What can you do to accomodate your RAs? Below are a few pointers
gleaned from past RAs to guide you in preparing your students
for their RA conferences.
The Ideal Professor . . .
Talks consistently to students in the class about the importance
of RAs.
Repeats important cues to students: "make sure you have
your best draft ready for the RA"; "please be on
time for your conference".
Introduce RAs early in the term.
Holds students responsible for their work.
Includes names and phone numbers of RAs on syllabus for easy
reference (also shows respect that RAs are members of the
"team").
Meets with RA to discuss goals, expectations, syllabi, assignments.
Enthusiasm for the program.
Open to suggestions.
Reads both drafts of student papers; when appropriate, reinforces
RA comments (e.g., "you should have followed your RA's
advice").
Makes clear to students that there will be a penalty for
1) not having a good draft ready on due date; 2) not showing
up for a conference.
Counts writing assignments as a weighty part of the total
evaluation.
Requires word processed drafts for RAs.
Defines "best draft" as not an outline or paragraph
but probably a second or third complete draft.
Allows sufficient time for written critiques (as much as
one week) and for conferences (as much as one week) and revision.
Note: RAs report that in some classes (typically upper-division)
students may profit by seeing their RA comments on the assignments
before the conferences.
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