A few weeks ago, I wrote about my final exam projects. The gist of that post was that I was giving up micromanaging the kids’ writing. They would write on their own and they would edit on their own. You can find part 1 here and part 2 here.
For their final exam, I assigned students in 6th and 7th grade to make a brochure for an incoming student to our school. In it, they had to describe their schedule and also write an autobiography. These two topics – school and describing themselves – were ones that we have come back to throughout the year in stories, PQA conversations, and reading assignments.
The language they needed to use to complete the assignment is language that they have worked to acquire over several years of TPRS stories and reading assignments (two days a week). As such, the task wouldn’t be perceived as difficult because it’s using language the students already have in their heads. In the 8th grade final, as I mentioned in the previous post, the students had too much freedom-the assignment didn’t reflect the language they had worked to acquire and as such they ran into problems in composing their stories, making sure the language was accurate, and being able to understand what they had written when they had finished.
(Side note: that was a real wake-up call for me–They wrote their stories and then couldn’t understand what they had written because they used translators and dictionaries rather than acquired language. It was after that realization that I decided to be sure that the students’ assignments reflect the language they have worked towards acquiring)
How they self-edited
I had 2 main goals in having the students edit their own work:
- I wanted to give the students the chance to reflect on their work and use their own knowledge (with guidance) to correct what they wrote
- I didn’t want to correct and (basically) rewrite 125 writing assignments.
After the students finished writing their rough drafts, they had to edit them. As I said in the last few posts about micromanaging, my plan was to give them an assignment that would actually show what they were able to do using the language that we have used throughout the year.
For their first draft, I handed them their assignment that had all of the details I wanted them to include (name, age, city and state where they live, etc) and let them write. They had a word limit that they had to surpass and I sat back and answered questions when needed.
For the second draft, I posted a list of tips and things to look for on the board. I had them make sure their verbs were in the first person (through our use of TPRS stories, they have become more comfortable with using the 3rd person to describe others and I wanted them to make sure they weren’t falling back on old habits based on older things they have acquired); I had them make sure they used the correct vocabulary; I had them check their adjective agreement. I had them work on their own to edit and then rewrite their own work.
Why they self-edited
The goal of self-editing was to give them more autonomy over their language. Rather than be the micromanaging dictator of what they could write, I tried to become a coach, giving pointers and helping them with specific questions. Unfortunately, some of my students have been held back from their true potential by my micromanagement. These high-flying students were more than happy to take on the challenge of autonomy and not ask for help. Others needed more help and I was happy to give it. Ultimately, based on the students’ engagement in the work and the results (mostly As and Bs), they were happy to be challenged a little bit more.
Was it successful? No one failed! Even students who ventured out beyond what we have done in class (in terms of vocabulary) found success in their writing. This is how it should be always. Challenging students to use the language they have acquired (and use it on their own without micromanagement from me) boosted their engagement and their confidence.
Moving forward, my plan is to continue to give my students more autonomy. My plan for next year is to incorporate novels and current events content that keeps things fresh. I want the students to ride this success farther along the proficiency path. They’ve had a taste of what they can do when they’re left to their own devices with a task that has the right amount of rigor and is appropriate for their level.