<p>Some professors publicly announce that you can turn papers in multiple times for intermediate review and some don’t but will do one if you ask. My guess is that very few students take them up on this as it’s extra work to do multiple review-revision cycles.</p>
<p>tom:</p>
<p>This may not help with the grading, but it might help your D gain a more objective assessment of her speaking abilities: Ask her if someone else can videotape her. if not, can she be tape-recorded. Some colleges have facilities for new TAs or faculty (or not even new ones) to videotape themselves conducting a real class or section and then going over the video with a member of the pedagogy staff.
Speakers are not always aware of our verbal tics or the way they come across to others. If they’ve wrestled with an idea for a long time, they think that what has become crystal clear to them should be clear to others (my S is in the throes of writing his thesis and his advisor’s main comment is “clarify.”)</p>
<p>On the specific issue of how to approach her prof and on your advice to her, others have made excellent suggestions, so I won’t repeat them.</p>
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<p>Yep. It’s true. At least for some prof’s at some schools.</p>
<p>My D1 is just like oldfort’s in post #7. She just knows instinctively how to play the game. Of course these are skills that will continue to work in other settings. So far she has 75% "A"s at a school that pressures the faculty to give no more than 35% "A"s per course. Remarkable (the play the game part) for a kid who was so disgusted by school by the seventh grade that she insisted upon being unschooled thereafter. Just socially very, very hip.
Her brother, with the same God given marbles, tended to get a chip on his shoulder, to the detriment of his grades, which were fine but not spectacular.
Just one of many insights I’ve learned from my daughter- If you get your professor’s early feedback on your paper, he or she becomes invested in your success.</p>
<p>I don’t want to make it appear that D1 doesn’t do her work. She works very hard and is genuinely interested in her work, but she will use all help available to her. After I posted yesterday, I got a call from D1 about her not so good grade on her Art History test. We debated whether she should take a W or not so stellar grade. She is going to stick it out because the professor is very good and she likes the class. She has a major paper coming up, which is worth just as much as her prelim. I know she will be visiting her professor a lot.</p>
<p>Last semester she was on a borderline of two grades in a large econ class. She emailed the professor to ask him to take another look of her final grade, because based on the discussion in class…He bumped it up. I am not sure if he really made a mistake or he appreciated the fact she always went to his classes/office hours, and turned in all her homework.</p>
<p>tom, Has your D spoken with the professor and has the situation improved for her?</p>
<p>Yes- she has. The professor told her she was one of the best students in class and that it was a pleasure to have her as a student. Her next graded assignment was 6 points higher than her prior average.
My D did say the professor gave her some tips which she took to heart. She practiced using those tips prior to her public speaking exam.</p>
<p>My D came away more impressed with the professor even before she received the grade on the next test. She felt the professor was very helpful. She also understood where the professors assessment was coming from. It helped that the professor was kind enough to stroke her ego will providing the critique.</p>