Where have I been, you ask?
I have been racing through 111 papers that vary in length from 9 pages to 27 pages. It's the pace that is hell. The projects are, well. good.
Sleep. Coffee. Paper. Coffee. Blackboard. Coffee. Pen stains on my hands. Coffee.
Let me just vent, though, because there are some things I don't get.
1. Why do kids not know the difference between its/it's?
2. What's with all the commas, I don't understand why, I need to put, so many pauses in my reading.
3. When kids want to talk about catalysts, they use the word "Spark." Why, I don't know. But I hate it.
4. Kids don't know what the squiggly green and red lines are under their work. Spelling errors abound.
5. Figuring out when to capitalize something is illusive to kids. If I am talking about an act, it's lower case. If I am talking about the Act, it's capitalized. And while we are at it, what about Congress? Republicans? Democrats? the Constitution? any specific amendment?
6. Idioms are wretched in writing. Stop using them.
7. There are more ways then saying pros and cons to compare the positives and negatives of issues. I don't think they know that.
8. Acronyms. Spell them out the first time. Then put the acronym in (). Then use the acronym. That goes for September 11, 2001 (9/11).
Needless to say, I will be creating a word wall in my class to expand some of our comparative language.
How about you? What do you find kids use as crutches?
When I am not g'ing it up, I am tackling the bigger problem... writing skills. Maybe my kids will write well enough to work at C-Span studios. Maybe.