Category Archives: Writers Workshop

I’ve Been Thinking…About Heroes (Or What I’ve Learned from Eighth Graders This Year) Guest Post by Elizabeth Oosterheert

Theater1

Eighth Grade Theatre Troupe members rehearse a scene from Peter Pan

Every great story has a beginning, middle, and end, not necessarily in that order.

We are all great stories…Phil Kaye

As the first days of June open like flowers, I’m thinking about the courage, complexity, and vulnerability of the eighth graders I taught this year…and all that I learned as we wrote together, and spent time on stage.

My students suffered. They experienced everything from abuse, to the death of a parent and coach, to Stage IV cancer. It was heartrending. And it was glorious, because they used tragedy to craft some of the most beautiful, honest writing I’ve ever read from middle school students, and their wounds gave them authenticity on stage, as many of them joined my theatre troupe.

What were our favorite mentor texts?

TheaterIn  writing workshop, my students’ favorite things to compose were Spoken Word poetry and film analysis. When I asked students what their favorite mentor text was at the end of the year, most of them chose “Tony Steinberg: Brave Seventh Grade Viking Warrior” by Taylor Mali.

In a poem that Mali says took him three years to write, he recounts what it was like to lose a seventh grade student to cancer, and also incorporates some of his best teaching memories.

Mali masterfully employs the metaphor of the Viking ship,  their belief in Valhalla, and the importance of dying valiantly in battle.

Students selected a captivating line or  image from the poem, and wrote from that. Not surprisingly, in a year when cancer was impacting so many of my students’ families, this poem resonated with them.

Following is an excerpt from a co-authored poem written by Trevan and Hayden, after listening to and writing beside the “Tony Steinberg” mentor text:

We’ve seen cancer take more than hair.

We’ve seen it take joy,  peace, and life.

Cancer has stolen our coach’s joy,

and torn the heart of his son like a gift ripped away from a child.

Cancer

/kansər/

A disease caused by an uncontrolled division of abnormal cells in a part of the body sometimes causing death.

Cancer can be battled, beaten like a knight in shining armor overcoming an army.

We watched it advance…

 

The Outsiders DallasIn addition to being inspired by Spoken Word poets, particularly Taylor Mali and Phil Kaye, my students enjoyed the autonomy of writing about memorable characters when we studied book and  film analysis. Our favorite mentor text for character study was “Katniss Everdeen is my Hero” by Sabaa Tahir, published in the New York Times.

In using this mentor text, students had the opportunity to borrow many excellent craft moves, such as the way that Tahir opened her commentary by explaining how she first “met” Katniss Everdeen.

Writing in front of my students, I imitated this craft move by sharing my first encounter with Dallas Winston, the toughest member of Pony’s gang, in S.E. Hinton’s The Outsiders.

Dallas Winston and I met on a summer’s day in 2002.

Countless colleagues had urged me to read The Outsiders, yet for some reason the book and I had never crossed paths. At the time, I wondered how a story written so many years ago could still resonate with teenagers. Days away from the birth of my first child, I decided to embrace stillness long enough to give the gold-dusted pages a try, reasoning that my advanced pregnancy made everything other than reading–from tying my shoes to my habit of  swimming a mile every morning–a challenge.

Resting beneath the branches of an ancient pine tree in my front yard, with only a few persistent sparrows for company, I read the book in one afternoon, ignoring everything but the words on the pages as the characters’ lives entranced me as deeply as any magic spell.

Of all the characters in Pony’s gang, it was Dallas Winston who hooked me from his first appearance. Dallas is a character of contradictions, claiming a stone cold heart,  yet lending his gun to two desperate boys and helping to shelter them in Windrixville. Scorning love, but ultimately dying for it. Dallas’ character stayed with me long after I read Pony’s last words about him. I wondered about the tough but broken hearted boy who died under a streetlight with an unloaded gun and Two Bit’s jet handled switchblade.. To some, he died a nameless hoodlum, but Pony knew the truth.  Dallas died young, reckless, and gallant, a true gentleman in a blood soaked jacket who got what he wanted.

So I could write much more about the  eighth grade heroes I taught this year. Like Dallas, they are gallant. They have broken hearts that are healing as they leave eighth grade and look forward to their high school chapters. They’ve reminded me that one is never too young to harness the healing power of the written word.

Elizabeth Oosterheert is a middle school language arts teacher and theatre troupe director at Pella Christian Grade School in Pella, Iowa. She loves writing, and sharing the stage with seventh and eighth graders. Her favorite stories are Peter Pan, The Outsiders, & Our Town. You can find her on Twitter @oosterheerte.

Advertisements

Rethinking Summer Assignments

black and blue plastic pen non top of black covered notebook

Photo by rawpixel.com on Pexels.com

Ahh…Summer reading…

For some of us, summer reading means lounging by the pool reading something that isn’t school related. Maybe we’re soaking in the rays and the books that, if you’re like me, have been piling up on our dressers all year long while we reread Gatsby for the 100th time. (If you’re looking for a great summer pleasure read, I have to suggest Daisy Jones and the Six. It was fantastic. Definitely listen to some Fleetwood in the background while you read the novel.)

For others of us, summer reading means sitting down with our arsenal of sticky notes and highlighters and InkJoy Gel Pens to catch up on some professional reading because, you know, we spent the year rereading Gatsby for the 100th time. Gotta love that green light and the bae across the bay plotline! (If you’re looking for a solid professional summer read, I highly suggest Why They Can’t Write. It’s prompted some interesting conversations and some thoughtful reflections for me.)

I plan on partaking in both kinds of summer reading – the more traditional for pleasure books and the I can’t stop thinking about teaching for pleasure books.

For our students, however, I wonder how many of them look forward to their summer reading. I wonder how many of them find value in their summer assignments besides the assignment just being a hoop to jump through.

I do think there’s value in summer reading assignments. Summer slide is real, and I like my classes to come in to the first day with something more to discuss than the syllabus. I also teach at a highly competitive magnet school, and summer work is one of those unstated expectations for AP classes.

So all of these ideas were running through my mind when thinking about my summer assignment for AP Seminar – a new course we’re offering for the first time next year. I knew that the students were expected to complete something over the summer. I knew that I wanted their assignment to have some choice involved. I knew that I didn’t want the assignment to take all summer, but that it should be meaty enough that we could start discussions at the beginning of the year. A lot of boxes to check. The brilliant Hattie McGuire came to the rescue. She posted her ideas of offering a summer writing invitation instead of a summer reading assignment. After talking with her, I tweaked some of her ideas to fit my environment.

Here’s the assignment:

I wanted my students to continue to think critically and inquisitive about the world around them, to take stock of their surroundings and experiences and to try to push their thinking further by asking themselves, “I wonder…” until they couldn’t wonder (or in some cases, wander) anymore.

So in an attempt to spend part of the summer writing and to cultivate a researcher’s mindset, each student will create 42 entries in a “Curiosity Journal.” Each entry will catalogue an observation/problem/question about their day and an attempt to take that observation/problem/question as far into “I wonder territory” as possible. We’re calling this part “further implications.”

A sample entry might look like this:

I observed that the extremism of Marie Kondo’s method of cleaning was very cathartic for me personally, and the house does feel less cluttered, but I wonder what good I’m truly doing by donating all of my unwanted junk to Goodwill.

My further implications for this observation might be: In participating in this behavior and in giving my stuff to Goodwill, I’m making the assumption that other people want my junk. I wonder if I’m doing good with my leftovers. This makes me think of disaster relief efforts and how often we send out crappy sloppy seconds to people who are truly in need. We do offer our stuff because doing so makes us  feel better, makes us feel useful, but I wonder if it’s actually useful for those people in need. I also wonder if it’s better to just throw all of this stuff away in a landfill. I wonder if there are other, better options for donation besides Goodwill. I find that the trend of minimalism goes against the consumerism of American society – it’s counterculture but it’s also pop culture, which is interesting. We’re overwhelmed by our stuff, which should make us question why we have all of this stuff to begin with in the first place. I also wonder how long I can keep up this minimalism streak until I’m back in Target buying another throw pillow. I also notice that there’s a lot of privilege present in even being able to KonMari my home. I wonder what the implications and effects of this privilege are?

So after a run of seven observations, students will choose one problem or question to pursue a little bit further by finding one external source that deepens their understanding of the issue, offers another perspective, or adds to their further implications. They’ll write about this new piece as well.

We’ll begin our first day of class discussing our favorite observations and, hopefully, the rabbit holes our observations led us down, maybe sparking a conversation about research and questioning. I’m hoping to find trends in the kinds of problems/questions/observations my students noticed that could begin to facilitate a conversation about what all of this says about who we are as people or how society works. I plan on using their Curiosity Notebook as a jumping off place for our individual introduction conferences that will happen during the first two weeks of school.

Mostly, I’m hoping that this assignment will keep students writing and reading and thinking over the summer about ideas that they’re interested in.  I’ve linked the assignment here if you’re interested.

Happy reading – whatever you’re reading, I hope it’s good!

Sarah Morris teaches AP English Language, AP Seminar and Film as Lit in Middle Tennessee. She’s currently enjoying her first summer as a married woman, spending her time travelling with her husband. You can follow her @marahsorris_cms.

 

I’ve been thinking…and thinking and thinking about Repeated Writings

During undergraduate studies (with Shana!), Dr. Alan Frager, a favorite professor of literacy at Miami University, assigning a repeated readings fluency experiment to my fellow pre-service teachers in which we had to have a peer read a poem multiple times and track their fluency improvements.  While During student teaching, I worked with a reading intervention group and later relied on the practice when teaching in my own classroom to improve student fluency and comprehension.  If repeated readings work to improve student reading–what about repeated writings?

I had a theory that if we ask students to write the same type of piece or over the same topic a few times, perhaps they would gain fluency in the mode or achieve more depth of thought with more opportunities to practice and process.  I noticed this to be proven true with my AP Literature and Language courses, as we practice the same style responses throughout the year, working to deepen analysis and improve craft but wondered what impact repeated writings would have on creative, analytical, and reflective pieces.  We do repeated readings or re-readings of texts to glean and gain more information. We ask students to practice their speeches, presentations, and pre-writings. We practice writing high quality, thoughtful questions for Socratic Seminars. Why not challenge students to “lap,” as Penny Kittle and Kelly Gallagher would say, around the same pieces?

black twist pen on notebook

Photo by Mohammad Danish on Pexels.com

Throughout the past school year, juniors practiced quick writes, many from Linda Rief’s The Quickwrite Handbook and creative responses inspired by mentor texts.  We journaled in topic notebooks about our independent reading books.  I also assigned multiple iterations of the same writing assignment in the hopes that, like repeated readings, style and content would improve as students gained confidence.

The repeated assignments, usually chunked into 3 to 5 practices, created a series of thought and writing improvement that could be tracked throughout my informal study. During the year, students practiced writing responses about editorials in the news three times over three weeks to hone our argumentative skills.   We worked on literary analysis chunks that paired with choice novels which culminated in a mini-literary analysis when strung together. This spring, students wrote four reflective one-pagers that synthesized The Bluest Eye, the documentary “13th,” and their understandings of the world each week.  We reflected on growth with quarterly Reading Ladders, too.

File_000.jpeg

Repeated writings provided opportunities for improvement and depth.  Once students understood the type or style or writing, they were able to shift their cognitive focus to their ideas and voice versus the parameters, requirements, or purpose of the assignment with repeated practice.  I noticed students moving away from the five-paragraph essay and templates to infusing voice into their argument. I saw a synthesis of ideas across texts. I noticed more different syntax and academic vocabulary, as well as moments of writer’s craft rule breaking.  Most importantly, I saw students become more confident in their writing–there was much less “Is this right?” and more “I can’t wait for you to read my paper!” or “Can we share these in groups?”

While one must strike a balance between assigning the same task over and over again to the point of monotony, repeated writings worked like repeated readings with the most gains being in confidence and identity as a writer.  

 

Maggie Lopez is enjoying the slow mornings of summer break, sunshine, and endless reading time on the back porch.  You can find her on Twitter at @meg_lopez0.

 

Q & A: Where do you find mentor texts for informational reading and writing? #3TTworkshop

Questions AnsweredHere’s the thing:  Finding engaging mentor texts, whether to integrate current events into lesson plans or use them to teach reading and writing skills, requires us to be readers of the world.

“I don’t have time,” I hear some thinking. Yeah, well, finding the time to read ourselves is the best professional development available.

Want to engage students more in independent reading? Read a wide variety of engaging and inclusive YA literature. Want to shake up literature studies? Read more diverse and award-winning literature. Want to bring real world events into the classroom for some critical discussion? Read a whole bunch of news.

There’s no secret to finding mentors that will work. We just have to do the work to find them.

We can rely on others to help. Kelly Gallagher posts the articles of the week he uses with his students — a good resource. Moving Writers has a mentor text dropbox — also good. However, what works for some students may not work for others. We know this.

We also know our students. We know the instructional goals we have for them, and we know what they need from us in terms of interest and ability (at least we should.)

So — read more. Read with a lens that will best meet your needs and the needs of your students. Sometimes we find treasure.

For me treasured mentors, particularly for informational texts — because they often get a bad rep — are those that are not boring. (In my experience, most students think info texts are boring.) Voice, format, and style = engaging real world informational writing.

I’m sure there’s more out there, but here’s three sources I read regularly. Sometimes I pull long excerpts, sometimes paragraphs, sometimes sentences to use as mentors.

The Hustle. “Your smart, good looking friend that sends you an email each morning with all the tech and business news you need to know for the day.” You can sign up for the newsletter here. Here’s a sampling of a great piece with imbedded graphs and data: How teenage hackers became tech’s go-to bounty hunters. This is a mentor I would love to use with high school classes.

The Skimm. (I’ve shared this before.) “Making it easier for you to live smarter.” Sign up for the newsletter here. The women who started this site are all about promoting and advocating for women. I like that. Their podcast is interesting, too.

Robinhood Snacks. “Your daily dose of financial news.” I’ve been teaching myself about investing for the past couple of years, so this one just made sense to me — the newbie-tentative investor. What I like is how the writers make the information so accessible — and they post a “Snack fact of the day,” which will often work as an interesting quickwrite prompt. Sign up for the newsletter here.

What about you? Do you have favorite resources to stay in the loop of the news or to find treasured mentors for informational reading and writing? Please share in the comments.

 

Amy Rasmussen spends a little too much time reading daily newsletters and checking her most recent stock purchases. Her favorite investing apps:  Robinhood, Stash, and Acorns. Really, if she can do it, you can, too. Amy lives, writes, and loves her family in North Texas. Follow her @amyrass

A “Quality” Mentor Text

We all know the value of a really effective mentor text: media reviews from A/V Club, The Player’s Tribune for authentic narrative, The Ethicist (credit Penny & Kelly) for opinion or argument, TED Talks (ala Moving Writers) for writing that “speaks” to an audience, Humans of New York for whatever you want it to be. And in a workday that allows little time for “browsing” of any kind, the more adaptable the mentor text, the better.

Shana has written about the use of Ruth Gendler’s Book of Qualities for QuickWrites. I wrote about this mentor text as part of a multi-genre project. (Like most good ideas used in my classroom, this one was bestowed upon me by my teaching partner, Mariana). And we’re using it again with seniors as part of their author study in Advanced Writing. Students are tasked with identifying themes and abstract concepts that feature in their author’s work and personifying one of these in a prose poem after Ruth Gendler’s qualitiescover“Qualities.” This year, I’m also using this mentor text to “assess” independent reading in RWW for sophomores.

First, I give them a copy of the Table of Contents and samples from Gendler’s Book of Qualities and ask them to choose one that connects to their book. Now if I were more efficient (ha!), I would have a copy of each page available, but no. So, that afternoon, I scan the pages necessary for each student to have a hard copy of Gendler’s take on the quality they matched with their own book. In theory, I’ll eventually have all of them scanned and organized in a properly labeled folder, right? Again, ha!

Anyway, the next day or so, they get a copy of Gendler’s prose-poem personification of the quality they identified. Their writing task is to revise Gendler’s piece to make it macbeth's robesspecific to their author’s work. Scaffolding is kind of built in: less confident writers can make more extensive use of Gendler’s structure; stronger writers can even start from scratch. Either way, this task requires VERY explicit modeling, so I model with a quality that links to a text we all read together. This year, the model quality is power, arising out of our film-and-soliloquy study of Macbeth (although I think it would work with any shared text, even a poem or short story or article). Essentially, I build in specific details that are specifically text-related. For example, Macbeth’s power is “dressed in borrowed robes,” at least at first. It doesn’t walk but rather “vaults” across an entire continent with a dagger in its hand. Power’s hands never get clean, so why not just drench them in more blood? Even students who persisted in their claim that they just don’t “get” Shakespeare had their “Aha!” moment in this discussion.

albatrossGendler’s clothing motif in her discussion of power is convenient, as clothing is a motif in the play as well. I just got lucky there. But students are still doing a version of literary analysis of theme and turning to the text for evidence. And it’s way more fun than that albatross of high school English classrooms, the Literary Analysis Essay.

What I love about this mentor text is its adaptability. It would work with any text, and students certainly don’t have to be limited to the “qualities” Gendler explores. They can CHOOSE to invent their own. Depending on how this goes with my sophomores, I might collect them and bind them into a class booklet, our own version of The Book of Qualities. 

Managing Feedback: A Tool for Teachers

Whenever I talk to a group of teachers about writing instruction, we talk about the core elements of writing workshop: choice, time, and teaching. We hone in on this idea of how much practice writers need. As Kelly Gallagher writes in his blog post “Moving Beyond the 4 x 4 Classroom,” volume is essential:

Screen Shot 2019-04-16 at 9.21.40 PMWithin 30 minutes assessment comes up. “How do we grade all this?” teachers ask.

I think what we mean when we say this is “How do we manage all this feedback?” We know that feedback is key to supporting our writers. If we want students to grow as writers, we must figure out ways to offer them feedback that is both actionable and timely (Wiggins, 2012). 

Enter ProWritingAid  (with thanks to Jennifer Gonzalez’s post). This online platform has been a game changer for me as a writer, and I think could be for our students too. There’s a free version, along with a paid subscription. I’ve only used the free version, but even with the limitations, it has impressed me.

How it works

Writers paste a piece of writing into the text box, then run a summary. Through the magic of algorithms, the site creates a report on the writing. And I have to say, it’s a good report. You get information about the general readability of your writing, along with more detailed feedback.

Screen Shot 2019-04-16 at 9.33.20 PM

The above report is from the first draft of this essay (yikes!).  As a writer, though, I find this report helpful. It gives me a goal to work towards — I want to get those yellow scores to green, and the red one to at least yellow. I’m not recommending that these numbers correlate to a grading scale. Rather, they tell me about areas that I can strengthen as a writer.

One of my favorite areas of the report is the section on Sentence Structure. I love how this section graphs out my sentence length. I can see if I’m using a variety of lengths, as well as where I need to focus my attention if I notice an overabundance of long (or short) sentences.

Screen Shot 2019-04-16 at 9.36.44 PM

Another part of the report addresses what they call Sticky Sentences. I love the way this tool talks about the elusive fluff. We all know writers who tend to be verbose, or who fill their writing with words that just kind of take up space (apparently, First Draft Angela is one of those people).

Screen Shot 2019-04-16 at 9.38.45 PM

This overall report is only part of what ProWritingAid analyzes. Using the toolbar at the top of the page, writers can drill down into specifics.

Screen Shot 2019-04-16 at 9.34.51 PM

Based on my initial report, my Style score was pretty low, so I start there. I click on the Style button and the screen below shows up. When I hover over the underlined areas, I’m given specific recommendations. Eliminate adverbs. Change “which is different from” to “differs from”. The recommendations don’t change the message of my writing; rather, they strengthen it.

Screen Shot 2019-04-16 at 9.42.25 PM

I love this tool. I’ve noticed that the feedback it gives me as a writer is similar (if not a little better) than what I would give students. And the best part is that it puts the ownership back on students. I love that I know what to do after looking at this report. I have specific, actionable steps. And honestly, it’s fun. I like revising and then running the scan again to see if it’s better.

After I’ve looked at the suggestions from the site, I choose which suggestions to accept and which to ignore. I own my writing. I notice that most of the feedback focuses on my use of adverbs. I need to, as Tom Romano says, weed the garden. After revision, my scores increase considerably.

Screen Shot 2019-04-16 at 9.55.13 PM
How I might use with students

Conferring: I can imagine asking students to run a report on their draft and to bring it to a conference. What a great place to start talking to students about their writing. The report summary would help us focus on areas students might want to ask me about, or it might help me know what a good teaching point would be for that writer.

Reflection: I have been thinking about asking students to print their full report and attach it to the final draft of a piece of writing (or to screenshot it and insert with their doc). I would love for students to highlight places where they’ve made revisions and then reflect on how their writing changed and what impact those changes had on the writing.

Peer feedback: I think this would be a great talking point for students to talk to each other in partnerships. I struggle with peer conferencing because students don’t always know what to say to each other. With this, though, they begin to internalize a vocabulary around writing that will elevate their conversation.

Independence & Transfer: My biggest hope for our student writers is that they leave our classrooms with tools they can use their whole life. This tool gives them a place to go when they need help with their writing. Because that’s what real writers do. They’re not always going to have us and our red (or purple) pen to tell them what to do next as writers. Instead, I want them to know they have some places to go.

Try it. Before you introduce to students, take a piece of your writing and run it through the algorithm. Better yet, do it in front of students. Show them how easy yet powerful it is to utilize this tool. And then, enjoy the gift of time you have. Use that time to confer with students, to talk about mentor texts, to increase the volume of writing that’s happening in your classroom. 

Angela Faulhaber is a literacy coach in the Cincinnati, OH area, where spring is showing off every day. Currently she and her three kids are fascinated by the robin’s nest in the tree out front. It’s up to four eggs today! You can find Angela on Twitter @WordNerd.

Managing the Paperload with Essay Edit Rotations

IMPORTANT NOTE:  I went to a session about managing the paper load in AP courses at the convention in Las Vegas in 2013, and a presenter shared different strategies for having students write more, but grade less.  This session was packed, and rightfully so. We all left with a wealth of ideas, and I  wish I could find the handouts to provide proper credit–I believe they were safely stored in my AP school box that went missing between our Houston to Chicago move.  If this was your session, you are a goddess! (Also, please message me!).

Right about now, the stretch after spring break into AP exams, I find myself wanting to provide students with as much practice writing as they feel they need to be confident in transferring their skills to the exam in May, but not bog myself down with essays upon essays to review as the weather becomes warmer and the days are longer.

Enter “Essay Edit Rotations,” a way to include timed practice but not grade every piece.  There are two simple components to this instructional pacing. Part 1: Students write. Part 2:  Students learn more about how they write.  

Here is how the rotations work:  Set aside one day a week for a timed writing session.  Students come in and write, then those timed drafts are collected and reviewed for trends/misunderstandings, but not scored.  Repeat this over the course of four weeks, so students have four essays in total to edit. That is Part 1: students are practice writing without grades.

Part 2 involves editing those drafts from Part 1.  I provide students with the same number of options for how to study their writing as they have timed writings and typically set aside 3-4 class days to dig in.  Students select which edit to apply to each one of their essays, “rotating” through their pieces, with one of the timed writings is always revised and typed to be scored by me for a stand-alone AP grade.

You can tailor the prompts/essays to what your students need practice on, just as you can create as many different edits as you need and scaffold over the course of the year.

I have utilized a variety of editing strategies over the years, including:

  • Scored Second Draft:  Students edit, revise, and rewrite one essay to be submitted as a stand-alone AP  score, graded by me. I typically always ask students to complete this edit.
  • Peer Editing/Conferencing:  This unfolds so organically as students grow in their writing–they’re able to help their peers assess and improve their writing based on experience and mentor texts/exemplars
  • Reflective Annotating or Writing:  Students can utilize a rubric or create a +/delta chart based on their noticings. Often, I ask students to assign themselves a score based only off the adjectives used on the AP scoring (see below).

Screen Shot 2019-04-04 at 7.31.59 AM

  • Analyze the Components:  Students color code and highlight each element of their essay (i.e.: Claim, Evidence, Analysis, Transition) to understand how they are layering their ideas by reflecting on the visual structure, as well as the ratio of evidence to analysis.
  • Oral Editing with a Peer:  Have students pair up and read their essay, verbatim, to one another.  Students can hear what sounds inconsistent or where a thought trails off.  Students then revise these murky areas with
  • Grammarly:  Students can upload their essay (requires typing) and receive feedback.  I typically have students reflect over the commentary and identify trends and next steps for implementations.
  • Focused Revisions: I am pinpoint a specific area we have been playing with, such as varying our syntax for emphasis or upgrading our diction, and ask students to only revise those elements.

 

Screen Shot 2019-04-04 at 7.26.09 AM

Bella used one of her Book Club prompt responses to complete an edit focused on diction and syntax. Students are asked to highlight every other sentence, list the first word of each sentence to note repetition, count the number of words in each sentence, determine their evidence to commentary ratio, find transitions, and a myriad of other tasks to understand how they craft their responses.  While tedious, this edit creates discussion points for amazing conversations!

 

You can browse a wealth of recent Three Teachers Talk ideas around editing herehere, and here! Oh, and earlier this week, too!

Rounds of Essay Edit Rotations support the foundational ideas, practices, and benefits of a workshop-based classroom:

  • Low stakes writing practice:  Students practice in a timed environment, but know they will have a chance to review and edit their essays.  This workshop approach to the timed writings becomes about the edits and what students learn from their writing versus what is produced within 40 minutes.
  • Students are writing more than we are grading:  As only one of the essays will be graded by the teacher, after revision, students are benefitting from writing practice yet we are not grading each one (I do complete a quick review the essays after each writing period and provide feedback, usually in a +/delta format, before they write again).
  • Students understand themselves as writers:  Test writing is different from regular writing.  There is a rubric, yes, and a goal, but there is also pressure.  With the opportunity to edit, students can gain insight into their habits when they write for this purpose and make improvements accordingly.  Students also have the autonomy to select what edit to apply to their writing, curating their learning.
  • Builds skills for test transference:  Timing is often the most anxiety-inducing component of any standardized test.  Students can practice writing coherent, intriguing ideas within 40 minutes safely so they can find their rhythm before exam day.
  • Creates space for writing conversations and conferences:  I typically have students do their editing in class over 3-4 days so students can ask questions, work with their peers, and meet with me.  It feels like a true writer’s workshop with students tinkering away, shuffling through multiple colored pens, highlighting, adding post-it notes, and conversing with peers.

In the past, I have had students practice Part 1 with the same style of open response question, mixed up the questions, given students choice over what question they practice with each week, and have done a full exam using the three prompts over the weeks.  After that round, students assigned themselves a formative score to use as a conference conversation to set goals for moving forward. I have also implemented this during the fall when AP writing seems scary to students, in the middle of the year for review, and in the spring for low-stakes practices.

Every time, these Essay Edit Rotations work like a charm.

So thank you to the amazing writing teacher who presented in 2013.  You have saved me hours upon hours and fostered conversations around writing in my classrooms around the country.  Thank you.

 

Maggie Lopez is saying goodbye to ski season and hello to spring in Salt Lake City while keeping her juniors focused with choice reading, low stakes writing, and student-driven conversations as we build to the end of the year.  She just finished Everybody’s Son by Thirty Umrigar, an NCTE conference find, and began Tayari Jones’ Silver Sparrow yesterday.  You can find her on Twitter @meg_lopez0.

 

%d bloggers like this: