I fell
behind on analyzing this chapter because I didn’t have much student work to
critique based on the skills discussed in Benjamin’s text. However, I began
grading Design Your Own test essays yesterday- a unique school designed test
used to track our students’ skill set from the beginning of the year to the end
using a two part math and reading/ writing comprehension test, and realized
that students truly write what they are asked to, generally not more, and many
times less. While the task asked students to write an argumentative essay about
spending billions of dollars in NYC for preparation and protection from another
hurricane disaster, many students wrote speeches or self-opinionated papers
without clear arguments or counter-arguments. It was clear that some freshman
students used the template format I had designed for my planet project- they
created a speech persuading NYC citizens to spend their money on protection,
just like they had written a conversation piece as a real estate agent trying
to sell other planetary land. While they integrated outside information,
critical thinking, citations, and a clear understanding of spelling and grammar
skills, many students were unable to form or maintain a formal voice.
As a school
team, we tried to figure out how to help students write better argumentative
essays in the immediate future. Perhaps the question should have been framed in
a way that would have given them a template outline for writing such as: 1)
Review the five texts in the booklet and analyze them, 2) formulate an opinion
about spending money on hurricane disaster prevention based on your
understanding of the text, and then 3) support your opinion with cited evidence
from the text. Though students at the eleventh and twelfth grades should know
these elements are necessary in an argumentative paper, the reality is that
they have not internalized these ideas, and do need support in the writing of
the question to aid their final written outcome. Asking the right questions is
the key in obtaining the right answers.
I really liked this blog. I think you're on the right track in revisiting the initial framing of the assignment. Whenever students do not perform well, there's always the possibility to blaming the students, their parents, or their previous teachers, I'm impressed that you're able to see past that. As teachers, we can never play the blame game, we always have to adjust our instruction to meet the needs of our students. That's what makes us the pros :)
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