What you learn on trains . . .

I was travelling by train the other day -- something I don't do that often because I love driving -- when I heard two teenagers or early twenty-somethings talking about their university courses. As a TAFE teacher, my ears instantly pricked. I'm always interested in what's going on in the trenches -- even if they're not exactly our trenches.

So, one of the students was talking about having to do a compulsory online subject. Seeing as I teach (or, rather, moderate) online subjects sometimes and am involved in their design, my ears pricked further. This I wanted to hear.

The main thing I picked up was that the student thought his online subject was great because he was paying his sister $10 to do all his assignments for him. Hmm. Apart from the fact that she was charging far too little in my opinion, I was also struck that this was one of my great fears in online teaching. How can we verify that a student's work is their own -- how do we know they're even engaging with the content?

Well, we can tell that they've been online -- how long exactly, how many files they've looked at, how many sessions they've had, when the first and last time they logged in was -- all sorts of stuff. (And don't I love the student tracking device!) What we can't ascertain is that it's actually them on the other end of the computer. Maybe they should have their webcams on -- might make for some interesting viewing of those who like working at midnight in their PJs!

Ultimately, though, university (and TAFE) students are supposed to be doing a course because they want to do it -- places are competitive. Not everyone gets in. Of course, it would be naive to think that that means they all do want to be there -- some are there because of parental pressure and for all sorts of other reasons.

What I wanted to ask this student was whether he had thought about why he was doing this subject. Most probably he would have told me it was compulsory, and that he didn't particularly like it, and that's why he was paying his sister, in which case I would have asked him why he thought it was compulsory. Subjects usually are for a reason, and that reason has to do with skills -- essential skills.

As well as novel writing, I teach editing. Novel writing is not a compulsory subject, and generally I know my students enjoy it. Editing, which involves the nuts and bolts of grammar and punctuation -- before they get onto the more exciting stuff -- is what lies under good writing. I'm not saying all good writing has to be grammatical -- it doesn't -- but if someone's going to break the rules, they'd better understand them first. Many of my students don't enjoy the subject -- well, not at first, anyway. Some grind their teeth all through the year, whereas others learn to appreciate it, or even to love it. (I was one of those.) By the end of the year, even those who haven't particularly enjoyed it have learnt a grudging respect. They understand why they have had to do the subject. I've even had a few who haven't enjoyed it but who have sacrificed a Pass to do the subject again because they know they haven't yet quite mastered it. (After all, if you score 50%, realistically you know about half of what you should know.)

So those students who cheat, ultimately cheat themselves. They might think they've come out on top, they might feel they've outsmarted their teachers and the system, but the only person they've truly outsmarted is themselves. Kind of sad, really.

Into the end of semester

I'm likely not to be posting much over the next few weeks as I move into full-on marking mode. Today, I've been collecting up major assignments, and will get more tomorrow and more next week. As well, I'm currently reading a friend's novel, plus reading an anthology (and proofing) for another friend, and reading short story competition entries. But where does that leave my own work? On hiatus unfortunately. The only writing I'll be doing this week will be an editing test. Not exactly the stuff that feeds the soul. On the other hand, the course I've been writing is almost finished. Soon, I'll be at the end of semester break, and then it will be full-on novel. I'm hoping to get my draft finished in the first week and get it out to a couple of readers. How exciting is that? This is the worst time not to be writing -- so close to the end. So close I can smell it, and there's no better incentive.

What I have been happy with is that I've started implementing some of the changes (ie transferring them from paper onto the computer). I was hoping to cut 15,000 words in the editing pass, but every time I looked at how many words I was adding, I was worried -- really worried -- that I was going to add 15,000 words. Happily, I am actually cutting. Not as many as I'd hoped, but definitely cutting. Oh, let me at it: I long to be finished!

The bum end of the semester

Well, we're coming up on the bum end of the semester -- a rotten time for students who have lots of assignments due, and a rotten time for teachers who have lots of marking to do. My marking looms over me like a spectre. When I want to write, I think about my marking. Marking hangs over everything. Really, I should just sit down to do it, but this week I don't have much. I have a few late assignments, and even a couple of early ones, which is a surprise. Next week, though, I will be eating, breathing, and sleeping marking. I've had years, when I've had big classes, where I finished at 3 am the night before I had to hand it back, and then got up again at 5 just to make sure it was all done. But I try not to manage my week like that. Partly I've managed to reduce my end-of-semester load by pulling some of the word limits down by making some of this work due earlier. It's all a matter of time management.

As a 0.4 teacher, I get paid 3.15 hours of marking and preparation time a week. In all likelihood, next week I'll spend more than 20 to 30 hours marking. So it really is a matter of doing it bit by bit. But to compensate I'll have the long stretch over summer with no marking. If I'm smart, I'll use this prep time to make a big leap into next year's preparation, especially as I look likely to be teaching a new subject: Poetry. (Well, new for me.) Some of my friends teach the same subjects every year. Some teach new subjects every year. I must say I fall more into the first category. I am one of two Editing teachers, and coordinate the subject. And Novel makes a great counterpoint. I've taught a few other subjects along the way (though none put me out of my comfort zone like the one over in Liberal Arts did last year -- but that was a great experience in its own way). I think Poetry will complement the other two nicely and am quite excited about teaching it.

It's always more work teaching a new subject, but offers me a boost in other ways. The extra prep keeps me up-to-date with something I might otherwise have let slip. And makes me get back into the practice of it. For example, I haven't looked at any poetry theory for a few years. Now I'll be digging out my texts, and even better will have an excuse to go out and buy some more books! Yay.

Marking

Ah, it's that time of year that all teachers hate. My eyes especially hate it because I feel like I'm going cross-eyed marking grammar tests. Is that a comma or a semicolon? Is that comma inside or outside the quotation marks? Actually, the grammar tests are easy in comparison to the novels. We spend all this time, reading, assessing, thinking about what's down on the page and whether it's enough for the reader to create the scenery, whether the characters are alive on the page, whether the narrative is rising in tension and the writing compelling, how fresh and original it seems, whether there are POV violations or not, whether the dialogue is believable and what it adds -- myriad things to consider -- and craft our comments accordingly, and the student gets the paper back and focuses on the mark. The mark to me is the least important thing. But I know as a student I was the same. This mark will tell me whether he or she really likes it or not. And of course it doesn't necessarily -- especially if there are specific assignment criteria that haven't been met. But I guess that's part of the writing game as well as the student game. I had one friend who entered a short story in a big writing competition and said, "Oh, well, if it doesn't win anything I'll know it's a crap story and isn't any good." I was horrified and told him he must never think like that. And having done some judging I know that sometimes it's like comparing a good curry to chocolate: they both tast great but give you totally different experiences. But that's part of the fun of it all -- you just never know what's going to turn up in that assignment tray.

Oh, well, better get back to it!