Tuesday, February 14, 2012

Where's the love ...

... or the brains?

Yeah, I get it. I was born before the moon landing so I knew George Washington and probably still write with a quill.

So, hotshot technoflakes ... why is it you don't understand that your usual "I left several messages" flakcuse doesn't work?

Student files a grade appeal. And in a stunningly ridiculous moment of self-disclosure, doesn't say, "I had an Incomplete with Dr. Scared, submitted the work, but never got a grade."

No, no ... Clueless Carrie launches into a diatribe about how she submitted to my class the same paper she had submitted to another class and -- gasp -- she didn't know she couldn't do that!

[For the record, the only reason I even allowed her a re-do was that hers was the least soul sucking issue of that term.]

OK, full disclosure, I did lose her resubmission in the "pile."

But she then adds, "And I sent several EMails to Dr. Scared directly and through the LMS."

Huh? What now?

Lemme check ... the LMS sends all messages to our university addy so:

Open Outlook > Sort by Name "Clueless" > Click

Lookee here ... From: Clueless, Carrie   Subj: Here's my paper

And after that ...

Nothing. Nada. Bupkis.

Do they really think we do not check?


  1. I had a similar discussion with a student on Friday. Student pulled the "I've sent numerous emails." "Oh," I say, "Let's open this up and you can show me where they are."

    Her excuse for crap work is "That's what I was taught in another class." Liar. Nobody would teach you to do that and the fact that you forget what class it was really confirms you lie.

    Somehow Carrie has multiplied herself and is appearing in all our classes. Hopefully, she will get the same result in all of them.

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  3. Umm, during the Apollo project, we had typewriters. And there were six Moon landings, you know. We did not have calculators. To do math, we used our brains. The consequence was that we understood math.

    1. Yes, but sometimes you'd cross-check with an adding machine when it came to the more piddling stuff. Though by 1965, Olivetti was selling it's Programma 101 machine, which was a desk calculator. And they weren't the first; who can forget the Sumlock ANITA of 1961?

  4. Every single student who has claimed that they sent me their homework via email (that I never received) could not produce said email in their "sent" box. They always act surprised that their email didn't 'save' it in their sent folder. Never mind the fact that I don't accept work via email, but they really think that's a legitimate excuse and lie... I might respect them more if they had better excuses.

  5. I love it when you make them check and they did send it...to the wrong e-mail address because they misspelled it MULTIPLE TIMES.

  6. Erm...may I throw a little chum in the water? I do not automatically reject work done for another class; recently, for example, I directed students to select a nonfiction work to supplement our exploration of narrative elements AND the research process. Student approaches me and asks if he can read X; it is assigned in another class and he his jammed with work at the moment. I approve the title and ask that he provide me a copy of the requirements re: that book in his other class. There, after reading, he needs to connect the book to the historical record of events immediately surrounding the personal account recorded in the book. For MY class, he will need to do a formal reader response, annotated bib format, in which he examines the text for the author's manipulation of the signature elements; i.e., by what means is the dude "storying." No question there are aspects of his reflection that will appear in both papers--they won't be identical, but because he is a close, reflective and responsible reader, he will be specific in his use of matter from the text in both papers, and there will be heavy flava. The result? He will know his text better. And he will have further exercised his rhetorical chops. Who loses in this situation? There is value in a kid figuring out how to massage an argument so that it meets a variety of criteria, n'est pas? 'Course, I ain't saying a SNOWFLAKE could pull it off in any intellectually powerful way...But then, they ain't foolin' many of us with their replicative innanity, are they?

    1. I think most CMers would, under the circumstances you describe, at least consider accepting previously produced work.

      Clueless Carrie, on the other hand -- in direct contradiction of university policy -- did so without notifying the second instructor (me).

      For me, this term seems to have begun with dead grandparent losing its place as Top Flake Excuse replaced by the (cyber version) of:

      [blink, blink] I didn't know we couldn't do that.

    2. Mrs. C, at the schools where I have taught, the instructor has the discretion to allow previously done work to be re-submitted, usually with some significant revision. The problem is when the student KNOWS he or she is not allowed and does it anyway. I always made sure my students knew the rule ahead of time. Usually, there's no way to catch them if they disobey, but if they get caught.....well.....

      For instance, as a grad student, I REQUESTED permission to revise and redo (almost from scratch) a paper I did for a previous class; I was approved. As an instructor, I once told students to do a paper from scratch --it was the whole point of the course-- but 2 students did not, and one even submitted a paper exactly as she had done it for a previous class. She openly admitted it, and even tried to argue that it was for a class at a different school, so that was okay! I accepted it, knowing I'd make her revise the whole thing for final credit, but didn't have to once her massive attempt at plagiarism became obvious. Easy F and she got turned in. And I had Hell to pay for the experience too.


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