[ATTW-L] Labor based grading contracts in editing course

[Joseph Jeyaraj]

 Along with using electronic editing tools and editing comprehensively, I have also used the Einsohn text for the editing exercises. Students are comfortable with the grammar and the copy editing when I tell them that they can check out the answers and the explanations that accompany the answers.

I also try to throw in a visit from a professional editor, something not too difficult around here (NYC and Silicon Alley). Students find it useful if an editor, as a practitioner, can talk to them about editing, answer questions, and show them the editing done on a document before it is published.

Joseph     On Saturday, July 18, 2020, 12:45:45 PM EDT, Kain, Donna <kaind at ecu.edu> wrote:  
 
 #yiv7949795147 P {margin-top:0;margin-bottom:0;}Our undergraduate Intro to Editing and Publishing also emphasizes processes and purposes. I use Amy Einhorn'sThe CopyEditor's Handbook now rather than a text more specific to technical communication. The students edit and publishThe Lookout: A Journal of Undergraduate Research at ECU during each semester the course runs, which has been every fall in the last 7 years. I find that creating a publication for which the students must make all the decisions--from design, choosing submissions, and working with authors to editing, formatting, and publishing both in print and online in ISSUU--and take all the responsibility opens up opportunities to use labor-based grading.  Plus, the work with actual authors and preparing for a real audience creates stakes that, in my experience, have students taking the work much more seriously.They also learn about editing for a range of disciplines and fields. I've used service-learning and client project opportunities in the past, but the journal seems to work better as a focus specifically on editing because the students are dealing primarily with others' work. 
Donna Kain, Ph.D. Associate ProfessorDirector of Undergraduate StudiesDepartment of English, East Carolina University252-737-2705 
2202 Bate Building
Mail Stop 555kaind at ecu.eduGo English!
From: ATTW-L <attw-l-bounces at attw.org> on behalf of Joseph Jeyaraj <jeyarajjoseph at yahoo.com>
Sent: Thursday, July 16, 2020 10:11 AM
To: attw-l at attw.org <attw-l at attw.org>; Bellwoar, Hannah (BELLWOAR) <bellwoar at juniata.edu>
Subject: Re: [ATTW-L] Labor based grading contracts in editing course 
| This email originated from outside ECU. |


Whenever I have taught the professional editing and revising course (including this Spring), the course ends up emphasizing the processes of editing and the work underlying those processes.

When students, among other things, complete editing exercises by hand using editing symbols, they can go back and do those exercises again if they want to improve their editing skills.

Or for the final course project which involves both editing and publishing a major work, there are lots of opportunities to learn by trial and error and the work underlying that.

While Carolyn Rude's Technical Editing has worked well every time I have taught the course, I have, along with Carolyn's book, also used Saller's The Subversive Editor.

It is a great book that gives students a reality check on what actually happens in the world of editing and can produce insightful conversations on some of the talking points that can come up in an editing course.

Best,

Joseph On Wednesday, July 15, 2020, 03:34:42 PM EDT, Bellwoar, Hannah (BELLWOAR) <bellwoar at juniata.edu> wrote:


Hi all,

 

I decided to make the move to labor based grading in all of my classes in the fall. However, I am teaching Professional Editing, and I typically give a mid-term exam in that course. I cannot wrap my head around how to grade an exam based on labor rather than correctness. Any suggestions or ideas for me?

 

Thanks, Hannah

 

Hannah Bellwoar, PhD

Director of Writing

Associate Professor of English

Juniata College

 


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