Wednesday
October 18, 1995
The Battalion
pinion
The grading game
J ust call me “Miss Hill.” I’m a stu
dent teacher in a local high
school this semester..
One of the ‘special’ responsibilities
that I take care of is grading. So far,
I’ve done more grading than I ever
thought possible, and there’s still no
end in sight.
Grading, while an entertaining ac
tivity. also makes me tired. Grading
makes all teachers tired.
There isn’t a neatly produced handbook on “Effective Grad
ing,” which teaches one how to assess accurately with a mini
mum stress level.
The only way I’ve found to grade, so far, is to get personally in
volved in each and every essay, agonize over every misspelled word
and thoughtfully assign a numerical value.
’through my work with projects, papers and tests. I’ve realized
that grading is less of an exact science than previously thought.
In fact, if I had known then (my undergraduate career) what
I know now (my stint as a teacher), my transcript might have a
different look.
But it’s not too late for those of you who are still taking classes
(most of the entire A&M student body, I assume).
For your benefit. I’ve compiled a brief guide to help students bet
ter understand the mind of the instructor, and thereby achieve that
elusive 4.0, or that elusive 3.0 or to achieve any G.P.R. at all.
The most important suggestion is:
* Always talk to the teacher, in advance, about any assign
ment concerns.
If you are going to have a problem, notify your prof early. This is
kind of like establishing an alibi, except it is useful for the average
law-abiding student, not just the average criminal.
For that matter, whenever you have a problem or a concern,
whether in advance or not:
• Offer a solution instead of waiting for the teacher to give
you an answer.
Allow your prof's dreams — of bright, curious stu
dents sitting under a shady elm discussing Thoreau
— to live. Do not kill these dreams by constantly
striving to accomplish the bare minimum.
Comments like “Miss Hill, I missed all of last week, including 3
tests and the movie. And I don’t have that term paper done yet.
What am I supposed to do?!?” make me feel tired.
I want to help students, but I can’t possibly come up with all the
solutions. I don’t know students’ schedules or limitations, so invari
ably any suggestion I generate is met with disapproval.
It’s always better when the student comes up with at least a cou
ple of options, and we can work from there.
If you want to put your instructor on the defensive, then skip the
next suggestion. Otherwise:
• Do not question a due date as soon as the assignment is passed
out. Work hard, then ask for an extension after you’ve proven to the
teacher that you deserve one.
As students, remember that your teachers want to dwell in a land
of idealism. When reality keeps slapping us in the face, we become
bitter. Allow your profs dreams — dreams of bright, curious stu
dents sitting under a shady elm discussing Thoreau — to live.
Do not kill those dreams with repeated comments about trying
to accomplish just the bare minimum.
For example, I assigned a certain project to the class. One of the
requirements seemed less than pleasing.
“How much is this part worth, Miss Hill?”
“I don’t know, just do it,” I replied, tensing up in my shoulders.
“Well, if it is worth a lot, I’ll do it. Otherwise I’m going to skip it,”
the student retorted.
Suddenly I was filled with the desire to jack up the point value
of this assignment to half of every other assignment the class has
completed — combined.
“It’s worth a lot, just believe me.”
“Yeah, well how much?”
Again, the urge to grade this student on a 1,000-point scale ap
pears. It’s hard to not get defensive when students are trying to get
away with as little as possible.
Now 1 understand how my instructors felt when my classmates
and I complained. I understand why those instructors dug in their
heels at times. We put them on the defensive, instead of our team.
If you show your instructor that you are willing to put in time
and effort, that instructor will be more merciful and understanding,
not to mention helpful.
After all, a teacher’s goal is to teach. If you, the student, help the
instructor meet that goal — even if you are on a different timeline
than some of the other students — it will work out better in the end.
Just remember that your instructors are human beings. Treat
ing them that way — with respect, courtesy and intelligence — will
help create a professional relationship beneficial to both parties, as
well as to your G.P.R.
Erin Hill is a graduate pursuing a teaching certificate
Mail
Call
Don't throw litter
away: Recycle it
This letter is in response to
Sara Lloyd’s letter in Mail Call
on Oct. 11. She is bothered by
people who litter passively, like
Ags who pick up their Battalion
and let the included advertising
insert fall to the ground.
She suggested that these Ag
gies use their amazing, dexter
ous hands and their “monkey
thumbs” to pick up the insert,
carry it over to the trash can
and throw it away.
Although this is the typical
American attitude of “Don’t lit
ter. Throw your trash away in
stead,” Lloyd has a point.
The newspaper inserts don’t
belong scattered all over the
ground and sidewalks.
But, they also don’t belong in
the trash. They belong in a recy
cling plant. So many people
refuse to change their “consume
and dispose of it” lifestyle.
Everyday, I see hundreds of
Aggies throw away their alu
minum cans just because the
trash can is only 15 feet away
while the recycling bin is a
whopping 20 feet away.
And then there are the Ags
who don’t bother to do anything
with their trash — they just
leave it where it seems most
convenient and walk away.
Not an ounce of guilt is evi
dent on their faces. It’s sad that
so many people have let conve
nience replace their respect and
responsibility for the Earth.
Please don’t pick up your Bat
talion insert and throw it away
in the trash.
Recycle it.
The Battalion
Editorials Board
Established in 1893
Editorials appearing in The Battalion reflect the views
of the editorials board. They do not necessarily reflect
the opinions of other Battalion staff members, the
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Contact the opinion editor for information on
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Editor in Chief
Sterling Hayman
Managing Editor
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Opinion Editor
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Assistant Opinion Editor
Stongerideas
The Student Senate should work to
strengthen its multiculturalism bill.
The time has come.
Tonight, the Student Senate
will meet and hopefully resolve
the proposed cultures require
ment. After festering for two
years, the Student Senate bill
that would require all students
to complete a three-hour cul
tures class has gone nowhere,
and it is an issue that badly
needs to be put to rest.
The Senate faces three op
tions: leave the bill alone, re
peal it and replace it with noth
ing, or repeal it and replace it
with another bill. Of the three,
the last one would be the most
beneficial for Texas A&M.
The current bill misses the
point of ensuring that stu
dents receive a well-rounded
education. Over 90 percent of
students already meet the re
quirement.
The Faculty Senate bill is a
much better proposal. By re
quiring students to take six
hours of culture classes, stu
dents would graduate from
Texas A&M better prepared
to face a diverse world. Also,
the bill offers hundreds of
classes from which to choose
and would not add any hours
to anyone’s degree plan.
By repealing the current bill
and replacing it with a
stronger alternative such as
the Faculty Senate bill, the
Student Senate would be send
ing several positive messages.
One is that the students
and faculty would be in agree
ment that the University
needs a real cultures require
ment. This would help Presi
dent Bowen to make a deci
sion about the requirement,
which would finally resolve
the issue.
Another message is that
the inflammatory and mis
leading rhetoric by certain
students and organizations do
not succeed in scaring others
into buying a narrow-minded
point of view.
Most importantly, the Stu
dent Senate would be saying
that Texas A&M students are
serious about being prepared
for the 21st century. If A&M
is to be a top quality universi
ty, a degree from Texas A&M
ought to reflect it.
If student senators realize
this, then the choice is clear.
A stronger cultures require
ment will build a stronger
University.
Recycle your aluminum can,
too. While you’re at it, you might
as well recycle your Battalion.
Also, you don’t have to throw
away your empty glass or plastic
bottle. Fkit the lid on it. Put it in
your backpack. Take it home.
Then recycle it.
Everyday, each person dispos
es of three and a half pounds of
trash. That’s 1,280 pounds of
trash per year per person.
Two-thirds of our nation’s
landfills have filled up and
closed in the past 20 years.
It is predicted that in the next
18 years, 4,200 of the remaining
5,500 landfills will also be closed.
We have got to start making
some serious changes. Which are
you going to be: part of the prob
lem or part of the solution?
Ede Epperson
Class of ’98
KKK continues its
terrible tradition
If I didn’t know any better, I
would’ve thought I’d died and
gone straight to hell.
This past weekend, my parents
and I decided to go to our lake
house, and on our way I encoun
tered a horrific sight.
As we pulled up to a stoplight
in a small town called Woodville,
Texas, I looked over to see a white
bus with the words “Ku Klux
Klan” printed in bold letters.
Inside sat a slew of white men
who looked very much like skin
heads — excuse the stereotype.
I was absolutely shocked to
learn that such blatant disrespect
for humanity continues today.
As much as this disturbed me,
one should have seen the looks on
the faces of an African-American
family across the intersection.
I am thoroughly disappointed
that such blatant and offensive
racism still exists in our country.
Melissa Price
Class of’97
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77843-1 111 Batt@tamvm1 .tamu.edu
Autos often leave
owners sad, bitter
I n the early part of this century, at
the beginning of the age of the au
tomobile, there were two cars in
the entire state of Iowa. Iowa had its
first automobile accident when the
only two cars in the state ran into
each other.
Some may view this as an example
of Murphy’s Law in action: “If some
thing can go wrong, it will.” 1 think
the meaning may be a little deeper: “If you own a car, it’s more trou
ble than it’s worth.”
No one even questions the usefulness of the automobile. Cars are
blindly accepted as a positive contribution to the 20th century. That
is, until one really begins to think about the inherent problems a car
presents. I’ve got a little story to illustrate my point.
I had just entered my favorite Northside establishment. It had
been a difficult week of classes, quizzes and tests. I sat down with a
few friends and began to relax.
After about ten minutes of serious relaxation, one of the patrons
of the bar stumbled up to me. Although I knew this person well and
recognized his tendency to be melodramatic, the look on his face told
me something was seriously wrong.
“Brian, don’t you drive one of them black Ford cars?” he asked. I
replied in the affirmative while dodging the spittle coming from my
inebriated buddy. “Well, it just got TOWED,” he said with a smile.
I sat there in disbelief, and my automobile-owning life flashed in
front of my face. It was shortly thereafter that I would reach an
epiphany of sorts.
The following day, I spent an hour tracking my car. Upon finally
finding it, I was greeted by a friendly voice on the other line. “What
do you want?” the woman on the other end inquired. I explained my
situation and questioned her about the location of my car.
“We’ve got it, but you gotta come at 3 p.m. Bring your driver li
cense, proof of registration, a hundred bucks and a six pack of
Shafer’s Lite to get it out.” I grabbed my friend and we jumped into
his car. We began the journey into backwoods Bryan.
As we pulled into the run-down building, I had a feeling
that I had seen the place before. A strange-looking youngster
with a banjo sat on the front porch strumming a song. A 300-
pound Rottweiler stood guarding my car and watering the
tires. I entered the building and was greeted by a smiling old
er man with one tooth.
He made an odd comment about how pretty my mouth was and
then asked for the money. I paid in cash, walked out backward and
drove quickly away. It was then that I realized that cars are more
trouble than they’re worth.
Why is it that Americans are so in love with their cars? Is it be
cause Americans love the convenience of the automobile, or is it
something else? Cars are seen as a status symbol, a mode of trans
portation, and a sign of maturity. However, my brief experience with
the automobile has been a love-hate relationship, to say the least.
I purchased my first car shortly after my sixteenth birthday. It
was a 1965 Mustang, and although it only cost me about a $1,000,
the maintenance soon surpassed this figure. I loved driving that car.
The problem was, the darned thing was in the repair shop about
ninety percent of the time.
When I first came to Texas A&M, I didn’t know about the reputa
tion of the campus Gestapo. I would park my car, get out, check the
tires and look up to see a yellow welcome note on my windshield.
I could’ve bought Texas A&M a blue-chip wide receiver with the
money I spent on parking tickets.
I think our politicians would be well advised to address the issue
in the upcoming political season. For example, Bill Clinton is on a
tirade about the evils of tobacco. His energy would be better spent
preaching about the evils of the automobile. Automobile-related fa
talities greatly outnumber smoking related deaths.
If our president were to go on television and argue the case for a
return to the horse and buggy, his re-election would be assured. The
number of highway fatalities would be greatly reduced. Drunk driving
would be curtailed, and women drivers would be eliminated.
I don’t even have to mention that it would save Aggies a ton of
money in parking tickets and tow truck fees. Imagine how hard it
would be to put a parking ticket on a horse. And imagine the diffi
culties attaching a tow cable to the business-end of a wild stallion.
Brian Beckcom is a senior computer science major