At my school we typically teach the standard, 5-paragraph thesis paper. We use the inverted triangle to begin, include quotations in each supporting paragraph, and conclude with the opposite of the introduction--pedestrian, yes, but effective for beginning writers.
I have, as of late, experimented with other types of essay and am now curious what others do.
What do you teach in your school when teaching the thesis paper?
Showing posts with label Writing. Show all posts
Showing posts with label Writing. Show all posts
Saturday, November 24, 2007
Saturday, November 10, 2007
Loving My Students
My classes were awesome this week!
American Literature: These kids have jumped right into The Crucible and explored the play wholeheartedly. They're asking the right questions and seem genuinely enthused to start each day. I think the groups I created are finally creating the collaboration I wanted to see.
College in the High School: They love The Adventures of Huckleberry Finn! It's the first time they have actively pursued the themes and nuances of the readings this year. One of kids said he really enjoyed the sonnet they wrote as well (from the perspective of a character in The Crucible), which prompted most of the kids to agree. I need to create more of these creative writing literary analysis writings.
Mythology: I have successfully turned them into the "myth geeks" I warned them they would become. At least ten kids in each class have explained how they identified mythological references in TV shows, movies, comics, and so on. I love it!
Sophomore Honors: We just finished a unit on The Chosen and Night, and the students explored both in Socratic circles for three days, and I never had to intervene. They continued the conversation with respect, introspection, curiosity, and thoughtfulness. I am so proud of them!
American Literature: These kids have jumped right into The Crucible and explored the play wholeheartedly. They're asking the right questions and seem genuinely enthused to start each day. I think the groups I created are finally creating the collaboration I wanted to see.
College in the High School: They love The Adventures of Huckleberry Finn! It's the first time they have actively pursued the themes and nuances of the readings this year. One of kids said he really enjoyed the sonnet they wrote as well (from the perspective of a character in The Crucible), which prompted most of the kids to agree. I need to create more of these creative writing literary analysis writings.
Mythology: I have successfully turned them into the "myth geeks" I warned them they would become. At least ten kids in each class have explained how they identified mythological references in TV shows, movies, comics, and so on. I love it!
Sophomore Honors: We just finished a unit on The Chosen and Night, and the students explored both in Socratic circles for three days, and I never had to intervene. They continued the conversation with respect, introspection, curiosity, and thoughtfulness. I am so proud of them!
Tuesday, October 30, 2007
What to do?
I have a frustration this week; it's rare that students truly frustrate me, but this week they have accomplished the feat.
Three weeks ago I assigned a required assignment for my American Literature class, a class with quite a broad range of skill levels. The assignment was quite simple: each student chose a chapter of The Adventures of Huckleberry Finn to summarize using at least eight events and/or quotations.
I gave the students one week to accomplish this small task, one I assumed would be quick, painless, and easy for the students. However, when I received the writings the students had not even come to close to meeting a minimum standard on the assignment. I received thematic analyses, editorials, and character analyses.
Next, I created a check list for the students, so they could rewrite the summaries. Last Friday the students turned in the summaries. They were better. However, they did not use the check lists. Of the ten items on the check list, only one student completed eight of the check list items.
Today I returned the summaries for a final time and walked the students through the checklist with their summaries item by item. They have until Friday to make the corrections.
I'm not entering a score until this third due date. I want them to do it correctly rather than worry about points. My concern, though, is that laziness and not inability is the culprit. When capitalization and indentation is an issue for 11th graders, I become quickly concerned. Granted, this is not the most exciting assignment, but I am required to have the students complete it at standard.
I guess I'll find out if the third time really is the charm.
Three weeks ago I assigned a required assignment for my American Literature class, a class with quite a broad range of skill levels. The assignment was quite simple: each student chose a chapter of The Adventures of Huckleberry Finn to summarize using at least eight events and/or quotations.
I gave the students one week to accomplish this small task, one I assumed would be quick, painless, and easy for the students. However, when I received the writings the students had not even come to close to meeting a minimum standard on the assignment. I received thematic analyses, editorials, and character analyses.
Next, I created a check list for the students, so they could rewrite the summaries. Last Friday the students turned in the summaries. They were better. However, they did not use the check lists. Of the ten items on the check list, only one student completed eight of the check list items.
Today I returned the summaries for a final time and walked the students through the checklist with their summaries item by item. They have until Friday to make the corrections.
I'm not entering a score until this third due date. I want them to do it correctly rather than worry about points. My concern, though, is that laziness and not inability is the culprit. When capitalization and indentation is an issue for 11th graders, I become quickly concerned. Granted, this is not the most exciting assignment, but I am required to have the students complete it at standard.
I guess I'll find out if the third time really is the charm.
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