Author Archives: lporat1

Writing Reflection-Lielle Porat

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When I came into this semester it was a long time since I had been in an English writing class. I came had just come back from a gap year in Israel and writing seemed knew even though it was not for me. I dived in college where I first learned about the foundations of writing. Then, I got a book called “The Transition to College Writing” by Professor Keith Hjortshoj. The pages in the book helped me to not get too stressed about writing and that it is not an easy process. There is much I can improve on, but I learned a lot in this class and how I can implement what I learned in my writing.

During the first week of the semester we were assigned to read “Orientation” which was the first chapter in the book. There I learned that high school English does not necessarily prepare you for a college English class (Hjortshoj; Keith; pg. 3). High school prepares you to get accepted into college and the focus is to work harder. Working harder did not work out for me because it led me to burnout. I would sit for hours by the computer and it took me hours on one assignment. This did not help me at all since I was so hard on memorizing what I learned and not the ability to connect what I had learned to prior learning.

I wished that I not do my whole writing assignment at one time. This has not helped me at all since I would spend so much time on one writing assignment by sitting for a long period of time. I hardly took any breaks and when I took a break the cycle would repeat again. In this semester I have learned that breaking your assignment up in chunks is much better (Chew; Stephen Dr. video 4). When I implemented this in my writing routine it helped me so much since I did not have to overstress about getting my writing assignment done. This has helped me have better focus on my writing since I can work on my writing with a clearer state of mind.

When Professor Weaver introduced the concept of freewriting in her class, I never had heard of it. Freewriting is jotting down any questions or thoughts you have on paper and that can help you generate what you want to put on your writing paper (Week 2 slide). I used to just pull up a word document and sit there thinking what I have to say. The concept of freewriting has allowed me to write down thoughts I had in my head. Then, I could use those thoughts and have a starting point in my writing.

I always used to aim for a perfect first draft. I would work hard to just have a good first draft. Soon I learned that a perfect first draft does not exist. “You can only get something written if you just write without letting go (Lamott; Anne, pg. 1).” This applies to my first paper of the semester since I had the freedom to write down without revising yet. For my first English paper, I first wrote down a long introduction instead of shortening it (Student-Self Assessment). When I read over my draft again, I shortened my introduction so that it did not take most of the page and read it over while making revisions. Finally, I checked every part of the essay. “Good writing comes with terrible firsts in the journey (Lamott; Anne, pg. 2).” Going along the writing process has helped me with producing essays that are readable.

My last research project I was assigned fared better for me (James; R. Mitchell “Grading has Always Made Writing Better”). It was easier for me to write the paper because I just wrote in my notebook non-stop so that I could formulate my thoughts and have a clear idea of what to write. Typing my ideas on the computer helped me not forget what I wrote about. It helped me to write bullet points on the page so I could put what I wanted to say and establish a clear path. Having a clear road path helped me carve out my paper.

 

    

Chew; Stephen, Dr. “Putting The Principles of Learning Into Practice.” Published by Samford University. 16; August, 2011. https://www.youtube.com/watch?v=E9GrOxhYZdQ

  Hjortshoj; Keith; “The Transition to College Writing.” Published by Bedford’s/ St Martin’s, 2009. 75 Arlington Street, Boston, MA

Lamott; Anne, “Shitty First Drafts. “Selection taken from “Bird by Bird.” 1994.

James, R. Mitchell; “Grading Has Always Made Writing Better.” Edited by Ball E. Cheryl and Loewe M. Drew in Bad “Ideas About Writing.” West Virginia University Libraries Web.

Why Grading Has Always Made Writing Better?

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Traditional grading is implemented in the current school system. For Barnes, the author of “Assessment 3.0: Throw out Your Grade Book and Inspire Learning” his bad idea hinges around how grading is not the best measurement of learning. It is a bad idea since a bad grade hurts students confidence leaving them with no motivation to learn (Barnes, Mark. Pg. 12). As a result, students seek a good grade and not growth. His solution is SE2R(summarize, explain, redirect, resubmit) which is based on conversation between the student and teacher. Mitchell R. James an assistant professor and the author of “Grading Has Always Made Writing Better” says, “the bad idea of traditional grading is that the percentage grade communicates little value to a student’s writing(James; R. Mitchell; pg. 255).” They have no understanding of their grade and the teacher has no direct communication with the student. James’s better idea is assessment of student’s writing, free of letter grading through summative and formative evaluation.

The question is, why do teachers depend on grading and not some other strategy? Today there are more children in schools than before (James; R. Mitchell, pg. 256). They come from many different backgrounds and education is accessible to everyone. Education is not limited to only people who are rich even children from underprivileged backgrounds are in school.  Open enrollment in colleges today pressures teachers to use the current grading system for their writing students. Students are only accepted to colleges based on their grade.  

The grading process before modern times was not based around a letter grade or a percentage. “The grading process hinged more on direct contact between student work, course content, the student, and the teacher (James, R. Mitchell; pg. 256).” In an English writing class, there was direct communication between the student and teacher where the teacher communicated with the student by speaking and writing to them. In this way, students could understand the writing content in more detail while improving their writing and have better comprehension in the course. “Student success in an English course depended on demonstrating the skills taught (James, R. Mitchell; pg. 256).” Only when a student demonstrated the skills of reading, writing, and speaking did a student pass the course. No letter grade was involved for a student to pass the English course. This process is called assessment.

Assessment is divided into two parts: summative and formative evaluation (James, R. Mitchell pg. 256). These types of assessment do not use letter grades and focus on a student’s ability to understand the material and to show what they know. “Summative evaluation assesses a student’s ability to meet a priori criteria with no letter grade. (James; R. Mitchel; pg. 257l)”. A set of criterions must be met by the student without a letter grade.

An example of summative evaluation would be a student’s self-reflection on the process of learning and their own self growth throughout the process (James, R. Mitchell pg. 257). A portfolio assessment allows the teacher to set guidelines for what a student’s reflection should consist of such as what should be included in the portfolio, the purpose of it, and the learning process they went through while also showing their work. Communicating what they learned throughout the semester using their own process lets both the student and teacher communicate with feedback.  Teachers can give student’s input of their portfolio and talk to their students and vice versa without regular grading.

The use of formative assessment is based on communication between a student and teacher more than once during the semester. Engaging in conversation will make a student have a part in learning (James; R. Mitchell; pg.257). This encourages students to have the desire to grow in their learning instead of trying to not fail. Learning will be their focus instead of avoiding punishment based on a bad grade. When the power of a grade ceases the search for introspection can begin.  

Professor Mark Barnes the author of “Throw out Your Grade Book and Inspires Learning” shares that most educators use letter grading as the best measurement of learning. This grading system is used in most school systems and this is what they know. Teachers assume that grading is using a letter or percentage. If a student does badly on a writing assignment, then the student will feel as if they failed (Barnes, Mark pg. 10). The label placed on the student is based on a percentage not on their understanding of the material. Seeing the bad grade kills their motivation to improve their writing and decreases their desire to grow (Barnes; Mark; pg. 12). Many teachers manipulate students when they give them work since students are thinking about the grade. Fear of punishment holds them back from improving their writing and their incentive to learn.

SE2R is the proposed solution that Mark Barnes proposed (Barnes; Mark; pg. 34). The model is based on observations of a students work and sharing that with them. Summarizing is the first part of SE2R. Teachers should tell the student/s what they accomplished with their writing. This should be followed with feedback on what they did.  Next, is to explain the written observations of a students’ writing and have a conversation between them. Explaining guidelines of written work is best so students will understand what they need to do. Then teachers should make observations based on the guidelines they made. Redirecting and resubmitting is the last step. To redirect a student to their written work allows them to revisit prior learning so that they can grasp what they learned previously (Barnes; Mark; pg. 38). Giving students a chance to reflect and go back to prior learning should be an opportunity for them to revise their work. “Resubmitting their work allows for further review by the teacher (Barnes; Mark; pg. 38).” Slowing down the process is an opportunity for students to grow in their learning.  

Eliminating grading will not be easy. Many high schools use GPA’s for students to be submitted to universities (Barnes; Mark, pg. 40). There is a high value for a grade. A student’s grade determines their success in high school and if they will be admitted to their school of choice. Eliminating letter grades is possible and can be done. Self-grading by students is a possibility which allows a student to reflect on the work they have done and whether they met the expectations (Barnes; Mark pg. 42). They can tap into their own intellectual ability with the help of their teacher. They can have a conversation with each other and decide the grade that should be given. Conversation and the method of SE2R can help teachers move away from traditional grading to ensure student success and growth.   

Educating teachers of the effect of grading students papers based on a number is essential. They should know the ramifications of grading students and how it affects students. It slows down the process of student’s self-growth and improvement. Having a conversation about their work fosters an understanding of improvement and how they can grow. Assessing a student based on the criteria the students meet and their understanding of what they know is superior to grading. The grade of a student on their writing assignment or in general does not foster an understanding of what they did.

 

Works Cited

  1. Barnes, Mark, “Assessment 3.0: Throw Out Your Grade Book and Inspire Learning.” Published by Corwin, 2015. Web. Sage Knowledge; Online pub date 2019; 4th; Feb. Thousand Oaks, CA; web. http://sk.sagepub.com/books/assessment-3/i184.xml
  2. James, R. Mitchell; “Grading Has Always Made Writing Better.” Edited by Ball E. Cheryl and Loewe M. Drew in Bad “Ideas About Writing.” Pgs. (255-257). West Virginia University Libraries Web.