Reflection: Pacing Getting Feedback to Adjust Direction of Argumentative Essay - Section 2: Students Write


The structure I created for giving students feedback in the middle of their writing an essay is interesting in terms of pacing. In the past, I have collected entire drafts and given students written feedback. That is a perfectly good way of doing this, though it can take a few days to get through every student essay. However, today I realized the value of picking up the pace and packing in a feedback session in the middle of this process. It put pressure on me to get to everyone in one class period, which means I was only able to spend a few minutes with one student, but this did not jeopardize the quality of the feedback. Actually, what this did is make this feedback more relevant for students because the ideas we discussed are fresh in their minds. They wrote most of them less than 24 hours ago. It also allowed them to immediately apply the suggestions I made during the one-on-one conversations. For instance, the feedback I wrote on the first couple of paragraphs in this student's draft included the simple addition of clarifying words to make it clear who stated the words he quotes. It also included praise for his analysis and a request to elaborate on it. In the same paper, this student applied suggestions to the paragraph in the second page, making it clear who said the quoted words and writing more elaborate analysis.

  Pacing: Structure of Lesson
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Getting Feedback to Adjust Direction of Argumentative Essay

Unit 2: Writing About Their Eyes Were Watching God
Lesson 10 of 11

Objective: SWBAT develop an argument by making use of available resources and getting immediate feedback on what was already written.

Big Idea: A built-in feedback session in the middle of writing an essay can help my instruction as well as students’ writing skills.

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