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This chapter dissected the importance of essay questions as well as how teachers can use them effectively. Essay questions are an important tool that allow students to more freely depict what they have learned in class. I think the most important part of the chapter is on page 231 within the do and don’t list of writing prompts. I have seen so many prompts in college that come from the “do not prepare” part and those were the essays that I struggled with the most. I think a great aspect of the “do prepare” list is ensuring that the topics are interesting or relevant to the students. Even when preparing small prompts for a writing warm up exercise students would be able to create better responses given that they enjoy their topic. The chapter also showed many things that qualify an essay to be “good” or “great” through rubrics and lists. Students should be able to see what constitutes as good and or bad so that they can …show more content…
One thing that I have learned is that the times that I grade influence the amount of “steam” I have. Having a clear rubric will always help make grading a bit easier and more objective. It is important to be aware of what implications a teacher has at the time before grading. Grading in smaller segments rather than all at once may also help teachers feel less burnt out when grading. Scoring one question at a time is definitely a good method because it improves consistency among grades. I had not heard of grading one question at a time before, but I think it makes a lot of sense to do so, especially when there are large amounts of papers to grade. I think providing students with prompts is an excellent idea or allowing them to choose a prompt the night before. It depends on what skills the teacher is wanting the students to depict. If prompts are not given it can create a lot of stress for students since essay questions are usually worth more
In “What is a Grade” by Pat Belanoff, she explains the pros and cons of the grading system. In Pats ' essay she states “Perhaps the solution would to abandon grading altogether in writing class. I confess that this a solution that appeals to me greatly.” (151). Grades should not be present in the way we test students’ learning ability. School seems to be more about learning the material for a brief moment just to get a good grade rather then to actually learn and think about the information being presented.
I believe that to motivate students to do work, practice work needs to be worth more than 10% of a students’ grade. Ideally, I believe the grading scale should be closer to 75% knowledge, and 25% practice. I believe this would help students want to do their work because practice work is worth much more than 10%. If the students do not do any practice work, they can end up with a C, which in many cases is deemed average. Also, those who do their practice work well can use practice assignments to bring up bad test scores. Due to this, more students will do well on their practice work, therefore leading to better scores in tests because students are trying on practice work and they are doing work. Those on the school board may think that 75/25 would be too much weight on practice work, due to this I also think an 80/20 grading scale would be a good option. Seeing as students would still be getting more credit for their homework. The 90/10 grading system needs to be changed for Emma and for all the students at Austin High School in order to benefit them in the future, in both college and their future
Teachers would share information and research as well as their own experiences to support and develop the grading reform. An English teacher had shared her experience on using the method of practicing and retaking for her assessments. Students who didn’t do well in a section the first time had the chance to put their practice into extra work for the second time, and the grading of that work had replaced the first. As a result, more than 65% of her students scores had increased and they were able to master the skill. This development had strengthen their grading.
Students, who come from different cultures and backgrounds, are not prepared (especially on their own) to give up everything that they have spent the past eight-teen years believing in, in order to write the perfect college essay.
During my first semester at the University of Alabama I wrote several essay including a response essay, a rhetorical essay, and annotated bibliography and a research essay. Although these assignments each had different objectives, they were all written to work towards reaching the Student Learning Objectives for English 103 that were provided at the beginning of the semester. This semester I worked to further my skills regarding my ability to employ writing strategies appropriate to each assignment’s purpose, locate assignment-appropriate sources from multiple places, and ethically use source material in academic arguments.
All through our academic years we were taught how to write. Starting with elementary, when the form of writing was first introduced, it consisted of compositions with simple prompts about our weekends. Now, that there was an idea of how to write, middle school English teachers began teaching students a writing format. This format is commonly known as the five-paragraph essay, which entailed an introduction, three supporting body paragraphs, and a conclusion. The five-paragraph essay began being strongly implemented in high school and it leads to many debates whether or not it benefited students proceeding into college. I believe the five-paragraph format was helpful for high school students starting out, but is not as beneficial to freshman
This article discusses ineffective grading, the high stakes of grading, and the steps in could take to change those practices. There were three areas that were discussed about ineffective grading that involved the concept of giving zeros, averaging all scores throughout the semester, and using the semester kill project, paper, test, or lab. All of these things do not prove what students have learned but rather show what they learned right now or are trying to make one thing more important than everything else. With the giving of zeros in a gradebook you are just validating that the student does need the knowledge. The high stakes of grading were about the cost of failure and the positive impact that grading change can have on a school system. Finally, the author outlines a 4 steps that can lead to better grading practices which are creating a sense of urgency, identifying teacher leaders who are improving grading policies, getting the facts, and reassuring stakeholders that certain
Many students in high school lack the ability to write at a proficient level. One of the major issues with writing is that they struggle to understand the prompt and do not know how to start their essay. If they cannot “unlock” the prompt and write proper topic and thesis statements they will not get a passing score on their writing assignment, both in the classroom and at the State testing level.
Every English 111 textbook should consist of three main things: the proper way to write an academic essay, review of proper grammar, mechanics word usage and a short transition chapter of the difference between writing in high school and college writing. Successful College Writing by Kathleen T. McWhorter has many of the essentials but noticed it lacked examples of a noble essay. All throughout class students critiqued essays but never actually saw an example of a good, noteworthy complete essay. Having examples of what a person shouldn’t do in an essay is always beneficial but should be followed by a precise academic essay. How are the student supposed to improve their academic writing skills if they have nothing to go by? Just because the book lacks a few of the basic essentials doesn’t mean the book itself will not be beneficial in any way. The book as a whole is pleasing but still has room for revisions.
One of the issues, which Boyer points out , is that teachers and students have different expectations from college education. She says that the teachers are mainly concerned about students’ comprehension of the material, their attendance and attention while students’ hopes are to get good grades and to be well prepared for exams. It seems that the system of grading pushes students to not care too much about what is being taught from an understanding perspective, but only promotes more concern about grades instead. Some students don't really pay attention unless the instructor mentions an exam or something that will be graded. Furthermore, be...
I have learned many things throughout the course of the term, including such things as: how to write an essay and how to improve on essays that I have already written, how to locate and composite better research through the use of numerous resources found at the campus library, the internet, and the “Common Sense” textbook, how to cite research, examples, and quotations properly within the contents of my research paper as well as document it accurately according to MLA standards. Through the exploration of the “Subjects and Strategies” textbook, I have learned nine different methods used when writing an effective essay and how the different writing styles affect the overall theme and tone of the essay when used properly. This past semester, I have encountered many difficulties when trying to write these essays, but through the use of the textbooks, the aide of the instructor, and once I was able to classify the different types of essays and styles, I found them possible to overcome.
Smaller assessments can come in the form of quizzes and short tests. It gave us a chance to earn more points in between assignments and practice for the information that would be included on the final test. In my experience teachers need to be able to provide timely feedback. Students should be able to see how well they are doing and where they can improve. In order for students to be able to monitor this they need opportunities to perform what they have learned. I think students need to be able to perform in order for the teacher to see how well they are doing in the class or areas they can improve on. In the class I observed this week the teacher was late with test feedback again and tried to joke about it, but the students were unhappy. The students should have feedback given promptly, especially if there are student in the class that are struggling and have to study
Cohen et al. (2010) wrote that assessment can be a major contributor to raising standards in schools in terms of teaching, learning and student achievement. In addition, if assessment is properly handled with consistency, reliability, validity and rigour, it can have a possitive effect on learning and can improve students' own understanding of how can they learn more effectively and improve.
It is a teacher’s responsibility to properly prepare and educate their students. In some cases this can prove to be difficult for an educator. As a student, you may find that your teacher may not be giving you enough attention or specific one-on-one time. This is where student grading could come in handy. Many educators might fear negative feedback because they often do the best that they can with the abundance of responsibilities they already have; but others strongly believe that teachers shouldn’t be above criticism, and should ask their students for this constructive feedback on their performance. This could help improve the nation’s educational system if conducted properly. It would also help the students and the teachers to sort out their true priorities in the classroom. According to an article written by Atanu Kashyap Adhikari, he agrees and claims “They will now be concerned more about the comprehe...
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.