1.  Pretend that you have received “Example #1”
from an eighth-grade student, and she is
requesting feedback
 Realize that this is a rough draft
 Mark it up, giving appropriate feedback to the
student
 Time: 8 minutes

2.  Compare your feedback with your “table
buddy.” Similarities? Differences?
 What was easy about giving feedback?
 What was challenging?
 What mini-lessons could this student benefit
from?

3.  Initiation
 Student Presentations
 Quiz
 Writing Supports
 Writing
 Closure 

5.  It‟s in your email…
 Email me back 

6.  Fourth Edition p. 46

7.  WHERE ARE THE OVERLAPS?
◦ Third Edition: p. 153
◦ Fourth Edition: p. 75-76
 DIFFERENCES?

8.  THIRD EDITION
◦ Process: 156-163
◦ Paragraph: 164-168
◦ Precise Writing: 169-
171
◦ Forms of Writing: 174-
179
◦ Journal: 181
◦ (Creative Writing: 197-
206)
◦ Responding to Writing:
210-216
 FOURTH EDITION
◦ FODP p. 74
◦ Elements of Eff. Writing
Instruction: 75-76
◦ Process: 76-110
◦ Writing Assignment
Creation: 110-118
What should I make
copies of for the
other students!?

11.  Make „em yourself…
 Have students make „em…
 They‟re supposed to help kids organize
information…
◦ Extracting from a source (reading process)
◦ Collecting & organizing (writing process)

12. Quotation
(with MLA
citation!)
My
Response
Partner‟s
Response
My
Additional
Thoughts

13.  Procedure:
Students read the assigned selection
Students create “Wonder Why” statements (number TBD by
teacher)
Students theorize, writing freely, about possible responses/
“answers” to their own “wonderings” (how much students
write may be pre-determined by teacher)
 Why I think it works:
Fosters student choice
Encourages them to use inferential skills
Forces them to refer back to text
Gets them thinking about possible paper topics
Pushes them toward literary analysis, validating their
reactions to the text…
13

14.  Focus
 Correction
 Areas
 Types 1-5
Writing
 Choose 2-4 areas
that you will
SPECIFICALLY grade
the students on for
any given assignment
 ONLY GIVE students
feedback on those
areas…
 http://www.collinsed
.com/five_types_of_w
riting.htm

15.  Please load up on packets (on middle table):
◦ Third Edition “Faves”
◦ Fourth Edition “Faves”
◦ Grading Schtuff
 What gets graded?
 How does it get graded?
 Bell Curve!? Mastery Grading?
◦ Peek at my Gradebook! 


16.  Project Options:
◦ Puppet Show (group or
solo)
◦ Fictional Story (solo)
◦ Standard Critical Essay
(solo)
 Task:
◦ USE
ESSAYTAGGER.COM/COM
MON CORE
◦ Create an assignment
sheet & a list of criteria
 Your Student Work:
◦ Go to the katesportfolio
site…
◦ Go to the UCONN page…
◦ Under Assessments, click
“Gatsby Assessments:
Class Activity”
◦ There are 2 essays, a
story, and a (puppet
show) scene analysis

17.  Here‟s what I did to try to assess these THREE
different activities…

18.  Look at the 6+1 Writing Trait Rubric, Third
Edition pp. 182-185
◦ Evaluate
◦ What is good about it? Why?
◦ What is not good about it? Why?
 What about Burke, Fourth Edition p. 103
◦ Evaluate
◦ What is good about it? Why?
◦ What is not good about it? Why?
 Alternatives to RUBRIC grading?!
 LOTF Project & Rubric… your eval?

19.  http://owl.english.purdue.edu/owl/resource/
635/1/
 http://www.slideshare.net/karriehiggins/para
medic-method-of-editing
 Your thoughts?!

20.  What is it?
 What does it look like?
 What do you need to do it?
 What do teachers do during a workshop?
 What do students do during a workshop?
 BIG, HUGE HINT: PLAN for every eventuality—
everyone needs to be busy, or it‟ll be a
NIGHTMARE!

21.  Handling the Paper Load…
◦ Burk, Third Edition pp. 210-213
◦ Brandvik, esp. p. 138, 144
◦ Who‟s responding?
 Peer Conferences
 Teacher-student conferences
 Outside the classroom?

22.  Consider your summative assessment for
your Short Story Unit
◦ What are you asking students to do?
◦ What will your criteria be?
◦ Now, how about the narratives?
 Time: 15 minutes

23.  What is it?
 Why does it happen?
 How should we deal with it in our classrooms?
 Partner read the “Classrooms That Discourage
Plagiarism and Welcome Technology” Article
◦ Salient points?
◦ Transferable knowledge?

25.  Mentally channel a villain from a piece of
literature.
 If that villain had been spying on our session
all day today, what would he/she/it have to
say about today?

26.  Go back to the Initiation Exercise (feedback to
the student writer)
 Read/ peruse Example #1 & Example #2 (just
given to you)
Note: both were written in response to one writing
assignment
 Based on these products, brainstorm a list of
criteria for this writing assignment (just the
list of skills, not the narratives…)
 If you have a rubric, do you need an
assignment sheet?

27.  Are arguable-and important to argue about
 Are at the heart of the subject
 Recur--and should recur--in professional
work, adult life, as well as in the classroom
inquiry
 Raise more questions-provoking and
sustaining engaged inquiry
 Often raise important conceptual or
philosophical issues
 Can provide purpose for learning

28.  Essential
◦ Asked to be argued
◦ Designed to
“uncover” new
ideas, views, lines of
argument
◦ Set up
inquiry, heading to
new understandings.
 Leading
◦ Asked as a reminder, to
prompt recall
◦ Designed to “cover”
knowledge
◦ Point to a
single, straightforward
fact-a rhetorical
question

29.  Use E.Q.s to organize programs, courses, and
units of study
 “Less is more”
 Edit to make them “kid friendly”
 Post the questions