Impact I | Personal Narrative
Above is a student's second draft of a personal narrative. At this point the student was focusing on adding content to develop how she overcame going to the doctor.
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Above is the final draft of the same student's personal narrative. The student added content information to develop the story while also making needed corrections. Additionally, the student underlined examples of different grammatical structures in the essay to highlight knowledge and use of the structures, serving as a form of assessment for the teacher.
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Reflection | Personal Narrative
I chose these drafts to highlight my impact on student learning because through my corrections and feedback the student was able to improve their writing style and story. During my student teaching, I worked with my sophomore level students to complete a personal narrative in which they told a story of when they overcame something. I started by working with them to first recall a story and then helped the students to develop the story with writing feedback.
This assignment impacted my students’ learning because with each piece of feedback, I saw the students’ writing grow. This example shown is the second and final draft of a student who completed four drafts in total. My cooperating teacher and I rotated assessing the students’ work so that the students would have different kind of feedback while it also helped us ensure quick feedback to the students.
This assignment enhanced my ability to assess student learning because I graded the essays after students completed at least three drafts with feedback on each. Then, while assessing the students’ work, I could see the progress they had made from the first to the final draft. By completing the drafts, I also provided the students with a few opportunities to grow before turning in the final.
This assignment impacted my students’ learning because with each piece of feedback, I saw the students’ writing grow. This example shown is the second and final draft of a student who completed four drafts in total. My cooperating teacher and I rotated assessing the students’ work so that the students would have different kind of feedback while it also helped us ensure quick feedback to the students.
This assignment enhanced my ability to assess student learning because I graded the essays after students completed at least three drafts with feedback on each. Then, while assessing the students’ work, I could see the progress they had made from the first to the final draft. By completing the drafts, I also provided the students with a few opportunities to grow before turning in the final.
Impact II | Rhetorical Précis
Above is a students first time completing a rhetorical précis. As we went over them in class, the student made edits as I demonstrated general issues that needed to be addressed. Then, I collected it to give all students my personal feedback to help model the expectations. The students' corrections are shown in pencil while mine were made in green.
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Above is a third rhetorical précis that the same student completed. It was completed for a different topic, but the student became more comfortable with the style and improved their response's depth and quality. However, I still made corrections in order to show the student more room for improvement.
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Reflection | Rhetorical Précis
I chose these examples to highlight my impact on student learning because this assignment was a new kind of writing style that I implemented that students were able to show improvement with during my time. I saw the students struggle at first with the new but short assignment, but over time they not only improved but also seemed to like the straightforward structure. I first modeled the assignment for them by writing a précis on the board while they practiced on their own. They were later assigned précis at three different times to complete with the first one being due for completion and the others for credit.
This assignment impacted my students’ learning because they not only gained knowledge of a new writing style, but also connected with the text on a deeper level by writing about it. Using this assignment encouraged my students to close read the author’s thesis and purpose but also forced them to summarize it concisely, something that they had struggled with. I had them practice the skill of looking for an authors thesis, understanding the support used, and finding the purpose in a piece of literature – all of which of skills they will continue to use in English and other subject areas.
This assignment enhanced my ability to assess student learning because the writing portion allowed me to see that they had read the text, understood it, and analyzed the importance of the text. Oftentimes we used the précis as a starting point for discussion, thus further allowing me to assess their learning as we could more quickly engage in the depth of the article and connections it makes to other texts we are reading.
This assignment impacted my students’ learning because they not only gained knowledge of a new writing style, but also connected with the text on a deeper level by writing about it. Using this assignment encouraged my students to close read the author’s thesis and purpose but also forced them to summarize it concisely, something that they had struggled with. I had them practice the skill of looking for an authors thesis, understanding the support used, and finding the purpose in a piece of literature – all of which of skills they will continue to use in English and other subject areas.
This assignment enhanced my ability to assess student learning because the writing portion allowed me to see that they had read the text, understood it, and analyzed the importance of the text. Oftentimes we used the précis as a starting point for discussion, thus further allowing me to assess their learning as we could more quickly engage in the depth of the article and connections it makes to other texts we are reading.