of instruction, assessment differed for each class. Explanations of each course appear below.

ENGL 1301: Rhetoric & Composition

For ENGL 1301, class performance was assessed by evaluating a series of major (Descriptive Essay, Narrative Essay, Illustrative Definition Essay, Comparison/Contrast Essay, and Final Exam) and minor assignments, as well as such factors as professionalism and attendance, over the course of the instructional term and assigning grades in accordance with that evaluation. Other than attendance, handled on a point-loss basis, each was scored using a scale of A+ through zero, either directly or as a means of assigning categorical scores to be averaged for a final score. Factors contributing to grading were weighted unevenly, as indicated below:

  • Descriptive Essay, 10% of the total course grade
  • Narrative Essay, 15% of the total course grade
  • Illustrative Definition Essay, 15% of the total course grade
  • Comparison/Contrast Essay, 20% of the total course grade
  • Final Exam, 10% of the total course grade
  • Minor Assignments, cumulatively 15% of the total course grade
  • Student Professionalism, 15% of the total course grade

While discussion of individual assignments and individual student performance exceeds what is appropriate for such a report as this, overall data is not, and for the class, it includes

  • End-of-term enrollment: 20
  • Average class score: 81.786 (B-)
    • Standard deviation: 8.846
  • Students earning a grade of A (90%+): 4
  • Students earning a grade of F (below 60%): 0
  • Total student absences: 49
  • Average student absences: 2.45
    • Standard deviation: 2.418

Notably, although some students did lose points for absences (as provided for in the course syllabus and University policy) , none lost so many that they failed the course. Similarly, there was relatively little problem with non-submission.

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ENGL 2340: World Literature through the Renaissance

For ENGL 2340, class performance was assessed by evaluating a series of major (Papers 1 and 2, Midterm Exam, and Final Exam) and minor assignments, as well as online discussions and such factors as professionalism and attendance, over the course of the instructional term and assigning grades in accordance with that evaluation. Other than attendance, handled on a point-loss basis, each was scored using a scale of A+ through zero, either directly or as a means of assigning categorical scores to be averaged for a final score. Factors contributing to grading were weighted unevenly, as indicated below:

  • Papers 1 and 2, each 20% of the total course grade
  • Midterm Exam, 10% of the total course grade
  • Final Exam, 15% of the total course grade
  • Online Discussions, 15% of the total course grade
  • Minor Assignments, cumulatively 10% of the total course grade
  • Student Professionalism, 10% of the total course grade

While discussion of individual assignments and individual student performance exceeds what is appropriate for such a report as this, overall data is not, and for the class, it includes

  • End-of-term enrollment: 12
  • Average class score: 80.419 (B-)
    • Standard deviation: 8.154
  • Students earning a grade of A (90%+): 2
  • Students earning a grade of F (below 60%): 0
  • Total student absences: 52
  • Average student absences: 4.333
    • Standard deviation: 2.055

While some students lost points for absences, none lost so many that they failed the course. Also, all students submitted all required coursework.

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ENGL/THRE 3333: Shakespeare: Comedies & Sonnets

For ENGL/THRE 3333, class performance was assessed by evaluating a series of major (Papers 1 and 2, Midterm Exam, and Final Exam) and minor assignments, as well as online discussions and such factors as professionalism and attendance, over the course of the instructional term and assigning grades in accordance with that evaluation. Other than attendance, handled on a point-loss basis, each was scored using a scale of A+ through zero, either directly or as a means of assigning categorical scores to be averaged for a final score. Factors contributing to grading were weighted unevenly, as indicated below:

  • Paper Proposal, 10% of the total course grade
  • Exploratory Essay, 10% of the total course grade
  • Annotated Bibliography, 15% of the total course grade
  • Final Paper, 20% of the total course grade
  • Final Exam, 15% of the total course grade
  • Online Discussions, 10% of the total course grade
  • Minor Assignments, cumulatively 10% of the total course grade
  • Student Professionalism, 10% of the total course grade

While discussion of individual assignments and individual student performance exceeds what is appropriate for such a report as this, overall data is not, and for the class, it includes

  • End-of-term enrollment: 4
  • Average class score: 78.518 (C+)
    • Standard deviation: 3.623
  • Students earning a grade of A (90%+): 0
  • Students earning a grade of F (below 60%): 0
  • Total student absences: 14
  • Average student absences: 3.5
    • Standard deviation: 1.118

No students lost points for absences, and all submitted all required assignments. The small enrollment may have had an impact on some performance, however.

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Aggregate Data

Taken together, the courses yield the following performance information:

  • End-of-term enrollment: 36
  • Average class score: 80.963 (B-)
    • Standard deviation: 8.264
  • Students earning a grade of A (90%+): 6
  • Students earning a grade of F (below 60%): 0
  • Total student absences: 115
  • Average student absences: 3.194
    • Standard deviation: 2.355
  • Office hours meetings: 88

One student accounted for twenty office-hour meetings. Another accounted for thirteen. Still another accounted for five, with several others each accounting for four. Those students who were frequent guests in my office hours found reward in their Student Professionalism scores, as well as often on their graded assignments.

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Impressions and Implications

Although assessment in each class differs, some general conclusions can be drawn from them in the aggregate. Some are treated in the earlier “Report of Results from the Fall 2016 Surveys.”

Among others, I think I will move final papers back a bit in the semester, offering me more time to assess them and students more time to revise them (if they wish; not all do, although I did have a fair number of revision requests during the term this time). And I think I will adjust the manner in which I scaffold projects; while I will likely be doing away with peer review (as noted in the earlier report), the idea of my reviewing papers ahead of time remains a good one. I do not know if I will be doing multiple reviews, however; I do not know if I can afford to do so in terms of time involved. Larger projects, though, will likely benefit from having sections reviewed in advance. I will see how it plays out next time I teach a class that makes use of such projects; the Spring 2017 term does not look like it will.

I think I will continue to frame my assessment comments in terms of thanks and appreciation. A friend of mine commented to me at the end of an earlier term that my terse comments, even when students did what I asked them to do, hardly won me any fans; as a result, when I have had the opportunity to teach again (which I appreciate), I have made an effort to present comments as “Thank you for” and “I appreciate.” Doing so has, I think, made things easier for students to see. It has certainly made assessment an easier task for me; the slight reorientation to presentation has generally had a salubrious effect on my attitude, and having a better attitude towards the work has made it seem a better thing to do than has been the case in the past.

I am pleased to have seen improvement. I hope it will continue to occur.

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Course Documents

Best versions of the collected syllabi and assignment sheets from the term appear below.

I offer them in the hopes that others will find them of use in the future.

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Class Report: ENGL 2340.01: World Literature through the Renaissance–Final Exam

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The FinEx was administered at 1030 on 13 December 2016. The class roster showed 12 students enrolled, unchanged since the last class meeting. All sat for the exam. Grades for the exercise and for the course will be reported to the University system once calculated. (Note that course grades include attendance, which online scores do not.)

An overall report is forthcoming.

It has been a good term, overall. To those students I’ll not see again, good luck! To those I will, I look forward to it!

Class Report: ENGL/THRE 3333.01: Shakespeare: Comedies & Sonnets–Final Exam

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The FinEx was administered at 1330 on 12 December 2016. The class roster showed fur students enrolled, unchanged since the last class meeting. All sat for the exam. Grades for the exercise and for the course will be reported to the University system once calculated. (Note that course grades include attendance, which online scores do not.)

An overall report is forthcoming.

It has been a good term, overall. I shall miss the class and its students.