Language & Composition

Mr. Eure | Brewster High School

Tag Archives: bated breath

Final Salvo, Part 3

The last piece of this puzzle is your final grade abatement justification. This post reviews a few of the changes that have been made. First, there is a rubric now to help you focus your thinking:

You still need to review the guide to grade abatement and then read over everything else I’ve given you, including the more recent additions to the list on the side of this site. This rubric has language for each tier that should help you perform your rhinoceros work, however, and it provides a space for concise writing. More importantly, this rubric sets one number for each tier. You may not suggest a number that is not listed here. If you believe you are a 7, for instance, and I agree, you will receive an 87. Let’s hope this removes the argument over thresholds and the quibbling over points.

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Grade Abatement: Q3

Note: Based on a few conversations I’ve had with you, I’d like to expand the soft cap of these grade abatement responses to 500 words. Aim for between 250 and 500; if you go a bit over, that’s okay, too. Just honor the intentions of the exercise: Be succinct and selective in your insights.

Another note: Joey Blasco in ninth period pointed me in the direction of the Dunning-Kruger Effect, which gives a name to one of the phenomena I’ve been describing to you. That entry is worth your time, especially as we continue our conversation beyond Tuesday’s writing; it neatly summarizes why some of you can’t help but overrate your ability and performance.

Read the post before this one again. The document on grade abatement has been updated; you also can load it by clicking here. The student profiles (and only the student profiles) have been posted after the jump.

Wait until Tuesday before sharing your Q3 scores and justifications with me; in the meantime, keep reviewing all of this information. The more thought and time you put into this, the easier and more rewarding this process will be. Remember two things:

  1. This is about helping you to be honest and accurate about your hard work and progress (or lack thereof); as long as you are honest, specific, and thorough, you will learn a lot from the self-assessment process.
  2. It is a process, and it is a carefully controlled and regulated one. I will be monitoring and helping you; if you have any questions, get them to me right away.

Spend some more time reflecting first, write a lengthy draft second, and then distill those notes and that general thinking to a 500-word (or so; there is no hard cap) justification. Then we’ll talk.

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