tag:blogger.com,1999:blog-8710973.post111039039130335671..comments2023-10-31T07:00:40.096-06:00Comments on Random Thoughts: Blogging is like an avocadoNancy A. McKeandhttp://www.blogger.com/profile/11502683354134304145noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-8710973.post-1110698259857185942005-03-13T00:17:00.000-07:002005-03-13T00:17:00.000-07:00I wrote that list because students in some of my g...I wrote that list because students in some of my gen-ed classes were clamoring to know how I would evaluate their blogging. You're right -- the students who get the most out of blogging aren't the ones who stop writing when they've met the criteria. <BR/><BR/>So the rubric I posted is more instructional/formative (helping the student get the most out of blogging) than it is descriptive/evaluative (helping me to evaluate).<BR/><BR/>In my freshman comp class, students are only asked to blog an agenda item and then post three responses on peer blogs. In my American Lit class, students are required to do something similar in order to meet minimal requirements, and they are expected to interact at greater length with their peers at least occasionally, but many have gone far beyond the requirements. In my Intro to Literary Study, several students blogged regularly during spring break, purely for their own benefit -- but that class is packed with English majors who enjoy writing anyway. <BR/><BR/>So any rubric has to be flexible. Because I don't give word counts or frequency requirements (beyond, say, asking students to post SOMETHING on every major text we discuss), I like to think that my rubric is flexible enough to encourage the devoted blogger to put in extra time.Anonymousnoreply@blogger.com