Class: English I (9th Grade) Instructor: Kelsey Craig
Topic: First Draft Group Peer Review Date: 25 October 2017
Objectives:
Students will be able to effectively review peer drafts of the assigned essay topic, providing constructive and insightful feedback for their peers.
Students will be able to receive feedback from peers, process this information, and apply it to improve their writing.
Standards:
W9-10.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W9-10.5
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Reading of third paper. 3 minutes
9. Discussion on third paper. 7 minutes
10. Debriefing. Class will be given a packet with each essay, and asked to provide three comments for each one, being constructive regarding content and structure, rather than simply grammar. Packets will be due at the end of the peer review section of the unit. 7 minutes
Assessment/Evaluation:
For the duration of this activity, students will be evaluated on their participation in classroom discussion. Students will be required to make at least two relevant statements during the class peer review. Students will be assessed on their ability to convey their thoughts in discussion, appropriate/professional behavior in the writing workshop setting, and the relation of their suggestions to the rubric provided with the essay topic.
Lesson Calendar
Monday 10/23 Tuesday 10/24 Wednesday 10/25 Thursday 10/26 Friday
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Students will be given direct instruction on proper form for academic writing. Students will be introduced to the next stage of the writing process—drafting. For the remainder of class, students will begin drafting essays for the assigned topics. Questions will be addressed as needed. Facilitator will float throughout, making comments, answering questions, and monitoring students. Students will continue to work on first drafts of the assigned essay. Procedure will continue from Monday. First drafts will be submitted to instructor by the beginning of the day on Wednesday. Students will peer review first drafts of the assigned essay in class. Each essay will be presented on the smartboard without identifiers. With the instructor acting as facilitator, students will discuss items in alignment with the ELA common core rubric as they relate to the presented student work (content, mechanics, structure, etc.). Students will provide specific feedback on the peer review worksheet, which, if not finished in class, will be completed for homework (essays will be displayed on the smartboard, as well as given as a hard copy packet. These worksheets will then be taken up, graded for participation, and redistributed to the student whose work it pertains to. Students will continue peer review of first drafts. (See Wednesday) Students will continue peer review of first drafts (See
From the beginning, the first writing project assigned in class, a proposal, exposed to me the essential tools a writer needs to connect to the proper audience and defend my stance on the reform proposed. Overall, the course not only stressed the importance of drafts, but of peer review and instructor feedback as well; therefore, strengthening my knowledge
The Common Core standards for writing in science focus on the act of writing as an on-going process. The standards are peppered with phrases such as, “develop claims,” “develop the topic thoroughly,” “strengthen writing as needed by planning, revising, editing, rewriting.” The Common Core standards call for writing to be viewed as a means of learning the discipline. The authors of Learning to Write and Writing to Learn also treat the act of writing as an on-going process composed of percolating, drafting, revising, editing, and publishing; language similar to what is found in the Common Core standards (Mayher, Lester, & Pradl,
Formative Assessment- There are a number of formative assessment that are used. The first one is the list created on the first day after reading the passage along with student participation on sharing their findings the following day on day two. Student participation in day six when sharing their papers and the write up of a peer’s paper will be used for a formative assessment. All of these are graded on accuracy and completion and will be worth five points each.
The first essay given in this course was about our whole composing process. This essay was hard to write about and I remember having several grammar mistakes. Sitting down and writing my process on paper,
Academic writing is a very discouraging topic that most young writers do not even want to begin to think about or imagine doing. Throughout college everyone will be asked to write multiple academic essays regardless of their major. We have read two sources in class that have helped clear up some common myths and also helped make academic writing not seem so foreign. The two sources we read were “What is Academic Writing?” and the first chapter of the book “From Inquiry to Academic Writing”. Many young students seeking a college degree are fearful about the amount of work needed to be done in order to survive their college courses. Academic writing is a challenging topic that many young people struggle to get a grasp on. Once the skill of
In this English course for the past semester, I have learned many new forms of essays and many new techniques. There was much more conversation with my classmates this year and I believe that lead me to a better class experience and grade. The essays have also taught me many new skills that can help me in the future. The rhetorical analysis, Causal Argument, and Proposal essay have taught me many new writing techniques and the advantages of peer review.
One would have not known much about how to write an effective essay until they have clearly edited their previously written essay during the Expository Writing Stations. Anyone who has looked over their writing multiple times and has found ways to enhance and professionalize it will learn to write in a more clear and concise manner than they had done before. The Expository Writing Stations has helped change the students’ understanding of how to write a proper essay by having the the students edit and review one another’s essays, finding some things that they should have put on their own essay to help enhance the writing. Students also find out about what components of their writing sounds and looks clear, and how their writing could have developed. Their understanding of using correct, accurate word choice and evidence has evolved. The following examples of reflections show how one has thoroughly understood the insufficient parts of their essay and
I improved on many aspects of my writing throughout the duration of this class, but there are still some things I need to refine. Over the course my writing skills have gotten better due to the instructor’s feedback, peer reviews, and just me learning. I enjoyed peer reviews because sometimes it is easier to relate to someone my own age. The overall structure and flow of my essays have improved, as well as the use of word choice and quotations. Throughout this course, I was able to apply critical thinking and reading skills to different texts, compose essays with appropriate content development and organization, use correct style by practicing the steps of the writing process, and reflect on my own development as a writer. However, I still need to work on demonstrating correctness, including punctuation, mechanics, and
To begin this reflection, conduct an inventory of all the writing you have done for this course, looking both forward and backward at your progress in the course. Once you have done so, write a reflective piece about where you stand at midterm and where you’d like to go during the second half of this course. Reflect on what you’re learning about your writing process, your strengths as a writer, and your preferences and writing habits. Be specific, provide details and descriptions, and explain your reasoning throughout this brief reflective section.
Also, the assignment require specific guidelines to review every aspect of my peer’s essay. However, the guidelines and requirements were presented in order and in a very cohesive form to follow. Not only did the instructions and worksheet provided guidance in
Students in Eleventh Grade College Preparatory English classes will be able to read a writing prompt and understand what it is asking them to do. They will demonstrate this by being able to restate the prompt into a topic sentence and articulate their response with an appropriate thesis statement. In addition they will be able to organize their paper and support their ideas with evidence from the text provided.
I believe it is important for any student who wants to do their best in a class to take a moment to evaluate their own work to determine the rate their writing is progressing and how they can continue to advance their writing. When I looked through my own work I asked myself “what have I learned this semester?” and “what do I still need to learn in order to improve my writing?”. Answering both these questions will help me with my last step of my self-evaluation, developing a plan to learn new skills.
In the world of education, assessments play an integral role in student learning. To get the most out of assessments, they must be aligned with the standards, accurately measure what students know, as well as promote student learning (McTighe and O’Connor, 2005). In order to do this, it is important to include students in the assessment planning process. This should begin at the beginning of a unit with the pre-assessment and should be carried throughout the formative and summative assessments. Dr. Anne Davies believes that “when students are involved in the assessment process, they are more engaged and motivated, and they learn more” (Davies, 2007, p. 31). In my interdisciplinary unit, I attempt to include students in every stage of the assessments
Over the period of time that I was in this course, I thought it would be a very simple and easy to finish class. But as time went on, I found myself to be demanded more of what I think, what I feel, what must be relied on my ability to understand the concepts and conventions of not only the essays, but of what goes on in the writers mind when writing.
Crème, P., & Lea, Mary R. (2008). [PDF format]. Writing at University (3rd edition.), McGraw Hill Education. Retrieved from www.kantakji.com/fiqh/Research/ti134.pdf.