So, this year, I am giving my students a 1551 preparation exam. For outside readers, let me explain what 1551 is: at YSU, students must complete two different composition courses; 1550 (general composition) and 1551 (argumentative/research composition). Thus, the idea is to test students on their knowledge before they transition to 1551. I think this is an excellent idea.

My FINAL exam will consist of information the students should ABSOLUTELY know before they move to the next composition course. This is not a grammar skill-and-drill assignment by any means. Rather, it’s more process/content based. I plan on creating an entire “section” on thesis statements; for example, “revise the following thesis to meet requirements A, B, and C,” or “Write an argumentative, academic thesis on the following topic.” I also plan on asking my students to revise a paragraph to make sure it has a solid topic sentence, is organized, etc. Yes, some of these questions seem like they’re better suited for sophomore English, but some of my students still struggle with those aspects of writing. It’s part of teaching at the open-enrollment university.

I’m debating on whether or not to include anything close to grammar. If I did, the students would DEFINITELY be able to use their grammar handbooks. Something I push in my composition classroom is that students learn how to navigate the handbook so they can always easily access the information they need. However, grammar quizzes are pretty much proven to be ineffective (at least according to what I’m reading in my research for my paper in English grammar). If I changed the assignment from “grammar quiz” and made it more of a “navigate the Easy Writer handbook” quiz, do you think it would be effective? Or just annoying, not very helpful, and lame?

Students, teachers, and all others: Any suggestions for what to put on the quiz; any comments on the content I am already planning on including? Also, take my poll below!

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“Education costs money, but then so does ignorance.” – Sir Claus Moser ッ

I’m debating on how to talk to my students about citation generators. Christ, I am acting like it’s the “birds and bees” talk with my own children (that I don’t have yet, I might add). If I could have my way (which means, for all purposes on this blog, that Courtney gets to do whatever Courtney wants), I’d tell them they are absolutely NOT allowed to use citation generators. However, I’m not sure that’s the best approach…?

First of all, our library offers a citation generator. I don’t want to make the library sound bad by bashing a product that it puts out (that’s right, our library “puts out”). But at the same time,  I do not want to encourage the students to use a citation generator. Then again, what’s the problem with it? I mean, as a teacher, I do not expect them to “memorize” MLA and APA; I just want the students to know where to look for such items in the handbook they are forced to purchase. I’m torn.

Teachers: What do you think about this? Do you permit students to use citation generators? Do you place any restrictions on those they are allowed to use? Do you encourage the students to use citation generators, or just “put up” with it?

Teachers and students and non teachers: comments are welcome.