Six Ways To Improve Students’ Writing

Six Ways To Improve Students’ Writing

By Jill Jenkins

#1 Using Data

·      Teachers can use data easily if they are using a computer-based writing program to teach writing.  Most of these programs allow teachers, department chairs and district administrators to access data on each student, each class of students, each grade level, each school and the entire district.  The data shows students’ performance on each writing trait, and specific punctuation and grammar skills.  Identifying students’ weaknesses and strengths can improve instruction.  As a district identify teachers whose classes did well on a trait or a skill where other teachers did poorly.  Ask these instructors to share their successful teaching methods with others in their district.  Not all teacher will use these best practices, but many will; thereby, improving instruction throughout the district or the school.  Administrators who identify teachers whose writing scores continue to be lower than the norm and refuse to use best practices can insist these teachers comply or relieve them of their duties.

·      For many of the writing traits further analysis is needed to improve instruction because the traits are often general encompassing many specific attributes.  Furthermore, different computer products vary in the scope of each of these traits, so it is a good idea to question representatives of the particular product you are using.  For example, My Access, the writing trait “organization” does not only include the structure of the paper, i.e. introductory paragraph, supporting paragraphs and concluding paragraphs, but also the internal structure of each paragraph including the use of transitional words and phrases, and Sentence Fluency (both variety in sentence length and sentence structure).  To improve instructions teachers need to read the students’ papers and identify the particular weaknesses.  If the teachers collaborate and share their findings, they can design and share assignments that will address the students’ weaknesses.

#2 Using Models

·      For students to develop the ability to write coherently, they need to “study” good writing models.  It is best to break the piece down into small bits and look at each piece individually.  For example, begin by showing students what a good “lead” looks like before moving to the other parts of the introductory paragraph.  Find examples of good leads in articles and essays and share them with your students with your document camera.  After a writing assignment reinforces this by selecting papers with excellent “leads’, acceptable “leads” and those with no “leads” or poorly written “leads”.   Present each to your classes and ask pairs of students or trios of students to discuss the quality of each.  By using papers from another class and cutting the students’ names off of them, students will spend less time worrying about whose paper it is and more time concentrating on the quality of the writing.  Even better, if you collaborate with other teachers, you can select papers from another teacher’s classes, cut the names off and students will be less worried about whether their paper will appear as an example.  Using models from both students’ papers and professional writers can help students understand how good writing looks and begin imitating quality writing. Remember show, don't tell applies to teaching as well as writing. 

#3 Peer Editing

“Friends Don’t Let Friends Turn In Bad Papers”

·      Students learn to identify problems in their writing by discovering them in other’s writing.  Since they often are too emotionally connected to spot problems in their own writing, peer editing can be a useful tool.  Most students lack the skill to identify problems on their own, so it is essential to provide them with a detailed rubric.  Without one, they will write meaningless compliments like “nice work” on their friends’ papers and horribly, debilitating insults on students’ paper that they don’t like.  Without a detailed rubric, peer editing can do more harm to insecure writers.  Below is a rubric that I have found useful:

_________________________________________________________________________________

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, but if you get them too few days, there parents will be in the office complaining that you’re putting too much pressure on their students. 

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·      Second, creating an atmosphere where students perceive peer editing as an opportunity to help each other rather than ridicule each other is imperative. I like to hang a slogan in my room: “Friends Don’t Let Friends Turn In Bad Papers.”  Continual reminders that as an editor, they are looking for what the writer does “right” as well as providing solutions to improve that paper. 

·      What do you do about the students who never write a rough draft?  This was always a problem because some times 50% of the class came unprepared.  To avoid this I have students use an entire class period to write a rough draft that I collect at the end of the period.  The next day, I return their rough drafts and have them type a rough draft into My Access.  At the end of that class period, I again collect the rough drafts.  That evening, I print the students’ My Access essays.  The next day, I return the student’s typed essays to them and the hand-written rough drafts for those who were absent the previous day.  This means I only have about 25% of the students who missed both days.  All of the students who are prepared exchange papers to participate in peer editing.  Those who have no papers, have the entire class period to write a rough draft and earn 75% of the credit.  They are all given a peer editing form to take home.  When they bring it back complete, they can earn the remaining 25% of their credit.  The logic behind this is the only way that students improve their writing is to actually write.  Many students are absent on writing days because they are avoiding something that they don’t feel comfortable doing, writing. 

#4 Sentence Sense

·      Many of my students believe that if they have no run-ons or fragments, then their sentence fluency is perfect.  As a result many students have paragraphs that are five sentences long with seven words in each of their simple sentences. (I don’t know where they heard that five sentences is a well-developed paragraph, but they believe it religiously.)  To alleviate this, when I have them peer edit or when we look at writing samples, I have them count the number of words in each sentence and copy the first five words of each sentence to decipher if the paper has good sentence variety.  Showing student the difference between simple sentences, compound sentences, complex sentences and compound-complex sentences will improve their use of more varied sentence structures.  Second, have them identify each difference sentence structure in sample writings and examples on sentence strips.   Third, have them write examples of their own.  Finally require that they include examples of each sentence structure in their compositions.  Have them highlight and label each sentence structure with a different color.

#5 Revision

·      To improve their writing students need to practice revising their own writing or someone else’s.  One method is to have students rewrite their papers after the peer editing activity.  Glossing: have them highlight each change that they made from their first edition and write comments describing what changes they made and explaining what effect it had on their paper. 

·      Another method is to give students a writing sample and ask them to revise it by combining as many sentences as they can by using as many different sentence structures as they can.

·      A third method is to ask students to move one computer to the left, read the student’s writing and revise it in a different color font.  If you don’t have a computer lab available, simply ask them to pass their papers to the left, read them and revise them using a different color of ink.

#6 Write Often

·      Finally students need to write often in a variety of genres.  The more experience they have, the more confident they feel and the more their writing will improve.  Reading and writing are intricately related so make certain you connect writing to pieces of literature, articles and writing samples.  Keep the experience fun and don’t forget to give every student positive feedback.  People do not like to repeat experiences that are painful and negative, so keep it fun and positive.

How Can Teachers Combat Test Phobias

How Can Teachers Combat Test Phobias

By Jill Jenkins

            When I was a child going to the doctor’s office for a shot was terrifying. It was before the time of disposable needles and it seems the needles were larger and much more brutal.  My mother would dress my three siblings and me in our finest clothing and warn us about proper behavior.  We would sit in the antiseptic smelling waiting room and pretend to read magazine while my mother chatted with the doctor’s receptionist. Meanwhile our hearts were racing and we wiggled uncomfortably on the couches listening with dismay to the sounds of children screaming with pain.   If you were lucky enough to go first, Dr. Smith would try to distract you with a reward of a sucker for not causing a scene; however, if you had to wait while the other three siblings received their shots, the tension could be too much.  This was the fate of my younger brother.   When he entered the examining room, this four-year-old was in a state of panic.  The doctor pulled down his trousers and underwear and was about to give him the injection when he bolted running down the hall to the waiting room with her pants around his ankles. He ducked under the reception desk with my mother and Dr. Smith behind him.  He slipped beyond their grasped and ran back to the examining room, slamming the door and hiding behind the examining table. The doctor and my mother pursued him into the examining room.  With my mother on one side of the table and the doctor on the other, they were able to snatch the boy, restrain him long enough for the shot to be administered.  Like my brother, many students suffer the same anxieties about taking a test.

            In spring, most schools are administering a series of state required tests on each subject.  Students who suffer from test phobia begin to disappear from school with one illness after another.  If the student is test phobic, these imagined illnesses may be real, a product of fight-flight response to anxiety.  As teachers, we focus all year on preparing these students for the test and emphasizing their importance.  As the test dates near, some classes take the tests before others.  This increases the anxiety of students who suffer from test phobias. Those with test anxieties who face the test may still score 6-7 points lower than what their actual ability indicates. (Hembree, R (1988). How can teachers help these students feel confident enough to complete the test successfully?

                Give students ample opportunities to practice similar tasks in your class.  For example, if you are helping students prepare for a test where they need to read a non-fiction selection and respond to specific questions about it in an essay using part of the reading material for support.  The teacher needs to provide many opportunities for the students to read non-fiction examples, model analysis of the reading material and have both teacher guided and independent activities where the student writes about the analysis.  If the student suffers from math anxieties, the teacher may want to present one test question at a time, so he won't feel overwhelmed as he masters each type of problem.  Taking small bites of learning may be less frightening.  The more opportunities the students have practicing the task; the less frightened the student will be performing the task on a test.

                Give students techniques for dealing with stress.  One of the mistakes my mother made when dealing with my brother’s anxiety was making it such an event with special clothing and admonishments. Instead, encourage students to wear comfortable clothing to take a test.  They need to feel comfortable.  Remind them to eat breakfast before the test, but not a heavy, greasy breakfast that might cause them to feel uncomfortable. Don't forget about sleep.  Students should get a full eight hours of sleep each night before they take a test.  A reminder to parents about this might be a great asset.  Teach them some breathing exercises that might relax them before if they begin to feel frustrated.  Many students rush themselves through the test.  Many state tests have no time limitations.  If the test has no time restrictions, let the students know this and encourage them to take their time.  Life isn’t a race. Remind students that they are capable and have them repeat a positive phrase like, “I can do this.”  Help them visualize being successful.  Repeat these positive activities while you are preparing them for the test as well of near the test days.  If the test is on a computer, have them practice writing on that computer. The students need to feel familiar and comfortable in the testing environment.  Finally, instead of using the last few days cramming their minds with information, remind them they have prepared all year.  They are ready and you know they will all do well.  If the teacher treats with the assurance that they are all capable students, they will believe they are capable students and they will not be so fearful.  If the teachers puts too much pressure on them, those with test anxiety will fold up like little flowers in the rain.  

               Review test taking skills.  Many students lack experience taking high-stake tests.  By reviewing test-taking tactics, students will feel more confident taking the test.  For example, practice using the process of elimination on multiple choice questions to improve their chances of selecting the correct answer. When students are taking multiple choice tests, remind them to read the questions before they read the connected reading examples, so they know what they are looking for.  If they are allowed to write on the test, remind them to highlight or underline key words in the question and the reading sample.  If the test is computerized, many of the programs allow students to underline and highlight.  Have them practice this procedure in your classroom.  If your state has practice tests, avail yourself to these so the students feel comfortable with the format of the test. The more opportunities you give students to experience test like experience, the more confident they will feel when they take the actual test.  Since many students don't receive the results of the test until the next school year, some students don't feel the test is important to them.  It obviously doesn't count on their grade and no one seems to understand what a permanent record is. (Especially the student who told me that she didn't need to worry because the judge told her her permanent record would be erased if she stayed out of trouble.) Some students will feel relieved if they believe they are taking the test to make the school look good, instead of themselves.  Explain to them that they are part of a community. The test scores help teachers improve the presentation of the curriculum so everyone improves.  In the words of Vidal Sasson, "If you don't look good, we don't look good."

                Most students want to please their teacher. Remind students that they will communicate this to you by showing up and doing their best work, because they are all winners in your eyes.  To do that, make sure you thank them every day for taking the test.  Make sure you have given them positive feedback as they developed their skills in your class.  Make sure you have covered the material that they will be tested on.  (That means you need to teach the Common Core Curriculum, even if you don’t like it.)  Failure to do that will dramatically increase the anxiety of students who struggle. 

                Distract students from on-going tests to reduce their apprehension.  Like my brother who waited while his three siblings received their shots, waiting to take the test increases anxiety.  If schools could give all of the tests at once, they wouldn’t because students can only concentrate on a test for about an hour a day before they burn out.  Since teachers have no control over the length of the tests and not giving the test is not an option, plan an exciting project.  Many schools have large populations, so the end of the year testing starts in third quarter and is spread throughout fourth quarter.  That’s about 15 weeks of testing.  This means teachers must be prepared to redirect students who are becoming anxious from the on-going testing.  Distractions can range from projects to assignments, but keep them thinking, and not distressing about the test. 

                After the tests are over, it is important to celebrate.   You know they are going to face another onslaught of tests next year, so end on a positive note.  The school can have an assembly, a field day or ice cream sandwiches for everyone.  Don’t forget to reward your faculty and staff who have been on pins and needles since the test began too.   Happy Testing!

               

(Hembree, R (1988). "Correlates, Causes, Effects and Treatment of Test Anxiety". Review of Educational Research 58 (1): 47–77. doi:10.3102/00346543058001047.