9th class
meeting, Spring 2005
Class Activities: Chris returned student paper; then, via PowerPoint presentations, he explained the grade breakdown (organization, development, and grammar grades AND the numbering system). He explained what certain markings on their paper meant and discussed how to fill out the essay feedback form.
The PowerPoint presentations seemed highly effective in helping the students decipher what was on their papers. The students were able to see what marks were on their paper (the symbols, the three grades they received, and the stamped comments) and have Chris demonstrate on the screen what those things meant. While students had papers in hand and the PowerPoint presentation was on the screen, he would give illustrations of what could be different to improve a sentence marked with a certain comment. In this way, students’ eyes did NOT just gaze over when viewing the marks on their paper but had a concrete connection between the comment and what to do to remedy this.
And the follow-up is that, also via technology—on the WebCT—students would fill out essay response forms to raise their self-awareness about what areas they were weakest in. On this WebCT exercise, they report the number of major grammar errors they have, list (and correct) their spelling errors, and respond to questions about problems they have with organization and support.
ALSO on the Web are the six best student essays from the recently graded batch. The strongest papers (in terms of organization and specific supporting details) were typed in and available for all the students to read. Students are asked to respond (with rather specific comments) to these essays. Chris posted exactly what he wanted students to respond to (Which details did the reader enjoy most? Which details could have used more specificity? Etc.). Students could find sample responses in with the student essays and instructions on what to respond to. This, I think, is brilliant. It shows students wonderful samples (how to do it), and shows them samples from their very own classmates (letting them know others at this level can do well, so they can too), and shows them intelligent ways to respond to these essays (the kind of thing we ATTEMPT in writing workshops but which sometimes fall flat).
This whole lesson, all by way of technology, forces students to examine their writing and become aware of their areas of weakness; it also gives them a way to see what makes a paper strong—forces them to examine what exactly they liked about the classmate’s paper—so that what makes for strong or weak details is reinforced. It raises their awareness of their weaknesses so upon the return of the next paper, they know what to be careful of.