Has this happen to you on a paper?

[WTXgrl]

Has anyone written a paper and answered all the objectives of the paper and then gotten it back only to have a failing grade because the teacher (in her opinion) thought it was not long enough? It happened to me in mental health nursing. I received the paper back without any deductions on any sections. (No marks on anywhere on my paper) I followed the outline that was given which indicates how much each section is worth and met all the objectives. Her comment was only that it was not long enough. The assignment does not state how long it must be just what objectives that should be discussed in the paper. It is like she pulled the grade out of thin air. Any advice would be helpful.

[melmarie23, MSN, RN]

I would request to meet with her to discuss your paper to see where exactly you missed points. An explanation should be given and you are well within your rights as a student to request this. It however might not result in a better grade, but at least you will then know how this particular professor grades and what they are specifically looking for so that come time for your next paper, you will then know specifically what in your writing needs improvement.

[jrsmrs]

Absolutely I would talk to the prof about it, and appeal if necessary.

Papers are subjective, which can be a bad thing at times. I've got a bit of a problem with a paper I just got back where I felt the comments she made about it warranted a higher mark than what I got, but it was still a great mark, so the rest is subjective. I dunno, maybe she just doesn't give anything higher than the mark I got?

But if we're talking about a failing grade, I'd take that to the top if I really felt I deserved more.

[llg, PhD, RN]

As a teacher, I have given grades like that when students fail to go into any depth with their answers. I will be looking for a detailed explanation that demonstrates their grasp of the material covered in class and they will give me a sentence or two that doesn't demonstrate any understanding or mastery at all.

For example, I might ask the student to explain why they chose their particular topic and they write only that they "... thought it was interesting." It's not exactly a WRONG answer, but it doesn't give any real information or address any issues.

Another example: If the directions ask the student explain how they use a particular theory in practice and they write only that "I use it when I assess my patients." Again, it's not WRONG, but it fails to give any real depth.

My examples were pretty extreme ones to illustrate my point. But it happens frequently that students give a "short answer" when the faculty member wants a "thorough discussion." It's sometimes hard for the faculty member to explain what is wrong because nothing that the student wrote is problematic by itself. The problem is that the student did not elaborate enough. There is not enough "substance" in the response.

I also encourage you to discuss this with your faculty member. If you have a friend in the class who would got a better grade, you might want to ask them if they would share their paper with you so that you can see the difference between the two.

[morte, LPN, LVN]

As a teacher, I have given grades like that when students fail to go into any depth with their answers. I will be looking for a detailed explanation that demonstrates their grasp of the material covered in class and they will give me a sentence or two that doesn't demonstrate any understanding or mastery at all.

For example, I might ask the student to explain why they chose their particular topic and they write only that they "... thought it was interesting." It's not exactly a WRONG answer, but it doesn't give any real information or address any issues.

Another example: If the directions ask the student explain how they use a particular theory in practice and they write only that "I use it when I assess my patients." Again, it's not WRONG, but it fails to give any real depth.

My examples were pretty extreme ones to illustrate my point. But it happens frequently that students give a "short answer" when the faculty member wants a "thorough discussion." It's sometimes hard for the faculty member to explain what is wrong because nothing that the student wrote is problematic by itself. The problem is that the student did not elaborate enough. There is not enough "substance" in the response.

I also encourage you to discuss this with your faculty member. If you have a friend in the class who would got a better grade, you might want to ask them if they would share their paper with you so that you can see the difference between the two.

it would seem in these instances more detailed expectations should have been stated....

[kimmie4476, ASN, RN]

Are you able to have the paper graded by another instructor? In my school, if we thought we were graded unfairly, we could appeal and another instructor would grade the paper. It was kind of a crap shoot though, because whatever the second instructor gave you is what you kept I think. Anyways, if you met all of the objectives, then I would try to appeal.

[itsmejuli]

How long was your paper supposed to be? Usually, at least in my experience, papers are expected to be a page in length using 12 font. The paper I have to write today for a humanities class has to be at least 250 words.

[DolceVita, ADN, BSN, RN]

Speak privately with the instructor involved. An F, with the only feedback being the paper "isn't long enough" really is not OK. I must say I have never been given a writing assignment that didn't have a length component. If one wasn't stated I made sure to ask.

[llg, PhD, RN]

it would seem in these instances more detailed expectations should have been stated....

Yes. It is important for the faculty member to clearly state the expectations. However, some students don't read directions well -- or have trouble interpreting the expectations. Some do not actually perceive the difference between a short answer and an indepth explanation. They don't grasp the subject matter well enough to discuss the more subtle nuances thoroughly. The extent of their learning is small and they simply don't see the the things that should be included in their answer. The student's inability to perceive and articulate the deeper issues is the solid evidence that the student has not really learned the material well and therefore deserves a poor grade.

In other words ... sometimes the "fault" lies with the instructor's failure to state the expectations of the paper. But sometimes, the "fault" is that the student has not learned the material sufficiently to have much to say about the topic.

In this case, we have no idea which explanation is the underlying cause of the OP's failing grade. She needs to explore both options before assuming that the poor grade is all her instructor's fault. That's why I suggested she try to look at some examples of papers that earned better grades. If other students did well on the paper, then they probably understood and met the instructor's stated expectations -- and the instructor gave directions sufficiently clear for them to know what was expected.

Before filing an appeal, etc. the OP should meet with her instructor, look at some examples of papers earning higher grades, etc. and get a better understanding of why the instructor gave her a bad grade. Then, if she still feels that she was treated unfairly, she should pursue an appeal through the established procedures of her school.

[morte, LPN, LVN]

"however" is a high class "but".......for the most part if a teacher isnt getting what she/he wants from students, they must look to themselves. If this student, as they have stated, answered the questions put forth, and the teacher did not fault any particular thing.....it would seem the problem lies with unstated expectations....I am not a mind reader, give me direction and i will attempt to comply, but do not criticize me for not doing what you did not tell me to do!

[That Guy, BSN, RN, EMT-B]

I dont get my papers back so I couldnt tell you. Its much more frustrating.

[kimmie4476, ASN, RN]

Yes, I agree, before an appeal, you SHOULD talk to the instructor first. I once did a paper for an instructor that graded based on what seemed like whether she liked you or not. Our clinical group compared our papers and she would mark someone off for one thing and another one wouldn't get marked off for doing the same thing, anyways, my paper didn't make the grade even though mine met all of the objectives in the proper depth (I've always gotten really good grades on my papers) so, I met with her to find out where she got her marks off from and come to find out, she graded my paper from a different objective sheet than what was in our syllabus. When I showed her what we were told to go off of, I got enough points back to make a passing grade. If she would not have done that THEN I would have appealed.