For the past two class sessions I have learned a great deal about different things to examine when looking at students writing. When reading Chelsea, Francesca and Scotts work I learned to look beyond the surface/appearance of the writing and to take a deeper look at what is being said. For example when reading Scott's story about a panda, he attempts to use a variety of sentences which overall are more varying and complex than Chelsea. Chelsea's writing on the surface is neat and tidy with few spelling errors and good spacing between her words. However learning to look deeper allows the reader to see that she lacks variety and elaboration techniques making Scott story more engaging and stronger.
Learning how to look at language development will help a great deal when I have to help the students of my Tuesday experience revise the stories they have written and need to revise. This will also be useful for when I will help them compose a story about their memorable day in letting them know what I am looking for and later for how to evaluate their work.
Subscribe to:
Post Comments (Atom)
4 comments:
Hi Anna:
Excellent connection between what we learned in class today and how you plan to apply this in your tuesday experience. I'd be curious to see how understanding and looking for these writing conventions will go for you at tuesday experience.
I defiantly agree with you. I had the same bias about appearance too, until we got more into detail about the writing characteristics. Do you think that you will be able to get over the writing stereotypes? Now that I have more to look I feel much more comfortable about looking at students work.
This was such a valuable learning experience! It seems as though most of us initially judged the students' work by neatness and appearance alone, consequently we would have overlooked another student's more advanced writing! I enjoyed how we were able to examine real pieces of work from real students because we will concretely remember what we had done in class as opposed to just reading about it. I feel so much more prepared to appropriately analyze students' written work.
Firstly let me say thank you for your comments.
I do think that it is possible to get over writing stereotypes once you know how you stereotype what you are reading, if that makes sense. I feel that what I have learned will make me more effective at teaching and evaluating student work.
Post a Comment