A personal anecdote that asks some larger questions about essay tests and student expectations, in churlish, passive, purple prose:As of last week, the aforementioned ennui showed no signs of declension, despite my own Half-way Covenant to rid myself of it. Issues came to a head after I missed my last class on Paul's epistles prior to the scheduled test date.
Now, my idiot, poker-savant
colocataire (actually one of the most genuine and nice people I know) is in the same class, and told me that he was "pretty sure" Dr. Barr had pushed the test forward to Thursday, offering Tuesday as a review session. Since Dr. Barr has yet to diverge from the syllabus (no small accomplishment), I was skeptical. And yet, despite my own reservations
and Tyler's chronic tardiness, I chose not to study. I was depressed and did not care. And so the ominous Bernard Hermann strings.
On Tuesday I arrived in class to find (oh! the muffled shock of expectation) the assembled class furiously pouring over their notes. Just to be certain of my own failures, I asked a guy with an annoyingly pointless goatee if the test was, in fact, today. His disdainful, "yeah" cemented my pre-ordained doom. I muttered "Son of a bitch..." and open my notebook. Having missed several classes (I'm foolishly close to approaching Freshman-year levels of absenteeism this quarter), I was able to read through my notes without difficulty.
The test format was as follows: a Blue Book exam, divided into two sections. The first consisted of ten term IDs out from a possible fifteen; the second was one major essay from (I think) four possibilities. As per the usual, I began by circling each of the IDs I felt in any way secure of answering, which came to four out of the ten required. Aw, shucks. For the Major Essay I took the path of least resistance, also as per the usual; call me an underachiever, but I am not one to stretch myself on a test (much less get into a battle of wits against a Sicilian when death is on the line).
After finishing, I felt that I had not done quite as poorly as one could assume. I expected high marks on
most of the IDs, and something approaching half-credit on the Major Essay, which which stretched just over two Blue Book pages. I understood my Pauline examples (essential for success) to be facile, and had been confused as to
what epistle some of my examples had come from. As always, Father Rationalization soothed me with whispered songs with such titles as "An A on the Final and the Paper Will Make You Smile" and "Who Fucking Cares Anyway When You're Born to Failure?" Fickle bastard.
At any rate, Dr. Barr had the exams graded by Thursday, a legitimate feat, given the difficulty of the task and the--sometimes admitted--general laziness of PhDs. As he passed them out (with grades on the front--a
faux pas that I did not appreciate), he gave us the stats. The average score was 78, with a high of 94. Before I had much time to wonder what the
low score had been, I received my exam.
I got the 94.
Now, while you can imagine my excitement and brief sense of grandiosity at seeing this information, the whole affair begs several questions, both of the test and the taker. Taking the latter first, I can identify three major reasons for my unwarranted success:
1. I came into this class with a decent amount of prior knowledge. My almost total disinterest in the Antique World (outside the realms of art history and the history of science) aside, I am reasonably conversant in Christian history. I took the overview class on Western Religions, and any course dealing with American religious history needs must provide some back story. Therefore, I could have identified the Septuagint had I not read a single word of Dr. Barr's book.
2. Possibly more important, then, is that I had
read all of the material. One of the goals that I have not lost in all this horseshit ennui business is my desire to become better acquainted with the Bible, which is after all the primary text upon which everything I study was based. With that in mind (and, really, my absenteeism as well), I diligently read through the textbook and its associated biblical passages chapter and verse (if the Reader will excuse a horrible, but oh so intentional, pun). Since those examples
from Paul were so integral to the exam, had I not done this, I would have failed. Period.
3. I am uncommonly good taker of essay exams. As Dr. Dorn says, "Good writing will always make up for mediocre content." Not quite as much words to live by, as words to get-by by. And yet, this might as well be my defining motto. I bring to essay exams a skill in writing and argument that most of my peers in these classes simply won't match. This is not self-aggrandizement (well, maybe
just a little). My terrible handwriting notwithstanding, reading some of my answers on these sorts of exams
has to be a breath of fresh air to instructors. I can't explain my success on the Major essay otherwise. It was short, but well-organized. Dr. Barr actually mentioned the importance of organized argument in his postmortem.
My genius established (ho ho ho), however, questions still remain.
Granting the importance of organized argument in such tests, what about a poorly organized essay that featured more and better
information? In other words, why isn't the corollary to Dorn's stricture true? Why doesn't excellent content make up for poor writing? Most of the students in these classes will not go on to careers in the academy (nor, for that matter, will many driven hopefuls...a frightening prospect). A great many will go into jobs that require very little writing of any kind, and most likely what writing there is will be (the horror, the horror) Business English. Of course, constructing an argument in such a situation is important, but good academic writing it ain't.
Furthermore, I'm curious as to the exact rubric by which Dr. Barr graded the exam. He said, for instance, that if one wrote that the Septuagint was the translation of the Hebrew Scriptures (or Old Testament) into Greek, that person automatically received a 7 out of 10. That's fine, but were there penalties for inaccuracy. Consider my own answer, which received a 10: "The Septuagint was a Greek translation of the Hebrew Scriptures (the Hebrew cannon had not yet been defined and closed at this point). This is the Bible from which Paul and his followers would have read, which is of course quite different from the Bible that Jesus and his followers would have known from." Obviously my parenthetical bullshit on the establishment of the Hebrew cannon (which, by the way, happened
centuries later) is a bald attempt to impress the instructor with the breadth of my acumen on at least
something. I wonder, however, if I would have been docked points if, at the end of this pristine bit of cloying, I had appended the sentence "Septuagint was also the name of Paul's trusty steed, upon which he road across the Gentile world." Here something accurate and import is combined with something false and stupid, and while Barr would undoubtedly have circled and questioned it, I do not think points would have been docked. The answer does, after all, contain all of the
relevant information.
So the question then becomes, should students be penalized f0r inaccuracy? Though the above example is purposefully silly, the issue may be important. What if some of my "10" answers contained subtle inaccuracies? A few quarters ago, I got top marks on an essay exam that contained any number of minor inaccuracies. The fact remains that
most of the students in these classes will not be historians, and therefore these subtle untruths may be forgiven as slips of mind. This is not
wrong, and yet as one of those ambitious and foolish few who
do intend a career in the academy, am I being undeserved by the glossing over of errors which will be of tremendous importance later on?
Well, the answer must be that neither party can have its needs wholly served. To demand Chicago Style rigor on exams would be foolish in any case, but especially when most students will have no future cause to care--even if such rigor proved beneficial to the future academician. Aristotle, the old queen, might have been onto something with the whole "Golden Mean" concept.Teachers of any stripe have an obligation to create exams that best bring out the knowledge obtained in class and in the text. This cannot be easy.
And for chrissakes! You got a ninety-fucking-four and the highest score in the class! Quit bitching and get back to work.