Maximize Students’ Writing Performance: The Writing Process

Maximize Students’ Writing Performance: The Writing Process

By Jill Jenkins

            In my early career, I gave students a writing assignment with little preparation and spent most of my time grading their creations and writing so many comments on them that they looked like road maps.  When I returned them to the students, they quickly threw them into the garbage or near the garbage as they walked out the door.  I was devastated, because all of my hard work was for nothing.  Students need to be front loaded with instruction before they write, look at models and analyze them, provided with feedback in a peer review situation, allowed to revise their writing, given feedback by the instructor and allowed to revise again, especially if they have not written in a basic acceptable manner.   Below are some ideas I have used to help students improve their writing.

The Prompt

            First, many students never bother to read prompts completely or make any effort to understand what the prompt is asking for.  To alleviate this problem, I give students a worksheet with ten to twenty prompts on it.  Put students into their pair/share groups and discuss each prompt.  Then, I have each group explain what the prompt is asking them to write about.

Circle the important verbs and highlight the important nouns in each of the following prompts.

• ·        Compare and contrast three cartoon characters to determine who is the most human-like.

• ·        Explain the components of an internal combustion engine.

• ·        Evaluate three horror movies to determine which is the most frightening. Justify your answer with details from the movies.

• ·        List the procedures to fill the stapler with staples and staple your paper.

• ·        Define and describe three different types of music.

• ·        Compare and contrast three different energy sources and determine which is the most efficient.

• ·        Analyze the motives of Fagin in Oliver Twist.

• ·        Describe the plot of The Hunger Games.

• ·        Evaluate the plot of The Hunger Games to determine if the plot is appropriate for middle school students to read.

The Planning

            Second, students don’t know how to organize their ideas.  I used to believe that giving students an outline or a cluster would stifle their creativity, but it doesn’t.  Most of the students are not on a level to have any clue how to organize their views, so they just write whatever is in their head.  If they were studying architecture, they would study the works of the masters in every style.  In writing, we need to take the same approach.  First give them an outline and an example of an essay that follows the outline.  Have them highlight each of the elements in a different color.  I call this the rainbow essay.  Then show them essays that have no internal structure and have them do the same thing.  Discuss with them which essay is easier to follow and let them discover for themselves. Here is an example of an outline that I might give my students:

Outline

I.                   Introduction

     A.         Lead

              1.          Quote

              2.          Story

              3.          Startling Fact

   B.         Definition of Honor

   C.         Characteristics of a person with honor 
             1. Characteristic one
             2.  Characteristic two
             3.  Characteristic three
   D.  Three people who are honorable
             1.  John F. Kennedy
              2.  Mahatma Gandhi
              3.  Mother Teresa
     E.  Is honorable behavior inherent or bestowed?

II. John F. Kennedy

        A.         First example of honorable behavior

                 1.      What makes this behavior honorable?

                 2.      What sacrifice did he make?

                 3.      Who did it affect?

                 4.      What it his nature or learned behavior?

                 5.      Quote 1

     B.         Second example of honorable behavior

              1.      What makes this behavior honorable?

              2.      What sacrifice did he make?

              3.      Who did it affect?

              4.      What it his nature or learned behavior?

              5.      Quote 2

    C.         Example number three that he is an honorable man

                        1. What makes behavior honorable?

                        2. What sacrifice did he make?

                        3.  Who did it affect?

                        4. What it his nature or learned behavior?

                        5.  Quote 3

        D. Refutation

III.             Mahatma Gandhi

         A.     First example of honorable behavior

                1.      What makes this behavior honorable?

                2.      What sacrifice did he make?

                3.      Who did it affect?

               4.      What it his nature or learned behavior?

               5.      Quote 4

         B. Second example of honorable behavior

1. What makes this behavior honorable?

2. What sacrifice did he make?

3. Who did it affect?

4. What it his nature or learned behavior?

5. Quote 2

        C. Third example of honorable behavior

                  1. What makes this behavior honorable?

                  2. What sacrifice did he make?

                  3.  Who did it affect?

                  4. What it his nature or learned behavior?

                  5.  Quote 3

       D. Refutation

IV.             Mother Teresa

          A. First example of honorable behavior

                   1.      What makes this behavior honorable?

                   2.  What sacrifice did she make?

3. Who did it affect?

4. What it her nature or learned behavior?

5. Quote 4

         B. Second example of honorable behavior.

                    1.      What makes this behavior honorable?

                    2. What sacrifice did she make?

3. Who did it affect?

4. What it her nature or learned behavior?

5. Quote 2

       C. Third example of honorable behavior

                   1. What makes this  behavior honorable?

                   2. What sacrifice dids he make?

                   3.  Who did it affect?

                   4. What it her nature or learned behavior

                   5.  Quote 3

       D.  Refutation

V.                Conclusion

      A.         What is an honorable person?

      B.         What are the characteristics of a person who is honorable?

      C.         Three examples

               1.          John Kennedy

               2.          Mahatma Gandhi

               3.          Mother Teresa

     D.         Is honor inherent or bestowed?

Or use a cluster. 

The Writing

            Third, now it is time for them to write on the same prompt.  Students are more likely to write about something that they care about. Yes, I know that the state end of the year test will probably not be on a subject that students care about, but when you are trying to catch a fish, use bait that they like to eat.  One of the most successful prompts that I have used is:

 The governor has decided that due to the financial expenses and medical expenses caused by      teenage drivers, the state has decided that only individuals over the age of 21 years old will be eligible for a driver’s license.

  Write a letter to the governor either supporting his idea or refuting it. Make sure you use a voice appropriate for formal audience.  Write a e-mail to one your friends expressing your opinion.  Your voice can be less formal, but remember this is a “G” rated classroom, so watch your word choice.  Please research the subject to support whichever side you support. 

  I teach ninth grade students who are on the edge of earning their driving permit, so this subject is very important to them.  Since they are adolescents and lack emotional restraint, it is important to stress the importance of using the right voice and research when communicating with an authority.  Giving them an opportunity to write in two different voices shows them the difference.  Furthermore, I tell them all swear words can be recorded as “SLKD75531DJ”. 

            To avoid parents’ writing their students’ essay, (which they do) I have them write their rough draft in longhand in class.  They have to give me their first draft at the end of the period.  This gives me a chance to pursue them and add a few comments before they begin again.  Don’t overwhelm them with red ink.  Just make one or two suggestions. I return their rough drafts to them the next day so they can type them into our writing program, My Access. While they write, I circulate the room offering assistant and suggestions.  I find this is a really good time to provide one on one instruction to students.  When the writing assignment becomes their end of the year test, they are on their own, but until then, I am there to offer assistant and instruction.  

The Peer Editing

            Fourth, I print copies of their essays and armed with the rubric you will find at the bottom of the page, I talk each student through the process of evaluating their partner’s paper.  It is important to use a rubric, because students have not internalized what is good writing and what is poor writing.  When they see the mistakes their partner makes, it makes them see those same errors in their own writing.  The form below can be used as it is, or you can just use the section related the the writing trait you are focusing on.  Each student is armed with a telephone made from two PVC Hub Elbows and glued together with a PVC coupler.  I saw these at a workshop to improve students’ reading.  (See the picture below.) They allow the students to read aloud without disturbing the students near them because the sound goes directly from their mouth through the pipe to their ear. I had my husband make them for me and he improved upon them by using heavy and larger PVC pipes.  They work wonderfully well, because the students take the time to read the entire piece instead of scanning it.  They are able to find more errors without feeling embarrassed because they read poorly (or because they believe they read poorly).

The peer editing form that I give my students looks like the one below, but keep in mind I vary mine depending upon what skill I am teaching. It could also be varied depending on the age and level in which your students write.

Evaluation of Writing

Content and Organization:

1. Does each paragraph contain 7-10 sentences
2. Is there an introductory paragraph containing
1. A lead (a series of questions, a thought provoking quote, a story, or a startling fact)
2. Three sub-points (reasons)
3. A thesis statement
4. A conclusion?
3. Is there a second paragraph containing:
1. A topic sentence containing sub-point one
2. Three examples or supporting facts
3. Commentary on each example or fact
4. A concluding sentence?
4. Is there a third paragraph containing:
1. A topic sentence containing sub-point two
2. Three examples or supporting facts
3. Commentary on each example or fact
4. A concluding sentence?
5. Is there a fourth paragraph containing:
1. A topic sentence containing sub-point three
2. Three examples or supporting facts
3. Commentary on each example or fact
4. A concluding sentence?
6. Is there a fifth paragraph containing:
1. A refutation
2. Supporting evidence and analysis
7. Is there a sixth paragraph containing:
1. A summary of all three sub-points
2. A restatement of the thesis
3. A strongly worded conclusion
8. Is there transition words or phrases like:
1. First,
2. Second
3. Third
4. For example
5. In another instance
6. In conclusion,
9. Score the paper
1. 5 points Practically Perfect, a Mary Poppins’ paper
2. 4 points Almost there . . .maybe just missing transition words
3. 3 points So-So Its okay, but it could be better
4. 2 points Not even close
5. 1 point Not even in the ballpark

Voice and Word Choice

1. Does the paper use any of the following words: I, Me, We, My or You?
2. Does the paper use any informal language like: kids, mom, dad?
3. Find ten words that are weak words highlight them and offer another choice.
4. Find a passive voice sentence highlight it and revise it to be an active voice sentence.
5. Grade this section:
1. 5 points Practically Perfect, a Mary Poppins’ paper
2. 4 points Almost there . . .
3. 3 points So-So Its okay, but it could be better
4. 2 points Not even close
5. 1 points Not even in the ballpark

Sentence Fluency:

1. Write down the first five words of the first ten sentences:
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
4. ________________________________________________________________________________
5. _______________________________________________________________________________
6. _______________________________________________________________________________
7. ________________________________________________________________________________
8. ________________________________________________________________________________
9. _______________________________________________________________________________
10. ________________________________________________________________________________
2. Revise these sentences so they all begin with a different pattern
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
4. ________________________________________________________________________________
5. _______________________________________________________________________________
6. _______________________________________________________________________________
7. ________________________________________________________________________________
8. ________________________________________________________________________________
9. _______________________________________________________________________________
10. ________________________________________________________________________________
3. Count the words in each of these sentences. If they are all the same or similar in length, there is a problem.
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
4. ________________________________________________________________________________
5. _______________________________________________________________________________
6. _______________________________________________________________________________
7. ________________________________________________________________________________
8. ________________________________________________________________________________
9. _______________________________________________________________________________
10. ________________________________________________________________________________
4. Find examples of a simple sentence._______________________________________________________________________________________________________________________________________________________________________
5. Find examples of a compound sentence._______________________________________________________________________________________________________________________________________________________________________
6. Find examples of a complex sentence._______________________________________________________________________________________________________________________________________________________________________
7. Find examples of a compound-complex sentence sentence._______________________________________________________________________________________________________________________________________________________________________
8. Evaluate their Sentence Fluency
1. 5 points Practically Perfect, a Mary Poppins’ paper
2. 4 points Almost there . . .
3. 3 points So-So Its okay, but it could be better
4. 2 points Not even close
5. 1 point Not even in the ballpark

Conventions

1. Proof-read the paper for spelling, grammar, and usage mistakes
2. Grade this section
1. 5 points Practically Perfect, a Mary Poppins’ paper 1-2 errors
2. 4 points Almost there . . . 3-5 errors
3. 3 points So-So Its okay, but it could be better 5-7 errors
4. 2 points Not even close 7-10 errors
5. 1 point Not even in the ballpark more than 10 errors.

Comments

 After our peer editing, I give my students another week to complete their papers. I have debated the time.  If you give them too much time, they simply forget to do it; however, if you get them too few days, their parents will be in the office complaining that you’re putting too much pressure on their students. 

Final Versions

            After the students turn in their final versions and you correct them, you need to set a minimum standard of excellence they have to achieve to receive any credit.  Allow any student an opportunity to revise his/her paper if he/she is unhappy with his/her grade, but those who have not achieved the minimum requirements, must revise and resubmit.  It also means that as a teacher you need to make yourself available before or after school to tutor those students.  Most schools have an end of the year test that requires students demonstrate competency in writing.  Some students find writing difficult and painful, so they just don’t try.  Once they learn they can achieve the minimum requirement, they will do it without being forced.  They just must learn to believe in themselves.  Please do not return their papers looking like a road map with every error circle, highlighted and commented on.  The students will throw them in the garbage.  Instead of over-whelming them, it is better to select one or two items that you are focusing on and only comment on them.  My theory is to give them two complements to every suggestion.  Remember as Walter Westley Smith says, “Writing is easy. Just open a vein and bleed.” Imagine how painful it is for an insecure adolescent.