Posts Tagged ‘grades’

Shorter general commentary on your linguistic loves:

This conversation looks much more like what I anticipated — succinct replies to specific ideas — but it still has your inimitable character and intelligence.  I especially enjoyed the discussion of “hippopotamus” and the hiphopopotamus, not because I love the show (I do) or the animal (I do — mostly out of fear, since it can bite a boat in half¹), but because a few of you were listening to the musicality of language.

At any rate, you earned points here for answering the prompt with specific words or phrases, which you then defended or explained insightfully.  Responding to others’ ideas with detail or insight also earned you points; an effective reply to someone else, because it keeps the conversation going, was usually worth more points.  As before, I took the total number of points you earned, tabulated a score, and then adjusted based on the quality of individual responses.

As with your reading portfolio grades, you can use your student number to see how you did by clicking here.


1. While trying to find corroboration for this random fact, I came across an insane (but resolved) question on Yahoo! Answers.  This kind of thing is why the Internet was created.  And to spread this.  Oh, and this.


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This post will give you your grades on the blog-based discussion held here.  There are no individual point totals, because the grading of these comment streams was particularly complicated — about two hundred comments per post, with all three posts checked in over spring break — but you can deduce your performance from the numbers.

I’ve uploaded your  scores here, in a document that also contains your scores for the linguaphilia and logomisia assignments.  It also shows any enrichment credit you earned by commenting on the CNMA discussion.  You will need your student ID# to determine your grades.

Remember that each of these blogs requires you to complete one entry into your compendium.  Below, I’ve offered general feedback on your performances with the reading portfolio discussion.


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Click here to read more of Blake's poetry.

Blake's own printing.

I have waited to return these essays to you for a reason.  Before explaining, here is a list of documents related to the assignment:

Put simply, you were asked to discuss what Blake’s poetry reveals about innocence and experience by analyzing the way he wrote — something about the authorial choices made in constructing the two poems.  I have waited to return your grades so that you must do a little legwork to understand them; I have not made many comments on your paper, although you will find a few, and this will force you to use the information below to understand your performance.

You must also complete a compendium entry that synthesizes the feedback below.  Visit the Reflections page at the top of this blog for more information.


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The assignment: Your prompt asked you to consider Baudrillard’s object-value system (or at least the reductive version of it I gave you) in the context of automobile advertising.  It specifically directed you to consider how the first two values (functional and exchange) are affected by the last two (symbol and sign).  You were invited to define that effect in a way that made sense to you, e.g., by looking at how symbolic value creates exchange value.  To develop your insight, you could have used the background reading, our class notes, and the Super Bowl ads we watched.

Perhaps most telling is that you were give a week longer to work at home on this quiz than I intended.  Snow, sleet, and one of the ineluctable laws of life gave you time to reflect, revise, expand, etc.; you should have handed in, therefore, an approximation of your best work.


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