Unlike the mentor texts we read on day 1, this sample would be something teacher-created (or an excellent student model from a previous year) to fit the parameters of the assignment.
Unlike the mentor texts we read on day 1, this sample would be something teacher-created (or an excellent student model from a previous year) to fit the parameters of the assignment.Tags: Writing A Great EssaySwot In Business PlanFavorite Food EssayResearch Paper On Multiple SclerosisYour Academic Goals EssaysManagerial Economics Term PaperResearch Papers Buy OnlineEssays By Bell HooksResearch Paper On Maya Angelou7 Steps Of Critical Thinking
In my experience, I’ve found that students appreciate having a clear picture of what’s expected of them when beginning a writing assignment.
At this time, I also show them a model of a piece of writing that meets the requirements of the assignment.
Since I want the writing to be high quality and the subject matter to be high interest, I might choose pieces like Jessica Lahey’s Students Who Lose Recess Are the Ones Who Need it Most and David Bulley’s School Suspensions Don’t Work.
I would have students read these texts, compare them, and find places where the authors used evidence to back up their assertions.
I would ask students which author they feel did the best job of influencing the reader, and what suggestions they would make to improve the writing.
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I would also ask them to notice things like stories, facts and statistics, and other things the authors use to develop their ideas.Then they take turns explaining why they are standing in that position.This ultimately looks a little bit like a debate, as students from either side tend to defend their position to those on the other side.Every class of students I have ever had, from middle school to college, has loved loved LOVED this activity.It’s so simple, it gets them out of their seats, and for a unit on argument, it’s an easy way to get them thinking about how the art of argument is something they practice all the time.Once students have argued without the support of any kind of research or text, I would set up a second debate; this time with more structure and more time to research ahead of time.I would pose a different question, supply students with a few articles that would provide ammunition for either side, then give them time to read the articles and find the evidence they need.Before leaving this step, I would have students transfer their thoughts from the discussion they just had into something that looks like the opening paragraph of a written argument: A statement of their point of view, plus three reasons to support that point of view. Next I would show students their major assignment, the performance assessment that they will work on for the next few weeks. It’s generally a written prompt that describes the task, plus the rubric I will use to score their final product.Anytime I give students a major writing assignment, I let them see these documents very early on.I look for and put together resources that would appeal to any teacher who teaches any subject.That practice will continue for as long as I keep this up.