Reply to What's the best way to advocate for improved English curriculum in MS and HS?

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Reply to "What's the best way to advocate for improved English curriculum in MS and HS?"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous]
I appreciate your insight into this. Genuine question: why do you think teachers in the 90s able to provide more corrections and feedback? I’m pretty sure they taught at least four classes.[/quote]

That's a good question. Did they? I'm a nerd and have a folder of academic papers from my distant past around somewhere, and I went through it a couple years ago and saw that my English essays had sporadic comments, with the occasional underline for spelling or grammar errors. I'd say that is pretty similar to what I used to do for my students.

I only ever had one teacher (college professor) who went totally nuts marking every aspect of the paper, and it was off-putting because we (students) could barely see what part of our work each comment referred to, as there was so much of it. So, there's that angle.

Generally, what my grad school professors advised (I was a career changer and former copy editor, so I needed this advice to keep things in check or I'd be grading 24/7) was to mark according to the grammar/usage issues we'd been covering in class, as well as key structural elements of the essay that we'd been working on (maybe the thesis, or supporting details in body paragraphs).

Whatever the case, I can't imagine English teachers have ever had it easy in the grading department. We need some older teachers to chime in!

All that said, a lighter grading load (that is, smaller class sizes) is one surefire way to enable better teacher feedback.

As for the curriculum, who knows. I've taught MS magnet and HS IB English. Now I'm homeschooling my kids. [/quote]

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