I’m sorry, so fucking angry. Students with sources that don’t exist. Students with sources that exist but then the quotation doesn’t exist.

I’m so fucking mad, because it’s extra work for me (that I’m sure as hell not getting compensated for), and it also entirely defeats the purpose of the fucking class (it’s writing/research, so like, engaging in a discipline and looking at what’s been written before on your topic, etc.)

Kill me please. Comrades, I’m so tired. I just want to teach writing. I want to give students a way to exercise agency in the world – to both see bad arguments and make good ones. They don’t care. I’m so tired.

BTW, I took time to look up some of these sources my student used, couldn’t find the quotes they quote, so told them the paper is an “A” if they can show me every quotation and failing otherwise. Does this seem like a fair policy (my thought is – no matter the method, fabrication of evidence is justification for failing work)?

foucault-madness agony-shivering allende-rhetoric

  • Beaver [he/him]@hexbear.netEnglish
    30·
    5 days ago

    (it’s writing/research, so like, engaging in a discipline and looking at what’s been written before on your topic, etc.)

    BTW, I took time to look up some of these sources my student used, couldn’t find the quotes they quote, so told them the paper is an “A” if they can show me every quotation and failing otherwise. Does this seem like a fair policy (my thought is – no matter the method, fabrication of evidence is justification for failing work)?

    I think they will learn an important life lesson: that if they’re going to cheat, then they have to, at a minimum, be sure that they are at least “getting the right answer”. The tide of AI dystopia is unstoppable, but you can at least teach them that they can’t just completely shut their brains off to the extent that they are just presenting completely fabricated research and factual claims.