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Beyond the Red Pen : Meaningful Feedback & Purposeful Reflection on Student Writing. English SOL Institute Secondary Persuasive Writing Workshop. Laura Tornello & Susan Spengeman English Teachers at Freedom High School Loudoun County Public Schools. Guiding Quotation & Opening Discussion. - PowerPoint PPT Presentation
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Beyond the Red Pen:
Meaningful Feedback & Purposeful Reflection
on Student Writing
English SOL InstituteSecondary Persuasive Writing Workshop
Laura Tornello & Susan Spengeman
English Teachers at Freedom High SchoolLoudoun County Public Schools
Guiding Quotation & Opening Discussion
“Trust the process. If the process is sound, the product improves.” –William Zinsser
Video Clip: Giving Writing Feedbackhttp://www.youtube.com/watch?v=0fn_vAhu_Lw
Opening Discussion: Think of two times when you received a graded piece of writing back – one when you had a positive reaction and one when you had a negative reaction. What caused these reactions?
Embedding SOL Prep Within the Curriculum
Often, SOL prep feels detached from the rest of the English curriculum
In order to streamline the different strands of English, SOL essay questions should be more meaningfully embedded within core literature units
Connection chart with common texts & units taught in high school English
Feedback & Reflection Throughout the Writing Process
Pre-Writing: Claim Development & Feedback on Strength of Argument
During Writing: Audio Feedback During Writing & Post-Writing:
Meaningful Student Self-Reflection
Claim Development
Giving feedback in the beginning of the writing process is pivotal in helping students articulate their claims prior to actually writing
Students need to be scaffolded from simplistic thesis statements to argumentative claims that demonstrate risk and insight
Give feedback early in the process, emphasize the “so what?” question, and share student sample thesis statements to demonstrate how to strengthen weak claims
Audio Feedback
The first suggestion that appeared in the research was to replace written feedback with writing conferences where teachers have conversations and students take notes on the paper and have the opportunity to ask questions (Still, 2006)
As technology developed, the limitations with written feedback and writing conferences led teachers to experiment with audio feedback beginning with cassettes in the 1970s (Klammer, 1973)
While studies have found many positive aspects of audio feedback, some limitations have been found. Audio feedback supplemented with written feedback and writing conferences have shown to help students’ understanding of feedback and the quality of revisions (Dagen, 2008; Huang, 2000; Johanson, 1999; Merry, 2007; Reynolds, 2008; Still, 2006)
Audio Feedback
Student Self-Reflection
Students need to be provided with ample opportunities to reflect meaningfully on their growth as writers, both during and post-process
Feedback cards, self-reflection questions on drafts, and writing folders/portfolios allow students to reflect in a meaningful, focused way and set goals for themselves
Persuasive Writing:General Guidelines
Move students away from five paragraph, formulaic writing
Strategies to build skills: conferencing, guided writing, revising, sharing, and using mentor texts
Writing portfolios support student growth & reflection
K-12 English SOL InstituteOctober 2013
Persuasive Writing: General Guidelines
Teach writing; don’t merely assign it Instead of just putting students in
groups, actively teach techniques for peer revision/editing & feedback
Focus on purpose and audience Provide opportunities for students to
shift/adapt voice and audience
K-12 English SOL InstituteOctober 2013
K-12 English SOL InstituteOctober 2013
Persuasive Writing:General Guidelines
Key point: every piece of writing does not have to be graded!
Incorporate writing into every lesson Don’t correct every error in student
papers (shift ownership) Use VDOE Resources including
anchor sets and writing checklists
SOL Anchor Sets(Available on the VDOE Website)
K-12 English SOL InstituteOctober 2013
SOL Persuasive Writing Checklist &
Rubric
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K-12 English SOL InstituteOctober 2013
Contact Information
Laura Tornello Loudoun County Public Schools [email protected]
Susan Spengement Loudoun County Public Schools [email protected]
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Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.
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