Interruption and Minimal Grading

I had a very different reaction to each of this week's readings. The first reading, "Interrupting Our Way to Agency" by Nedra Reynold's, I found rather difficult to agree with. Of course women need to attain agency and the "conversation" needs to be continually added to and changed; however, in the year 2010, I see no reason why it is necessary for women to interrupt in order to achieve this purpose. In addition, the word "interruption" has a very negative connotation. Perhaps the it would help if "interruption" was changed to "speaking up." It was very obvious in class on Tuesday that I view interruption as rude because I did not want to interrupt the conversation in order to give my presentation. On the other hand, I found Richard Haswell's article, "The Complexities of Responding to Student Writing," to be very useful. I constantly struggle with the vast amount of time it takes me to grade 1301 drafts. I tend to lean more on the side of telling the student how to improve their work instead of asking a question or saying "this doesn't work." Sure, I am probably limiting creativity this way but I think that is better than students not understanding my comments (and therefore what is wrong with their work) and thus being unable to change anything. However, being this specific in my comments is extremely time-consuming. I would like to implement an abbreviation list and give the students a key. However, I think that only works when you are the only professor and are not trying have 40 graders grade the same way.