This post is the third in our series of guest blog posts by graduate instructors Kassia Waggoner and Christopher Foreé about the ways they use blogs in their classes (first post; second post). Kassia is an English PhD student who studies rhetorical approaches to 20th Century American Literature. Christopher is an English PhD student in Rhetoric and Composition researching civic literacy in the classroom and the civic mission of the university. His blog and links to his students’ blogs can be found at tcucivicliteracy.wordpress.com.
One of the biggest challenges of assigning blogs or any other form of new media composition is how to grade the writing or the project. Blogs can be graded in multiple ways depending upon what you want to emphasize in your classroom, what goals you want students to meet, or what skills you want students to acquire throughout the process. Below are merely a few suggestions for how you might grade a blog based on our experiences.
Individual posts (Kassia’s method):
I grade student blogs based on individual postings to a class blogsite. All students submit to the site, but each blog is graded on the individual’s ability to meet the following criteria.
1. Word Count:
Decide up front how long you want the blogs to be. This may vary depending on what the purpose of the assignment. I use blogs as a type of reading response, so I typically ask my students to write 300-500 words in a literature class or 500-700 words in a writing course. Students know that if they fail to meet the word count, points will be deducted.
2. Use of New Media:
Take advantage of the new media elements that blogging can provide. Blogs should look and feel different than a traditional paper visually. Students in my classes are required to include at least one new media component to the blog, whether that’s a picture, a hyperlink, a video, or a gif. I let them choose where to place it, depending on what makes the most sense to them. I am often surprised that students go above and beyond with these elements often electing to include multiple new media components in one post.
3. Adherence to a prompt:
Create a blogging prompt if you are weary of letting the students go too far off the grid. You can do this by posing a question to the class and having them respond in blog form or you can have ready made blogging assignments. Again, these may vary depending on the course and purpose of the blog. In my rhetoric and the cinema class we had five prompts each dealing with a different aspect of the film industry: special effects, trailers, sound, message, and location. You can choose how specific you want the prompt to be, but I try to leave mine as open to interpretation as possible so that students feel they have some creative license over their writing.
4. Use of secondary sources (hyperlinks or text-based material):
Ask students to use secondary sources to compliment their writing. These sources could be links to other sites talking about similar issues or they could be traditional text based sources that they are reading in class. Because I use blogging as a form of reading response, I often mix the two of these. You decide how formal or informal you want the citations to be and the minimum amount of citations you will require students to use.
5. Cohesion to the site:
Create and cultivate an online classroom ethos and ask students to maintain the image with their posts. Because my classes use blogging as a means of creating classroom community, the students help me design the site by choosing the fonts, colors, and background. In my Rhetoric of the Cinema course, we treated our blogsite like Rottentomatoes, crafting our own rating system for the movies. Each class chose their own logo with which to rate the movies, and every student used the same image in each of their posts, which helped establish a class brand. There are many ways to brand the class while still maintaining the individuality of each post/ writer.
6. Audience Response:
Tell students to comment on each others’ posts thus generating an audience for their writing. In the past, Chris Foree and I have asked our individual classes to comment on each other’s blogsites in order to help generate more traffic to the site and broaden the writing community even further. Of course, because the site is online, outside readers are always welcome to comment on the posts, but asking the students to do this for each other ensures audience participation. I typically ask my students to comment on at least three of their peers’ posts whether that be something they found interesting or something they would like to hear more about. I grade on whether or not they completed the comment not on the response itself. However, I do discourage one word responses such as “cool,” hoping they will be a bit more specific about what was “cool” in the blog.
Collective Posts (Chris’ method):
My assignment tends to be a little different, because my students write in blog groups. Three or four students manage the blog site together and post during the course of the semester. Here are some additional aspects about blogging to consider should you decide to use blog groups within your classroom.
The aesthetics of the site become much more important when students write in blog groups. The group must decide on a theme that fits their topic and platform that will present their subject matter using visual rhetoric. Elements of visual rhetoric include the background, color scheme, fonts, headings, and images. All of these elements must be working together to form a cohesive blog that communicates its argument visually.
I allow students to revise the entire blog up until the final day of class. That provides enough time for each member of the blogging community to read each others’ posts and discuss how each one fits into the group’s narrative or image. Students are encouraged to offer advice and feedback within their blogging groups on a regular basis.
I want the blog posts to work together, and each student must work to build a cohesive “narrative” for the blog website. Thus, much of their grade is based upon ideas of collaboration and how well they perform the task of both author and editor.While I do grade the individual performance following the criteria that Kassia has outlined above, I also grade the group effort—how well the authors work together to create a blog site that works in harmony to generate an authentic conversation.
For more information about how to grade blogs, check out this article: “Evaluating Classroom Blogs.”