TA Teaching Tips

Grading Papers and Essay Exams
Kate Parsons, Philosophy Department

 Usually when students get papers back they will turn immediately to the last page and look at the summary comments. When grading papers I try to remember the fragility of my own ego when I read these comments as a student. Remembering this doesn't mean I am unable to give low grades or that I avoid pointing out the real mistakes and weaknesses of their papers. I still give low grades and explain them, but avoid doing so in a way that makes students feel their writing is essentially trivial or a waste of effort. It's important to identify the weaknesses of the paper, but this can be done in terms of how the weaknesses can be improved upon. This gives students a sense not only that their work has potential, but also that the instructor is invested in their improvement. After all, the point of these comments is not only to justify the grade, but to help the student as well.

 I try to always begin the comments with at least one of the successes of the work, even if it is simply that they made one good or relevant point. I also try to avoid making comments that are too general. Telling students that their thesis needs to be clearer, for example, does them no good unless they are given hints as to how it might be made clearer. I also avoid general evaluative comments about students' writing style, unless they are positive comments. Students tend to translate any such negative comments into thinking that they are essentially the kind of self-identification that limits what students think their own potential is.

Grading Papers
Saera Khan, Psychology Department

 Students often comment that they are frustrated by the ambiguity surrounding their grades received on essays and papers. Teaching assistants often bear the brunt of this frustration. To avoid potential problems, I attach a sheet entitled, "Paper Guidelines" along with the writing assignment. The sheet contains a list of criteria for the content and format of the paper. For example, I stress the importance of creating an outline to organize their thoughts and to ensure a smooth flow between their ideas. Also, I simply list some key concepts discussed in class that they may want to consider for their essay. Furthermore, I include some of the following suggestions: (a) develop a formal introduction, body, and conclusion, (b) make sure spelling and grammar are checked, and (c) cite supporting evidence for all points made. Although some of the suggestions may seem obvious, by including these requirements before grading papers, teaching assistants are better equipped to defend their grading procedures.