This summer I have a student who writes such nonstandard English that I actually looked up her transcript to verify her academic history. The course she is taking with me has freshman composition as a prerequisite, but sometimes students transfer with credit from strip-mall schools like Phoenix or Webster University or have spent two or three semesters kicking around in the prereq before earning the
C necessary to move forward. In those cases, I just shrug my shoulders and do what I can. But sometimes these problem students have arrived in class after inexcusable grade inflation from my own colleagues, as is the case with Naomi.
The transcript revealed that Naomi had started in the college's ESL program, where she met the lowest criteria for passing. Then she took freshman composition, which—based on what I have seen from her writing—she should have failed. I found, however, a
B as her final grade. Now, if everyone was playing by the rules, her department-graded final exam essay—read by two professors other than her own—should have been marked with the lowest possible score, as Naomi has a way to go before
anyone would consider her writing college level. She still doesn't understand that the first word of a sentence requires a capital letter [a pretty easy problem to fix, especially after I have reminded her of the rule on all seven of the assignments she has turned in so far], nor has she any control over English verb forms and tenses, idiomatic expressions, syntax, punctuation, or vocabulary. At my institution, a failing department exam equals an
F for the class, no matter the average of the student's other work. After a combination of seven
Ds and
Fs from me, I can no longer assume that she is just being lazy and, once she realizes I do intend to fail her, will get her act together—because here we are at midterm, and she continues writing incoherent work.
When I was younger, I would have stormed over to my department office, Naomi's student number in hand, to demand what moron gave her a
B. If my dean were in her office, I would have slapped down one of Naomi's papers and asked, "Is
this what we're passing these days?" When I was younger, I had department exams going back 10 years so that if anyone questioned how
I had passed a student, I could whip out the blue book, show the score my two objective colleagues had given the writing, and say, "I guess I just get them to write better than
you do." [I never had to do that, but if the occasion arose, I was
ready.] But now I don't waste the time or emotion worrying about what anyone else is doing in class. I don't want to know which moron inflated her grade; I don't want to know which campus she attended for freshman composition; I don't even want to know if her former professor received a blue book marked failing but decided to give her a
B despite college policy.
I now let the proverbial sleeping dogs lie, for I have learned that in the big picture, it doesn't really matter. I am not the only professor working hard and doing a good job [a gross misconception I had in my youth], and even I can make mistakes worthy of the rawest adjunct at the college [something I could not imagine in my twenties while I was indeed making those very mistakes]. Students learn no matter how bad some instructors are and fail to learn no matter how brilliantly other instructors teach. I have lost all of the self-righteousness that used to fuel my days, and when I see younger faculty with these same naive attitudes, I am amused.
For example, I had a professor from the humanities department come up to me one day last fall. She couldn't understand why LaShaunda, my former student, was turning in such awful papers for her humanities class. The professor was "asking advice," although the subtext was clearly how could I have given LaShaunda a passing grade in freshman composition. I no longer keep exams past the
one semester I must [Why clutter the office with crap?], so I had no blue book to whip out. I just asked, "Is her work for you failing?"
"Yes," said the humanities professor.
"So have you failed it?"
Wimp, I added in my head.
The professor recoiled. "I'm letting her rewrite it before I give it a grade."
"Well, if you just failed it, she would know you mean business and up her commitment to the paper. She works only as hard as she has to, and if you're going to show her where all of the problems are and let her fix them, then she doesn't have any motivation to find them on her own. Just give her an
F, and you will solve the problem
and earn her respect."
Oh, if Naomi's freshman composition instructor had just been honest with her, then I wouldn't have to be the bad guy. But she has a
B for freshman composition, probably believes that she should be making an
A in my research class—it's just that she had the misfortune to take a hardass [and I am far from that] and so will teacher-shop for someone "easy" in the fall, never realizing the consequences of not acquiring the skills a college degree indicates. She won't understand why her future employers don't trust her with important assignments—if they're not laying her off or firing her because she can't handle the job.
Or maybe I let those sleeping dogs lie because I am also old enough to realize now that Naomi might end up working for a family-run company that caters to Hispanics, that she'll never need to know how to do things right in English, and neither the
B in freshman composition or the
F she will likely earn from me this semester will ever really matter.