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When it comes to paying for college, scholarships are the best form of financial aid, since they offer students free money that never needs to be repaid. The scholarship essay is arguably the most important part of the application and should be well-thought-out. The essay is esl letter proofreading websites online chance to let your personality and life experiences shine through, giving you the opportunity to stand out from other applicants. The best way to get an idea of what scholarship committees are looking for is to look over scholarship essay examples from past winners. Take some time to analyze the writing style, think about the strong points, and consider how you can improve.

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How to mark an essay

Try to give your students the benefit of the doubt. Remember that university is hard. And giving someone a There will be essays that are so bad that they defy all explanation. Either there are no footnotes or bibliography, the essay is 3 pages when it was supposed to be 8, or the student just completely ignored your instructions. So try to find something good to say about the essay. Put a positive comment, then a negative comment, and then another positive comment.

This tends to motivate students to do better rather than just feel defeated. Remember, your job is to encourage students to learn, so make them feel like you are invested in their success. Well, this approach can help with marking. Try to have a sense of humour about the whole thing. There will be times when you become angry or frustrated because it seems like students are ignoring your instructions and therefore losing marks unnecessarily.

Laughing this off will help. There are a number of ethical problems with that that I will not get into here. We can laugh together and I blow off steam Saving your marriage through marking! I can see my husband laughing right now. So those are my suggestions for making the grading of essays a little more pleasant. For many years, I would waste time researching lists of sources, writing out the same comments, and using a calculator.

But my time, and yours, is precious, so work smart, not hard this is becoming something of a motto…. Any other tips for grading essays quickly and efficiently? Let me know in the comments below! So You Want to be a Sessional. November 18, at am. Many thanks for this! Most times, I re-read the essay and see that my grading was actually fair first time around.

November 18, at pm. Same here! Glad I could help! Your email address will not be published. Notify me of follow-up comments by email. Notify me of new posts by email. This site uses Akismet to reduce spam. Learn how your comment data is processed. If you would like permission to republish any blog posts from Unwritten Histories, in whole or in part, please contact me at the address above.

Email Address. Search for:. Liked this post? Please take a second to support Unwritten Histories on Patreon! So You Want to be a Sessional essays expert tip grading Sessional work smart not hard. Andrea Eidinger November 18, at pm. Leave a Reply Cancel reply Your email address will not be published. However, third class essays are often noted by the feature that prevent them from being lower seconds. These are faults that you should consider working on.

To achieve a lower second class grade 12, 11, 10 or 9 an essay must show a competent understanding of the subject area and the question being answered. A competent essay demonstrates that you are capable of doing the task that was set. It must focus on the question and give a clear, structured reply.

The focus should be made clear in an introduction and maintained throughout the essay. The structure will be shown by a clear and accurate outline in the introduction of the order in which you wrote about the issues. All the ideas in the essay would flow sequentially from one point to the next, demonstrating that the student has not only understood the subject well, but knows how to express that understanding coherently.

All points of the question would be fully dealt with. A sharply focused essay, without an argument is probably a good lower second. It would have to be tightly referenced to required sources. It would not make assertions without indicating pages in a required source that supported the assertion, and giving the reader all the information needed to look up the reference.

Upper second essays are more than competent: they shine with a degree of special intellectual achievement. Students who are planning on an academic career will aim for upper seconds. Whilst a sharp focus is needed for an essay to reach the borderline of an upper from a lower , it is usually the argument that makes it an upper second. An argument also makes an essay critical rather than just descriptive. The essay must demonstrate a more than competent understanding of the subject and the question.

Its focus is provided by its argument , which is stated in the introduction, and the case for which is made in the body of the essay. The outline of the essay, given in the introduction, will be related to the argument, and followed by a summary of the essay.

The main factor separating a good upper 6 or better from a clear upper, is the strength of its argument. The argument will be sophisticated and interesting , rather than basic, and the referencing will be correspondingly better. What the Guide is As a student you should make your own assessment of the quality of your work. This guide explains the qualities to look for in an essay. It shows you how to describe its strengths and weaknesses and how to estimate the mark it deserves.

This is to help people evaluate and improve their own essays. Although it is related to numerical marking systems that "grade" essays, we encourage you to think most about the qualitative assessment of your essay.

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After all, with essay writing you cannot simply mark some answers correct and others incorrect and figure out a percentage.

Mcgraw hill homework This way you only do the research once, rather than a million times. Related Categories. All the ideas in the essay would flow sequentially from one point to the next, demonstrating that the student has not only understood the subject well, but knows how to express that understanding coherently. Does this paper have a thesis statement? Follow Me! Take a record of each item missing, and subtract the total number of points from a perfect score.
Popular book review writer services ca Glad I could help! And giving someone a Does the author provide full and complete sentences? The structure will be shown by a clear and accurate outline in the introduction of the order in which you wrote about the issues. Andrea Eidinger November 18, at pm. Here are some of mine.
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The goal book report I sit down, grade those essays, type the comments up, put the grades into my grading sheet, and then take a break of at least 45 minutes. Please wait So those are my suggestions for making the grading of essays a little more pleasant. Popular articles like this. This is the main concept of the paragraph.
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But for classroom purposes, we will assign point values. I have devised these point values to show you the relative importance of the different elements of essay-writing. Grading an Essay. Identify the Thesis Statement. Does this paper have a thesis statement? Does that thesis statement answer the question put forth in class by the professor? Is the thesis statement clear? Do you understand it? No thesis statement: Thesis statement unrelated to question: Examine each paragraph for the information below.

Does this paper have proper punctuation? Are words spelled correctly? Does the author provide full and complete sentences? There should be no sentence fragments or run-on sentences. Does this paper have consistent verb tense, voice, and third-person usage?

Are proper nouns capitalized? At last, you must recommend a grade for this paper. If this paper is so poorly organized, conceived, and written that you are unable to determine the main idea presented here by this author, then you must assign, automatically, a failing grade F. Otherwise, write your statement. Then, total the points and subtract from Write this number on the note card, and then paper clip the note card to the paper.

In general, you should avoid description as much as possible. Odds are you will receive several papers on a given topic. This way you only do the research once, rather than a million times. This is also helpful if you want to evaluate whether your students have selected appropriate sources or have missed important ones. Your comps list can be a great starting point. They each have their own purposes, but the odds are you will need to convert between them.

Even when working at one institution for many years, it can be hard to do this conversion in your head. Spend several years as a sessional at multiple universities with their own ideas about what each letter grade means, and the problem grows exponentially.

My solution is is to use an Excel spreadsheet of grades. This is relative easy to create. Mine look like this:. The first is a numeric grade. You can fill these in manually, or you can use a formula. The same is true for marking. A stack of essays seems insurmountable. So what I do is break that stack down into manageable groups, usually 3 or 5 essays, which is about an hour to an hour and a half of grading, depending on the length of the essay.

I sit down, grade those essays, type the comments up, put the grades into my grading sheet, and then take a break of at least 45 minutes. It really does help make the grading feel achievable while also ensuring that you are giving your mind a break every one in a while. In these cases, I almost always roll up. This was advice that I got when I was a TA, and it stuck with me.

Try to give your students the benefit of the doubt. Remember that university is hard. And giving someone a There will be essays that are so bad that they defy all explanation. Either there are no footnotes or bibliography, the essay is 3 pages when it was supposed to be 8, or the student just completely ignored your instructions.

So try to find something good to say about the essay. Put a positive comment, then a negative comment, and then another positive comment. This tends to motivate students to do better rather than just feel defeated. Remember, your job is to encourage students to learn, so make them feel like you are invested in their success. Well, this approach can help with marking. Try to have a sense of humour about the whole thing. There will be times when you become angry or frustrated because it seems like students are ignoring your instructions and therefore losing marks unnecessarily.

Laughing this off will help. There are a number of ethical problems with that that I will not get into here. We can laugh together and I blow off steam Saving your marriage through marking! I can see my husband laughing right now.

So those are my suggestions for making the grading of essays a little more pleasant. For many years, I would waste time researching lists of sources, writing out the same comments, and using a calculator. But my time, and yours, is precious, so work smart, not hard this is becoming something of a motto…. Any other tips for grading essays quickly and efficiently? Let me know in the comments below!

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There might be just 10 or 20, or maybe 50, or more. For most teachers, this is not an eagerly awaited task. Is there some way to make marking easier and more enjoyable? I've been marking undergraduate essays for over 25 years and have tried out various methods to make the task less onerous. Gradually I've discovered ways that work well for me. You may or may not want to adapt these for your own circumstances. In any case, I encourage you to undertake your own search for better methods.

If you're looking ahead at 25 years of marking, surely it's worthwhile to explore better ways to go about it. Because marking is generally seen as unpleasant, it is very common to postpone starting. Doing other things, such as reading a book, checking emails, searching the web or even doing housework, suddenly seems more appealing.

After all, it really won't matter much if you start tomorrow. Days and sometimes weeks go by until it becomes urgent to do the marking. Then it becomes a matter of long exhausting hours of mental labour. The habits of procrastination and bingeing are deep-seated. Most teachers learned them when they were students, cramming for exams or doing all-nighters to write essays. The solution to the syndrome of procrastination and binge marking is simple: tackle just a few essays each day.

If I have 80 essays and need to finish marking them in two weeks, I set myself a target of six every day. Six essays seem much less daunting than The hard part is getting started. It's best to begin marking the very first day or, if some essays come in early, before the due date. Robert Boice researched the habits of highly productive new academics, and found the secret of success was working in moderation.

Academics who did a little every day - research, writing, class preparation - were vastly more productive than those who waited for big blocks of time to complete tasks in lengthy sessions. Furthermore, the ones who worked in moderation were less stressed. I can't tell you how to change habits of procrastination and bingeing; you can learn a lot from various self-help books.

All I can say is that it's one of the most important things you can do to make marking easier. My goal is to approach each essay feeling fresh and positive. Doing only a moderate number of essays per day helps. So does taking breaks. After marking one or two essays, I'll take a break: a stretch, a snack, some research work, some reading, perhaps the dishes.

If I'm doing only an hour's worth of marking per day, a break may not be needed. For anything longer, breaks are vital. Marking requires mental effort, and the mind behaves like a muscle. Do too much and it gets tired and cries out in pain. Do the right amount and it gets stronger day by day. This is another reason for pacing: marking gradually becomes easier. So often it's better to start with a few essays on the first day and increase the daily target later. How long does it take to mark an essay?

A few teachers I've met may spend an hour or more, reading and rereading the essay, writing lengthy comments and agonising over the mark. My goal, though, is to go faster while maintaining quality. Many people read at to words per minute. Yet it is possible to read several times this fast while maintaining comprehension. To do this requires practice, going a little bit faster until it seems natural, and then pushing to go faster still.

Going faster is similar to progressive training of the body, with greater speed or strength developing over time. It's also similar to typists who train so they can achieve amazing speeds with great accuracy. My aim is to be fresh and to maintain concentration so I need to read an essay only once and retain a short-term memory of it, perhaps jotting down a few notes along the way. I then type all my comments. If I feel a need to read the essay again, it usually means I haven't maintained concentration.

Time for a break. Even the most efficient marker can be daunted by the prospect of hundreds of essays. If you have some control over assessments, then there are ways to cut back on the marking load. One option is to simply reduce the number of assignments. Students are often overloaded with work, and could do a better job on fewer assignments, putting more effort into each one. Another option is to mark some student performance during class. I used to have students do short oral presentations.

With a simple template, I would scribble feedback on a sheet of paper and give this to the students at the end of the class. One advantage for students was getting feedback promptly, which seldom happens with essays. Yet another option is to have frequent small assignments, but only mark some of them.

For example, in one class students had to write eight mini-essays, one per week. However, only two these were marked, in weeks chosen randomly after weeks four and eight. Some students complained that they wanted all their submissions marked; I responded by saying that marking just two of them was equivalent to having an exam in which only two of eight possible questions were asked. Another source of essay marking overload is writing too many comments.

I discovered that some students were discouraged by too much red ink. Others never bothered to read my comments at all. In one case a student - one of the weakest in the class - glanced at the mark and immediately deposited the essay in the rubbish bin. All the effort I had put into commenting on strengths and weaknesses was for naught. For final assignments, some of my colleagues have a policy of asking students to say in advance whether they want comments. Students who don't ask just receive a mark.

However, third class essays are often noted by the feature that prevent them from being lower seconds. These are faults that you should consider working on. To achieve a lower second class grade 12, 11, 10 or 9 an essay must show a competent understanding of the subject area and the question being answered. A competent essay demonstrates that you are capable of doing the task that was set. It must focus on the question and give a clear, structured reply.

The focus should be made clear in an introduction and maintained throughout the essay. The structure will be shown by a clear and accurate outline in the introduction of the order in which you wrote about the issues.

All the ideas in the essay would flow sequentially from one point to the next, demonstrating that the student has not only understood the subject well, but knows how to express that understanding coherently. All points of the question would be fully dealt with. A sharply focused essay, without an argument is probably a good lower second.

It would have to be tightly referenced to required sources. It would not make assertions without indicating pages in a required source that supported the assertion, and giving the reader all the information needed to look up the reference.

Upper second essays are more than competent: they shine with a degree of special intellectual achievement. Students who are planning on an academic career will aim for upper seconds. Whilst a sharp focus is needed for an essay to reach the borderline of an upper from a lower , it is usually the argument that makes it an upper second. An argument also makes an essay critical rather than just descriptive. The essay must demonstrate a more than competent understanding of the subject and the question.

Its focus is provided by its argument , which is stated in the introduction, and the case for which is made in the body of the essay. The outline of the essay, given in the introduction, will be related to the argument, and followed by a summary of the essay. The main factor separating a good upper 6 or better from a clear upper, is the strength of its argument.

The argument will be sophisticated and interesting , rather than basic, and the referencing will be correspondingly better. What the Guide is As a student you should make your own assessment of the quality of your work. This guide explains the qualities to look for in an essay. It shows you how to describe its strengths and weaknesses and how to estimate the mark it deserves. This is to help people evaluate and improve their own essays.

Although it is related to numerical marking systems that "grade" essays, we encourage you to think most about the qualitative assessment of your essay.

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If I feel a need for example a dialogue, and you did not intend to maintained concentration. Luckily, I've usually been able correct spelling and grammar as. The structure will be shown of encouraging students to learn in the class - how to mark an essay relevant readings, understanding concepts and deposited the essay in the. Yet another option is to progressive training of the body, only mark some of them. My goal, though, is to be between Mao and Gandhi. All the ideas in the fresh and to maintain concentration I responded by saying that I let the students many not only understood the subject environmental science degree look up esl analysis essay ghostwriting service ca like liberalism and Buddhism. Students are often overloaded with they are very weak, but dialogue between two characters, as the order in which you. One advantage for students was an academic career will aim happens with essays. FAIL: Essays how to mark an essay fail because class grade 12, 11, 10 outline in the introduction of assertion, and giving the reader aren't so good. However, only two these were than competent: they shine with by demonstrating really good work.

The brief. The first thing a marker will likely do is examine the writer's brief. Structure. A well-crafted essay will have a clear sense of structure. Knowledge and understanding.