Recent readers of this blog--a dark evening to you, Uncle Buster and Aunt Pete--have been clamouring to hear my ideas for the final exams. Hush-hush about exams of course but I'll give you a hint, as soon as I get one.
It's tough to overestimate the power of final exam. I like to tease my students, telling them to take care of my class first, the others later. I'd love to see engagement with their last assignment, in one class, which asks them to revise their work from an earlier assignment.
But let's see. On the exams they will have to produce writing; it has to be about writing, more than answers.
I want them to put their language to work at the levels of word, sentence, punctuation.
I want them to stop themselves long enough to think about their choices.
I'll differentiate types of questions by the writing tasks they evoke.
I'll try to, anyway.
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