I’ve been at it all day and it is 6.20 pm. There are 11 unmarked essays. I could carry on, but I can’t make sense of anything you say any more. I have to force myself to understand anything other than the clearest, nicest writing; the kind of writing that takes me by the hand and shows me round all your ideas. (Dear student, please note: I am not so exhausted that I can’t spot nice writing. Do us both a favour and spend time on your essay. Make it good. Edit, polish, relieve my boredom and let me award you a first.)
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From time to time I bump into a colleague in the corridor and we have what I've come to think of as a Joon Lee fest. Joon Lee is one of the best students I've taught. He's endlessly curious, has read a small library's worth, seen every movie, and knows all about showbiz and entertainment. For a class of mine he wrote an essay using Nietzsche's Apollo and Dionysus to analyze the pop group The Supremes. A trite, cultural-studies bonbon? Not at all. He said striking things about conceptions of race in America and about how they shape our ideas of beauty. When I talk with one of his other teachers, we run on about the general splendors of his work and presence. But what inevitably follows a JL fest is a mournful reprise about the divide that separates him and a few other remarkable students from their contemporaries. It's not that some aren't nearly as bright -- in terms of intellectual ability, my students are all that I could ask for. Instead, it's that Joon Lee has decided to follow his interests and let them make him into a singular and rather eccentric man; in his charming way, he doesn't mind being at odds with most anyone.
It should not be like this. In an ideal world, I would spend my morning carefully marking three essays at most, giving them the thought they deserve. I would spend the early afternoon wandering around a meadow picking flowers – something, anything, to clear my head so I can approach the next batch with a fresh outlook and enthusiasm.
I have cleared this bit of space in my schedule to read your essays, and I have come at them genuinely excited to see what you have found out this term, and to tell you how you can improve. I try to be thorough and write actual comments on your essay, even though I’m aware that I could probably get away with a few ticks, question marks and a cryptic “needs improvement”.
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