I have used student blogs for a few different literature courses*, and I’ve experimented with a few different methods of collecting and managing URLs (i.e., the blog addresses). The first time I ever assigned blogs, I had students email me their blog addresses and then I kept the links in a bookmark folder in Safari. I kept links in subfolders, GRADED and UNGRADED, to organize where I was in the grading process. For those earlier blogging assignments, I also graded on a different schedule than I do now: I looked at students blogs three or four times during the semester, rather than every week. Here’s an example of one of those earlier blogging assignment sheets.
One of the problems with looking at student blogs a handful of times a semester was that students ended up writing a bunch of posts before every blog check, rather than doing the kind of regular writing I was hoping to promote. I also wanted an easier way to organize the blog URLs. Also, it took a really long time to grade the many posts that had accrued.
The changes and improvements I’ve made as I’ve experimented with student blogging have been geared toward:
- encouraging more regular writing among students
- spending less time grading
- finding more organized ways to corral student blog addresses
After a lot more thinking and experimentation, I settled on a system that addresses these issues–at least for now. During the first week of the course, students create their blogs and submit the URL via Google form. The beautiful thing about a Google form is that it automatically populates into a spreadsheet, which I use for grading and keeping track of student blogging. This allows me to easily and quickly grade student blogs weekly, rather than once in a while–which means students write more often (and with lower stakes) and, I think, with less stress.
To create the Google form, choose a BLANK form, and create a “short answer” question like, “What is your blog address?” Also include any other information you’ll need to organize student blogs on the spread sheet that you’ll make. For example, in addition to the blog address column, my student blog spreadsheet has columns for: EMAIL ADDRESS (so I can email a student to ask them if I may publicize their blog post to other students); NAME; COURSE NUMBER; and a yes/no/maybe question asking whether I may publicize their blog in class.
Here’s what it looks like what it looks like.
I give students a deadline by which to fill out the form, and then I check out the spreadsheet. To do so, click on the RESPONSES tab, and then click on the little green spreadsheet icon (“View responses in sheets”).
Here’s what part of my spreadsheet looks like–with part of it obscured to protect the innocent.
I’ve added a column to keep track of whether I’ve shared the blog with the class (I just say YES if I have). In the blank column, I note if a post was late. I bold blogs I’ve already graded, and keep in regular text the blogs I haven’t graded yet. At the end of the week, when the grading is done, I select all and put everything back into regular text. I keep the grading very simple, because the goal is to get students to write on the course texts, period, end of story. If they’ve done that by Sunday at 5 pm, they get full credit (2 points in my system). I usually check student blogs early Saturday to lighten my load Sunday evening, which allows me to bold a few blogs before the big rush on Sunday. This system has worked really well for me so far.
I’m going to close with some notable blogging resources I’ve discovered in my few years of using higher ed blogging:
Mark Sample does an all-class blog, which is cool to consider… His rubric in this post helped me figure out how to do a very simple rubric for my own blog grading. I’m convinced Laura Gibbs is a genius; she’s a total innovator in getting students to think critically and deeply online, using blogging as one of her many tools. I’ve also been very inspired by Lisa Logan’s article, “Blogging the Early American Novel.”
If you have any questions about any of this, I’m more than happy to help if I can.
*note to self: write a post about the wonders of assigning student blogs in advanced under grad and graduate lit courses