Before class, I make a two-sided copy of the grading rubric for each student. I copy the rubric onto both sides of the paper, so there's one for them to fill out and one for me to use to score the essay.
To begins today's lesson, I hand out the grading rubric. Now that students have had a chance to gather ideas, draft, and give and receive feedback, it's time to look at how this assignment will be assessed.
We take the first 10 minutes of class to go through the rubric. I will ask them to look at the difference between the "very effective" essay and the "effective" essay in each of the categories. If time allows, we go through and highlight or underline what those specific differences are.
I want them to be very aware of the expectations before they begin their revision process.
With the comments they received yesterday and the grading rubric, I ask students to spend this class period going through their writing with a fine-toothed comb. Their goal is to create a "very effective" essay.
I remind them that I'm not in their heads, and that their explanations have to be very clear to me, the reader. I ask them to give me more than enough reason to mark "very effective" for each one of those categories.
As students are working, I circulate and answer any questions that arise.
When there are 10 minutes left in class, I tell my students that it's time to say "good-bye" to their literary analysis papers.
While they're drying their tears, I have them fill out the front side of their rubrics about their own essay. This is one of my favorite reflection strategies, as it puts them in my shoes. I want them to see how difficult it is to fairly assess someone's writing!
I also like to give a summative grade for all of the steps of the writing process, so I will have my students turn in their:
And with this final act, we close the door on The Adventures of Tom Sawyer until next year!