English Composition Student Rights

Pouring water over a metal frame will do nothing to give this substance the frame’s shape. The water simply continues to flow. In a similar manner, compositions are difficult substances to form into rigid structures, but we instructors do it anyway in an attempt to help students develop critical thinking skills and practice rhetorical approaches and analyses. So, we give our students glasses and containers and rules in which to pour their compositions—and then we attempt to grade them—and things get really messy. We use rubrics and peer editing sessions to determine grades and we decide whether or not revisions are allowed. Some instructors don’t allow for any revisions at all, while others allow for multiple revisions and sometimes, students don’t receive any comments back at all from instructors—just a grade on a rubric and maybe an isolated written remark that may seem confusing. What then, should students expect from the moment they draft a composition to the time it is assessed? What assessment measures can be expected? At the very minimum, I believe students deserve the following actions to be taken:

1) An essay/composition grade or assessment should be determined by a professional in the field who has earned the appropriate degree. Some instructors do prefer peer grading (which is different from peer editing), but even with peer grading, instructors themselves often read the paper and determine whether or not the final grade accurately reflects the paper’s content and correspondence to the assignment goals. According to Stanford Teaching Commons, this peer grading method can be used effectively if students are properly trained through multiple sessions and examples before grades are given. Peer grading does not violate FERPA laws, according to the U. S. Supreme Court and some instructors truly believe that peer graders are accurate and hold peers to high standards. However, some practitioners and researchers show that peer graders are not always accurate and that they are not qualified for the job (“Against Peer Grading” by John Warner, 2014 and “The Impact of Self- and Peer-Grading on Student Learning” by Sadler and Good, 2006). In my college level classrooms, I never relied on peer grading because it was difficult enough for me to become confident with my own assessment techniques over several years. How could I expect students, without a degree to become competent in just a few weeks? Grading eight sections of papers per semester—on top of committee and professional development work—was extremely difficult because grading compositions is time-consuming and the demands from administration to take on more students and tasks are never-ending. However, handing this responsibility off to anyone else, could lead to assessment solutions that teachers and students no longer control. One such assessment solution, includes “machine scoring,” which the National Council of Teachers of English is strongly against since “Teachers are the most knowledgeable practitioners and advisors in assessing students’ literacy—their reading, writing, and communication skills” (2016, “National Survey: Teachers know best how to assess students’ literacy, want changes in testing system.”) Composition students then, have a right to be assessed by individuals with specific degrees in the field and not a “smart” past student, a computer, or peer who has only received one or two weeks of training.

2) Students should be given the time they need to complete assignments, especially if they are on a 504 Plan or Individualized Learning Plan. In-class writing prompts and essays can be an important way for students to learn how to prepare for essay writing on tests or for standardized/national tests for entrance into college, but relying solely on these kinds of methods could lead to superficial writing that lacks reflection (see the article by Paul Thomas, “Teaching Writing as a Journey, Not Destination,” 2017). If in-class writing/essays are crucial to the course content/material though, students on learning plans should be given extra time if their plan states so—and even if students are given several class days to write. Instructors may not be purposely denying students any of the accommodations specified in a plan, but sometimes they forget.  Students may remind their instructors that they do need this kind of accommodation.

3) Rubrics can make expectations clear, but students may also want a few, effective comments. In addition to rubrics, I often summarized my comments in 3-5 sentences. I told students what was working, and three areas that could be improved. Sometimes students took my advice. Sometimes they didn’t, but many said they appreciated the comments because past instructors never made them—and if they did, they were too vague to fully appreciate. A “good” comment is specific and identifies the problem, why it’s a problem, and a possible way to fix it. Comments, in my opinion, remind students that instructors are human beings who are reading their papers and responding as an audience member to their work.

4) Revisions should be encouraged. Some instructors limit revisions to only one major paper in the course, sometimes in an effort to cut down on work load because of the high demands composition teachers and instructors face. These demands are real and teachers/instructors face them valiantly each day, but eliminating chances to revise only hurts students and interferes with the Council of Writing Program Administrators’ Outcome Statements for Composition, which states that students should “be aware that it usually takes multiple drafts to create and complete a successful text.” Allowing students to revise compositions that are assessed helps them learn more about the writing process and their own writing. While the workload does increase somewhat, I found that in my composition classes, if I allowed students to revise their papers once for a higher grade, I could also enforce strict deadlines for the revisions in order to pace the workload. Many students chose not to revise, but the option was there for those who, upon more reflection, wanted to push their compositions in a different direction.

5) Talking/conferencing about writing should also be encouraged. Students may disagree with a comment or grade, but that disagreement can turn into a powerful revision. In my experience, if a student could respectfully argue his/her point effectively during a conference, I told that student to put those precise words down on paper and hand the assignment in again. Sometimes in talking, the answers become clearer.

Even with all of these rights or expectations outlined above, students may still not agree with the final grade on an essay, but they at least deserve the chance to fully participate in the composition process—and help shape the direction in which their writing takes them.



Can Creative Writers Succeed at Academic Writing?

Ink breathes life into characters and fills pages with vivid settings, conflict, and dialogue for the creative writer to push, move, bend, and shape. However, when presented with more rigid guidelines that call for analysis, rather than “creativity,” writers of fiction may find themselves at a loss for words and wonder, “Am I allowed to still be creative?” The answer is, “yes.” Academic writing should not be boring and it doesn’t have to be. Creative writers might have to limit introductions and clever phrases to a few lines sprinkled in here and there throughout an “academic” essay, but there are still plenty of options for using those creative skills in the academic world—especially when writing personal narratives, descriptions/observations, persuasive papers, and literary analysis.

The personal narrative essay and the descriptive/observation essay are great places for creative writers to weave in elements of conflict, setting, climax, and character. The personal narrative for instance, asks writers to focus on one major life event or moment and tell the story in a convincing way—the way a story teller or fiction writer would—with plenty of description, action, and dialogue. Similarly, a descriptive or observation essay asks writers to draw on their abilities to create detailed descriptions, weave in dialogue, and use sensory details to communicate an experience or the life of another person. These kinds of assignments are innovative places where creative writers can start pushing the boundaries between fiction and nonfiction.

The persuasive essay on the other hand, which could include rhetorical analysis, evaluation of a movie/book, argumentation, or literary analysis, may be somewhat more challenging for creative writers, but these writers have plenty of tools at their disposal to help them craft effective arguments and drive a point home in a unique way. While some writers might use a direct quote from a source to “hook” their readers in the first line, creative writers might be able to use sensory details or write a striking first sentence that leads directly into the topic at hand and the subsequent analysis. They may be able to subtly sustain an image or metaphor throughout the analysis and then end with one final image or snapshot that ties the piece together.

In other words, the examples of academic writing we often see can be dry and lifeless. While they may expertly and logically prove a point, they could do very little to stir the soul. These examples then, often leave creative writers feeling somewhat hopeless as they ask, “Is this what I must now become in order to pass my academic courses?” It’s not. There is room for creative writers in the academic world and, for those of us who read “boring” papers for a living, a thoughtfully crafted piece that blends analysis and art breathes life back into a practice that was never originally meant to be so incredibly colorless, drab, or uninspired.

If you are a creative/fiction writer who is struggling with academic writing, please feel free to contact me. I’m happy to lend a hand:



Why Blog?

Fixin’ Leaks and Leeks is a small corner of cyberspace I get to call my own and I look forward to visiting it often. Blueberry fields and haunted houses have formed the backdrops for DIY posts I get to shape and edit in any way I wish. Through this blog, I’ve had the opportunity to take on new projects, try things I’ve never done before, learn new skills, be as silly as I want, and make over 850 friends who are kind enough to follow me. No—I’ve never made a dime from blogging, but it has given me the chance to develop a voice, share ideas, and make some great friends I’ve never met in person—but I’d know them if I did, just by the tone of their voice and the topics they might choose to talk about. So, if you’ve ever thought about creating a blog (or weblog) of information on virtually any topic you find interesting—or about your daily life—there are plenty of benefits beyond the monetary promises you may have heard are associated with blogging. Here are a few of the benefits I’ve experienced since I started blogging in February of 2017:

1) You don’t need any money to start a blog. Many sites exist free of charge and you can get started right away. If you want to upgrade in order to gain more room for videos or audio, there are plans that can cost between $50-$300 per year. However, you don’t have to upgrade to make or post videos or audio. Sites such as Youtube allow you to create for free and you can place the link in your blog—free of charge as well. For instance, Blogger, Squarespace, WordPress, and Wix are just a few sites that offer free plans and customer service/support for bloggers.

2) If you have a business or side business you could use a blog to help promote your products and tell stories about them. Paypal can even be added to your blog’s website for free and there are no monthly fees or startup fees. However, a small amount is automatically deducted from each transaction for which you receive money from a customer online.

3) Make new friends and follow other blogs to create stimulating, creative, and dynamic interactions.

4) If you are a writer, student, photographer, artist, or athlete/performer, you could showcase your work in a blog online and provide the link to your site for potential patrons, recruiters, and readers.

5) Gain access to restaurant reviews, recipes, reviews of gadgets and kitchen tools and technology, pictures of nature, short stories, and travel writing. Other bloggers write about fascinating subjects and have recommended products I now use. I’ve discovered interesting books, movies, and music/music genres—including K-Pop—all through blogging.

6) You get to control the comments on your blog—or prevent them altogether if you wish.

7) Other bloggers who have visited my site, and who have left comments, have been incredibly kind and supportive. Writers, artists, and people from all walks of life face rejections often, so it’s helpful to find other bloggers who offer encouragement and helpful advice.

8) Blogging is an excellent way to practice or keep up with a foreign language. Blogging draws people together from all over the world. One way I’ve been able to keep up with my Spanish is to follow blogs in Spanish and leave comments in Spanish as well. If you are new to a foreign language, you might not understand every word on a page, but you might be able to get the main idea and learn a few new words. You may even be brave enough to post something in your new language and get a reply. Just resist the urge to hit the “translate” button.

Fixin’ Leaks and Leeks then, is my humble contribution to this “wild, wild west” of space that spins with an abundance of fantastic images, videos, and text. Creating a blog has also helped me adapt to a new place. When I first moved to the Greater Seattle area from Ohio, I found myself in completely unfamiliar territory. Making new friends and joining new groups suddenly seemed intimidating, but reading blogs about my new surroundings spurred me to get out and try new restaurants, visit museums, and explore. Then, I’d return with pictures of forests, beaches, tulip gardens, and mountains, and I’d begin to fill my corner of the world with these images and the new stories I wanted to tell.


Do you want to create a blog? There’s still time to sign up for my blog writing course this summer at the Art Schack in Everett, Washington. To register, click here: Blog Writing.

Steps for Timed Argumentation Essay Writing

Sweeping up tiny grains of rice that have somehow escaped from a container during dinner preparation, to me, is equivalent to what it was like to write essays under time constraints when I was a student. With the exception of a math assignment, (I was no good at math) nothing could reduce me to panic like a timed essay test. It seemed like I was chasing after pieces of information that would suddenly get away from me. How was I supposed to take something I just spent a few minutes reading and transform it into a well-written response in 50 minutes or less? I’m pretty sure I was offered strategies, but somehow I either never used them or they just escaped me in my aim to make sense of chaos. However, after spending many years as a writing teacher in both English and Spanish, I think I may have a few steps to pass on to future students and hopefully they might find them useful. They’re not the most unusual steps students have ever seen. Many might look familiar, but I’ve listed them here below for your consideration:

1) If the essay prompt is asking you to read a selection and make an argument, you could first skim through the selection and identify the author’s thesis or main point. Sometimes it’s at the end of the opening paragraph, but not always. Sometimes it appears in the second or third paragraphs, or it could be in the concluding paragraph. An author might not necessary say, “I completely disagree or agree with . . .” Instead, he or she may use key words such as “dangerous” or “unnecessary” or “should be/should not be” to give recommendations and opinions. Looking for these kinds of key words could help you identify the author’s main argument.

2) After reading the selection, you could ask yourself, “Do I agree with the author’s statement? Why or why not?” When answering the question, “Why or why not?” you could provide three reasons, which could eventually become three points for the body of your essay later on.

Fictional Example: I do not agree with B. Author’s argument that self-driving cars will be disastrous to society because self-driving cars can provide transportation to people of all abilities, reduce accidents, and increase the economy.

When I come up with three reasons why I disagree in this case, I think about all the various people or segments of society that might be affected by this topic. In this way, I can find three different and perhaps strong reasons to convince readers to take my side.

3) Most readers want to see some kind of “hook” in the first sentence to gain their interest, but you might not have time to invent a clever one on your own. One trick you could use is to begin with the title of the article or text, the name of the author, and the argument. Sometimes authors choose titles carefully and the word choices can pique a reader’s interest. If a title is particularly interesting, you could place it in quotation marks (if it’s an article or a work in an anthology) and go from there.

Example: “Losing Control: Self-Driving Cars and Society’s Loss” by B. Author argues that while self-driving cars may be convenient, they will shut down important brain functions people have developed over the years as a result of learning to drive.

The title above has some thought provoking words like “losing control” and “self-driving cars” that might draw a reader in, so I use them to my advantage in my opening sentence. You might try a similar strategy as you begin to practice writing essays “on the spot.”

Then, you could explain some key concepts from the article and transition into your thesis statement. In this case, I might write the following statement: However, I do not agree that self-driving cars will be disastrous to society. They can provide transportation to people of all abilities and reduce accidents. They may even help increase the economy.

4) The three points from the thesis statement can become topic sentences for each subsequent body paragraph. After each topic sentence, you could provide examples from the text or from your own personal experience (if allowed in the prompt) to back up your points. So, if my first point states that people of all abilities can benefit from self-driving cars, I might give examples of people who would previously rely on buses or other transportation because a disability may have prevented them from driving.   I could make the case that more people could achieve independence and happiness to more freely pursue worthwhile goals and jobs if they had self-driving cars. Then, once I’ve provided at least 2-3 examples and explanations, I could provide a sentence or two at the end to show readers how all of my ideas relate to and support my thesis statement.

5) Finally, I could conclude with a paragraph that summarizes all of my ideas and leaves my readers with one more idea or overall thought. Sometimes identifying one last striking quote from the reading can help provide that final thought or impression.

Of course, remembering and following all of these steps takes time and plenty of practice. As you move about the world and do the things that make you happy, you might spend some time reflecting on your experiences. If you happen to see an advertisement on social media or read a headline in the news, you could stop and think about whether or not you agree or disagree with what you see. Then, grab some paper and take each step above slowly and carefully until you gain momentum and the pieces, rather than scattering about uncontrollably, fall into place.

If you need help with timed essay writing, please don’t hesitate to contact me. I’m happy to lend a hand:




There’s Still Time To Sign Up For Summer Writing Classes: Horror, Blogging, and Scholarship Writing


–Horror in a Flash: Horror Flash Fiction Writing. Stormy nights are yours to write, slash, and boil down to 1,000 words or less. May 24th-June 14th, Thursdays: 4 p.m.-6 p.m. Ages 16+ For registration and course details go to flash-horror-flash-fiction-writing/

–Blog it Out: Creating Your Personal Blog. Enter the creative and dynamic world of blogging by sharing your story. June 22-July 20 (skipping July 6th). Fridays, 4 p.m.-6 p.m. Ages 16+ For registration and course details go to creating-your-personal-blog/

–The Art of the Scholarship Essay. Are you applying for college or graduate school? Is a personal essay part of the application process? If so, this course will help you craft a “winning-chance” essay that makes your personal experience shine. June 27- July 25 (skipping July 4th) Wednesdays, 4 p.m.-6 p.m. Ages 16+ For registration and course details go to essay/