Research While I Research

This week, I was extremely busy with grading research papers. The seniors finished their micro-research on Wednesday and the juniors are just beginning their junior paper. It has been a bit chaotic to say the least. Teaching the research was not too much trouble, considering I have spent three years with action research. However, two obstacles I have faced are keeping up with all the components (note cards, bib cards, rough draft, final copy) and grading.
My host teacher developed a rubric and checklist for the senior paper, so initially I felt comfortable with grading. I went through the paper, made my check-marks, and offered suggestions for improvement. However, this sense of confidence only lasted about two hours. After seeing the same mistakes over and over, I became frustrated with my students, which is something that I try to avoid. With each paper I became more selective and picky than with the previous submission. I was getting overwhelmed, so I decided to stop what I was doing and focus on something else. After taking a break for food and a nap, I sat down to begin grading. This time I had a clearer head. I was not caught up with the mistakes of every other person in the class, but I was able to grade the individual student.
Grading, especially in the English/Language Arts class, can sometimes be overwhelming. In reading essays and papers, often times words and ideas can seem repetitive, but it is important to grade every piece of work with a clear head. Hopefully, as I work on grading junior research over Thanksgiving I will feel better prepared, less weighed down, and more enthused in reading my students' work.