No matter which standards you are currently in alignment with, argument writing is an incredibly important mainstay of English curricula. Arguments can take many forms, and sometimes it is fun to mix up the writing assignments to inspire students to use their creativity and have a little fun (especially during fourth quarter)! Today I want to share a writing assignment that fell into my lap recently and turned out to be a great experience for my secondary students. Last week, I was reading the New Yorker and I came across this article that described a couple’s first dinner in the form of a recipe. I thought that it was an interesting social commentary that teenagers could easily relate to (even though the article is geared toward young adults). So, I decided to mix up the argument writing for the week to include an assignment modeled after this article. We read the article together and discussed the elements of style, content, and convention that were employed as well as the arguments, both explicit and implicit. A couple of the reasons I liked this assignment were:
- It allowed students to read a relevant professional model of interesting prose.
- It engaged students in a creative (dare I say fun) writing assignment.
- It still covered some standards that I am always working on (namely CCS 9-12 Writing.1 A,C,D)
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
- Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Write a social commentary that takes the form of a process. Teacher Note: We extensively brainstormed social issues/situations and process writing forms in class. Social issues included things like: family dynamics/sibling rivalries, report card season, smart phone use, sports team/club/group hierarchies, college applications, and other topics. Processes included: writing a recipe, giving directions, giving a formal invitation, and proctoring a test among other ideas.
Would you use this assignment in your class? What other creative ways do you teach argument writing? We’d love to hear from you in the comment section below!
During this time of year, students across the country feel anxiety levels begin to creep up due to the onslaught of high stakes testing. Some take it all in stride, while others reach panic mode before the first bubble is even filled in. Whether they are taking the SAT, ACT, State Proficiency Test, Common Core Assessment, Advanced Placement Test, finals, or any other high stakes test, the pressure on students can be very real. For some, test results will go a long way toward high school graduation or college acceptance. So how do we help them deal with the anxiety associated with these tests? I’m sharing some ideas below, and I would love to hear your thoughts in the comment section following this post.
1. Validate their feelings. Especially in the case of high school exit exams and college entrance tests, test scores have become really important to the lives of some teenagers. Others face extreme pressure to excel from home or competitive peers. Instead of ignoring their anxiety or brushing it off as silly, we can do our best to understand and commiserate. Sometimes all students need is someone to listen to their frustrations and then develop a solid plan for moving forward.
2. Keep it in perspective. As adults and professionals we have seen the tests come, go, and change over the years. We know that students have so much more to offer this world than a simple exam score. We can consciously discuss with our students the idea that the score does not define them and in many meaningful ways doesn’t have long term implications on their lives. There are almost always options for students struggling with high school standards, and almost all colleges weigh grades, co-curriucular activities, and other considerations more heavily than test scores alone.
3. Practice. Whether you start the class with a practice warm-up question daily, do a full “dress rehearsal”, or find other ways to familiarize students with test directions and questions, students will benefit from demystifying the test with some solid practice.
4. Build them up. We can (and probably should) spend three quarters of the year giving students critical feedback on their skills, including those which will be tested. We do them no favors by sugar-coating their areas of improvement. However, there comes a time when we need to switch modes and become their cheerleader. We want them to go into the test with confidence. For me, this is usually a couple of weeks before the test. I like to show this Amy Cuddy TED talk and practice power posing a little:
5. Make sure they have the personal bases covered. Knowing your students and the context in which you teach, you probably have a good idea if someone is going to struggle with having the pencils/pens, nutritious food, a good night sleep, emotional support, a ride to the test, and other basic needs. When we can do something to privately and considerately reach out to these students, we can help relieve the survival pressures that pile on top of regular test stress.
What would you add to this list? How do you keep your students calm in testing season?
I love to mix up my assessment strategies to incorporate old, faithful methods as well as creative, new approaches. Today I want to talk about why and how partner quizzes work for a secondary English classroom. Note: I have heard of some teachers/professors successfully using small groups of 3-4 on both quizzes and exams, but I only have experience with partners on lower-stakes quizzes. I’d love to hear your comments, questions, and suggestions below!
Why partner quizzes work:
They work to compel-
- Engagement: Add the word quiz in place of a normal collaborative assignment and suddenly they really want to get the answers correct. Even my less motivated students love the idea of getting a great quiz score because they were able to discuss answers with a partner. They feel like they are cheating the system, when really they are having amazing debates and conversations about the material I want them to master!
- Collaboration: In partner quizzes students are able to add to each other’s ideas and bring each of their strengths to the table, which usually leads to more complete, thoughtful answers. As we prepare them for adulthood, learning meaningful collaboration is paramount!
- Student-led Teaching: We all know that students understand the material better when they can teach/explain it to another student. Partner quizzes help provide this teaching opportunity.
- Preparation: Group quizzes can add a little bit of healthy peer pressure to prepare. This is especially true if the partnerships are not announced until the day of the quiz. Most teenagers do not want to appear unprepared to their peers (even though they often pretend like they are too cool). A gentle discussion of the embarrassment that may ensue for an unprepared student can go a long way the day before a quiz.
Tips for How to Make Partner Quizzes Work:
- Instructions: Make sure to give clear instructions about what successful collaboration looks like and how the process of taking/grading the quiz will work. Explain the most advantageous ways to go about completing the task.
- Grouping: Decide how you want to create partners- by ability, by choice, by random draw. There are benefits to each of these methods, which you can play around with given your own classroom context.
- Multiple Quiz Versions: If you are worried about other groups overhearing and copying answers, you can make multiple versions of the quiz.
- Individual vs. Group Grades: In my view, you have three main choices here:
- Each student fills out the quiz and you randomly grade one quiz and enter for both students. This helps make sure they are checking each other’s work and both participating. I grade for content and mechanics, so they have to proofread for each other too.
- Each student fills out the quiz for his/herself and is each quiz is graded. This allows students to discuss answers, but ultimately come to different conclusions.
- Each pair fill out one quiz. This cuts down on paper.
- Types of Questioning: Generally, open-ended, higher level thinking questions are better for partner quizzes so that students have something meaningful to discuss and write about. I only use multiple choice for partner quizzes, with my advanced placement class with very difficult rhetorical analysis questions.
- Sporadic Use: I think partner quizzes work best when they only happen occasionally. I only use them for formative quizzes and then have individuals work on tests/exams. In my experience, when they are used too often, students start finding ways to avoid the work.
What are your questions or experiences? We’d love to hear them!