But a few friends — BUSINESS WEEK veterans Rob Hof, Rick Melcher, Bill Symonds and Lauren Young — graciously helped to keep me and my students flying this past semester. They provided reality-checks on one of the toughest chores a journalism teacher faces — grading.
Grading is a knotty affair. What’s the difference between an A- and a B+ piece of work? More to the point, does anybody give a C in these painfully grade-inflated days? One student came to me all wide-eyed and indignant saying she had never gotten a B+ before, wondering why I would do such a terrible thing to her (turned out she was not telling the truth, as another prof advised me).
The problem is that judging journalistic work, like any piece of writing or creative effort, is subjective. A friend used to say there are three things no man can to do to another’s satisfaction: poke a fire, make love to a woman, and edit a newspaper. With rockets, they go up or they don’t. With journalism, the measures are less tangible.
So, we at Nebraska ask outside colleagues to evaluate samples of student work. Sometimes, the real-world folks agree with our judgments. Often, they don’t. In either case, it’s good for us and the students. For me, the outside comments have been a bracing slap in the face, a helpful sense of how smart readers and editors will treat the student work. (The outsiders review the work samples after we have graded the papers, after the course is over and the student grades are in. The reviews serve chiefly to keep my perspective straight.)
A few pieces I graded highly came in for some helpful heat. One, about the rise of homelessness among families in Lincoln, Neb., buried the nut graf atop page four, Rick Melcher said. And he complained that the story “loses focus” despite the “great, moving examples.” He rated it only satisfactory in reflecting news judgment and use of interviewing skills and said the
writing needed improvement.
Interestingly, Bill Symonds agreed that the piece would “benefit from a good editor.” He said the writing “needs to be cleaned up.” But Bill rated the news judgment as outstanding and gave satisfactory ratings on interviewing and writing. His summary: “I liked this story a lot.” He said it was “well-researched and generally well-written.”
So, even the outsiders will often view things differently. Smartly, it turns out, but differently.
Like the others, Rob Hof warned that he was using BUSINESS WEEK standards to judge the undergrad work, fretting that he may have been overly critical. But high standards — real-world standards — are just what I wanted. One of the problems in academics is we lose touch with what the field demands. Euphoric at what seems like good work compared to some really poor stuff, we give A grades to pieces that in the outside world may be mediocre.
Rob was tough on a piece that compared recruitment of athletes with recruitment of grad students. He said it needed improvement in news judgment and focus, as well as writing. He rated it satisfactory on interviewing and research skills. “Overall, the issue of academics vs. sports in universities seems a little tired, and the arguments presented by the academics seemed especially old and not very sophisticated.” Ouch!
Lauren Young, too, took a strict line on a news story about a controversial downtown development effort. She gave satisfactory ratings on news judgment and interviewing skills, but said the writing needed improvement. “Everything is in the piece, but the articles needs stronger, more active language to sing,” she said.
A couple other colleagues are still mulling the student work. I’m eager to see what they have to say.
These outside judgments, which at first struck me as a strange and repetitive thing to pursue, are hugely helpful. If nothing else, they’ll stiffen my spine to give out more Cs when appropriate. It’s better that students know what the world would really think, even if that means awkward conversation with those who’ve never earned anything less than an A.
My thanks to those who helped out, and I hope I can call on you again.