Sample Assignment Response: Rhetorical Strategies Persuasive Presentation

Typing Monkey GIF - Typing Monkey GIFs
Hopefully, it goes better.
Image: “Typing Monkey GIF” from Tenor.com

Another of the assignments students in ENGL 112 are asked to do in the July 2019 session, following a course redesign, is a “persuasive” presentation that derives from the earlier “persuasive” essay. The presentation should be five to seven minutes in length, containing five to seven slides (possibly more, if the references list is particularly long), and should provide a summary and breakdown of the earlier essay. Following previous practice, I propose to provide a more targeted one for the current session–the more so because the assignment is new to my experience of the present course (though I have examples relevant to other courses on hand).

To draft the presentation, I knew I would need to work from the materials I have previously developed, so I opened my saved copy of the earlier essay. That ready to hand, I did a reverse outline of it, noting how much space I allocated to which components of the paper (excluding cover page and references list, which take a prescribed length and “as long as they need,” respectively). Doing so showed me with an introduction, three points that take up approximately 206 words each, a final point that takes close to 400 words to develop, and a conclusion, plus references. That leaves me seven slides’ worth of material, possibly eight due to the length of my references list. Knowing I need to observe length guidelines and that the introduction slide cannot be the same as the introduction of the paper (the slide needs to reflect the cover page, with an overview slide that glosses the introduction to the paper), I knew I could not simply bring over the points as presented.

With two slides at the beginning and at least one at the end already reserved, I knew I had two or three slides to make my points. Normally, this would mean I would make two or three points only, out of the four available; generally, one slide takes one point. From my outline, though, I knew I had one point that outweighed the rest, and by a large margin. I figured that that point would get a slide of its own, reflecting its importance. The other three could be glossed together, perhaps in one slide, compressing them to effect. I would be able to touch on all of my points while emphasizing the importance of the most pertinent, while still allowing myself room to expand if I needed it.

A rough plan in place to put together the presentation, I opened a PowerPoint template I’ve long had for use in this webspace; it’s colored and formatted such that it lines up with the materials I present here, coming off as of a piece with them and helping me to present my work in a unified manner that increases my perceived professionalism, thus ethos. I saved it as my working project so that I could find it again at need and began to stub out the slides I knew I would need. Some adjustments needed making to keep my formatting consistent, which happens; one exception was the References list, which I allowed to auto-format in the interest of compressing the information. The slide can be looked at in isolation and at larger magnification, if needed, so its legibility amid the presentation is less of an issue than it might otherwise be.

Presentations rely on graphics to make their point, and I had not generated graphics in drafting the essay from which the presentation derives. I was obliged, then, to do so, rather than to use decorative graphics such as the GIF at the top of this blog entry; presentation graphics need to be informative rather than entertaining. I tend to use Excel to do so, finding the program useful for converting numbers to figures and setting them up appropriately. As I developed each graphic, I inserted it into the appropriate slide; the graphics take precedence over any text, so I placed them with the intent to insert text around them. I also inserted text-box captions, as appropriate. Too, I made sure to save my work with each adjustment; I’ve lost too many projects not to do so.

With the graphics in place, I inserted the text I wanted to have present. Reading straight from slides is far from ideal; the text on slides should serve as a set of guideposts for speaker and audience, rather than as a script. I placed the text with that principle in mind, moving swiftly to bullet out my ideas. Owing to my background, I did draft complete sentences for my text, but that need not always be the case, as long as what is presented conforms to the usage standards expected by an audience working in the field the presentation treats.

The text in place, it came time to record audio for the presentation. Moving slide by slide, I recorded short audio pieces to embed in each slide, saving after doing each; again, I’ve lost projects, and I have no desire to repeat the experience. I did not read straight from my preceding paper, though I had it ready for review; instead, I extemporized from each of the sections I had identified in the reverse outline, making sure to note my sources of support in my narration (in addition to where they appear in the presentation’s text already). Because I want my audience to engage with the presentation, rather than passively receive it, I made sure the audio does not automatically play; I placed audio icons consistently in the slides to ease access.

All that done, I reviewed my work, making adjustments I saw as needed to bring the presentation in line with stated requirements as nearly as I could determine. With that done, I put the presentation–which I hope is helpful–where my students and others can get it: G. Elliott Sample Presentation July 2019. It is a PowerPoint file, so it has to be opened with that program or a similar one…

I continue to appreciate support for drafting better teaching materials.

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Sample Assignment Response: Rhetorical Strategies Persuasive Essay

One of the assignments students in ENGL 112 are asked to do in the July 2019 session, following a course redesign, is a four- to five-page “persuasion” essay that builds on the previous rhetorical analysis to see if the students can do the kind of things they’ve seen done. Students are provided a brief list of topics to address and are allowed to select others with instructor permission. They are also asked to involve at least four reliable sources, of which two are expected to come from University-accessible holdings; all are expected to be cited, in-text and at the end of the text, in APA format, and the paper is expected to conform to APA layout and usage standards. As I continue to believe that students benefit from targeted models, I think it fit not only to point to an earlier example that would still be applicable, but to generate a new one.

May we all be as productive as Kermit.
Image from Giphy.com, used for commentary.

Per my previous practice, I began work by setting up a properly formatted document: letter-sized pages typed in left-aligned double-spaced 12-point Times New Roman with one-inch margins; half-inch indentations; and cover page, titles, running heads, and page numbers as prescribed by APA. Because the essay is expected to be a researched one, I also made sure to set up a references page with appropriate alignment.

That much done, I remembered that I did not yet have a topic to treat. Fortunately, I’ve written about a fair number of things, many of which have gaps that needed filling; others led to different ideas yet. I recalled that I’ve often asked students to suggest changes to their curricula and that I’ve written on such things myself (witness here, among many others). Having taught many of the writing classes that DeVry offers, I am in a position to be able to speak to what its writing curriculum does well–and does less well. And that led me to a topic.

Having arrived at a topic, I ruminated upon it, and a thesis emerged from that rumination and my past work. I typed it into my document, highlighting it in green for my ease of seeing it, and I began to draft an introduction that would lead up to it. Given the need to contextualize the topic and thesis, I was also able to pull from one of the required outside sources–a primary source, in the event, so necessarily meeting the “reliable” criterion.

With a thesis and an introduction in place, I found myself in position to draft a conclusion, leading back out from the thesis to future implications. It does not normally happen thus for me; I usually move from my thesis to drafting the body of my essay, framing that body in and filling the frame in fits and starts as ideas come to me. But I had an idea for a way out of the paper in mind, and I usually have more trouble with endings than with any other part of my papers, so I took the chance to firm up my paper’s ending early on and give myself a place towards which to write as I did the rest of the drafting.

Knowing then where I would be going with my writing, I turned to the body of my essay, drafting an initial argumentative paragraph. I knew the first point to occur to me would not be the strongest one available to me, for reasons I made sure to note in the text. Accordingly, I determined to place it early in the body of the essay, making use in a short paper of the emphatic order typically prized in writing instruction (and which I recall having noted to my July 2019 session students as being good for such a circumstance). As it developed, though, the argumentative point took on additional strength; I left it in place in favor of mixed order, a variation of emphatic order I have discussed with students and often deploy in my other work.

I pivoted thence to develop another point of argument. I knew what I wanted to say in that point, having had some time to think about the argument, but I knew I needed to look for more source materials to allow me to strike a useful balance between situated and invented ethos. As such, I searched the University library holdings for information, and, finding my initial search gave me more to handle than I could, I limited myself to peer reviewed sources from 2010 onward. A few sources turned up, but, in the midst of reviewing them, another point of argument entirely came to mind, and another, and I worked on them in turn as they arose. Doing so sent me to other sources outside the University library’s holdings as it sent me to the original sources of the University’s holdings for accurate citation data, and I worked to incorporate a variety of sources of information in the hopes of better establishing my ethos.

At length, my argument made, I reviewed my work for clarity and cohesion. I then reviewed it again for style and orthography. The reviews done, I put the paper into an accessible form, which I offer here in the hopes that it will be of help for my students–and perhaps a few others: G. Elliott Sample Rhetorical Strategies Essay.

I can still use some support to draft better teaching materials.

Sample Assignment Response: Reflective and Planning Postscript

For the final sample of the session, I’ll be drafting the kind of postscript that students in the class are asked to compose. They are prompted to look back at their self-assessed strengths and weaknesses in reading and writing, then to articulate in one paragraph how they plan to overcome those challenges that presented themselves during the session before, in another paragraph, noting how they mean to continue to improve upon their performances as they move forward through classes. Students are asked to submit those reflections in an APA-formatted document. Consequently, I’ll be doing much the same.

It seems apt.
Image from Pinterest.

To begin my own work on the exercise, I once again set up an APA-formatted document in double-spaced 12-point Times New Roman type, with one-inch margins on letter-sized paper. I constructed my title page and stubbed out my main text as appropriate, inserting running head and pagination as needed. And I then pulled up my own self-assessment from the first week of the session, which I reproduce here from the online discussion:

To offer an example:

  • What do I do well as a reader?
    • Through dint of practice, I read swiftly and deeply. That is, I can make my way through texts quickly, and I both retain much of what I read and assess it against / integrate it into what I already know relatively easily.
  • What do I do well as a writer?
    • I write regularly and often, working to address multiple audiences through multiple venues–and I think I do well at it.
  • What could I improve upon as a reader?
    • I could read more than I do. The past few years have not seen me with as many books in hand as I ought to have–and certainly not so many as I used to have.
  • What could I improve upon as a writer?
    • I could also write more than I do, sending what I write to publication venues that might reject me and would offer more honest critique than I often get.

I look forward to your responses.

With that list before me, I considered how I had worked to address the challenges I’d identified, drafting a narrative report of that work as my first paragraph of response and making sure to include explicit reference to my earlier words to help my readers understand my topic of discussion.

The second paragraph required a bit of adjustment; I’m not enrolled in any future classes, and I am not likely to become so. (I toy with the idea of going after an MBA, but that’s a later concern–if it ever becomes one.) But the fact that I am not in any formal education at this point does not mean that I cannot look for ways to improve my performance further, and reflecting on that allowed me to draft materials for the second requested paragraph.

The materials composed, I worked to make the writing more accessible to my expected primary audience, again acknowledging a consistent issue in my work. Once it was at a place I felt comfortable giving it to that audience, I reviewed my work for alignment with the orthographical standards at work in the course. Finding no deviations, I rendered the document into an accessible format once again, which I present here as what I hope will be of useful service to my students and others: G. Elliott Wk 8 Sample Assignment Response.

This won’t be my last go-around; I’ll still appreciate help.

Sample Assignment Response: Revised Response Essay

Last week, noted here, I posted a sample of a response essay, another piece working to emulate the work my students are asked to do. I felt obliged, for several reasons, to address a slightly different prompt than that offered to them, but I still feel that the model offered was useful. But there is more to do, both for the students and on the piece I offered, for which reason I proceed now to narrate my process for arriving at a model for the revised essay expected of students and to provide the model arrived at. I do so in the continuing hopes that my students and others will benefit from my efforts.

Sometimes, you succeed beyond expectation.
Image from Giphy.com.

The week’s assignment asks students to take the draft provided the previous week and expand upon and revise it with comments from the instructor. While the previous week would have admitted of a partial draft (I did not offer one), the current exercise requires a completed draft, albeit one admittedly brief. Aside from the expectation of fuller development (“fuller” instead of “full” because every piece of writing can be refined further), requirements follow those of the previous week’s work.

To mimic the exercise, I began by opening the previous week’s assignment and saving it under an updated name; doing so allowed me to retain a base copy in case things went strangely during revision while still letting me make updates–and helping me to find them. Then, as with a previous revision exercise, I printed out a hard copy of the text on which to make my initial edits. (I might note, too, that when I review my own work in hard copy, I rarely use red ink, preferring blue ink or pencil. Both stand out from the black ink of the printed pages while avoiding the glaring sense of “problem” that arises from red ink. Pencil allows for more adjustment, though it tends to smear a bit, while blue ink tends not to do so.)

As I went through the earlier draft, I did so looking first for ways to make the content more accessible. I expect that relatively few of my students–my anticipated primary audience–are familiar with the content I discuss, so I have a particular burden to make that content clear and understandable. Additionally, as I reviewed my work, I found that I was not satisfied with how I had transitioned into a couple of paragraphs, so I adjusted those transitions, as well as making the aforementioned changes to content.

With my on-paper notes ready, I moved into adjusting the electronic text. As before, I worked from the end of the paper back to the front, so that my changes did not move others that would need making. And I made sure to save my work repeatedly; I’ve lost papers before, and even so brief a work as the present exercise would be an annoyance to redo. I also reviewed the text for readability; again, accessibility to the primary expected audience is a concern, and I know my tendencies well. But the document tested out as at an acceptable reading level while still reading how I would have it, so I accounted it good enough.

The essay revised, I gave it another quick review to ensure that its orthography was as it should be. Nothing showed up to that review, so I rendered the document into an accessible form that I present here in the hopes that it, too, will be helpful: G. Elliott Wk 7 Sample Essay.

Seriously, please help me keep on doing this!

Sample Assignment Response: Draft Response Essay

Last week, noted here, I had another instance of encountering an assignment for students that did not demand a new sample from me. I was fortunate to have already developed a number of samples of the kind of work students were asked to do, so I gathered an assortment of them for ease of reference and left them for the students to read through. There was some pushback from them on how I want things done–I am of the opinion that summaries need to identify their subjects, which not all of my students seemed to appreciate–but they seem to have done largely well with the exercise.

Image result for tabletop role playing games gif
It’s like that sometimes.
Image from Odyssey.

The assignment for the present week appears to be another such thing. Students are asked to expand upon their summary work by writing a response to the issue treated by the summarized piece, and the examples of summaries that I had provided to students contain responses. As such, I thought I had already done the work for this week that I sought to do to help the students. But that is not entirely accurate.

For the present week’s assignment, students are asked to write a draft of a response essay. It needs to be in APA format, and it needs to make formal reference to an outside source–in the present case, the article that had been summarized in the previous week’s work. A four-paragraph structure is suggested by the University; introduction, one paragraph relating and explaining personal experience with the subject, another summarizing the article and explaining its relevance, and conclusion. And that expanded structure suggests that I compose a sample to help guide students.

To do so, I began by stubbing out a document according to the APA format template my students and I had developed in the class. That done, I looked at my current-to-the-writing news feeds for an article to summarize and respond to; as is ever the case, I do not want to do the students’ work for them in putting together examples for their use. Nor yet do I want to be too narrowly constrained against future iterations of the class for which I write the examples. Ultimately, I pulled up an article I had long bookmarked for another project; it seemed appropriate to turn to it for the present work.

Having decided upon a piece to which I would respond, I entered its information into the required References list, looking at APA standards to do so. I then read it, annotating it for summary. And it seemed a simple thing to then draft the summary, since I would either be responding to it or prefiguring it, so I did so.

With the summary written, I then considered whether my own comments would precede or succeed it. The former would have the advantage of leading from my own situated ethos to the invented ethos of outside documentation, corresponding to traditional rhetorical ordering by placing what might appear to be a stronger point in the stronger position. The latter, though, would figure my work as a more direct response, moving from the abstract to the concrete in a way that often reads well for students. Given that the piece is meant as a sample for students, the latter course suggested itself more strongly, so I drafted my own comments after giving the summary.

As I drafted, a thesis emerged for me. I took it, rephrased it slightly, and put it in the “expected” position–just before the body of my essay begins. I then drafted an introduction to move readers into the thesis smoothly. I followed that with a conclusion that moves forward from the thesis into an idea of what can be done with that thesis, a style of conclusion I typically prefer in shorter academic pieces.

The draft compiled, I gave it a quick review to ensure that its orthography was as it should be. Nothing showed up to that review, so I rendered the document into an accessible form that I present here in the hopes that it will be helpful: G. Elliott Wk 6 Sample Essay.

Please help me keep on doing this!

Something Else That Would Have Been a Sample Assignment Response

Earlier in the session, I found myself thwarted in my attempt to provide a sample assignment response when the first week’s assignments were quizzes alone. As I sat down to draft a response for the fifth week’s assignment, though, I found myself having the opposite problem. Instead of encountering an assignment I could not meaningfully or ethically exemplify for my students, I encountered one I have already abundantly exemplified for them. Instead of having no work that could be done, I had ample work that had already been done–which is a much better situation to be in than that I had had before

Seems apt.
Image from the Harvard Business Review.

What the students are asked to do in my class this week is read an article, write a summary of it, and write a response to it. I have no shortage of such things already available, in this webspace and elsewhere, even if they are not necessarily in the APA format requested by the institution. But I’ve practiced that format enough with my current students that I do not know that I need to give it them again, so, instead of making an offhand reference to where they can find examples in this webspace, I’ll give a list of a few of them that seem to have attracted most attention:

I hope they provide useful models of content for my students and for others to follow.

Help fund more quality instructional materials, please!

Sample Assignment Response: A Revised Response Essay for ENGL 062 at DeVry University in San Antonio

To follow up on the work of last week and before, continuing what I’ve found to be a useful pattern, I mean to press on in drafting sample assignments to help my students better understand what they are asked to do for the class. I also press on on in the hope that my efforts will prove to be of both that benefit and others to readers yet unknown to me. In doing so, I narrate my process of composition and present another sample paper near the end of this blog post.

I figured I’d relate it to the previous…
Image from Giphy.com.

For the present assignment, students are asked to revise the drafts they submitted during the previous week in light of instructor comments about them. Submission guidelines remain the same as for the previous piece.

Accordingly, to complete the exercise myself, I opened the editable copy of the paper I had written, saved it under a new filename, and printed it out. When I review my own work, I do so more effectively from paper as a result of years of practice doing so, and I try to cater to my strengths when I do such work. Printed copy in hand, I pored over my earlier work, looking for places I could tighten phrasing–particularly in the long body paragraph of the earlier paper. Where I could, I marked such passages and penned changes between the printed lines. I then transferred the comments back into the editable paper, working from the end of the paper towards the beginning so that the changes I made would not displace other phrases I needed to change.

With that done, I again reviewed the piece for readability by applying the Flesh-Kincaid reading level test. It again returned a result in line with what I had hoped to find. I was thus able to proceed to review style and mechanics in the work. After making the adjustments that needed making, given exercise requirements and ease of reading, I put the document into an accessible format, which I present here in the hopes that it will be of use: G. Elliott Revised Sample Essay.

I can still use more support as I work to support my students more.

Sample Assignment Response: A Response Essay for ENGL 062 at DeVry University in San Antonio

To follow up on the work of last week and continue what I’ve found to be a useful pattern in other classes, I mean to return to drafting sample assignments to help my students better understand what they are asked to do for the class. I also continue to hope that my efforts will prove to be of both that benefit and others to readers yet unknown to me. In doing so, I narrate my process of composition and present the sample paper near the end of this blog post.

Cat videos are internet-appropriate, right
Image from Giphy.com.

For the week’s assignment, students are asked to compile a first draft of an essay that addresses one of two assigned prompts, both of which respond to themes in assigned readings. The essays are asked to be three paragraphs in length–introduction, body, and conclusion–and to come under a cover page in APA formatting. No requirement for outside sourcing is expressed, so no outside sourcing is expected, though there is specific reference to the assigned readings, themselves, so it might be permissible.

To respond to the exercise, I began by setting up an APA-format document in Word. That is, I set up my document in double-spaced 12-point Times New Roman typeface with one-inch margins on letter-sized paper. I also arranged my cover page, running head, and pagination as prescribed by APA style. Given that I did not expect to need to use outside sources, I did not set up a references page.

That done, I settled on a topic to which to respond, whether responses to homeless persons or a central idea around an inspiring person. The second seemed a better fit for the class and the assignment, so I opted for it. With that done, I had to identify a person I find inspiring, and, with the person identified, I had to settle upon a central impression to convey about that person. (I’d done so in an earlier piece, so I had some experience to help me along, even if the subject differed.)

I typed that central idea into my document, then copied and pasted it on the next line of my document and highlighted the second in green. I tend to do so when I compose essays so that I know what thesis I am trying to support; as I draft forward, I do so behind the highlighted thesis, leaving it as an ever-present goal for my essay to achieve.

With a thesis in place, I worked to offer a paragraph of support for it. I try to draft essays thesis first, then body, so that I know where I am going for my introduction and whence I will proceed for my conclusion. The body drafted, I began to work on my conclusion, since I was already at that point in the paper; I rephrased my highlighted thesis, stripping away the highlighting, and wrote a brief note discussing future implications of that thesis.

After I put together a brief conclusion, I returned to the beginning of the paper to lead through an introduction into the thesis I had constructed. Following a common introductory pattern, I offered some context for discussion before moving to narrow my focus and identify my topic. The thesis I already had in place followed, giving me a complete paragraph that already moved into a body of work.

With that done, I reviewed the piece for readability. I once again applied the Flesh-Kincaid reading level test, which again returned a result in line with what I had hoped to find. I was therefore able to proceed thence to review my document for style and mechanics. After making the adjustments that needed making, given exercise requirements and ease of reading, I put the document into an accessible format, which I present here in the hopes that it will be of use: G. Elliott Sample Essay.

I can always use more support as I work to support my students more.

Sample Assignment Response: A Developed Paragraph for ENGL 062 at DeVry University in San Antonio

While last week may not have seen the kind of assignment for which I can offer a sample to my students, this week does. Accordingly, I will do as I have said I will do and work to offer a sample of the kind of work I would like to see from my students, hoping that having a concrete example will help them to do better work. I also continue to hope that my work will help others outside my classroom, as well.

A common symbol of achievement.
Image from Time.com

The assignment faced by students in the second week of Introduction to Reading and Writing at DeVry University in San Antonio is to draft a solid paragraph on one of four topics: educational reform, gender difference, family, or discrimination. Each is narrowed slightly from the overall topic heading, and responses are expected to consist of at least 100 words in APA format. The paragraph is asked to make a point, provide illustrative evidence, and explain how the evidence functions to bear out the point.

To address the exercise, I began by setting up my APA-style document. That style guide asks for black, double-spaced 12-point Times New Roman with one-inch margins on letter-size paper, with running heads, page numbers, and title page in prescribed places; I set my document to those standards.

That done, I settled quickly on a broad topic, opting to treat class discrimination. The topic had been on my mind as I had been working on other writing, so it was an easy choice to make. Focusing more narrowly was a bit more of a challenge; a paragraph will admit of but one instance, and there are entirely too many instances of class discrimination. I opted to take what I think is an unusual approach; most pieces on discrimination treat the discrimination against those in perceived lower positions by those in higher, but there is discrimination by the perceived lower against the higher, as well–or, rather, concerns not unlike covert prestige apply. That is, eminence in areas other than are commonly recognized as conferring eminence are prized, and the commonly prized derided. Again, such matters had been on my mind already, so arriving at an example to treat was easy.

Having made the decision about the topic, I began to draft my paragraph, opening with context to aid readers in understanding my approach. From context, I moved to pivot into my specific topic, an instance of discrimination leveled at me, presenting it as the central point of the paragraph. I then moved to offer specific illustrative examples to support that point. Those provided, I connected the information I had offered back to the central point I meant to make in the paragraph, and I then offered a concluding sentence to wrap things up.

With that done, I reviewed the paragraph for readability. Applying a fairly common test, the Flesh-Kincaid, returned a result in line with what I had hoped to find; I know I have a tendency to wax verbose in ways that are not always helpful, and it was a relief to find that I had not done so. I was thus able to proceed thence to review my document for style and mechanics. After making the adjustments that needed making, given exercise requirements and ease of reading, I put the document into an accessible format, which I present here: G. Elliott Sample Developed Paragraph January 2019. May it and its successors prove of benefit now and in time to come!

Care to help me keep it going?

What Would Have Been a Sample Assignment Response

As I’ve moved into a new session of teaching, I had meant to begin developing sample assignment responses again. They seem to have helped my students in the past couple of sessions, and I do want to help my students succeed, despite what many of them seem to have thought over the past however many years I’ve taught. But when I went to look at the current session’s assignments for the first week, thinking I would get a head start on developing those new examples, I found that they are online quizzes.

blog post image

I cannot offer examples of such things. For one, I do not know how limited the quiz bank is from which the students are asked to work; were I to address questions from them, I would be giving students answers, and while I approve of giving models, doing the assignments for them passes lines I am not willing to cross. For another, I am relatively certain I would get into some kind of trouble for posting the questions directly. And were I to try to write an independent example of such a quiz, it would require more work than I am willing to do without additional compensation. (I enjoy writing essays; I find the work of doing so meditative, and I often learn things from it. Quiz-writing is much more meticulous, and while it can be remunerative, I am not likely to draw extra pay for providing supplemental materials to my already-enrolled students. I do the job because I need money, after all.)

For now, therefore, I will have to defer what should have been an example of an assignment response, waiting until next week, when actual written responses begin to be asked of the few students enrolled in the current session. Because there are few, I will be able to attend to them more closely than larger classes permit, which should be to the good for the students and for me. For when I have to assess work at speed, I find myself looking for different things than I would prefer to seek but which I can only work to uncover when I have time to spend–and that is not the case with over-enrolled writing classes that have institutional deadlines I must meet. That seems not to be an issue this go-round, and I am grateful for it. I hope I have cause to continue to be.

Can you help me keep it going once it actually starts back up again?