I used to be a high school English teacher and that is exactly the strategy I used, especially when preparing students for state Benchmark exams. Basically, when students met the criteria for proficiency, then I would accept their paper. Otherwise, the paper was returned (sometimes several times) with suggestions until I believed they had reached the proficient level (or they had achieved significant progress). Then, I recorded a proficient score in my gradebook.
By using this method, my lower students were usually surprised at how much their grades improved, and I also found that, because they hated rewriting so much, they learned very quickly to give their best effort on the first try. In other words, they began to take their writing seriously. After taking the Benchmark tests, students came back to me and told me how much they hated what I had them do, but also how much it helped them to pass the exam. I used the same strategy when teaching the research paper during the last nine-week period (and other "big" essays during the year). Just assigning, conferencing, and grading, helps students very little. As a general rule, students need to revisit their writing several times. They really learn the most through the revision process. I am applying the same technique to my 8th grders this year. So far, so good. I hate my role a gatekeeper. I hate assigning a grade to a paper that only serves to discourage students. I find it much more rewarding to write an "A" or "B" on every paper, rather than "D" or "F." This method of grading is still a lot of work, but so much more rewarding. I want students to learn to love writing!!! ------Original Mail------ From: "DeAnn Kaduce" <[EMAIL PROTECTED]> To: <[email protected]> Sent: Tue, 28 Nov 2006 08:09:36 -0600 Subject: Re: [LIT] Work load tips Another strategy I've heard but haven't had a chance to try yet is to simply grade written work (essays, poetry, etc) on an Acceptable/Unacceptable framework. Decide what is acceptable for a particular writing sample and develop a rubic for those items. Anyone whose paper reaches the acceptable standard automatically receives 100%. Unacceptable papers can either receive partial credit or none until the revision & editing demonstrate the acceptable standards. That saves you taking papers home to edit for your students and puts all the responsibility back on them to improve the paper. I heard this from a high school English teacher, so I don't know how well it would translate to middle school, but it may be worth a try. >>> [EMAIL PROTECTED] 11/27/2006 8:35:09 PM >>> Tena writes: I "go" to the students for conferencing and schedule our "dates." Tena, that's the part that I always get stuck on. I start out the year meaning well and then fade with the 28, 31, or 34 (!) kids in one class. Do you (or anybody else) try Atwell's "inbox/outbox" where students give you drafts for you to take home and comment on? I'm not averse to doing my own homework, but find that my students don't take advantage of my offer, or wait until the last minute before marks are due. I find peer conferencing unproductive except among my best writers who seek true 'peers' to help them. Most just chat or give insubstantial feedback. Also, would you explain "schedule our 'dates' "? Thanks, Ginny Paisie Cary, NC _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org . Search the LIT archives at http://snipurl.com/LITArchive _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
