Reflection: Student Feedback One on One Consultation/Transition to Gender Unit - Section 2: One on One Consulting with Students

 

This was an extremely informative session for me in that I learned how few students actually sat with the model as they wrote.  A common problem among most of the essays was that they focused solely on their own argument and anecdotal evidence, and using quotes from other resources as supportive evidence (as with the rhetorical analysis, following the general five-paragraph literary analysis model; clearly this is something to bring back to our department, to broaden the types of essays students write across grade levels--though at this point, our Massachusetts Comprehensive Assessment System [MCAS] writing portion is a literary analysis. . .hmmm.  We'll see if the PARCC test aligns their writing assessment more closely to CCSS to encourage teaching a broader range of writing).

The three students who did not fall into this trap all said they sat with the model as they wrote; the rest said they did not.  While I told them to do this, and worked with the model, clearly I did not make that enough of a point.  Additionally, I need to do more explicit teaching with the model than I did--I think in the future I will add a day of lessons and have students interact more with the model to deepen their understanding of the nuanced differences of organization and development of central ideas in this type of essay.  

As far as this one goes, I will spend some time tomorrow going over the model again, and give students a few more days to finish the final draft than I had planned, since some will have to scrap what they did.  

Finally, in the future I will do the one on one consulting before the Peer editing, so everyone has a clearer understanding of the genre--what they are editing--and the peer editing can be more beneficial.

  Common Problems
  Student Feedback: Common Problems
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One on One Consultation/Transition to Gender Unit

Unit 5: Writing a Synthesis Essay
Lesson 6 of 6

Objective: SWBAT edit their argument essays for more precise development of central idea and language use through one on one consultation with their teacher.

Big Idea: One on one talks with students are informative for both the student and the teacher.

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