Foley's blog

Helping Students with Invisible Disabilities

Collection of handicapped signs

I teach The Rhetoric of Harry Potter, which has an exceedingly long waitlist—for the past two semesters, the waitlist consisted of 50 UT seniors, and for awhile I couldn’t figure out why the 23 students in my class weren’t all seniors, especially since it looked like underclassmen didn’t even have a chance to get on the waitlist.

On Grammar Pedagogy; or, Stop: Grammar Time

Drive Slow Street Sign with "ly" marked in after "Slow"

Never before have I spent an entire class period talking about grammar, but I decided that this semester I would try it to see what my students thought about being taught grammar and being graded on grammar (the first of which I never do unless asked by a student for one-on-one help, the second which I only do if grammar severely impacts my ability to understand their papers). I had my students read three articles: Joseph Williams' "The Phenomenology of Error," (a selection from) David Foster Wallace's "Tense Present" a.k.a.

Using Embarrassment to Build Trust with Students

Woman covering face with hands in embarassment

I recently had a conversation with a couple of other instructors at UT about what to do when you've realized you've made a mistake about a student's grade, especially what to do if you've assigned a grade that is lower than what the student actually deserves.

Oftentimes, as younger or less experienced instructors, we have a tendency to believe that we cannot change a student's grade for the better because then they'll always question our grading practices, and then we'll have to deal with lessened authority in the classroom and constant requests for grade changes.

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