The Power of the Expert Interview

January 19, 2024 / Katie Winkler / Leave a comment

I started requiring interview reports with local experts early in my career teaching freshman composition as part of the students’ major research project. I still think it is one of the best ways to help students focus their research. In more recent times, it has thwarted plagiarism and an overdependence on the internet for research. But the biggest reason I always leaned towards a local interview is that it helped students become more enthusiastic about their projects.

I have written about my “process over plagiarism” approach before and included the example of my student from a poor background who became excited about his project after interviewing a florist at the Biltmore Estate, but I have numerous other examples of how students have benefitted greatly from interviewing a local expert.

There’s the time a non-traditional age student and mother wanted to write about breast feeding in public (this seems like a non-issue, but this was over a decade ago, and I live in the Deep South, nuff said). She was a great student and had a good, balanced argument supporting the importance of breast feeding and why women who choose to breast feed in public should not be shamed. For her interview, she contacted the director at the La Leche League in our county. The student was happy to report that not only did she come away from the interview with a more focused topic, she also received valuable print materials to use as sources, made important contacts with experts, and walked out with a job! That’s right, this pre-nursing student was getting help with her research paper as well as gaining invaluable experience.

Another student wanted to focus on forensics (I got a lot of that when CSI was at its peak of popularity), but she was having trouble finding someone to interview. I suggested she reach out to the county coroner, which she did. The coroner turned out to be a woman who was particularly interested in what could be discovered about cause and time of death by looking at skeletal remains. My student met her at her office in the county courthouse where the coroner shared book titles with her and allowed her to take notes and make copies from texts on her shelf. She also showed the student samples of bones, explaining what she could determine from examining them. The student narrowed the focus of her research paper and at the same time found a new interest in a career as a forensic anthropologist.

One of the most interesting stories of the face-to-face interview I had was with a student who wanted to do his research paper on Habitat for Humanity in our county because he was opposed to the organization, thinking the group in our area discriminated in favor of the Hispanic population. My student was a non-Hispanic and of a non-traditional age. His opinion at the beginning of his research was that too much aid was going to Hispanic people to the detriment of the white population. You may be surprised that I allowed the student to write on the topic; however, I warned him that he should not write about it unless he was not willing to change his mind if he found that his assumptions about the project were untrue. He agreed. It was risky but after talking to him, a risk I was willing to take. Sidebar: Being a good teacher involves taking calculated risks. It doesn’t always work, but it did that time.

I can honestly say that in all my years of teaching, I have never seen a person so completely change after one interview. The thing is my student didn’t just interview one person who worked for Habitat for Humanity. Because he was a carpenter, he felt that the best way to find out what was really going on was to volunteer to work on a Habitat for Humanity project house within the Hispanic community of which he was suspicious. When he came to class after his first volunteer experience, he had a big smile on his face and admitted to me with no hesitation that he had been so wrong.

The idea of “sweat equity,” where the person who will receive the house works alongside those who have volunteered their skills, strongly appealed to my student’s work ethic, and he was impressed at how hard the people benefiting from the program worked on the house. After working with and talking to the future homeowners, he was convinced that Habitat for Humanity was an organization that gave a helping hand, not a handout. He became a long time Habitat for Humanity volunteer after that. One interview assignment had changed his attitude, and his life!

Of course, not every interview has been a life-changing experience for a student, some were actually complete duds, but students learned from negative experiences as well. They also learned how to prepare appropriate questions, contact someone they didn’t know, meet with that person, record answers, and summarize the interview in a report, then integrate that information into their paper.

Even if students failed to satisfy the requirements of the assignment, I was alerted to the student’s difficulties and often able to avert problems with the researched essay itself. I would often address these issues in the student conferences that I held before the students began working on their rough drafts.

More about student conferences soon.

AI and the Changing Composition Classroom

November 21, 2023 / Katie Winkler / Leave a comment

Many instructors are fearful about artificial intelligence and what it will do to student writing in freshman composition classes. I understand their concern, especially with the recent announcement about changes in Open AI’s leadership; however, it seems to be clear that AI is here to stay and is quickly changing the school and workplace landscape. Composition instructors, therefore, have a choice. Fight a losing battle or change the way they teach so as to meet the needs of students and their future employers.

If I were still in the classroom, I would seek to use AI in constructive ways. Indeed, AI may prove to be a boon to overloaded, overworked, and overwrought composition teachers, helping them deal with the heavy courseloads they are given. The answer, as indeed in most things, is engagement. Have a curious and playful attitude when using AI in the classroom, discussing the ethical implications along the way.

One assignment I thought might be useful is to introduce a common topic that students in general might find relevant to their lives. Work together as a class to come up with one or two paragraphs produced by Chat GPT. Then, discuss the positive and negative aspects of the paragraphs. Also, teachers might want to pursue a discussion of the ethical considerations of students using AI. When would it be appropriate to use it? When would it be harmful? Why would it be counterproductive to submit a purely AI-written essay in any college classroom?

I asked Chat GPT to come up with a couple of paragraphs on the topic of pros and cons of mandatory classroom attendance for college students. At first Chat GPT just gave me lists of pros and cons, which seems to be its favorite style of writing, so I asked it to write the pros and cons in paragraph form. Here’s what it gave me:

College Classroom Attendance: Striking a Balance

The debate over mandatory attendance in college classrooms revolves around finding a delicate equilibrium between engagement and autonomy. On the positive side, compelling students to attend classes can create an environment conducive to active learning. In-class discussions, real-time feedback from professors, and collaborative projects thrive when students are consistently present. The communal aspect of the classroom, where ideas are shared and debated, contributes to a rich educational experience. Furthermore, mandatory attendance fosters a sense of responsibility and discipline, essential skills that students carry into their professional lives. The structure imposed by attendance policies can guide students in time management and the establishment of a routine, skills that are beneficial beyond the college environment.

However, the cons of mandatory attendance are not to be overlooked. College is a time for individuals to explore their independence and learning styles. For some, this involves engaging with course material independently, through readings, research, and self-directed study. A rigid attendance policy may stifle this autonomy, impeding students from developing the self-discipline needed for lifelong learning. Additionally, external obligations such as work commitments or family responsibilities may clash with a strict attendance policy, putting undue stress on students. In such cases, the emphasis on attendance becomes a hindrance rather than a facilitator of learning. Moreover, there’s a risk that attendance policies incentivize mere compliance rather than genuine intellectual curiosity. Students might attend classes to fulfill a requirement, but the focus on attendance metrics does not guarantee a meaningful engagement with the subject matter. Striking the right balance between encouraging attendance and respecting individual learning styles and circumstances is a nuanced challenge for educators.

I would hope some of the following points would come up in our discussion:

Paragraphs are well-written with few writing errors.
A strong thesis statement begins each paragraph.
The paragraphs are well-organized and uses effective transitions.
The paragraph is logical and makes good arguments for and against mandatory classroom attendance.
One issue is the phrase “there’s.” I teach my students to avoid contractions and the use of the expletive “there is.”
The diction in general is too formal and sounds rather pretentious for a college-level paper. Really need to get rid of “incentivize” in the second paragraph. Yuck!
The paragraphs need to be fleshed out with specific examples and details, preferably from the writer’s own experience, some things that show the pros and cons more clearly and make the paragraphs more interesting to read. With good examples, these two paragraphs could be the basis for an entire essay.
Use this opportunity to talk with students about the importance of developing their own unique voice.

Another great thing to do would be to see if any students disagree with Chat GPT. What do students think about the logic presented in these paragraphs? Encourage students to “argue” with Chat GPT or “defend” it. Maybe have a classroom debate about mandatory classroom attendance. What ideas did the classroom come up with that Chat GPT didn’t include?

Another idea is to help students brainstorm ideas about topics that they are interested in, a process that is not always easy, I found. But asking relevant questions like how to pay for college without going into debt or managing mental health without medication might spark a student’s interest and inspire them to THINK FOR THEMSELVES.

How about even being brave and venturing into controversial topics, like the difference between banning and challenging books in public schools, transgender rights, universal health care, and Black history studies. Yes, I know, it can be scary, and administrators may not thank you, but remember that college is meant for adult learners, many of whom are already wrestling in the real world with all of these topics. Furthermore, using AI may help remove some of the fallacious reasoning some students use when writing about sensitive topics. In fact, try using Chat GPT to start a discussion about fallacies of logic.

The main idea is to get them to realize that all good writing needs their real-life experiences and their own critical thinking to add interest, for the reader, sure, but especially for themselves because writing that the writer doesn’t care about will be dry as toast and not worth anyone’s time. Give students confidence in their own ideas through lively, mediated debate, and then ask them to write, by hand, if possible, right there in front of you.

Photo by William Fortunato on Pexels.com

The old-fashioned way.

Comma Lessons

November 1, 2023November 2, 2023 / Katie Winkler / Leave a comment

An excerpt from the rough draft of my upcoming book, Lessons: A Teacher’s Life:

Long story ahead, but it will relate to commas, eventually, I promise.

I know how incredibly blessed I am by having my education provided for me. When I went to a private, Christian university for undergraduate degrees in English and German, I went tuition free because both my parents worked for the university. My mother was a librarian, first in acquisitions and then in special collections, and my father, after he received his master’s in theology, became a representative, which basically meant that he was an itinerant preacher–moving around the southeastern states and visiting people who supported the ministry that supported the university. One of the benefits of working at the university for at least two years was free tuition for your children.

My parents didn’t make that much money, so this benefit made it possibly for my older brother and me to go to college. For the first part of my time there, I lived at home with my parents, but when they moved back to Alabama to be closer to their own aging parents, I lived in the dormitory. My grandmother and great aunt paid for my room and board. I carried two jobs and paid for the upkeep on my vehicle, gas, and books, so I got off easy.

Then, when I went to Auburn University two years later, it was my grandmother and great aunt who paid my tuition. They had both been long time educators themselves who had risen from poverty because of their teaching degrees and knew better than most the value of an education; they helped all their grandchildren, nieces, and nephews at one time or other. At Auburn, I once again lived with my parents, paid for my books by working horrible jobs (more about this later) and never had to take out a loan or apply for scholarships.

My master’s in education at Western Carolina came quite a bit later, but once again, I was blessed. I had been applying for teaching jobs as soon as my husband John and I decided to move to North Carolina, and although I had already become certified to teach 8-12 grade English and German, I couldn’t get a job, even after John started working as an ultrasound technologist at a small hospital south of Asheville. I had several interviews in several counties but no go.

On a whim, I decided to apply for graduate school at Western Carolina University in Sylva, about 60 miles from our home south of Asheville. I was accepted but didn’t think I would be able to go since we were newly married, newly moved–my husband with a new job fresh out of ultrasound school, and me without a job at all. I wouldn’t be able to afford the out-of-state tuition. We were hoping to buy a house soon on top of all of that. I had signed up to do some substitute teaching, $50 a day, and rarely worth it. You know how kids teach substitutes.

But, probably less than a week after I got my acceptance letter, I received another letter from the English department asking if I would come in for an interview. I guess my five years of high school teaching experience and the emergency need for freshman composition instructors made me a good candidate for receiving a graduate assistantship. My out-of-state tuition fees would be waived; my stipend was enough to pay my tuition, books, and the gas it would take to drive from Hendersonville to Cullowhee.

It was settled. I was going to graduate school.

Finally, we get to the commas. Well almost.

The first semester I was required to take a course called “Teaching Rhetoric and Composition”–a down and dirty English composition teaching course. Despite my having taught for five years and having had several teaching courses at Auburn while I worked on my English Education degree, I had to take the course. All graduate assistants were required to take it, and although a bit miffed at first, I soon found the course useful and learned quite a bit.

One of the things I learned, I’ve written about at length in this blog–The Five Easy Ways to Improve Your Writing. Those ideas came from a visiting lecturer in the rhetoric course.

Photo by Polina Tankilevitch on Pexels.com

The other part of that first semester was working in the university’s writing center. My job was to tutor students as they came in to work on their essays. I stayed very busy in the center, especially because of Western’s CC program. I forget what CC stands for, but essays in any non-English class that did not meet basic college-level writing requirements received a CC. If students received two CC’s, they had to take a developmental English course that was notoriously hard to pass, and if the student did not pass, then they were suspended. Quite a few students, therefore, would come in to the Writing Center after the first CC to avoid that grammar class.

The woman who ran the center was one of the best teachers I ever had. She taught by example. I would listen as she tutored students, helpful and patient but never overhelping, even when sorely tempted. Plus, she had all sorts of materials available to help students and gave me permission to take and use any materials as long as I credited the center. One of the most used handouts at the center was the director’s six simple comma rules. I used this handout as the base of my comma lecture for years because the rules were easy to understand, using little grammatical terminology, and the examples illustrated each rule well.

I’m afraid that handout is only in my mind now, but I used some form of those basic rules throughout my tenure as a community college instructor. It was just always the easiest for my students to grasp in the triage-type grammar teaching that I found myself doing. I added the comma rules to my editing workshop worksheet that I gave to my students when they were preparing their final manuscripts for grading. Here’s what they boiled down to:

Use commas

to separate items in a series of three or more
to set off introductory material
around words interrupting the flow of thought
between complete thoughts joined with a conjunction (if two complete thoughts are joined with just a comma, the writer has a comma splice—major grammar error)
with direct quotations
with everyday material such as dates and addresses

Although I tried to keep grammatical terminology to a minimum, I did use some, so at the beginning of the lesson, I would remind students of some basic terms:

Noun
Subject
Verb
Coordinating conjunctions (FANBOYS)
Independent clause
Dependent clause.

After the review, I went through each of the six comma rules, giving examples of each. If time was short, I would just cover the first four.

As a warmup to the lesson, I would try to engage students by using another cool example I learned in grad school. At the beginning of class, without saying anything else, I would write the following sentence on the board:

A woman without her man is nothing.

I asked the students to write the sentence down and add two commas. I gave a minute to complete that and then would ask for volunteers. Often, here in the South at a small community college where sexism is alive and well, students, both male and female, would answer, “A woman, comma, without her man, comma, is nothing.”

Of course, I would challenge them, tell them there was another solution: A woman, comma, without her, comma, man is nothing. One comma, one comma, I would say, totally changes the meaning of the sentence. That’s how important commas are, I said.

Then I would begin.

Rule #1 –Items in a series–First because it was usually the comma rule that students were most familiar with.

I like apples, bananas, and oranges.

I explained that if you have three or more items in a series, then you need to add commas between the items.

I use the Oxford comma and only talked about the option of leaving that remaining comma out if a student brought it up. Commas are confusing enough to students, especially those in developmental classes, so I tried not to complicate things unnecessarily.

Rule #2–Two independent clauses joined with a coordinating conjunction. I would give an example:

The dog ran after the cat, but the cat held its ground and fought back.

It is good to include a compound sentence that needs a comma and another coordinating conjunction that does not need to be separated from the rest of the sentence so that you can explain the difference.

I explained that you have two independent clauses, reminding them that the only seven words that can join two complete sentences together are the FANBOYS, the coordinating conjunctions: for, and, nor, but, or, yet, so. In the case of this example, you have two complete sentences (independent clauses) joined with but, one of the fanboys, so you need the comma, I would tell them.

I asked students if they see another conjunction. They would usually find the and. I asked, Why do we not use a comma here? Often times they didn’t answer, so I would ask if there were a complete sentence on either side of the conjunction. No. Then, there is no need for a comma.

Rule #3–Commas after introductory material. I would explain that you need a comma after words, phrases, and clauses that come before the main clause and give examples:

Nevertheless, I left the room and never returned–nevertheless is a conjunctive adverb that modifies the whole sentence, so it needs to be set off by a comma.
In the middle of the night, Julia heard a loud bang. In the middle of the night are two prepositional phrases coming before the main clause, so you need a comma to notify the reader that the two phrases are coming before the main clause.
As John was reading the book, he realized that he had read it before. As John was reading the book is a dependent clause–he realized that he had read it before is the main clause, so you need a comma after the dependent clause.

Rule #4–Anything that interrupts the flow of thought. The next rule is super simplified, but usually this explanation helped students get the commas right without getting bogged down in too much grammar, especially restrictive and non-restrictive clauses. Oh, Lord, don’t go there. I explained that you need commas (most of the time) around words, phrases and clauses that interrupt the flow of thought in the sentence. Alternatively, I said that if you can pull the word, phrase, or clause out of the sentence and the sentence still makes sense, then you need commas around that word phrase or clause. Then, once again, I gave examples:

The new owners, sadly, declined to renew the flood insurance on their house.
The cat, along with its four siblings, were left in a box on the side of the road.
The man, who is standing over there in a red shirt, is my partner.

Note: This lesson is most effective if spread over two class periods, so there is enough time to answer questions, show more examples, or put students into groups to practice. One exercise I liked to do with students is have them write sentences that use the different comma rules but leave the commas out, exchange papers, and correct each other’s sentences.

I guess, I’m weird, but I really loved comma lesson day. It was pure unadulterated, nobody-could-accuse me-of-indoctrination day, except for that “woman without her man” sentence, of course. Might be too engaging for today’s classroom.

Another reason I’m glad to be retired.

Those Who Can’t, Teach

October 18, 2023April 22, 2024 / Katie Winkler / 3 Comments

George Bernard Shaw’s 1903 play Man and Superman gave us the infamous saying, “Those who can, do; those who can’t, teach,” which has long been used to disparage teachers. Of course, it isn’t true. Many of the greatest thinkers and doers have been teachers: Albert Einstein, George Orwell, Alexander Graham Bell, and Robert Frost; Maya Angelou, Stephen King, and Steve Wozniak, co-founder of Apple. In addition, presidents John Adams, Lyndon Johnson, Jimmy Carter, and Barack Obama were also teachers.

Shaw’s maxim is silly, perhaps intentionally so, but the saying persists in more than a few people’s minds: teachers are those who have failed to reach their desired vocational goals and are forced, because of inability, to “settle” for teaching. For arguments sake, let’s say it’s true: Community college instructors are second rate. Most of them don’t even know their subject very well. They weren’t able to get a “real” job in what they went to school for, so they teach. Blah. Blah. Blah.

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I hear all of that, and then, I get confused. I mean, during the pandemic, the hue and cry was open the schools back up! Students need in-class instruction with faculty in order to truly learn. Open the schools! Online classes aren’t good for students. We want teachers to find better ways to teach online. We want faculty to immediately pivot to effective, engaging online learning, even though many of them have never taught online because they know teaching face-to-face is more effective.

Then, after the pandemic, it was students want more online classes! It’s more convenient. Let’s severely limit the time in seated classes because that’s the demand, even though our faculty is telling us that we should go back to more seated classes, especially for developmental students. Or–we don’t want these liberals teaching us or our kids. We honored and trusted them during the pandemic, or said we did, but we don’t trust or honor them now. We want to tell teachers what and how to teach even though we know little or nothing about the subjects they are teaching or about the art and science of teaching itself. Of course, we don’t want to do the actual teaching because who wants to do that thankless, low-paying job? Only someone who can’t do, right?

So, if teachers can’t do, then why is the world asking them to do so much? I’ll tell you why–because teachers are willing to do it. Hell, some of them even love doing it!

Here is the thing about quality instructors and professors, even if they aren’t capable of being at the top of the professions they teach: they are willing to go into the classroom day in and day out to do their duty–helping students reach their personal and career goals. The classroom teacher is the grunt of the academic world, following orders and taking the risks for the sake of their students with little hope of reward. Yes, those who become tenured professors may see good salaries or if they are in a “high demand” area such as nursing or engineering, but many of the least paid general education instructors take the brunt of the criticism from students, parents, and administrators, even fellow instructors, because they teach the gateway classes like math and English that are often the hurdles that many community college students have trouble getting over.

Maybe teachers can’t do the one thing society values more than anything, making a lot of money, but the good community college teachers, the true teachers, do one thing that many are not willing to do these days. They show up.

creating new lesson plans
learning and using new educational technology
enforcing academic integrity, when allowed
entering the classroom daily without tenure, sometimes without contracts
continuing despite unclear or unfollowed policies and procedures
going on despite constant criticism and little praise
enduring someone else’s idea of professional development
sticking with it in the midst of distrust
risking their livelihoods with few administrators whom they can turn to for support

Yes, they show up every day for people who often ignore them, despise them, or even mistreat them.

Photo by Kampus Production on Pexels.com

Many are choosing not to stay, and who can blame them? Others are staying, but any passion they had has cooled. Teaching has just become a job. However, I have found that more than a few, dare I say many, soldier on and fight, wondering to what purpose–until that student comes along–the one who stops by the office to ask a question, who brings an essay in to be honestly reviewed, who stays in the writing center until the knowledge breaks through. Once and a while, a teacher can make a class smile or laugh and learn all at the same time. Then, it is a good day.

Why do they do it? Why do they keep on keeping on?

The good teacher answers: “I can’t do much, but tomorrow, I am willing to walk into that classroom again and teach, because that is something, by God, I can do.”

And do well.

Teaching, Writing, and Relationships

September 13, 2023 / Katie Winkler / Leave a comment

I am writing a book about teaching. It’s non-fiction, but other than that, I’m not sure how to describe it. It’s part memoir and part teaching methods to begin with. In many ways, it is also like my blog–musings and mutterings about my life’s work.

I don’t mind telling you, I’m struggling. It’s not writer’s block. Oh, no. I’m not sure I believe in writer’s block anymore anyway. The only way I’ve ever written anything of any length is to write six days out of seven. The biggest excuse for not turning in work I heard over my years of teaching was some form of “I’ve got writer’s block, Mrs. Winkler.” It’s hogwash, I would tell them. Well, no, I wouldn’t say it that way. After 40 years of teaching, one learns how to spin. I would dress it up with the appropriate metaphor, analogy, etc., but in the end my student was more than likely procrastinating and not even trying to write.

You can’t write anything, if you don’t write something. Hmmm, that’s pretty good. I wonder if I ever used that one in class.

So, again, no. It’s not writer’s block. The first day of my official retirement, August 1, I set a daily average quota for the book in order to finish a rough, rough draft by the end of the year. I’m well ahead of schedule in that regard; I haven’t had trouble writing pages and pages and pages. Because I’m not plotting (I’m a terrible plotter), the words, stories, feelings, and ragings about my life in teaching just pour out.

Frankly, my struggle is having a point. But, no, it’s not that either–I have so many points, so many things I want to say about teaching, that the book is just a hodge podge of memories interspersed with my concerns (aka fears) about what is happening in education, especially higher education in America, especially here in North Carolina.

Sometimes, I think I’m writing two books, but if I want to keep the memoir part intact, the part that reflects who I was as a teacher, how I changed, and why teaching was more than a career, if I want to do that, then maybe this mishmash of a book is exactly what I want to write.

However, I still feel that the book needs to have a central theme, something on which to hang all the dangly pieces, and entice the reader to hear what I have to say. Also, even though it faces the truth about the educational perils of our time, I want the book to be, overall, positive in its outlook as it promotes the intrinsic value of education.

I think I’ve got it now–at least the germ of an idea.

Relationships.

Education begins and ends with relationships–between student and teacher, yes, but it doesn’t end there–also between student and family, family and teacher, teacher and other teachers, teachers and administrators, administrators and staff, staff and students, staff and teachers, and civic leaders, business owners, the community at large, and, okay, you get it. Success in education depends on the health of all these relationships. I think my book already reflects that, but I want to strengthen that theme in revision.

One of the spires of Lincoln’s Inn, London, October 2015 photo by Katie Winkler

So far, my book not only reflects some of these personal relationships, but also the relationships between events of my life and teaching. A large chapter in the book, for example, is showing how my travels in America and Europe reflected themselves in my teaching. I also want to talk about the relationship between socio/cultural shifts and the classroom, how I had to adapt my lessons to new trends (after I got over being furious about them).

I’m not sure. I’m still struggling, but I’m not blocked. I’m not discouraged. I am practicing what I preached all of those years: “Just get started. Vomit.” Yes, I said vomit–always got their attention. “Vomit it all out on the paper and then start cleaning up through revision and editing.” That’s where the heart of good writing lies.

More about that later.

Other than writing the book, I have also been putting together the fall/winter 2023 edition of Teach. Write.: A Writing Teachers’ Literary Journal, which will publish Oct. 1. As I mentioned in my last post, the journal has its own website now! The spring/summer edition is there as well as submission guidelines and some other information. Why not take a look? Just go to teachwritejournal.com.

Process over Product

August 21, 2023August 22, 2023 / Katie Winkler / 3 Comments

Years ago, when I used to be encouraged to attend conferences, I worked with the head librarian at my college to develop a presentation called “Process, not Plagiarism” that addressed the growing concern English faculty had over the proliferation of plagiarized essays that we were seeing following the advent of the World Wide Web. More and more, students were able to easily copy and paste material from the sources they found on their topics. Plagiarism was rampant.

The thesis of our presentation was that rather than a punitive approach, zero tolerance policies, harsh penalties, and other such punitive measures, faculty might be better served to focus on the research and writing process as opposed to the actual essay itself.

We began our presentation by showing a short film called “Copy Cops,” intended to engage our audience and make our point in a lighthearted, entertaining way. Making the film was an educational experience for our students and was a project that I still remember fondly. Several IT guys helped my friend who headed the drama department and I with the filming and editing. The librarian’s husband, a professional sound technician, also lent a hand. Students from the drama department acted out the script I wrote.

The film opens with our cop pulling up to the college’s main building in a police cruiser, borrowed from the college’s law enforcement training program. He has his blue lights blazing and hop outs declaring that he got a plagiarism call. “Must be research paper time,” he says. Then, we see him sneaking down the dark hallway, crashing through the door. Three students who are typing away, stop and look up. Caught red handed.

Our cop interrogates each perp–the first one was trying to buy a paper off the internet–blatant plagiarism. The cop says, “Don’t you know we have software to pick that up.” The second plagiarist claims “I changed around a few words, so it’s okay.”

“No!” says the cop. He explains that he has committed mosaic plagiarism. The student bows his head in disgrace. The final plagiarist is a sad case, according to the cop. She had, she says, “50 MLA citations at the end” of her paper, but the cop explains that she also must have citations within the essay to show where she used which sources.

“But, I didn’t know,” she cries.

Our compassionate cop feels for her but arrests her anyway, along with the other violators of one of academia’s most serious offenses. As he puts her into the patrol car, he laments, “Ignorance of the law is no excuse.”

Showing the video at the presentation set the perfect tone. Of course, it is ridiculous to consider plagiarism the kind of crime we can or should prosecute. Trying to contain the uncontainable is academic folly. What is needed, I would tell my audience, is preemption.

Then, the librarian and I would go through the methods we used to help preempt. Here are a few we would discuss in our sessions:

Develop research questions. Instructing the students to develop specific research questions helps focus the research and prevents students from writing researched essays that are too generic and easily plagiarized. In the last decade of my teaching, I required students to develop research questions that were specific to our college or one of the communities that the college served. This method worked particularly well in helping reduce plagiarism. Even if I couldn’t prevent the student from plagiarizing, the essay would usually receive a poor grade because it was too vague and general, not within the parameters of the assignment.
Multiple trips to the library accompanied by the instructor and the librarian. The more the instructor can observe the students work, the better. Also, our librarians were always looking for sources to help students once they knew what was needed.
Grade each step of the research process. Of course, I would offer low stakes assignments that gave their averages a boost but took little effort to grade. In exchange for a little extra work, I had continual contact with the students’ essays and could be aware of the progress each student was making.
Require an annotated bibliography. In the last few years, I shortened the length of the research paper and lowered the number of required sources from ten to six; however, three of the six sources had to be found in the college library’s databases, two had to be websites relevant to their specific local topics, like local news and government sources. The MLA citation included the information that would show the students were using the college’s resources. In addition, the annotations had to be more than a summary of the source. Students had to explain how they might use the source in the essay.
Require students to interview at least one local expert. This is a great way to observe the students’ progress as well as help engage students. Over the years, I have observed the wonderful effects interviews have had on students.

For example, once I had a student who was from a poor family and never could afford to go to the famous Biltmore House when he was growing up, but because he was interested in interior design and architecture, he had decided to write about how Christmas was celebrated at the Biltmore House. He wasn’t sure who to interview. I suggested contacting public relations, explaining his assignment, and seeing if someone there would have time for an interview.

“Can I do that?” he said.

“Of course, you can,” I assured him. “The worse they can say is ‘No’.”

The next class period, he came in with a huge smile, saying that he called and scheduled an interview with the head florist. I was so excited for him as we worked in class that day preparing the interview questions. And even more excited when, after the interview, he explained what had happened the day he went to mansion.

He was nervous when he went up to the gate house, he began. He had been told to give his name to the security guard who would tell him what to do. My student did as he was told and after the guard marked his name off the list, he was instructed to drive straight up to the house and park in the employee parking lot, which he did. The head florist greeted him warmly and proceeded to give him a 45-minute interview. Not only did she answer his questions, but she had a folder of materials for him to use on his essay, including photocopies of an article from Southern Living about the Biltmore House at Christmas and a copy of an actual purchase order for the mansion’s Christmas supplies from the time when the Vanderbilts lived there in the late 19th and early 20th centuries.

After the interview was over and the florist had given him multiple souvenirs from the gift shop, she asked my student, “Would you like to see the house?” He was ecstatic. It was more than he ever thought possible when he worked up the courage to make the call to the public relations office. After about a half hour tour of viewing and explaining the floral designs and other Christmas decorations at America’s largest privately owned home, the florist explained that she had another appointment, but she wanted him to stay at the house and tour the gardens as long as he liked, that he was her guest. She also told him to please be sure to send her a copy of his essay once he finished and to let her know if he had any more questions.

Over the years, I often told that story to my students, and to audiences of my “Process, not Plagiarism” presentation. They were eager to hear many more “Biltmore” type experiences that helped engage my students in the process of researching their topics. I still believe, even in these days of artificial intelligence and its implications for teaching composition, if students are truly interested in what they are writing about, they will be far less likely to plagiarize. What’s more, many of my students have come away with a life-changing experience because the focus was not on the final essay but on finding something they were really interested in and learning how to write about it well. Writing a researched essay can then become not about the end product but the process–the journey of discovery.

Back to School?

August 14, 2023 / Katie Winkler / Leave a comment

For the first time in 27 years, I did not go back to work today. July 28, I said goodbye to the community college where I developed curriculum for and taught, at one time or another, English composition, developmental reading and writing, creative writing, and business English as well as American and British literature. Some of my other duties over the years included advising and registering students each semester, regularly writing the weekly BRCC column that appeared in the local paper, serving as the faculty council chair for two years, writing plays, screenplays, and press releases as well as frequently appearing in productions for the college’s drama department. Those last few things were less responsibilities and more for the sheer joy of it.

I was also interested in online learning and one of the first instructors to teach online. Unlike many of my colleagues, I enjoyed engaging in new educational technology and preferred teaching some classes online. For about a ten year period, I frequently attended state and national conferences to share what I was learning about using technology more effectively in English classes.

Another thing that I did all those years was ask questions. I asked a lot of questions that were rarely answered, not to my satisfaction anyway, and led to me getting a reputation as a “trouble maker.” But honestly folks, I just asked questions. Honest questions.

Truth be told, since I’m still trying to be honest, although I felt many administrators’ displeasure, no one every really tried to overtly interfere with what I did in the classroom. I’m not sure why that is, except maybe I earned my high school nickname, Bulldog, for a reason. Hey, maybe I was just a really good teacher. I like to think I was. No, the pressure on me was much more subtle—patronizing condescension, gradual marginalization, simple avoidance.

Oh, well.

For the bulk of my career, I loved my work despite the occasional bureaucratic and administrative headaches because I felt like I was a vital part of the college, that I mattered more than a body to cover the classes that needed to be covered, record grades, or register students so the college could reach new statistical highs and claim bragging rights. Towards the end, and one reason I retired early, I just didn’t think I mattered anymore. Worse, I couldn’t continue to watch the people in power care less and less about my students beyond the data their presence produces.

So today, I begin again and go back to a different kind of school, one with a curriculum of my own design, that will guide these early years of my “refirement” (see my last blogpost) because I still have much to learn and many questions…so many questions.

Come back next week and see what questions Mrs. Winkler is asking now!

Chatting with ChatGPT

July 7, 2023 / Katie Winkler / 2 Comments

I had a chat with ChatGPT today. It was very interesting and actually quite encouraging. I know that a great many educators are extremely worried about what AI will do to the teaching of composition, and I have my concerns as well, even after my “interview” with Chatty (my pet name for it), but just as I said in a meeting with English faculty and administrators when ChatGPT was breaking in the news earlier this year, I think we should embrace AI and move to change the way we teach and assess research skills and writing.

So, here are some excerpts from my little talk with Chatty: Note: Together the two of us generated 2, 749 words in about 15 minutes. It took me longer to type my questions than it did for ChatGpt to answer in most cases.

Q 1–(truncated) How can English composition instructors combat students cheating with AI?

A 1–To combat students cheating with AI in English composition classes, instructors can employ several strategies:

1. Clear Academic Integrity Policies: Establish and communicate a comprehensive academic integrity policy that clearly defines what constitutes cheating and the consequences for such behavior. Make sure students are aware of the ethical implications and the importance of original work.

3. Assign Original and Personalized Topics: Design writing assignments that require students to express their own thoughts, opinions, and analysis. Select topics that prompt critical thinking and reflection, making it difficult for AI tools to generate suitable responses. (I have long been a proponent of this technique. It has helped reduce plagiarism in my classroom)

4. Promote Authentic Assessment: Incorporate assessment methods that emphasize originality and creativity. Encourage students to engage in class discussions, presentations, and debates that showcase their unique perspectives. Use open-ended questions and prompts that elicit thoughtful responses. (Ditto on this technique)

5. Frequent Progress Checks: Break down assignments into multiple stages, such as topic selection, thesis statement, outline, rough draft, and final submission. Require students to submit their work at each stage, ensuring progress and monitoring the writing process. (And this one–problem is that even using a checklist or rubric, the grading load can be brutal if the instructor has to teach 16 weeks of material in 8 weeks)

8. Personalized Feedback and Revision: Provide individualized feedback on writing assignments, highlighting areas of improvement and offering suggestions for further development. Emphasize the value of the writing process and the importance of revisions. (Also can be brutal with a heavy teaching load, but I asked Chatty about that. See below)

9. Foster a Supportive Classroom Environment: Encourage open communication and foster a classroom culture that values originality and academic integrity. Engage students in discussions about the ethical implications of cheating and the benefits of personal growth through authentic learning. (Difficult when teaching online. It can be done, but it requires a great deal of work that overloaded instructors often don’t have.)

By implementing these strategies, English composition instructors can actively discourage and prevent students from cheating with AI while promoting the development of essential writing skills and fostering a culture of integrity.

Q2–What if I have over 100 students’ papers to grade? How can English instructors do the things you suggest when they have so much grading to do?

A2–Grading a large number of student papers can be time-consuming and challenging. However, here are some suggestions to manage the grading process effectively while still implementing the strategies mentioned earlier:

1. Set Clear Expectations: Clearly communicate your grading criteria, expectations, and the reasoning behind them to students at the beginning of the course. This will help students understand the parameters within which they should work and reduce the likelihood of cheating.

2. Use Rubrics: Develop a comprehensive rubric that outlines the key components you will assess in students’ papers. This will provide a structured approach to grading and ensure consistency across multiple papers.

3. Prioritize Key Assignments: Consider selecting a few key assignments that require more in-depth analysis and focus your efforts on providing detailed feedback on those. For less critical assignments, you can use more streamlined feedback methods, such as highlighting common errors or providing general comments.

5. Implement Efficient Grading Techniques: Explore strategies to streamline the grading process. For example, you can set a specific time limit for grading each paper to maintain consistency and prevent burnout. Additionally, consider using abbreviations or standardized comments to provide feedback efficiently.

7. Consider Sampling: Instead of grading every paper in its entirety, you can employ sampling techniques. Randomly select a subset of papers to grade comprehensively, while giving the others a lighter evaluation, focusing on key areas or specific aspects you want to assess.

Remember, it’s important to strike a balance between providing valuable feedback and managing your workload efficiently. By implementing these strategies, you can effectively grade a large number of papers while still incorporating the suggested methods to combat cheating with AI.

Q3–How can I incorporate AI into the English composition classroom? Can you give me a sample assignment?

A3–Incorporating AI into the English composition classroom can offer various opportunities for engaging and innovative assignments. Here’s a sample assignment that integrates AI technology:

Assignment: Exploring AI in Writing Analysis

Objective: To critically analyze the impact of AI on writing and language usage.

Instructions:

1. Research: Begin by conducting research on the applications of AI in the field of writing and language analysis. Explore topics such as automated grading systems, AI-powered writing assistants, and language generation algorithms.

2. Case Studies: Select at least two case studies or examples where AI has been utilized in the context of writing analysis. These could include plagiarism detection tools, grammar and style checkers, or content summarization algorithms.

3. Comparative Analysis: Compare and contrast the strengths, limitations, and ethical implications of each AI tool or system you have chosen. Consider factors such as accuracy, bias, privacy concerns, and the impact on creativity and originality in writing.

4. Critical Reflection: Write a reflective essay that addresses the following points:

a. Describe your experience using AI writing tools, if applicable. How did they impact your writing process and outcomes?

b. Evaluate the effectiveness of AI tools in detecting plagiarism, improving grammar, or enhancing writing style. Reflect on their strengths and weaknesses.

c. Discuss the ethical considerations associated with AI use in writing analysis. Explore concerns related to authenticity, privacy, and the potential suppression of unique voices.

5. Recommendations: Based on your analysis and reflection, provide recommendations for students, instructors, and policymakers on how to navigate the use of AI tools effectively and ethically in writing contexts.

6. Class Discussion: Engage in a class discussion where students share their findings, insights, and recommendations. Facilitate a dialogue on the benefits and challenges of integrating AI into the writing process, while considering the broader implications for education and society.

By assigning this project, students can deepen their understanding of AI’s impact on writing, critically evaluate its benefits and limitations, and develop informed perspectives on the responsible use of AI tools. Additionally, class discussions allow students to engage in collaborative learning, exchanging ideas, and exploring diverse viewpoints.

(I love these ideas. I am not going to teach much longer, so I won’t have a chance to try them out in the classroom; I retire on July 28, but I certainly will encourage faculty to use some of these techniques through this blog and in my upcoming book about teaching. I hope to have it finished by the end of the year.)

Q4–I feel that educators are going to end up using computers to grade computer-generated material produced by students. Any suggestions on how to prevent this from happening?

A4–(truncated) If you have concerns about the potential over-reliance on computer grading systems, here are some suggestions to prevent or mitigate the exclusive use of such systems:

1. Emphasize the Value of Human Evaluation: Educators can highlight the importance of human evaluation and the unique insights and perspectives that human graders bring to the assessment process. Promote the understanding that human evaluation encompasses qualities that automated systems cannot fully capture, such as creativity, critical thinking, and context-based analysis.

2. Educate Stakeholders: Engage in conversations with administrators, fellow educators, and policymakers about the limitations of computer grading systems. Share research and evidence that supports the benefits of human grading in assessing complex skills, such as writing, where context, nuance, and originality play crucial roles.

8. Involve Students in the Discussion: Foster open dialogues with students about the value of human evaluation and its impact on their learning experience. Encourage their active participation in the assessment process and seek their feedback on the benefits and limitations of different grading methods.

By actively promoting the importance of human evaluation, engaging in advocacy efforts, and encouraging a balanced approach to assessment, educators can help prevent an overreliance on computer grading systems and ensure that the value of human assessment is recognized and upheld in the educational setting.

Q5 omitted

Q6–Write a paragraph about how a college can improve its online teaching using at least one academic source cited in MLA 9 format

Photo by Christina Morillo on Pexels.com

A6–Improving online teaching in colleges requires a comprehensive approach that considers pedagogical strategies, technological infrastructure, and student engagement. According to Smith (2020), incorporating active learning techniques in virtual classrooms can enhance student participation and deepen understanding. One effective method is the use of breakout rooms, which allows for small group discussions and collaboration. Additionally, integrating multimedia elements, such as videos and interactive simulations, can facilitate content comprehension and engagement (Jones, 2019). To ensure equitable access to online education, institutions should prioritize providing necessary technology and reliable internet access to all students (Johnson et al., 2021). By implementing these strategies and considering the recommendations from academic sources, colleges can enhance the quality of online teaching and create a more interactive and inclusive virtual learning environment.

References:

Jones, A. B. (2019). Enhancing engagement in online courses through multimedia learning materials. Journal of Online Learning and Teaching, 15(4), 160-177.

Johnson, K. D., Veletsianos, G., Seaman, J., & Henderikx, P. (2021). U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning Journal, 25(2), 6-24.

Smith, J. M. (2020). Active Learning in Online Instruction: Evidence-Based Practice and Future Directions. Online Learning Journal, 24(4), 198-213.

(Very impressive in some ways, especially that Chatty generated this paragraph in a few seconds; however, the citations are in APA 7 style, not MLA 9. Knowing this, I can warn students ahead of time that if they use AI to generate their papers, they still need to know MLA 9 well enough to make changes to the citations. Another thing missing is the database name, url, or doi that I require to indicate where the student found the article. AI is not able to generate that but students should be required to provide it.)

Q7–Can you use a source from NCLive to support the previous paragraph?

A7–I apologize for the inconvenience, but as an AI language model, my responses are generated based on a mixture of licensed data, data created by human trainers, and publicly available data. I have not been directly trained on specific publishers or have access to proprietary publishers like NCLive. I should note that while I strive to provide accurate and up-to-date information, my responses may not always reflect the most current research or publications in the field.

I encourage you to consult NCLive or other reputable sources directly to obtain the necessary information and academic sources in MLA 9 format to support your paragraph on improving online teaching in colleges.

(I was quite encouraged by this answer. If instructors will craft their assignments in such a way as to require more local or regional resources to support more specific, personalized subjects, then students will be less likely to be successful in using AI to generate an inordinate amount of material for their compositions.)

Q8–I am a teacher trying to discover how to prevent cheating by using AI. You have given me some good information, but I don’t know how to convince students of the importance of academic integrity when society seems to care mainly about the final grade a student receives in any given course. Any suggestions on how I can convince students of the importance of academic integrity?

Photo by RDNE Stock project on Pexels.com

A8–(truncated) Convincing students of the importance of academic integrity requires a multifaceted approach that combines education, engagement, and fostering a culture of integrity. Here are some suggestions to help convey the significance of academic integrity to your students:

1. Start with the Why: Begin the conversation by explaining the underlying principles and values that academic integrity upholds. Emphasize that it goes beyond just obtaining a grade and is essential for personal growth, ethical development, and long-term success in academia and beyond. (In an 8-week online course, I try to do this through frequent recorded sessions. Students are required to attend live or view the recording)

2. Create Meaningful Connections: Connect academic integrity to real-world examples and situations that students can relate to. Discuss the impact of dishonesty and plagiarism on professional reputation, the trustworthiness of research, and the consequences in various fields and industries. (Hard to do in an accelerated online course)

5. Explain the Learning Process: Help students understand that the primary purpose of assignments and assessments is to promote learning, critical thinking, and skill development. Emphasize that by engaging in academic dishonesty, they are robbing themselves of the opportunity to grow and succeed based on their own abilities. (I also use the recorded sessions to explain the learning process.)

6. Teach Research Skills and Citation: Offer guidance on proper research methods, citation practices, and the use of academic sources. Demonstrate how correct citation and referencing strengthen their arguments, demonstrate credibility, and contribute to the scholarly conversation.

7. Showcase Academic Achievements: Highlight and celebrate instances of exemplary academic work, original thinking, and creativity. Recognize and reward students who demonstrate a commitment to academic integrity, reinforcing the value and importance of ethical conduct. (I wish I had more time to do this technique, but it is tough with a heavy teaching load and accelerated classes.)

10. Lead by Example: Demonstrate integrity in your own teaching practices. Clearly communicate expectations, provide fair assessments, and model ethical behavior in the classroom. Be available to answer questions and provide guidance when students face challenges.

By consistently promoting the value of academic integrity, fostering open dialogue, and providing support and guidance, you can help create a classroom environment where students recognize the significance of academic honesty and are motivated to uphold it.

***

Chatty certainly offers some excellent advice and demonstrates an impressive command of educational techniques. However, like so many other technological tools to help students and educators, Language AI is not the savior nor the threat that so many seem to take it. It is a tool to be used for good or ill, as a valuable time-saver or as a debilitating crutch. It is only as good as the human using it.

In the end, education doesn’t happen through the use of impressive technology. Even in the age of AI, teachers still reach students the same way they always have, through building relationships, one student at a time.

Two Teacher Friends Take off the Kid Gloves

May 29, 2023May 29, 2023 / Katie Winkler

No April Fool! Teach. Write. Delayed a Few Days

April 1, 2023April 1, 2023 / Katie Winkler / 1 Comment

This will be the cover of the 2023 Spring~Summer edition of *Teach. Write.: A Writing Teachers’ Literary Journal* Photo by Carli Jeen on Unsplash

The 2023 Spring~Summer edition of Teach. Write. is supposed to be published today, but my impeccable timing led to a large number of essays and other assignments I have had to grade just as I was preparing to work on the final stages of putting the journal together. Therefore, I have been teaching and writing (notes on freshman comp. essays, responses to discussion forums, and e-mails responding to unhappy students after they receive the grades on their essays) like crazy, but not editing and proofreading my journal.

I have written to my contributors about the delay, but I want to let all my loyal readers know that the journal will be here soon and that it will be worth the wait! I am excited about this edition. Please come back to take a look at the next edition of Teach. Write. I’m predicting Friday at the latest.

And that’s no April Fool!

Hey, Mrs. Winkler!

Musings and Mutterings About Higher Education in the South

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