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Second Language

current school year, I have restructure my Writers’ Workshop a bit. We still work two or three times a week. In a given quarter, students are given two types of grades: a “skills” grade and an effort grade. Students choose which paper they want to turn in for the skills grade. This should be their strongest piece of prose (how can you assess poetry?); it should be a piece that they are confident in and proud of. Students can turn in any type of writing for their effort grades: poetry, critical reviews, song lyrics, banter, plays, etc. I want them to experiment. This is a way that students can play around with writing without the pressure of a grade. They are rewarded for taking risks, participating, processing their writing, and striving to grow as students. Their overall effort grade for Workshop is determined by just that: their effort.I want my students to put their skills to use. I want to test them on what they know. If I guide them (through mini lessons) to use certain skills, then I do expect students to use them, or at least try to use them. However, if a student takes a risk and falls flat on his face, I’m not going to punish that student for trying something new.I try to create an environment where all students can be successful; one where students can use all of their literacies. A student may not be a strong presenter, but she may be a wonderful poet. One student may not be a strong writer, but he may excel at interpreting what he reads to the class. As I said before, I try to provide options. We may be reading The Great Gatsby and I may ask my students to create a response for the first two chapters. They have options; they can respond however they feel comfortable responding. If one students want to respond to passages from the text, he may; if a student want to write a poem, she may; if two or three students want to present some sort of skit, they may. They can express themselve...

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