1 00:00:00,720 --> 00:00:05,080 Hello and again welcome to the class. We're kind of a bit of the way in the 2 00:00:05,080 --> 00:00:10,070 class and I figured, it's time to talk a little bit about how we do the peer 3 00:00:10,070 --> 00:00:14,020 grading assignments. These are may be a little bit foreign to 4 00:00:14,020 --> 00:00:21,567 you and because this is in early class, it's kind of a first year kind of college 5 00:00:21,567 --> 00:00:26,050 class, I've decided to make all the writing assignments extra credit. 6 00:00:26,050 --> 00:00:29,230 There's going to be three of them. They're going to be 10 points each. 7 00:00:29,230 --> 00:00:33,070 all the points that you get on the writing assignments are going to be added 8 00:00:33,070 --> 00:00:36,240 to your overall points, so they're, they're, extra credit. 9 00:00:36,240 --> 00:00:40,660 So, even if you get 2 points, you're getting 2 extra points. 10 00:00:40,660 --> 00:00:44,450 And they can, you know, if you do less than perfect on the quizzes, or less than 11 00:00:44,450 --> 00:00:49,450 perfect on the final, these points can help make up without, with no cost to 12 00:00:49,450 --> 00:00:52,570 you. So, they're kind of risk free. 13 00:00:52,570 --> 00:00:57,080 So, you'll generally have about two weeks to write each of the essays. 14 00:00:57,080 --> 00:00:59,785 I, I don't really mean for you to write them for two whole weeks. 15 00:00:59,785 --> 00:01:03,640 I'll give you some time so I'll tell you what the questions are as you watch the 16 00:01:03,640 --> 00:01:07,430 lectures maybe the ideas form. Some of you'll write them early, some of 17 00:01:07,430 --> 00:01:09,505 you'll write them right the night before the deadline. 18 00:01:09,505 --> 00:01:15,360 and and then after we sort of close the, the deadline and there's sort of no 19 00:01:15,360 --> 00:01:17,540 slippage because then the grading has to start. 20 00:01:17,540 --> 00:01:23,230 And so, you'll be assigned three to five other students assignments to grade. 21 00:01:23,230 --> 00:01:27,735 And and that takes a week and then the grades are all collected together. 22 00:01:27,735 --> 00:01:38,620 as you're writing if you're writing often in a regular classroom, you're writing to 23 00:01:38,620 --> 00:01:42,735 impress the teacher. You're trying to show all the complex 24 00:01:42,735 --> 00:01:49,170 wizardry that you have and you, you write as much complex stuff as you can to sort 25 00:01:49,170 --> 00:01:56,294 of, you know, dazzle the teacher with your command of complex and intricate 26 00:01:56,294 --> 00:02:00,260 theories and ideas That's not actually not what you're going to do here. 27 00:02:00,260 --> 00:02:05,090 You're writing for your peers. these, fellow students have various 28 00:02:05,090 --> 00:02:07,970 education levels as I'm going to show you in a second. 29 00:02:07,970 --> 00:02:11,630 And you have to write to be understood, don't, don't show off. 30 00:02:11,630 --> 00:02:16,900 You may be a genius. You may have a CISCO thing and you may 31 00:02:16,900 --> 00:02:20,350 know net masks more than anybody, even way more than me. 32 00:02:21,380 --> 00:02:28,020 Don't show off your super mask knowledge. Write to teach, write to explain, explain 33 00:02:28,020 --> 00:02:32,090 to your fellow students, okay? So, and when you're doing the grading, 34 00:02:32,090 --> 00:02:36,860 understand that this class is not a masters degree or a PhD class. 35 00:02:36,860 --> 00:02:41,600 This is a freshman class. And don't have expectations of this class 36 00:02:41,600 --> 00:02:45,100 that are like, you know, that they'll everyone in the class is going to write 37 00:02:45,100 --> 00:02:47,490 at the same level that you're going to write. 38 00:02:47,490 --> 00:02:50,420 So, I'll tell you, share you a little bit, wit, a little bit of demographic 39 00:02:50,420 --> 00:02:54,180 data with you so you kind of get a sense of the make up of the class. 40 00:02:55,260 --> 00:03:00,320 Over half of the students in this class are likely to be non-English speakers 41 00:03:00,320 --> 00:03:02,960 right? So I'm, I'm an English speaker and I'm 42 00:03:02,960 --> 00:03:07,280 lecturing in English but over half of the students are, in this class, that are non 43 00:03:07,280 --> 00:03:10,980 English speakers. We're all just figuring this out. 44 00:03:10,980 --> 00:03:17,000 We're all just kind of clunking along and learning as we go, and so treat each 45 00:03:17,000 --> 00:03:19,560 other with some respect. We're all beginners, we're all just 46 00:03:19,560 --> 00:03:23,820 figuring this out. we have a wide range of age. 47 00:03:23,820 --> 00:03:28,000 Again, this data is from a previous one, a previous class that I taught. 48 00:03:28,000 --> 00:03:35,620 and interestingly even though the class is kind of aimed at sort of 18 or 19 year 49 00:03:35,620 --> 00:03:42,320 old student, there are very few students in the class, that are actually 18 or 19 50 00:03:42,320 --> 00:03:45,961 years old. And many of the students are educated, 51 00:03:45,961 --> 00:03:50,406 highly educated, andn then some of the students are coming back to school or 52 00:03:50,406 --> 00:03:54,955 perhadps they, they they never finished their education for one reason or 53 00:03:54,955 --> 00:03:56,970 another. So understand we have a very, very 54 00:03:56,970 --> 00:04:00,330 diverse population. If we were teaching this class on a 55 00:04:00,330 --> 00:04:04,200 campus, pretty much everybody in the room would be like, 19 years old. 56 00:04:04,200 --> 00:04:07,950 But that's not the case here. So as we write for each other and we 57 00:04:07,950 --> 00:04:11,010 grade each other's work, we have to be sensitive to that. 58 00:04:12,370 --> 00:04:15,550 Here's another thing that you've gotta be really sensitive to. 59 00:04:15,550 --> 00:04:18,320 So, this class is like a first year class. 60 00:04:19,330 --> 00:04:23,590 Some where between the end of high school and college. 61 00:04:23,590 --> 00:04:27,160 This is the typical education of someone in this class. 62 00:04:28,970 --> 00:04:35,240 We have, so starting from here, high school, and then some college. 63 00:04:35,240 --> 00:04:38,240 Right? So that's, that's sort of the [LAUGH] 64 00:04:38,240 --> 00:04:42,590 this is the student the class is aimed at, someone who's finished high school 65 00:04:42,590 --> 00:04:46,180 and is just starting college. We have some people that are late high 66 00:04:46,180 --> 00:04:48,310 school, and that's okay. They're probably advanced students 67 00:04:48,310 --> 00:04:51,600 anyway. Well, what's really important when we 68 00:04:51,600 --> 00:04:57,790 start thinking about our grading is well over probably two thirds, or three 69 00:04:57,790 --> 00:05:04,072 quarters have a bachelor's, a degree in one form or another, bacherlor's, 70 00:05:04,072 --> 00:05:09,710 master's, even PhD people in this class. And so, the key thing is, this is great, 71 00:05:09,710 --> 00:05:12,670 it's great to have so many really sharp people in this class. 72 00:05:12,670 --> 00:05:17,830 They're going to be sophisticated writers but we have to be careful not to write 73 00:05:17,830 --> 00:05:22,570 our essay for these kinds of people. We're going to write the essay. 74 00:05:22,570 --> 00:05:28,102 And if you're really smart, then write a really good essay for a 19-year old 75 00:05:28,102 --> 00:05:32,160 freshman to understand. Now when you're grading, don't grade as 76 00:05:32,160 --> 00:05:36,100 if someone has a master's degree in Computer Science and mark them off 77 00:05:36,100 --> 00:05:40,800 because they, somehow, didn't write at a master's in computer science level, even 78 00:05:40,800 --> 00:05:44,110 if that's who you are. So, let's get to the point where we're 79 00:05:44,110 --> 00:05:47,870 all on the same page. That this is a beginning freshman class 80 00:05:47,870 --> 00:05:52,520 and even if you already have a PhD you should grade, and you don't have to be a 81 00:05:52,520 --> 00:05:56,830 bad writer, but you should write for an audience that is a beginning audience. 82 00:05:56,830 --> 00:06:01,840 Don't show how super awesome you are. Show how super awesome you are by writing 83 00:06:01,840 --> 00:06:06,850 really clearly and writing to explain, writing to teach. 84 00:06:08,090 --> 00:06:15,110 So, we definitely have less participation in the writing exercises for non-native 85 00:06:15,110 --> 00:06:16,840 English speakers. And I think that's sad. 86 00:06:18,000 --> 00:06:22,380 And so I go extra lengths to encourage non-English speakers to write. 87 00:06:22,380 --> 00:06:26,440 Go ahead and write in your own language, translating it Google. 88 00:06:26,440 --> 00:06:29,075 If you know some English, you can clean it up a little bit. 89 00:06:29,075 --> 00:06:32,540 But even if you don't, just write it in your native language. 90 00:06:32,540 --> 00:06:36,240 Answer the question in your native language, translate it, and just go ahead 91 00:06:36,240 --> 00:06:39,600 and turn it in. Please add a little note to be just 92 00:06:39,600 --> 00:06:43,950 really clear at the top of your writing to indicate your, that, that it's, what 93 00:06:43,950 --> 00:06:47,820 your native language is and that this was translated by Google Translate or 94 00:06:47,820 --> 00:06:51,820 whatever thing that you use. And I am instructing everyone when we 95 00:06:51,820 --> 00:06:55,580 grade to ignore small grammar errors and read for content. 96 00:06:55,580 --> 00:06:58,320 Let me give you kind of an example of how this works. 97 00:06:58,320 --> 00:07:00,980 So here is a paragraph at the top that I wrote. 98 00:07:00,980 --> 00:07:04,320 You know, I'm writing it for an article. It's in one of the, it should be in one 99 00:07:04,320 --> 00:07:07,360 of the articles that will ultimately be in the class. 100 00:07:07,360 --> 00:07:10,410 Come back, come back. Right? 101 00:07:10,410 --> 00:07:13,670 And so here I'm writing with kind of flowery English. 102 00:07:13,670 --> 00:07:16,940 In 1993, the connectivity is expanding around the world in many new 103 00:07:16,940 --> 00:07:20,050 applications. Blah, blah, blah, quietly decommission 104 00:07:20,050 --> 00:07:23,350 blah, blah, blah. So, you know, I write this. 105 00:07:23,350 --> 00:07:25,910 I'm you know, I'd like to think I'm a pretty good writer. 106 00:07:25,910 --> 00:07:30,550 And so I use sort of some active tense and passive tense. 107 00:07:30,550 --> 00:07:35,540 And then what I did is I translated in like into Spanish and then back into 108 00:07:35,540 --> 00:07:38,940 English. And, and so you'll see when it comes back 109 00:07:38,940 --> 00:07:42,860 into English, as if I had been written in Spanish and then I translated it. 110 00:07:42,860 --> 00:07:47,360 So first I say at the top, I say, you know what, I translated this from 111 00:07:47,360 --> 00:07:52,390 Spanish, usually Google Translate. That's a signal to the graders to be even 112 00:07:52,390 --> 00:07:56,770 more relaxed about small grammar things. Just ignore them. 113 00:07:56,770 --> 00:08:00,390 So just, you know, you, you can see things here as, if you're a native 114 00:08:00,390 --> 00:08:04,890 English speaker. You can see situations where, you know, 115 00:08:04,890 --> 00:08:10,850 in, in 1993 NSFNet connectivity is expanding worldwide. 116 00:08:10,850 --> 00:08:14,500 Well, okay, that's not very good grammar. You know, was is the right way to say 117 00:08:14,500 --> 00:08:16,300 that. But it's okay, right? 118 00:08:16,300 --> 00:08:19,920 So just ignore that. Think about what the writer's trying to 119 00:08:19,920 --> 00:08:22,720 say. Because there's a translating device 120 00:08:22,720 --> 00:08:29,460 that's in between us. you know, Gopher and Web come back, 121 00:08:29,460 --> 00:08:31,870 Gopher and Web developed as distributed applications. 122 00:08:31,870 --> 00:08:33,620 You might say, oh, what do you mean, they didn't develop? 123 00:08:33,620 --> 00:08:36,000 Are they like a plant? No. 124 00:08:36,000 --> 00:08:39,430 Understand what the writer's trying to say and then, and then again, so you can 125 00:08:39,430 --> 00:08:43,810 see, had been quietly decommissioned where I write my glorious English. 126 00:08:43,810 --> 00:08:46,860 The translator says was decommissioned in silence February 28th. 127 00:08:46,860 --> 00:08:52,170 But if you read and you read for content rather than read for syntax, you can kind 128 00:08:52,170 --> 00:08:56,410 of understand what's being said. And so understand if you are reading, 129 00:08:56,410 --> 00:09:00,370 somebody's writing that, that has been gone through translate. 130 00:09:00,370 --> 00:09:05,580 These kinds of Little glitches in the, in the grammar are going to naturally be 131 00:09:05,580 --> 00:09:08,020 introduced. And it, and so it could be written in a 132 00:09:08,020 --> 00:09:11,500 very pretty way, who knows if I'm a pretty, my writing is pretty or not. 133 00:09:11,500 --> 00:09:14,850 And then, because of the translate it sounds kind of clunky. 134 00:09:14,850 --> 00:09:19,990 But just read past the clunkiness, okay? Just read with a smile on your face. 135 00:09:19,990 --> 00:09:24,650 Read for content, don't read for, we're not, this is not an English class, this 136 00:09:24,650 --> 00:09:26,972 is not a grammar class, this is a class about technology. 137 00:09:26,972 --> 00:09:29,188 Okay, I think I've said enough about that. 138 00:09:29,188 --> 00:09:33,460 Be kind. Plagiarism, plagiarism often comes up, 139 00:09:33,460 --> 00:09:37,270 especially because we have lots of different cultures and plagiarism is 140 00:09:37,270 --> 00:09:40,310 something that comes up differently and is treated differently in different 141 00:09:40,310 --> 00:09:46,750 cultures. part of the goal of a first level class, 142 00:09:46,750 --> 00:09:51,490 a freshmen class higher education is often, especially, when people from 143 00:09:51,490 --> 00:09:55,450 different cultures come together is often educating about plagiarism rather than 144 00:09:55,450 --> 00:10:01,290 just detecting, detecting and punishing. We're here in this class to teach people 145 00:10:01,290 --> 00:10:06,010 about plagiarism, who may not have any sense what plagiarism is. 146 00:10:06,010 --> 00:10:07,645 They may not have been taught anywhere else. 147 00:10:07,645 --> 00:10:16,160 So if you detect plagiarism, please do you not attack the person, please do not 148 00:10:16,160 --> 00:10:20,960 tell them that plagiarism is the most horrible academic offense. 149 00:10:20,960 --> 00:10:25,080 If you see plagiarism, think of that as an educational, an opportunity for you to 150 00:10:25,080 --> 00:10:28,360 teach somebody. Say, oh, I see you took this. 151 00:10:28,360 --> 00:10:31,810 Please, this is plagiarism, you're not supposed to do it, you should either 152 00:10:31,810 --> 00:10:35,100 rewrite this or indicate that it's a quote, okay? 153 00:10:35,100 --> 00:10:38,970 When you're turning in an essay, everything that you write should be your 154 00:10:38,970 --> 00:10:42,000 own words. Unless it's a quote and then you should 155 00:10:42,000 --> 00:10:44,860 indicate it's a quote. So here's here's a little example of 156 00:10:44,860 --> 00:10:48,450 something that I wrote. So this might be something, a question 157 00:10:48,450 --> 00:10:52,390 about something like who is the most important person in the history of the 158 00:10:52,390 --> 00:10:54,860 internet? Or who is your favorite person in the 159 00:10:54,860 --> 00:10:57,390 history of the internet? Maybe that's the question, and so here 160 00:10:57,390 --> 00:11:01,830 I've started to write at the top. You know what, I say I think Vint Cerf is 161 00:11:01,830 --> 00:11:05,690 an important figure. And then I go, and I copy and paste 162 00:11:05,690 --> 00:11:09,140 directly from Wikipedia. In the early days Vint Cerf was a program 163 00:11:09,140 --> 00:11:11,790 manager for blah, blah, blah, blah, blah, blah, blah. 164 00:11:11,790 --> 00:11:15,940 And then, I sort of switch back into my own voice, and I just kind of decide as 165 00:11:15,940 --> 00:11:20,520 I'm reading Wikipedia to help me write. And I just grab this little sentence from 166 00:11:20,520 --> 00:11:23,652 Wikipedia. Now when I'm grading, it's interesting, 167 00:11:23,652 --> 00:11:30,090 it's very easy to sort of catch the change of voice from something you're 168 00:11:30,090 --> 00:11:34,720 writing very easy in narrative flow and something like Wikipedia where they're 169 00:11:34,720 --> 00:11:40,220 writing in a more formal style. And so, it's like, in the early days, 170 00:11:40,220 --> 00:11:44,184 well that, for me, I can just look at that, I don't even have to look at 171 00:11:44,184 --> 00:11:45,620 Wikipedia. I can go like, hmm, this writer probably 172 00:11:45,620 --> 00:11:47,220 wouldn't use the phrase 'in the early days. 173 00:11:47,220 --> 00:11:50,920 And so I have this little [SOUND] little bell go off. 174 00:11:50,920 --> 00:11:54,220 I don't look for plagiarism, but it's not hard to find, okay? 175 00:11:54,220 --> 00:11:57,630 Because you see a change in writing style. 176 00:11:57,630 --> 00:12:01,845 Now if, for example, you really felt that this statement was gloriously expressed 177 00:12:01,845 --> 00:12:06,340 in Wikipedia and you could do no better, you can put it in your document, you just 178 00:12:06,340 --> 00:12:09,210 have to put it in properly. You have to reference it. 179 00:12:09,210 --> 00:12:13,160 So I say, you know, I think Vint Cert is an important figure, according to 180 00:12:13,160 --> 00:12:14,840 Wikipedia, and then I put a little reference mark in here. 181 00:12:14,840 --> 00:12:18,330 And then, I simply cut and paste the text from Wikipedia. 182 00:12:18,330 --> 00:12:23,110 I put it in double quotes, I make it italics, and then I put at the bottom, I 183 00:12:23,110 --> 00:12:26,260 put a little reference. This is not plagiarism. 184 00:12:26,260 --> 00:12:30,140 I cut and pasted it literally from Wikipedia, right into my paper. 185 00:12:30,140 --> 00:12:33,900 But I'm honest about it. I'm pointing out what part I wrote. 186 00:12:33,900 --> 00:12:37,280 What part I didn't write. What I said in the previous slide is when 187 00:12:37,280 --> 00:12:40,970 you're putting something in, unless you indicate otherwise, you are representing 188 00:12:40,970 --> 00:12:44,820 it as your own writing, your own creative expression. 189 00:12:44,820 --> 00:12:46,720 Okay? And that's the key to plagiarism. 190 00:12:46,720 --> 00:12:52,110 It's not that you don't put this in, it's you don't put it in, you don't put it in 191 00:12:52,110 --> 00:12:56,395 and then hide it or not acknowledge it. Alright, in the second example, I'm 192 00:12:56,395 --> 00:12:59,590 acknowledging what I'm using. Now, I may want to rewrite it. 193 00:12:59,590 --> 00:13:01,860 And that's okay, and you don't have to rewrite it. 194 00:13:01,860 --> 00:13:05,870 You might even put, like, a little, if you take this and reword it quite nicely 195 00:13:05,870 --> 00:13:10,200 to be your own words, you might still put a footnote in to say, as I wrote these 196 00:13:10,200 --> 00:13:14,310 words, I was inspired by the, what I wrote, read on Wikipedia. 197 00:13:14,310 --> 00:13:17,400 Oh, and by the way, I like Wikipedia, okay? 198 00:13:17,400 --> 00:13:20,230 Some teachers will tell you that oh, Wikipedia's terrible. 199 00:13:20,230 --> 00:13:24,080 Especially for technical things, Wikipedia is probably the best reference 200 00:13:24,080 --> 00:13:27,940 in the world, the Encyclopedia Britannica, or even a textbook is often 201 00:13:27,940 --> 00:13:32,940 not as, quite as good as Wikipedia on something like who Vint Cerf is. 202 00:13:32,940 --> 00:13:36,260 Right? So, don't get all upset if people start 203 00:13:36,260 --> 00:13:38,465 using Wikipedia. I actually encourage it. 204 00:13:38,465 --> 00:13:41,715 I encourage you to use Wikipedia to help form your thoughts quickly and if 205 00:13:41,715 --> 00:13:46,040 Wikipedia is something that you want to reference, far as I'm concerned it's 206 00:13:46,040 --> 00:13:49,130 great. And that's different teachers may think 207 00:13:49,130 --> 00:13:52,080 differently about that. They may be teaching different things. 208 00:13:52,080 --> 00:13:56,960 I'm teaching a topic for which Wikipedia is often an excellent source. 209 00:13:56,960 --> 00:14:00,990 Maybe not the only source, maybe use Wikipedia to learn other things that's 210 00:14:00,990 --> 00:14:03,970 all cool but, I'm not anti-Wikipedia in this course. 211 00:14:05,190 --> 00:14:10,060 So again, don't spend a lot of time like, staring for plagiarism, looking at every 212 00:14:10,060 --> 00:14:13,190 word trying to find it. I find they often jump out at me as I 213 00:14:13,190 --> 00:14:15,785 just in reading as I've been doing it for a long time. 214 00:14:15,785 --> 00:14:20,140 You know, take points off as you see. If you want to put the points all the way 215 00:14:20,140 --> 00:14:23,919 down to zero, if somebody just answered, I asked that question about Vince Surf, 216 00:14:23,919 --> 00:14:27,580 and they just took the first four paragraphs from Wikipedia and they put 217 00:14:27,580 --> 00:14:30,830 those right in, and that's their whole essay with no acknowledgments or 218 00:14:30,830 --> 00:14:33,570 anything, give them zero. Right? 219 00:14:33,570 --> 00:14:37,860 And just say, it appears as though the first, all your paragraphs came straight 220 00:14:37,860 --> 00:14:40,100 from Wikipedia. This is plagiarism. 221 00:14:40,100 --> 00:14:42,720 You did not reference it. You did not indicate that it came from 222 00:14:42,720 --> 00:14:45,442 another source, so that’s plagiarism and so I gave you zero points. 223 00:14:45,442 --> 00:14:48,982 Don’t say, and you’re evil. Right. 224 00:14:48,982 --> 00:14:52,920 Don’t be cruel. I mean, again, not everybody sees 225 00:14:52,920 --> 00:14:56,060 plagiarism the same way, especially when we’re bringing people from so many 226 00:14:56,060 --> 00:14:59,670 cultures together. So don't add comments about your views on 227 00:14:59,670 --> 00:15:02,660 plagiarism. Don't make value judgements about some 228 00:15:02,660 --> 00:15:05,440 person being horrible because they did it. 229 00:15:05,440 --> 00:15:08,625 We are here to learn. And even in cases of plagiarism, our 230 00:15:08,625 --> 00:15:15,380 primary goal is to learn. So, generally, I have a coupe of rubrics 231 00:15:15,380 --> 00:15:18,740 that I ask you to rate them on. You don't have to grade these things 232 00:15:18,740 --> 00:15:21,680 particularly harshly. I'm curious if it was interesting to 233 00:15:21,680 --> 00:15:25,180 read. That kind of, did this person write for 234 00:15:25,180 --> 00:15:26,680 the audience? You're the audience. 235 00:15:26,680 --> 00:15:29,300 Did you read it? Did you think that it was worth your time 236 00:15:29,300 --> 00:15:32,530 reading? Is the answer on topic? 237 00:15:32,530 --> 00:15:36,440 Sometimes people will completely ignore the question and answer something 238 00:15:36,440 --> 00:15:39,260 completely different. If they misunderstand the question, or 239 00:15:39,260 --> 00:15:42,560 whatever. So you get a chance to give points as to 240 00:15:42,560 --> 00:15:46,318 whether or not the question was answered. And for the more technical ones, you 241 00:15:46,318 --> 00:15:50,640 know, the, we, you know, did the person dig in a little bit? 242 00:15:50,640 --> 00:15:55,240 Are there, or did they just state the obvious or kind of gently rephrase 243 00:15:55,240 --> 00:15:58,980 exactly what was said in lecture? Did they, did they add something beyond 244 00:15:58,980 --> 00:16:02,710 the obvious? you know, do they have, do they make 245 00:16:02,710 --> 00:16:06,610 arguments without supporting them? Or do they, if there is any kind of 246 00:16:06,610 --> 00:16:09,950 argument or statement that that might be questioned. 247 00:16:09,950 --> 00:16:14,520 Do they use references to support them? And so, not all questions that I ask will 248 00:16:14,520 --> 00:16:18,020 have the same rubric. Some, some have fewer rubrics, some have 249 00:16:18,020 --> 00:16:20,700 more rubrics. But this is the basic things I'm going to 250 00:16:20,700 --> 00:16:24,490 ask you to rate points. And you'll put like, oh okay, this is 251 00:16:24,490 --> 00:16:27,880 this is like 6 points, and this is 2 points, and this is 2 points. 252 00:16:27,880 --> 00:16:30,850 Well, okay so this is 4 points, 2 points, 2 points. 253 00:16:30,850 --> 00:16:34,680 And that adds up to 10 points. And you get to, to put a little ranking 254 00:16:34,680 --> 00:16:36,200 on them. And that's how you'll be grading, so 255 00:16:36,200 --> 00:16:41,226 I'll, I'll do some guided grading for you, to get you, to help you. 256 00:16:41,226 --> 00:16:46,362 So when the peer grading is done your grade, the grade that you get for the 257 00:16:46,362 --> 00:16:50,370 assignment effectively drops the high and low grades. 258 00:16:50,370 --> 00:16:53,160 It's not the average. it's the median. 259 00:16:53,160 --> 00:16:55,050 Right? So it's something in the middle. 260 00:16:55,050 --> 00:17:00,410 The, the, the, the hopefully they're all clustered together and they're all pretty 261 00:17:00,410 --> 00:17:03,710 consistent. The survey research says that, you know, 262 00:17:03,710 --> 00:17:07,450 if you have five people do peer grading, you kind of throw out the top and the 263 00:17:07,450 --> 00:17:10,450 bottom. And something in the middle is, is, is 264 00:17:10,450 --> 00:17:14,350 very close to what the teacher would have ultimately graded the assignment. 265 00:17:14,350 --> 00:17:17,160 And so it's, it's a median, high and low scores are dropped. 266 00:17:19,930 --> 00:17:21,695 What I really want is I want you to relax. 267 00:17:21,695 --> 00:17:24,578 I want you to do these things, I want you to learn from it. 268 00:17:24,578 --> 00:17:27,740 If you're not an English speaker they, they can be a little intimidating. 269 00:17:27,740 --> 00:17:30,990 And I want you to give them a try and I want you to see how it goes. 270 00:17:30,990 --> 00:17:35,750 And if it doesn't feel good to you, then yeah, go ahead and and, and, you know, 271 00:17:35,750 --> 00:17:38,145 don't do any more. But they're extra credit, you know? 272 00:17:38,145 --> 00:17:42,810 you just have to get used to when you look at the comments that come back from 273 00:17:42,810 --> 00:17:45,810 other students. Some of them are just going to be dumb. 274 00:17:45,810 --> 00:17:49,010 I mean some are going to be bad and they'll just be wrong or they'll be 275 00:17:49,010 --> 00:17:51,200 critical. You gotta ignore those. 276 00:17:51,200 --> 00:17:55,350 Look for those things in the feedback that you get from the other students that 277 00:17:55,350 --> 00:17:59,270 help you learn, that help you become a better writer. 278 00:17:59,270 --> 00:18:02,730 Remember part of my goal across these three assignments is not just the 279 00:18:02,730 --> 00:18:05,800 material in this class. But if you're to take other Coursera 280 00:18:05,800 --> 00:18:10,720 classes, I want you to be skilled at peer [INAUDIBLE], writing for your peers and 281 00:18:10,720 --> 00:18:13,820 grading your peers. So part of this is just practice, in case 282 00:18:13,820 --> 00:18:16,040 you're going to take other classes that require peer grading. 283 00:18:16,040 --> 00:18:19,905 And so, look at the comments that are useful to you, and ignore the bad ones. 284 00:18:19,905 --> 00:18:24,810 And, you know, you, you will feel bad when you see a grader who's, who said 285 00:18:24,810 --> 00:18:29,145 something very critical about your work. We're not going to and punish bad 286 00:18:29,145 --> 00:18:33,310 graders. [COUGH] We're not going to regrade. 287 00:18:33,310 --> 00:18:36,270 That's why these things are all extra credit. 288 00:18:36,270 --> 00:18:39,850 If you get a 6 out of a 10, that's 6 extra points. 289 00:18:39,850 --> 00:18:43,680 You shouldn't, I mean we all think that if we don't get anything other than a 10 290 00:18:43,680 --> 00:18:48,360 out of a 10 we've somehow failed. This is a very imperfect process. 291 00:18:48,360 --> 00:18:51,980 We're going to learn from the process and that's why I made all of the credits 292 00:18:51,980 --> 00:18:56,460 extra credit, right? Again, this isn't just for this class. 293 00:18:56,460 --> 00:19:01,760 I want to get us used to as a community, as a Coursera community, on how to do 294 00:19:01,760 --> 00:19:05,310 this in general. So, let's focus on enjoying this, 295 00:19:06,450 --> 00:19:09,460 learning this, and not getting too serious. 296 00:19:09,460 --> 00:19:13,070 So I hope to see some of your writing in the peer graded assignments in the 297 00:19:13,070 --> 00:19:14,100 course. Thanks.