A Sense of Doubt blog post #2044 - Labor Based Grading and the contract

A Sense of Doubt blog post #2044 - Labor Based Grading and the contract

42 DAYS - VOTE

I am going to start having a count down to vote in my blogs.

And here is a lot of content about LABOR BASED GRADING.

A lot of the writing is either by Asao B. Inoue (see below) modified by some of my colleagues and by me.

I post this here as a resource for myself, my fellow educators, and my students.


Two of my colleagues and I are trying a special type of grading contract system in some of our college classes at Lower Columbia College called LABOR BASED GRADING.

Here's some materials about it in this entry,

It's mainly championed by a very cool teacher by the name of Asao B. Inoue, who teaches for Arizona State University:

https://asaobinoue.blogspot.com/




I am happy to report that in reading the "about" link on his blog, I see that he is a kindred spirit in what he reads and his playing of Dungeons and Dragons.





FROM INOUE'S Blog:

Growing up, I was also a remedial English student in elementary and junior high school, despite my loving to read, and reading lots of science fiction and fantasy novels. Some of my favorite authors at the time were Tolkien, Asimov, Bradley, Brooks, McCaffrey, and LeGuin.

By the time I reached sixth grade, my brother and I found Dungeons and Dragons, and we were hooked on the game until college. The game give me a strong grounding in doing research, creating worlds, stories, and characters with language. It was also a deeply satisfying daily literacy practice that was collaborative and rewarding, something I shared with my twin brother, Tad. Today, we still play every now and then. We've moved to the Pathfinder system.

Here's what I said to my classes.

TALKING ABOUT LABOR BASED GRADING

Class:

Imagine that this wasn’t an official course for credit at this school, but instead that you had seen my advertisement in the newspaper or on the Internet, and were freely coming to my home studio for a class in cooking or yoga. We would have classes, workshops, or lessons, but there would be no official grading of omelets or yoga poses, since letters and numbers would be meaningless in those scenarios. But we all would learn, and perhaps in an encouraging, fun, and creative environment. In considering this course and that home studio scenario, we might ask ourselves three questions:

Why are grades meaningless in that home studio setup?

How do grades affect learning in classrooms?

What social dynamics does the presence of grades create?

In both situations, instructors provide students or participants with evaluative feedback from time to time, pointing out where, say, you’ve done well and where I, as the instructor, could suggest improvement. In the home studio situation, many of you would help each other, even rely on each other during and outside of our scheduled meetings. In fact, you’d likely get more feedback from your peers on your work and practices than in a conventional classroom where only the teacher is expected to evaluate and grade. 

Consider two issues around grades.

First, using conventional classroom grading of essays and other work to compute course grades often leads students to think more about acquiring grades than about their writing or learning; to worry more about pleasing a teacher or fooling one than about figuring out what they really want to learn, or how they want to communicate something to someone for some purpose.

Lots of research in education, writing studies, and psychology over the last 30 or so years have shown overwhelmingly how the presence of grades in classrooms negatively affect the learning and motivation of students. Alfie Kohn (2011), a well-known education researcher and teacher of teachers, makes this argument succinctly. To put it another way, if learning is what we are here for, then grades just get in the way since they are the wrong goals to strive for.

An “A” doesn’t build a good bridge for an engineer, nor does it help a reporter write a good story, or an urban planner make good decisions for her city. It’s the learning that their grades in school allegedly represent that provides the knowledge to do all that they need to.

And so, how do we make sure that our goals aren’t about grades in this class, but about learning to write?

  

CONFESSION TIME: I was not an all A student all of the time.

Sure, I could earn grades of A when I bent all my will and discipline to the task AND when I had a good relationship with the instructor rather than an adversarial one or one lacking in transparency as when Stu Dybek killed my 4.0 grad school grade point without any pre-warning or set of preordained expectations.

When I didn’t earn As, I was not idle. I ran a college radio station. I created, produced, and directed three-hour multimedia theatrical shows with a cast of forty people and two bands. I wrote novels. I organized art shows in areas of dormitories that were partly demolished and not yet under construction under construction. I linked arms with hundreds of residents in a “stay out of our neighborhood” activist event after parties, riots, and arrests. I did all kinds of things, which at the time, seemed more important than grades in classes in which I did not feel like I was learning. When I cared about what I was learning, then I did the work, and I earned those As.

And that’s my point.

The goal is the LEARNING and not the GRADES.

Second, conventional grading may cause you to be reluctant to take risks with your writing or ideas. It doesn’t allow you to fail at writing, which many suggest is a primary way in which people learn from their practices. Sometimes grades even lead to the feeling that

·       you are working against your teacher,

·       or that you cannot make a mistake,

·       or that you have to hide part of yourself from your teacher and peers.

The bottom line is, failure at writing is vital to learning how to write better. And we have to embrace our failures, because they show us the places we can improve, learn, get better -- and these are the reasons we are in college! Grades on our work and writing do not allow us to productively fail. They create conditions that mostly punish failure, not reward it for the learning opportunity it can and should be.  

As you might already notice, what I’m arguing for here is a different kind of classroom and even education.

Sir Ken Robinson (2010), a well-known education researcher, makes the argument in a TED talk that typical schooling, with grades and particular standards, is an old and mostly harmful system that we’ve inherited, but now needs to change. One harmful aspect of this old system is that it assumes that everyone is the same, that every student develops at the same pace and in the same ways that variation in skills and literacies in a classroom is bad. It is clear that the opposites of these things are more true.

For all these reasons, I am incorporating a labor-based grading contract to calculate course grades in our class.  

HERE'S some videos about this new practice:

Coreq Camp 2020: Labor Based Grading in the ALP Corequisite Model

Mark Blaauw-Hara, who has been teaching in the ALP model since 2012, will describe how he has adapted Asao Inoue’s labor-based grading framework for use in the co-requisite classroom. Inoue has argued that labor-based grading contracts are especially useful when working with first-generation college students and students of color who may feel disconnected from more traditional grading strategies; he has also argued that labor-based grading can be an essential part of anti-racist writing assessment. Blaauw-Hara has found that labor-based grading is particularly effective in co-requisite writing classrooms, which typically contain students who have an uneasy relationship with more “standard” models of teaching and assessing writing. Blaauw-Hara will discuss his rationale, share his own grading contracts, and help participants identify possible ways they may build labor-based grading into their own classes.

North Central Michigan College: Petoskey, Michigan









HERE IS THE CONTRACT FOR THE COURSE:

edited for Spring 2021 - 2104.08

GRADING CONTRACT – TOWER – SPRING 2021 – ENGLISH 101 – LCC

 

I offer this contract that focuses on the responsibilities we’ll assume, not the things to which someone else (usually the teacher) will hold you accountable. The pedagogical shift I’m suggesting is in part a cultural one, one that I would like you to control. Therefore, we will try to approximate the evaluative conditions of a home studio course. That is, we will try to create a culture of support, or rather a community of compassion, a group of people who genuinely care about the wellbeing of each other – and part of that caring, that compassion, is doing things for each other. It turns out, this also helps you learn. The best way to learn is to teach others, to help, to serve. So we will function as collaborators, allies, as fellow-travelers with various skills, abilities, experiences, and talents that we offer the group, rather than adversaries working against each other for grades or a teacher’s approval.

 

Do not worry. You will get lots of assessments on your writing and other work during the semester from your colleagues and me. Use these assessments to rethink ideas and improve your writing and practices, to take risks, in short to fail and learn from that failing. Always know that I will read everything and shape our classroom assessment activities and discussions around your work, but you will not receive grades from me. I want you not only to rely on your colleagues and yourself for assessment and revision advice but to build strategies of self-assessment that function apart from a teacher’s approval.

 

Therefore the default grade for the course is a “B” (3.0).

 

In a nutshell, if you do all that is asked of you in the manner and spirit it is asked, if you work through the processes we establish and the work we assign ourselves in the labor instructions during the quarter, if you do all the labor asked of you, then you’ll get a “B” course grade. It will not matter what I or your colleagues think of your writing. We may disagree or misunderstand your writing, but if you put in the labor that meets requirements to qualify as sufficient labor, you are guaranteed a B course grade. If you miss class (do not participate fully), turn in assignments late, forget to do assignments, or do not follow the labor instructions, you will get a lower course grade (see the grading table below).

 

“B” Grades

You are guaranteed a course grade of “B” (3.0) if you meet all of the following conditions.

1. Sharing and Collaboration. You agree to work cooperatively and collegially in groups. This may be the easiest of all our course expectations to figure out, but we should have some discussions on what we expect from each other. 
2. Late/Incomplete Work. You agree to turn in properly and on time all work and assignments expected of you in the spirit they are assigned, which means you’ll complete all of the labor instructions for each assignment. During the semester, you may, however, turn in a few assignments late. The exact number of those late assignments is stipulated in the table below, which we negotiate. Late or incomplete work is defined as any work or document due that is turned in AFTER the due date/time BUT within 48 hours of the deadline. For example, if some work was due on Thursday at 11:59 pm, then that piece must be turned in by 11:59 pm on the Saturday following to be within the grace period. For some assignments, such as peer review or an essay draft due for a conference, then the 48-grace period may not apply. The instructor will notify students of these exceptions.
3. Missed Work. Work that is not submitted AFTER the 48 hours grace period stipulated in #2 above (Late/Incomplete Work), then it will be considered “missed work,” which is a more serious mark against your grading contract. All assignments build upon each other (and are sometimes used to construct future lessons), and so turning in something beyond 48 hours after it is due means it is assured to be less useful for you and your colleagues in the class. You agree not to ignore any work expected of you. Ignored work is any work unaccounted for in the quarter – that is, I have no record of you doing it or turning it in: same as missed work but more of a conscious choice. My sense is that ignoring the work so crucial to one’s development as a learner in our community is bad and unacceptable, so accumulating any “ignored work” will keep you from meeting our contract expectations (see GRADING CONTRACT TABLE).

 

4. INCOMPLETE STATUS. A student might submit work and yet earn an “incomplete” status due to missing important requirements key to the work’s completion. When an instructor grants an incomplete, he will communicate the means to convert the incomplete status to complete status if such conversion is allowed for that work. If it is not possible to “fix” the incomplete condition, then the incomplete status counts the same as an “incomplete” due to work that was missed or ignored.

 

5. ESSAY PROCESS WORK. Most of these rules in the contract apply to assignments, class periods, and journals; however, the core work of the course is to write THREE ESSAYS and to earn complete for all at the end of the quarter (see separate section on FINAL ASSESSMENT OF THE PORTFOLIO). However, because writing is a process, each essay will consist of multiple steps in the essay process, work stages that are set up in Canvas as assignments but are not counted in the total for assignments in the grading contract table but are part of the essay category in which each number represents a complete status for the entire process. If a student earns “incomplete” in any of the steps in the process, then the entire process has incomplete status. As with assignments, an incomplete may be earned due to missing/ignoring a step in the process or missing key requirements in the completion of the step necessary to earn a complete. In all cases, when the instructor awards an “incomplete” for steps in the essay process, he will communicate the ways in which the student may convert the step to complete, the timeline for doing so, and the consequences for not doing the work to convert the process to complete (termination of the contract or some other consequence).
6. Conferences. Four times throughout the quarter, you will be asked to schedule an individual meeting with instructor to discuss your work and progress in the class. These conferences are designed to be collaborative conversations about your goals and the direction your labor and thinking can go in order to help you reach these goals.  These conferences are an incredibly important component of the class.  Therefore, you cannot miss one of the four conferences and still receive a passing grade in the class (C or above).  If something comes up which means you are unable to attend your scheduled conference, you must reach out to me within 24 hours to reschedule.  A rescheduled conference is not a “missed” conference.  A conference is only considered “missed” if you do not reach out to me within 24 hours, or if you also fail to attend the rescheduled conference.

  

7. All Work/Labor needs to meet the following conditions. To be complete and On Time, you agree to turn in on time and in the appropriate manner complete essays, writing, or other labor assigned that meet all of our agreed upon expectations. This means you’ll carefully follow ALL of the LABOR INSTRUCTIONS given for the assignment, and be honest about completing labor that asks for particular time commitments of you (for example, “write for 20 minutes,” etc.).
8. Gimme. A “Gimme” is a waiver of a late or missed assignment. You may use a gimme for any reason, but only once in the semester. At the final conference of the quarter, the administrator of our contract will decide in consultation with each individual student how to best apply their “gimme.”  A gimme is NOT an “out clause” for anyone who happens to not fulfill the contract in some way; it is for rare and unusual circumstances out of the control of the student. It can be used to move one item in any of the columns in the above table to a lesser mark on your contract. For instance, take one ignored assignment and make it a missed, or 1 missed and turn it into a late, or take 1 late assignment off your record.

 

GIMME CONTINUED: If there are true emergency situations that may warrant one additional “gimme,” this can be negotiated in our final conference at the end of the term. Our primary concern will be to make decisions that are fair and equitable to all in the class while still meeting the college’s requirements for workload in classes. Please keep in mind that the contract is a public, social contract, one agreed upon through group discussion and negotiation, so my job is to make sure that whatever agreement we come to about a plea will not be unfair to others in class.

 

9. FINAL ASSESSMENT OF THE PORTFOLIO: Even though the student earns no grades and accumulates no points throughout the quarter, Lower Columbia College expects a final grade to be awarded using the traditional letter grade system at the end of the quarter. The system for awarding the final letter grade is spelled out throughout this contract and clearly in GRADING CONTRACT TABLE elsewhere in the document. However, the Final Portfolio comprises the final chance for a student to earn a complete for each of the three essay processes, all three of which are needed to be complete to earn the grade of B promised in the contract. Though the instructor will communicate how a student earns complete in each essay process in the essay process module/assignments for that process, the final essays must sufficiently pass assessment of the course outcomes shared in the COURSE DESCRIPTION DOCUMENT to earn complete status in the final assessment. PLEASE NOTE the caveat following the GRADING CONTRACT TABLE stipulating that a student’s final draft of ESSAY THREE and the entire ESSAY THREE PROCESS must earn complete to make the student eligible to pass the course, even if the other two processes earn complete making the student eligible for a grade of C.

 

10.  CONTRACT TERMINATION: The instructor reserves the right to terminate a student’s contract at any point in the quarter for failing to complete the required work in a timely fashion or due to any violations of the LCC student code of conduct. The instructor promises to work with students to get back on track and succeed if they struggle and to warn students -- at least once -- of a potential contract termination before actually terminating the contract. If the instructor terminates a contract, then the student will not be able to pass the course and should drop if the termination precedes the withdrawal date.

 

GRADING CONTRACT TABLE

 

Labor-Based Grading Contract

	A	B	C	D or below
Essays***	3	3	2	1 or fewer
Journals****	14-13+	12	11-10	9 or fewer
Assignments	12+	11-10	9	8 or fewer
Conferences**	4	4	4	3 or fewer
Portfolio	1	1	1	0
Attendance*	10	9	8	7 or fewer

 

*Basic attendance expectations are based on asynchronous, online learning. The attendance number represents the week in full, which is usually two class periods.  Attendance is earned in asynchronous classes via submission of the “attendance condition” as outlined in the posted class period page in Canvas. RULES FOR SYNCHRONOUS CLASSES: Attendance is earned by meeting the daily attendance condition and being present the majority of the class period. Tardiness may affect earning the attendance condition. Only two missed classes per quarter can be made up through viewing of the live recording and submitting detailed notes the instructor and only if requested by the student. Extra assignments can also be used to convert two and no more than two missed classes to complete status.

 

**Conferences need to be made a priority. Students should arrange their personal schedules accordingly. If you know that you cannot make one of these dates, let me know ASAP to reschedule. Last minute accommodations may not be possible with our given timeframe. True emergencies are always the exception.

 

*** Student must receive a complete on the essay three process to pass the course.

 

**** JOURNAL ASSESSMENTS will be made after week three, week six, week eight, and week ten. The number in the contract grid represents a composite of both complete status earned for both written journal entries and completion checks known as "journal peeks." So, there are 10 journal entry assignments (one a week) and FOUR peeks for a total of 14 assessed events for the quarter. Thus, for a grade of B a student needs only earn 12 completes, which ideally represents all ten entries and two peeks.

 

**** JOURNAL ASSESSMENTS continued…

However, if a student skips an entry or earns incomplete on it and does not fix it, then the student would need complete status on three peeks (9+3 = 12). Regardless, a student must have two of the four peeks earn complete. Even if a student completes extra assignments, two of four of the total number of completes must be in two of the journal peeks. INCOMPLETE: An incomplete in a journal peek will be given for either or both of the following reasons: not having enough entries complete by the time of the peek (looking in week four, three entries would be completed) or if an entry does not meet the requirements of the prompt. THE FIX: a student may revise an entry that was attempted but earned incomplete but may not "catch up" on missing entries to earn the complete status after the peek assessment has been completed by the instructor.

 

“CH-CH-CHH-CHANGES” as Mr. Bowie said.

AS this is the first quarter in which I have employed this grading contract, I reserve the right to change any of its rules and parameters if I discover a serious flaw in the construction of the contract and how it affects the work. As administrator, I have final say on these changes; however, in the spirit of fairness, I will first PROPOSE the change, open the change to discussion, listen fairly to objections to the change, and then implement a version of the change, possibly taking into account the discussion of the proposed change.

Improving Your Contracted Grade

The grade of B (3.0) depends primarily on behavior and labor. Have you shown responsible effort and consistency in our class? Have you done what was asked of you in the spirit it was asked? Have you put in the appropriate amount of labor? Higher grades than the default require more labor that helps or supports the class in its mutual learning. In order to raise your grade, you may complete as many of the following items of labor as you like. Each item completed fully and in the appropriate manner will raise your final course grade by half a grade category. In other words, completing one extra labor will raise your letter grade to a plus (+).  Two extra labors will raise your grade to the next letter category (from a B to an A, from a C to a B, etc.).  I will not give minus (-) grades. ANOTHER WAY to view EXTRAS is that they replace missed/incomplete or assessed incomplete classes, assignments, or journals, much like the use of the gimme.

 

●       Exemplary labor. If by our final meeting conference (end of quarter), you have no late, missed, or ignored assignments, and do not use a gimme, then you will earn an extra half grade category (equal to one extra labor item) to your final course grade. This rule is meant to reward those students who engage in all the labor of the course in the fullest spirit asked of them and demonstrate themselves to be exemplary class citizens.

 

●       A lesson and activity for the class: These lessons are on a topic and material that you research for the class’s benefit and will need at least two weeks lead time, working with me on the materials. While we’ll determine together the scope of your lesson, the main elements of your labor will be to produce: (1) a multi-page handout (or video lesson) for the class’s benefit in our writing and thinking; (2) an activity that your classmates can do to engage with the material you present in your lesson; (3) a video that introduces your lesson and activity; and (3) a short reflective essay to me of at least 500 words on what you learned in the process of doing this labor and what you feel the class stands to gain from the lesson you offered us.

●       Announced Extras, such as extra Peer Review: Throughout the quarter, I will announce extras that can be earned, such as writing extra peer reviews for classmates.

●       EXTRA JOURNALS: The instructor will share a series of extra journal entries for which you must write five and meet the length and content requirements to earn this extra. One extra journal may be of your own design if approved by the instructor. Only one extra can be earned via extra journals.

●       EXTRA PARTIALS THAT ADD UP: The instructor will reveal many extra partials that add up to a single extra. The magic number to add is 10 partials equaling one extra. Only one extra can be earned via totaled partials.

●       PROPOSE SOMETHING: Some other labor that benefits the class and our mutual learning. Propose an idea to the instructor for approval. For instance, one team of two students did a weekly podcast in Fall of 2020, a huge task.

●       It is YOUR responsibility to keep track of your extras and extra partials to cash in at the end of the quarter.

For every item you complete on the above list, your contracted grade will improve by half a grade category on the breakdown table below. So if you meet all the conditions for a B-contract (3.0), then your grade can improve in the following ways:

 

●       1 item completed = course grade of B+

●       2 items completed = course grade of A-

●       3 items completed = course grade of A

●       4 or more items completed = just you being awesome.

 

Students starting with grades of B may increase their grades to an A. Students starting with a C may only raise their grades to a B and no higher. Students who start from a D or F due to missed elements of the contract may not improve their grades with extras.

 

 

 

OFFICIAL POLICY RE: EXTRAS AND ESSAY PROCESSES: Extra assignments make up for missed or incomplete assignments and journals (and maybe missed classes) but cannot be used to convert a writing process to complete, which can only be achieved through completion of all steps in the process and a successful revised draft of the essay. HOWEVER, though an extra assignment does not convert an INCOMPLETE essay process to a COMPLETE for the entire process, in some cases, the instructor MAY allow an extra to replace a missed step in the essay process. These provisions are assessed on a case-by-case basis.

 

CAVEAT EXCELSIOR PRIMUS: The instructor reserves the right to use extras to ameliorate grades in ways beneficial to the students not outlined in these policies.

 

AGREEMENT

 

By staying in this course and attending class, and by clicking on the confirmation form in Canvas, you certify that you accept this contract and agree to abide by it. I (chris tower) also agree to abide by the contract, and administer it fairly and equitably.

Actually, I am thrilled.

I am joking.

Antiracist Assessment Ecologies & Labor Based Grading

https://tinyurl.com/WA-contractgrading

Asao B. Inoue

Professor & Associate Dean of Academic Affairs, Equity, & Inclusion

College of Integrative Sciences and Arts, Arizona State University

One way to change your classroom’s writing assessment ecology toward a more explicitly antiracist one, one that can do more social justice work, is to get rid of grades, and the standards that go with them. Using a labor-based grading contract system can:

●      Reduce dramatically unequal racialized power dynamics in the way locally diverse students’ writing is judged by teachers. These power dynamics move through a dominant, white, middle class discourse that is informed by a white racial habitus.

●      Open the ecology to more than one dominant set of language standards, which creates conditions to use other ways of languaging to critique dominant standards, while still understanding them.

●      Eliminate standards-based grades on writing (or grades based on comparisons to a dominant White Discourse) by replacing them with labor-based grading, which also provides conditions for students to exercise more fully their rights to their own languages in the classroom.

Labor-Based Grading Contracts’ Benefits

Labor-based grading contracts offer the following benefits for writing intensive classrooms:

●      Produce course grades by the amount of labor done by students, which if students negotiate the terms of the contract, is usually seen as fairer than conventional grading systems.

●      Avoid producing so-called quality-based grades on any writing, while allowing for a range of standards of quality to sit side by side in the classroom.

●      Offer environments for negotiating language differences in student writing and judgments by juxtaposing a variety of standards of writing in feedback -- i.e. a number of Discourses and their habitus must be articulated in feedback, revealing how there is no one clear way to write.

●      Do not require that a teacher use a single standard to determine course grades, yet standards are used by readers to make judgements on writing (produce feedback)

●      Provide students with opportunities for critical negotiations of language use and judgments of Discourses.

●      Allow for dimension-based rubrics, not standards-based ones.

Resources

On compassion and mindfulness:

●      Charter for Compassion (http://tinyurl.com/y72ld646)  

●      Handout on the research on compassion and Brave Spaces (http://tinyurl.com/y9ylxf2b) 

●      Karen Armstrong’s Charter for Compassion Website (https://charterforcompassion.org/)

●      The Science of Happiness podcast (Dacher Keltner), Greater Good Science Center at UC Berkeley (https://greatergood.berkeley.edu/podcasts)

●      Video: “What is Mindfulness?” by Kabat-Zinn (https://www.youtube.com/watch?v=HmEo6RI4Wvs)

●      Mindfulness of Breath info and activity (http://www.freemindfulness.org/breath)

●      “Three Insights from ... Compassion Research” by Emiliana Simon-Thomas (http://tinyurl.com/yayjor6k)

●      Video: “Studies in Compassion Research” by Richard Davidson (https://www.youtube.com/watch?v=il7W3A8uRxk)

●      Self-Compassion by Kristen Neff (https://self-compassion.org/the-three-elements-of-self-compassion-2/)

●      Infographic: Scientific Benefits of Compassion by Emma Seppala (http://tinyurl.com/ya3z9rdr)

●      Arao, Brian, and Kristi Clemens, “From Safe Spaces to Brave Spaces” (http://tinyurl.com/ycvkvpnl)

●      Barbezat, Daniel, and Mirabai Bush, Contemplative Practices in Higher Education, (Jossey-Bass, 2014)

●      Jackson, Brian, Teaching Mindful Writers, (Utah State UP, 2020)

●      Nestor, James, Breath: The New Science of a Lost Art, (Riverhead Books, 2020)

●      Wenger, Christy, Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy, (WAC Clearinghouse, 2015)

●      Wright, Robert, Why Buddhism is True: The Science and Philosophy of Meditation and Enlightenment, (Simon & Schuster, 2017)

Classroom materials:

●      Labor-based Grading Contract Template (https://tinyurl.com/LB-GradingContract2020)  

●      Labor Log for Students (https://tinyurl.com/laborlogxii)    

●      Labor Journal (one entry a week) (http://tinyurl.com/yc89unpc)

●      Grading Contract Resources G’drive (https://tinyurl.com/GradingContractDrive) 

●      Inoue, Asao B. “Asao B. Inoue’s Infrequent Words,” website and blog. www.asaobinoue.com.

●      Inoue, Asao B. Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. The WAC Clearinghouse and University Press of Colorado, 2019. (https://wac.colostate.edu/books/perspectives/labor/)

●      Inoue, Asao B. Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press, 2015. (https://wac.colostate.edu/books/perspectives/inoue/)

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- Bloggery committed by chris tower - 2009.22 - 10:10

- Days ago = 1908 days ago

- New note - On 1807.06, I ceased daily transmission of my Hey Mom feature after three years of daily conversations. I plan to continue Hey Mom posts at least twice per week but will continue to post the days since ("Days Ago") count on my blog each day. The blog entry numbering in the title has changed to reflect total Sense of Doubt posts since I began the blog on 0705.04, which include Hey Mom posts, Daily Bowie posts, and Sense of Doubt posts. Hey Mom posts will still be numbered sequentially. New Hey Mom posts will use the same format as all the other Hey Mom posts; all other posts will feature this format seen here.