1) Other than the workload, what did you
dislike most about this class?
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2) Was our covering my grammar and mechanics
handouts (web pages) earlier in the semester useful or a waste? Would
you recommend that I continue to include GR, N, QD, WP, and SS exams in
future 200-level classes? Explain.
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3) Rate my relative success in illuminating
or explaining the literature. Were there some works where you thought
my discussions didn't help you understand the texts as well as they could
have? Would you suggest going slower through certain texts? More quickly
through any?
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4) Tell me what you thought of my grading
of your work (fair? unfair? hasty? too tough? too easy? thoughtful?
thoughtless?). You might also review the handout
explaining my grading criteria. Let me know if you think my actual
grading departed from the stated grading criteria on any assignments,
large or small..
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5) Evaluate the "Golden Rules," "Nuggets,"
"Simple Stuff," "QD," and "WP" items as opposed to the Bedford
Handbook system of indicating problems in grammar and mechanics on
your written assignments. In all honesty, did you actually refer
to the "Rules," "Nuggets," etc. handouts? Did you actually refer
to the Bedford handout? Would you recommend using only the
Bedford method in future grading? Would you recommend converting
more errors into Golden Rules, Nuggets etc.? Explain.
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6) I'll tell you honestly that it embarrasses
me to give reading quizzes. You guys are college students, adults,
and it's both silly and a waste of class time for me to quiz you on daily
reading. Experience has taught me, though, that you guys do your
reading more diligently if I give reading quizzes—the more frequent, the
better. Tell me how you feel about reading quizzes in a college
course. Short of making the readings themselves "more fun," how
do you think I might encourage more students to do each day's reading
without having to give reading quizzes?
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7) How—very specifically—do you think I might
have encouraged more engaging class discussions? Would you suggest my
changing things up with occasional group work? Why?
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8) Were you ever shocked, appalled, offended,
surprised, discouraged, disappointed, or uncomfortable with anything
in our discussions? Did you ever feel
my classroom demeanor was inappropriately unprofessional? Explain.
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9) How would you suggest I change or improve
critical response assignments, paper assignments, and exams (midterms
and final) in the future.
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10) What would you advise or warn your best
friend about if he or she were considering taking my class?
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