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[temporaryname]

Oh, I always love those students; I had one of those my semester as a TA.  He didn't come to class (just too early in the morning), didn't come to recitation (conflicted with another class), and turned in exactly one of the weekly homework assignments ('cause homework was assigned in class and he didn't know anyone from whom to get the assignment).  The first time I laid eyes on him was at the first test, which is pretty noticeable in a class of 50 students.  While he wrote lovely, relevant prose from the book on the test (it was closed book so that demonstrated he had read the book), the questions were primarily mathematically-based for that engineering class.  He failed spectacularly, but that did not deter him from coming back the next exam and the final to fail spectacularly on them as well.  The only  mark in his favor is that he quietly accepted his failure and disappeared.

Oh--you were my TA for Chemistry 101?

Just saying that to point out that some of the exasperating ones can eventually turn themselves around.

[nebo113]

Today in computer classroom.  Composition students writing inclass "midterm".  About 20 minutes before end of class, student with world's worst handwriting (SWWWH) asks if he can handwrite his paper.  Me:  No. SWWWH:  It's easier than typing.  Me:  No.    SWWWH:  Why not?  Me:  Because I said so.

[conjugate]

I often use "clearly" in a math proof when I don't feel like dredging up an argument.  The trick is knowing when you can get away with it.  (I usually do.)

LOL.  One of my professors in college said to avoid words like "clearly" or "obviously" in proofs because it's either a sign that you don't know what you're talking about, or you are just insulting your reader.

I cringe every time my students use those two words in my math classes.

Yeah, this is the kind of stuff I hope to continue learning over time.  My professors haven't remarked on it so far, but it does seem like a dumb thing to write.

It invites trouble.  If I am proving a statement and use, for instance, the fact that 1 + 1 = 2, I don't say "clearly" because it's too clear.  If I say "clearly, 1 + 1 = 2," some b@st*rd is going to ask me how to prove it or at least sketch the proof.  I could cite the published proof¹ (although our library doesn't have a copy), but it's easier just to leave it and not invite trouble with"clearly" or "it is obvious that...."

¹Yes, Russell and Whitehead, in Principia Mathematica, actually provide a detailed precise proof that 1 + 1 = 2.  From the beginning of the book to the proof is 379 pages of terminology , definitions, and lemmas.  But it by God means that you can be really, really sure that 1 + 1 = 2. 

[ptarmigan]

I often use "clearly" in a math proof when I don't feel like dredging up an argument.  The trick is knowing when you can get away with it.  (I usually do.)

LOL.  One of my professors in college said to avoid words like "clearly" or "obviously" in proofs because it's either a sign that you don't know what you're talking about, or you are just insulting your reader.

I cringe every time my students use those two words in my math classes.

Yeah, this is the kind of stuff I hope to continue learning over time.  My professors haven't remarked on it so far, but it does seem like a dumb thing to write.

It invites trouble.  If I am proving a statement and use, for instance, the fact that 1 + 1 = 2, I don't say "clearly" because it's too clear.  If I say "clearly, 1 + 1 = 2," some b@st*rd is going to ask me how to prove it or at least sketch the proof.  I could cite the published proof¹ (although our library doesn't have a copy), but it's easier just to leave it and not invite trouble with"clearly" or "it is obvious that...."

¹Yes, Russell and Whitehead, in Principia Mathematica, actually provide a detailed precise proof that 1 + 1 = 2.  From the beginning of the book to the proof is 379 pages of terminology , definitions, and lemmas.  But it by God means that you can be really, really sure that 1 + 1 = 2. 

The proof that 1+1 = 2 is the kind of thing my boyfriend seriously gets into.

I am most tempted to use a word like "clearly" for something like e^x > x.  I will usually stop and just go ahead and prove it (probably appropriate/needed in my undergraduate analysis class), but sometimes I run out of energy or time and then somehow...yeah, the "clearly" or "obviously" rears its ugly head.

[biomancer]

I often use "clearly" in a math proof when I don't feel like dredging up an argument.  The trick is knowing when you can get away with it.  (I usually do.)

LOL.  One of my professors in college said to avoid words like "clearly" or "obviously" in proofs because it's either a sign that you don't know what you're talking about, or you are just insulting your reader.

I cringe every time my students use those two words in my math classes.

Yeah, this is the kind of stuff I hope to continue learning over time.  My professors haven't remarked on it so far, but it does seem like a dumb thing to write.

It invites trouble.  If I am proving a statement and use, for instance, the fact that 1 + 1 = 2, I don't say "clearly" because it's too clear.  If I say "clearly, 1 + 1 = 2," some b@st*rd is going to ask me how to prove it or at least sketch the proof.  I could cite the published proof¹ (although our library doesn't have a copy), but it's easier just to leave it and not invite trouble with"clearly" or "it is obvious that...."

¹Yes, Russell and Whitehead, in Principia Mathematica, actually provide a detailed precise proof that 1 + 1 = 2.  From the beginning of the book to the proof is 379 pages of terminology , definitions, and lemmas.  But it by God means that you can be really, really sure that 1 + 1 = 2. 

I tried reading that proof.  I think my brain just stripped a gear.

[compdoc]

I had my students turn in their assignments to turnitin.com. I had them turn them in early so they could see their originality reports. I had them look at their originality reports.

I still had three papers fail for egregious plagiarism. One student plagiarized 48% of her paper in drabs and blobs from various places.

Thankfully this is the school that lets me fail them for the class for plagiarism.

[nebo113]

I had my students turn in their assignments to turnitin.com. I had them turn them in early so they could see their originality reports. I had them look at their originality reports.

I still had three papers fail for egregious plagiarism. One student plagiarized 48% of her paper in drabs and blobs from various places.

Thankfully this is the school that lets me fail them for the class for plagiarism.

Why do expect them to know math?????  Clearly/Obviously, you shouldn't expect them to be able to interpret the numbers on turnitin.  And figuring out drabs and blobs?   That's not about writing.   After all, you're not teaching a math class. 

[galactic_hedgehog]

¹Yes, Russell and Whitehead, in Principia Mathematica, actually provide a detailed precise proof that 1 + 1 = 2.  From the beginning of the book to the proof is 379 pages of terminology , definitions, and lemmas.  But it by God means that you can be really, really sure that 1 + 1 = 2. 

What if I'm using binary?  Don't I have to prove that 1 + 1 = 10?

[conjugate]

¹Yes, Russell and Whitehead, in Principia Mathematica, actually provide a detailed precise proof that 1 + 1 = 2.  From the beginning of the book to the proof is 379 pages of terminology , definitions, and lemmas.  But it by God means that you can be really, really sure that 1 + 1 = 2. 

What if I'm using binary?  Don't I have to prove that 1 + 1 = 10?

I am embarrassed to observe that in fact the proof that 1 + 1 = 2 waits until p. 80 of volume 2 for the full details.  P. 379 of volume 1 is merely the proof of the proposition that will eventually be used for the proof that 1 + 1 = 2.

[gennimom]

¹Yes, Russell and Whitehead, in Principia Mathematica, actually provide a detailed precise proof that 1 + 1 = 2.  From the beginning of the book to the proof is 379 pages of terminology , definitions, and lemmas.  But it by God means that you can be really, really sure that 1 + 1 = 2.  

What if I'm using binary?  Don't I have to prove that 1 + 1 = 10?

I am embarrassed to observe that in fact the proof that 1 + 1 = 2 waits until p. 80 of volume 2 for the full details.  P. 379 of volume 1 is merely the proof of the proposition that will eventually be used for the proof that 1 + 1 = 2.

Oh. I was just going to ask if I could slap GH for making us think even harder. That stuff is just beyond my math-challenged brain and I'm already trying not to pass that on to Genni!

(Just kidding GH! Really, I love you!)

[galactic_hedgehog]

¹Yes, Russell and Whitehead, in Principia Mathematica, actually provide a detailed precise proof that 1 + 1 = 2.  From the beginning of the book to the proof is 379 pages of terminology , definitions, and lemmas.  But it by God means that you can be really, really sure that 1 + 1 = 2.  

What if I'm using binary?  Don't I have to prove that 1 + 1 = 10?

I am embarrassed to observe that in fact the proof that 1 + 1 = 2 waits until p. 80 of volume 2 for the full details.  P. 379 of volume 1 is merely the proof of the proposition that will eventually be used for the proof that 1 + 1 = 2.

Oh. I was just going to ask if I could slap GH for making us think even harder. That stuff is just beyond my math-challenged brain and I'm already trying not to pass that on to Genni!

(Just kidding GH! Really, I love you!)

I'm glad to know I'm making someone think this semester!

[fosca]

I gave an assignment on Monday for my accellerated online course.  It's due at noon on Friday, and I've mentioned several times that multiple revisions are likely to be needed for full credit and that they need to post early and often.  As of right now (9am Thursday), fewer than a third (9 out of 31) of the class has even attempted the assignment once.  This isn't going to end well.  Mostly for them.

[phlegmatic]

In my Introduction to Basketweaving class I use a points system where every item is worth X points and students can just add up their points to see their grade. I got this gem on a mid-semester evaluation today:

The idea of adding up points to make our grade is redeculous. At least give us some sort of extra credit.

I use the point system so students aren't so freaked out by getting a 79 or an 89, but I didn't think they would not realize that adding up points is the exact same thing as a percentage system--at the end of the semester, percentages become points and get added up. This is laughable. Or cryable. Whatever.

Perhaps I could give extra credit for people who can spell things correctly. ;)

Edited to include...

I should not have posted until I was done. This one says:

Maybe realize others don't do good at test or papers. Extra credit would help a lot of.

So if I don't give tests, or papers, I could...make you watch a YouTube clip? (see above)

[caravaggiojr82]

In my Introduction to Basketweaving class I use a points system where every item is worth X points and students can just add up their points to see their grade. I got this gem on a mid-semester evaluation today:

The idea of adding up points to make our grade is redeculous. At least give us some sort of extra credit.

I use the point system so students aren't so freaked out by getting a 79 or an 89, but I didn't think they would not realize that adding up points is the exact same thing as a percentage system--at the end of the semester, percentages become points and get added up. This is laughable. Or cryable. Whatever.

Perhaps I could give extra credit for people who can spell things correctly. ;)

Edited to include...

I should not have posted until I was done. This one says:

Maybe realize others don't do good at test or papers. Extra credit would help a lot of.

So if I don't give tests, or papers, I could...make you watch a YouTube clip? (see above)

Funny thing. This semester I've acquiesced to my undergrads' perpetual requests for extra credit. I give tons of extra credit opportunities now, a "redeculous" amount you might say. I make it so easy that most students--especially the students who really need it--blow it off. Ha!

[conjugate]

In my Introduction to Basketweaving class I use a points system where every item is worth X points and students can just add up their points to see their grade. I got this gem on a mid-semester evaluation today:

The idea of adding up points to make our grade is redeculous. At least give us some sort of extra credit.

I use the point system so students aren't so freaked out by getting a 79 or an 89, but I didn't think they would not realize that adding up points is the exact same thing as a percentage system--at the end of the semester, percentages become points and get added up. This is laughable. Or cryable. Whatever.

Perhaps I could give extra credit for people who can spell things correctly. ;)

Edited to include...

I should not have posted until I was done. This one says:

Maybe realize others don't do good at test or papers. Extra credit would help a lot of.

So if I don't give tests, or papers, I could...make you watch a YouTube clip? (see above)

Funny thing. This semester I've acquiesced to my undergrads' perpetual requests for extra credit. I give tons of extra credit opportunities now, a "redeculous" amount you might say. I make it so easy that most students--especially the students who really need it--blow it off. Ha!

That's too bad since extra credit would apparently help a lot of.

(A lot of what, I don't know, but I wouldn't gainsay the student.)