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Don’t read them lol
When I started 25 years ago, English teachers in my district only had 4 classes, in recognition of the fact that the time it took to grade papers was longer for them (on average) than most others.
Yep...I’ve been told that, as well.
Have them do peer reviews or self reviews for some of the assignments and highlight or bold the aspects you are looking to grade. When you grade, make a rubric and only look at the specific elements you had them do the review for and highlight or bold (ex: bold all your transitions and underline your thesis.) Then you can do a quick check for what they highlighted or put in bold... each assessment have them focus on different elements.
Read, don’t edit. Score with a rubric and offer specific, actionable feedback. Use the workshop model so that by the time you’re reading a published copy, you already know the student’s writing. Allow for revisions.
Agree, but it is hard to use the workshop model remotely, yes? I can never meet with each of them virtually- they don't show up...getting to see 51 students even once every two weeks is difficult