Continuing a practice I most recently iterated at the end of the November 2018 session at DeVry University, and following closely the patterns established in previous practice, comments below offer impressions of class performance among students enrolled in my section of ENGL 062: Introduction to Reading and Writing during the January 2019 session at that institution. After a brief outline of the course and selected statistics about it, impressions and implications for further teaching are discussed.
Students enrolled in ENGL 062 during the January 2019 session were asked to complete a number of assignments in quick succession. Many, and the weightiest, were weekly written assignments leading to several short works; others included a series of quizzes and reading activities, as well as ongoing online discussion. Those assignments and their prescribed point-values are below, with relative weights shown in the figure below:
- Developed Paragraph, 40 points
- Draft Response Essay, 50 points
- Revised Response Essay, 70 points
- Summary, 50 points
- Second Response Essay Draft, 50 points
- Second Revised Response Essay, 100 points
- Reflective and Planning Postscript, 50 points
- Discussions, 280 points
- Reading Exercises, 240 points
- Quizzes, 70 points
- Total, 1000 points
Homework assignments were assessed by means of rubrics provided by the institution. Discussion was assessed through an instructor-developed rubric. Quizzes and reading exercises were assessed as standardized testing conducted as part of University-wide course requirements.
The section met in Room 114 at the San Antonio Metro Campus on Mondays at 6pm, US Central Time, with online office hours generally being held Thursdays at 6pm, US Central Time. Specific grade data, as well as attendance data, are not being reported due to the small size of the class; there are not enough students for their information to be presented in aggregate.
I note that attrition seems to have affected the section. No student attended all class meetings, and assignments were not submitted that should have been. Given the small size of the class, however, I do not know how representative the results can be taken to be. I am not pleased with them, however, so I shall have to look for ways to do better in succeeding sessions–and I am already being assigned to teach more.
I continue to be glad to have the opportunity to have taught. Although it is not my primary professional focus anymore, it remains a good thing to do. Contributions to help me keep doing it are welcome.