Criteria for Constructing a Good Assignment * Criteria for Sources * The Research Process * Monitoring the Research Process * Rubric * Using the Rubric * Top 10 Writing Errors in Student Papers
CRITERIA FOR CONSTRUCTING A GOOD ASSIGNMENT
The Good, the Bad and the Ugly…and how to avoid the
last two!
·
Begin by
formulating the question from which the students can construct their own thesis
statements.
·
A good question
will turn a mediocre assignment into a good one! Here are some ideas:
“Which one” questions ask students to collect
information and make informed decisions. Instead of asking me to “do a report
on
“How” questions ask students to
understand problems, to weigh options, perhaps from various points of view, and
propose solutions. Instead of asking me to do a report on pollution, ask me to
propose a solution to an environmental problem in my neighborhood. Ask me how I
would invest a windfall of money.
“What if,” or hypothetical questions ask
students to use the knowledge they have to pose a hypothesis and consider
options. Ask me “What if the Declaration of Independence abolished slavery?” or
“What if the Germans hadn’t sunk the
“Should”
questions ask students to make moral or practical decision based on evidence. Ask me, “Should we clone humans?” or “Should we
discontinue trade with
“Why”
questions ask students to understand cause and effect. “Why” helps us
understand relationships; it helps us get to the essence of an issue. Ask me:
“Why do people abuse children?” “Why is the mortality rate higher in one Third
World country than another?”*
*Valenza,
Joyce Kasman. “For the Best Answers, Ask Tough
Questions.” The
KEY POINT: Teachers must spend time teaching students the
criteria for a good question, and they must also model good questions
themselves in every assignment. “Questions
may be the most powerful technology we have ever created.” (Jamie McKenzie)
Example:
Mediocre Assignment: Explain how Telemachus
matures throughout The Odyssey,
citing examples.
Good Assignment: One way The
Odyssey can be read is as the story of a young boy growing up. What can Telemachus teach you about what is important as you are
evolving into an adult male or female? As you think about how he is maturing
and developing, reflect on which qualities/attributes of his are timeless and
which ones are more pertinent to his time and situation.
·
The assignment
requires not only research but also independent, original analysis based on that research.
Examples: Literature &
Research Project and Historical Fiction
Project
·
Students learn very little from BAD assignments. Topical “research” assignments are really REPORTS,
which are exercises in paraphrasing. Students are not asked to THINK ABOUT
(analyze) and DO SOMETHING WITH (synthesize) the information they find. Be sure
your assignment cannot be completed solely by lifting material from the web,
encouraging plagiarism.
THE BAD &
THE UGLY
Avoid this type of UGLY assignment:
Write
a research paper on one of the topics listed below. Your paper should be 2,000
words and include cover page and table of contents, an introduction, body and
conclusion. Use at least three sources of information, both print and
electronic, and include at least three quotations with correct citations and a
bibliography. Your paper should include two points of view on your subject with
evidence to support both viewpoints.
Gays in the Military Abortion
Drug Abuse Cloning
The Vietnam War Capital
Punishment
Gun Control AIDS
Sexual Harassment Homelessness
Environment Eating
Disorders**
**Gordon,
Carol. “Students as Authentic Researchers: A New Prescription for the High
School Research Assignment.” School Library Media Research. 1999. American Lib.
Ass’n. 20 June
2007 <http://archive.ala.org/aasl/SLMR/vol2/authentic.html>.
This is not a RESEARCH assignment;
this is a REPORT that will not encourage independent thinking based on
research. There is no thesis statement required, and there is no emphasis on
the student’s own questions about the topic.
·
Use primary
sources whenever possible, and use a
variety of sources, i.e. print sources in addition to online sources.
Librarians are happy to provide your students with the resources they need to
succeed.
·
Students need
continuing instruction using online subscriptions, databases and web-based
research tools. This takes time that must be made a part of the process, but
there is always a librarian to help you! Here is an overview of the Fay Library’s
subscription databases.
KEY POINTS:
·
Strongly
discourage “Googling” the topic immediately. Remember
that anyone can publish anything on the Web so students must evaluate anything
they find using Google. Students should use this web site evaluation tool
for any information they find using Google.
·
Since anyone can
edit information in Wikipedia,
this is not a reliable source for student research!
Before you introduce anything to students,
we strongly recommend that the teacher consult and collaborate with a librarian
on any research assignment.
A. Introduction: Explain the assignment
(includes handing out the writing rubric), the timeline
(intermediate deadlines and final deadlines) and process (including how much
time will be spent in class and how much at home), expectations for each stage,
percentage weight of each graded part, and resources available. Allow plenty of time for student questions.
B. Premise:
Any writing assignment that is a
significant (i.e. more than 10%) portion of a student’s grade needs to be given
significant class and homework time. Prior to grade 9, an important writing
assignment should be the sole focus of a student’s work, both in class and at
home for that particular course.
C. Pre-writing
Stages:
1. Student does background reading, as well as brainstorming and question
formulation about the topic. Student locates sources and keeps track of them on
source cards or NoodleBib.
The library is the ideal place to work on this stage, which involves a great
deal of reading. Continue to make good use of the library as appropriate.
2. Any student research must include a complete
works cited list (bibliography) using NoodleBib and internal citations (parenthetical references)
if appropriate.
3. Formulate Thesis Statement. See rubric for
criteria..
4. Note-taking
Stage:
·
Based on their
own thesis statement, students begin focused research using initial sources,
locating additional sources (as needed), selecting appropriate information, and
organizing information.
·
While reading and
taking notes in the library, students may use either a physical note card
system (available at the library) or NoodleBib’s online
notecards. Taking notes in a way that associates each
note with a source is MANDATORY for all student research.
·
Be sure to emphasize
the importance of
o
taking notes in
the student’s own words as much as possible and using quotes sparingly, and
o
only taking notes on what is relevant given the thesis and
that the student is able to identify the source of each piece of information.
5. Make
an outline, using traditional outline form or a graphic organizer, such as Inspiration.
6. Based on the outline, arrange note cards in logical order. Make sure the source is
recorded on each note card.
7. Prepare
the works cited list (bibliography), using NoodleBib. Sample works cited list.
An offer you can’t refuse: Tell students if a librarian signs their works cited
list (bibliography), you will give them full credit for that part of the
project. You don’t have to grade it yourself, and the librarian will work with
the student until the works cited list (bibliography) is perfect. Everyone
wins!
D. Begin
the Writing Process:
1. Write a “skeleton” introduction that contains
the thesis statement and, perhaps, an indication of how the thesis will be
argued.* (see top of following page)
2. Begin the first draft, following the outline
at all times. All information and ideas that students acquire during the
research process and use in their project must be cited. If students use a KWL chart before they begin research, it is very clear
what needs to be cited. Students must note the source of any new ideas or
information as they are writing.
3. No more than 20% of a research paper should
be direct quotes.
4. Throughout the writing process, be sure to
have students refer to the rubric.
5. Revise the introduction, if necessary, based
on the body of the paper.
6. Write a conclusion.*
*The teacher can
specify more clearly what a model introduction and conclusion look like, but,
at minimum, the introduction must contain a discernible thesis statement
that incorporates the student’s own ideas as well as research (see section on designing assignments) and the conclusion must both
remind the reader of the main points in the thesis as well as look to the
future/extend the argument to leave the reader with something to ponder.
E. Proofread the paper for coherency and
grammatical correctness.
F. Insert FORMAL, internal citations
(parenthetical references).
G. Student
evaluates his/her work.
H. Student turns in first draft and receives
teacher feedback.
I. Student revises paper and hands in final
product.
Again, these stages need to be given sufficient class
and homework time.
MONITORING THE RESEARCH PROCESS
These guidelines are based on research in
student learning that identifies best practice for middle school students.
A. As research mentors, teachers need to set a
realistic TIMELINE with definite deadlines, adhere to the timeline, and
provide feedback to students at each step.
B. Practice,
Practice, Practice: To teach the
research process, several small research projects are better than one large one.
Consider one small research paper (3-5 pages) each term. The individual stages
of the process should be taught and practiced on an on-going basis; these
stages can be practiced in isolation.
C. Feedback,
Feedback, Feedback:
1. Teacher responds to the writing throughout
the paper with questions, comments, suggestions that reference the rubric. Circle basic writing errors. End comment should
explain what the student did well and offer specific suggestions for
improvement, again, always referencing the rubric.
2. When returning any student writing, teacher
should be sure to spend a short amount of class time making students respond to
teacher feedback in writing, on the work. Specifically, the student should
write: what he/she did well, and what needs to be improved on the current
and/or future assignments.
D. Class
Instruction: Spend class time instructing students on each phase of the
process. Don’t assume students already know how to do anything, unless you show
them and see visible proof.
E. The
more modeling, the better. All research points to the need for students to
have examples of each stage that give them a concrete vision of what you are
looking for.
F. Use
the amazing Fay resources! Refer struggling students to the Learning
Center, library or individual tutors.
G. Assessments
and Intermediary Checkpoints: What stages of the process are you going to
formally assess? What is the weight of those assessments? Intermediate
deadlines should be tied to effort grades rather than the final grade for the
project.
H. Responding
to Student Writing at the Draft Stage
1. Premise:
A piece of student writing deserves a
helpful written response based on the rubric, not just a numerical grade.
2. The rough draft should be assessed, but the
grade should be preliminary. This means that the grade is not recorded
permanently but instead given for the purpose of providing the student an idea
of where his or her paper stands at that time and what could be done to improve
it.
3. The most important components to consider in
assessing the rough draft are content (thinking, support, thesis, citations,
etc) and effort, not formatting (margins, font, etc.).
4. Teacher responds to the writing throughout
the paper with questions, comments, suggestions that reference the rubric. Circle basic
writing errors.
5. End comment
summarizes and references specific parts of rubric:
• Provide
feedback for what student does well.
• Offer specific suggestions for improvement.
Premise: Students must correct rough draft
incorporating teacher comments and hand in rough draft with final paper so that
the changes can be clearly assessed.
I. Responding
to and Returning Student’s Final Paper
1. Teacher responds to writing throughout the
paper (encourages, acknowledges improvement, notes errors and/or problem
areas).
2. End comment briefly summarizes the student’s
successes and areas for further focus, referencing the rubric.
3. Teacher-completed rubric is attached to the
paper.
4. Paper is returned in a timely manner,
preferably within one week, but certainly within two weeks.
5. When the final paper is returned, students
should be required to review teacher comments and write a paragraph on what
they would do differently for the next similar assignment, with specifics.
Top 10 Writing Errors in Student Papers
Keeping in mind that we
are not all trained English teachers, these are rules that any teacher grading
or assessing student writing should be familiar with and able to identify. In
no particular order and with abbreviations teachers commonly use:
1. SP—Spelling. Spell check alone is
insufficient, you probably know.
2. Commonly mixed up words: spell check will not catch
words that are correctly spelled but misused. Most common examples are
there/their/they’re; it’s and its; to/too/two; and affect/effect.
3. S-V—Subject-Verb
Agreement: Simply put, they must agree in number. Example: All of the examples in this document is correct. (Verb
should be are.)
4. Fragments: Incomplete sentences. Example: Because I saw so many movies
this month.
5. CAP—Capitalization:
Words that begin sentences and proper nouns ARE capitalized; seasons of the
year ARE NOT capitalized.
6. P—Punctuation:
Without giving a lengthy lesson here, below are the most common errors
involving commas and semi-colons.
Commas used before a conjunction to separate two independent
clauses.
Example: I went to visit my grandfather yesterday, and I was
struck by his wisdom.
Commas used after an introductory subordinate clause:
Examples: If you are going to win the Ironman, you will have to get
some good running shoes, a comfortable bathing suit, and a smooth-running
bicycle. When you go downtown, you should look for Halloween decorations on the
houses.
Semi-colon used to separate two independent clauses that are
related in idea:
Examples: The visitors were delighted with what they saw at
Fay; they complimented the faculty and students profusely. I did not get enough
sleep last night; I was dreading the cross-country race that loomed in my
future.
7. WC—Word
Choice: Students are fond of using overly advanced words that end up making the
writing sound silly.
8. Indent paragraphs and don’t add extra spaces between
paragraphs. The entire paper, including the works cited list (bibliography),
should be double spaced.
9. Period at end of sentence.
10. Don’t use bold type or all capital letters to
make your point even clearer.
This rubric is designed for
longer writing assignments, (greater than one page, or spanning more than one
class or homework assignment). For writing assignments that involve research,
please see Monitoring the Process of Student Research.
Grading
To calculate grade on a
0-100% basis,
·
For student work
without citations, multiply total points by 2 to calculate final grade.
For example, 45 points
x 2 = 90%
·
For student work
with citations, divide total points by .6 to calculate final grade.
For
example, 54 points ÷ .6 = 90%