What skills do you want students to gain from your wri7ng assignments?
The Original AssignmentA 2Fer is a 2‐page analy0cal paper on any topic you choose. There are four basic guidelines that must be followed:1. The 2fer has a thesis statement that is unique, insighDul, and debatable. It does not re‐state a commonly held belief or choose sides in a worn‐out debate ‐‐ it reﬂects an observa0on and conclusion you have come to on your own. 2. The 2fer uses at least two outside sources to support your thesis, and cites them correctly. 3. The 2fer never uses the ﬁrst or second person (“I” or “you.”) 4. The 2fer proves its thesis statement through the quality of analysis and factual support, not raw force of opinion.
The Goals for 2Fers Develop independent wri0ng skills, prac0ce conven0ons of formal wri0ng, build diversity of thesis development, draO a formal paper with liPle outside assistance.
The Original Rubric (Categories and wording stolen from Pennsylvania standardized tests)
The Original Sign‐Oﬀ Sheet (In response to common errors and oversights) (This is a lie. I required one all the ?me.)
Our HopesStudents would...Build meaningful peer‐edi7ng rela7onships with each otherAbsorb feedback in each category and work to improve in all of themSee the assignment as a year‐long, individualized process
The RealityOBen ?mes, students would instead...Get superﬁcial edi7ng, and some7mes even ignore the edits when revisingLook only at the ﬁnal grade on each 2Fer, then forget about it / lose the paperSee the assignment as a year‐long pain in the buP
Slightly Re‐designed Rubric Points earned doesn’t get its own box, is typed in at the end of the wri6en commentaryNo “Total Grade” sec?on at the bo6om (which you can’t see in this slide)
This essay was for a “Media Cri?cism” 2Fer assignment. It analyzed a Garnier Fruc?s shampoo commercial. The “Content and Development” comment refers to a quote that I also wrote a s?cky‐note for in the essay text.As the year went on, I found myself wri?ng “see notes” in the “Teacher Feedback” sec?on more oPen.
Built‐in reﬂec7on space... ...which leads right into the next assignment.
Grammar, re‐wri7ng, research... ...there were a lot of possibili7es.
A place to celebrate success... Some?mes I typed in focus areas for them... helpful, or controlling? ...and also set goals for the next essay.
Success!Students have...Stopped thinking about page length, and started thinking about adequate supportShiOed their focus from overall grade to the feedback (and grade) for each categoryGoPen more feedback and edits from peers, and recognized paPerns and issues faster
Student X Student X Student X student student student Excellent.
Student X Student X Student X student student student Excellent. Essays that do not meet the four basic requirements get “bounced back” to the author for revision.
Before Google Docs, if I wanted to “bounce back” a paper, I had to track down the student and make sure I had the paper in hand. Now I know at a glance who needs more work, and I e‐mail them right away.
Mid‐Year 2Fer: Reﬂec7ve 2FerYour task this week is to write a 2Fer analyzing... your own 2Fer wri0ng! The goal is to ﬁgure out HOW you can improve your wri0ng, so your thesis statement should analyze a weakness in your composi0on.Consider zooming in on one or two of the following focus areas: Thesis/Focus, Content/Development, Organiza7on, Style, and Conven7ons.For your outside sources, you will quote: your OWN work, comments by Ms. Pahomov and peer editors, and your follow up assignments.
“OMG! I’m making the mistake while I write about it!”
Student Feedback...The peer edi tor usually ows us thing s we miss, I use to hate 2Fesh rs, because w hich is nice. I never understo od what the purpose for this was. Now, I’m glad that thi s happens, The co because it make mmen s wri0ng a conne ts are paper so easy... cted b easily when I go to are hig ecaus college, it won’t hlighte e they be so 2fer its d with diﬃcult. elf. Th in the correc is mad ting an ethe 2fe d anal r much yzing easier .
Ongoing challenges...Students also have...Missed the Friday morning deadline, and then been dead weight during peer edi7ng 7meStruggled with the techy‐ness of using Google Docs (slow log‐ins, broken computers, etc.)Ignored the follow‐up ac7vity and goal sebng aOer gebng their grade
Student‐wriPen goals up top... ...kept organized by focus area.
Ongoing Ques7ons...How public should these Wri7ng Docs be? Can we go beyond “collabora7ve” to “networked?”What’s the right balance between “tradi7onal” essay wri7ng and less‐formal online wri7ng?How can this tool help students improve their edi7ng skills? How about their assessing skills?Could we transi7on into a teacher‐free rou7ne?