by Bianca Laureano

Imagine it: me surrounded by a never ending abyss of papers to grade with only 2 weeks left before the semester ends. I’m writing this post because it speaks to my life right now. Now, I told my students I would have their papers to them by last Monday, only one of two classes received them. I was sick for most of a holiday break we had and could barely lift my head up. This limited the amount of papers I got to grade. Now, grading seems to never end!

There were math equations I would do to see how many papers I had to grade a day to get through them all. How much time to dedicate to each paper. This isn’t anything new. However, I realized that when I grade a paper, especially a formal paper a student submits, the comments I’m giving them, the things I’m writing in the margins, this is all a form of media. My goal is to help Amplify readers understand this form of media and to get a perspective from an educators point of view on grading (perhaps it may encourage you to go to office hours for support, ask for clarification, or see your teacher as a person too!).

I have a love/hate relationship with grading. I see how it may be useful for many students, schools, organizations and professions. However, I believe there are multiple ways to assess if someone is being critical and analytical around certain topics, to value the quality of work and participation they bring to a classroom. These are some of the things that make up a grade for a student in my class.

Grading is my least favorite part of teaching. No matter what I’m teaching, I dread grading. I think in our society we have created a grading system that is set up to destroy individual students. I have to remind myself that I don’t want to be the educator that broke a student’s spirit or drive because of what or how I’ve written a comment on their paper as I grade. There is also a balancing act between helping students learn how to improve their writing and expressing their thoughts and learning from constructive criticism.

Now, I know all too well how it hurts and destroy’s ones motivation when they are told they are not a good/quality writer or that their writing is poor. It has happened to me numerous times and it probably will again. However, it is from these experiences that I try to really be honest, thoughtful, and grade from a place of love. Not just love for education, but for helping students evolve and grow. A love for the person who w told their writing was not worthy or good enough (i.e. myself). A type of love for the work I do and for the things I do that I don’t always love but that come with the work. A love that is challenging yet rewarding at the same time.

I’m reminded of the Allied Media Conference that I attended this summer. There was a workshop titled Editing as an Act of Love that had my good homegirl Maegan Ortiz http://www.lamamitamala.com of Vivir Latino on the panel. Maegan had posted a video that would be shown during the session by Lisa Factora-Borchers and her experiences editing an anthology, Dear Sister Anthology,  for survivors of sexual violence. Check out her video below.

Allied Media Conference Workshop: Editing as an Act of Love from Lisa Factora-Borchers on Vimeo.