Feedback on Writing Expectations from Parkway Teachers Rev. – Spring 2014
Based on 11 responses from NH, 6 from SH, 6 from CH, and 10 from WHTeacher Definitions / Nutshell
A draft that has been cleaned up but not necessarily went through extensive revisions and editing. / Extensive revisions
Multiple pre-writing assignments completed (outline, drafts, etc) / Multiple re-writing assignments
Fully completed, with initial revisions / Fully completed
One that has all of the content requirements and has been edited and revised for language, mechanical, and grammatical errors / Multiple revision areas
I consider a "polished draft" to be what a student turns in after we have gone over the prompt and brainstormed thesis statements together as a class; students are then given one to two weeks to outline, draft, and edit their writing. My role in that process depends on the class; with my juniors, I often expect them to complete the outlining on their own since we do so much in-class analysis and discussion. With my freshmen, I will often provide feedback on their thesis, outlines, etc. along the way. / Multiple steps
Polished means that the essay has gone through multiple edits and revisions. / Multiple edits
A polished draft has been revised and edited by the writer, ready to publish or submit for review. / Revision and editing
A polished draft is a paper that has been written, edited, and re-written at least 2 times. / Revised twice
Any piece that has gone through at least two revisions after conferencing. / Two revisions
A piece of writing that has been revised after going through at least one edit by someone else as well as oneself. Few mistakes in grammar and content. / One revision and edit
One that has been revised at least twice--one with peer feedback and one with teacher feedback / Two revisions
A draft that has gone through a deep process of revision to address organization and development, for instance, as well as an additional level of surface editing focusing on conventions / Two areas: Organization and conventions
I do not use the term, but it sounds like it would be an in-class essay that one has only had his or her own feedback on. / In-class essay
One that was worked on over time, and taken through a process--either on own or through guided practice. / Written over time, processed
Will vary according to student needs. Might include grade-level conventions and prompt requirements. Not a "sloppy copy" / Varies by need; more than one draft.
A piece of writing that has been through the revision and editing process. / Been through revision and editing.
A draft when students have gotten some kind of feedback (peer or teacher) and had time (over more than one day/class) to revise and edit / Been through revision and editing over time.
A work that a student has had time to look over before submission. Usually a night or two to look over. / Work that has been looked over.
A third draft submitted after teacher feedback OR student feedback from a very structured peer feedback lesson plan (first draft), and after a second draft grammar/proofreading lesson / At least two revisions, possibly three.
A polished draft has been taken through the writing process: prewriting, outlining, drafting, peer/teacher conferencing, self-responding/editing, and publishing / A piece that has been through a six step writing process
One students were able to look at multiple times... revising and editing it with teacher help and independent work. / Multiple drafts with revision and editing
One that has undergone multiple revisions. / Multiple revisions
3-5 days given to write with feedback provided along the way. Graded and returned with the opportunity to revise further. / Multiple opportunities for feedback, opportunity to resubmit.
A polished draft is a paper that is complete in development of ideas and edited carefully for grammar, spelling, and clarity / Complete re: ideas; edited for conventions and clarity.
One that the writer has revised. / At least one revision.
A draft that has been reviewed minimally by the student and revised with the intent of it being a final piece. Writing feedback can be responses from peers, from the teacher, or from guided self-reflection/analysis of writing.
A draft that has had some level of prewriting, drafting, feedback from someone, revision, and final editing before turning in. Includes teacher or peer input to help improve writing. Feedback could be verbal or written; questions, comments, or suggestions; provided by teacher, peer, or self-assessment through rubric/writer's checklist
A piece a student believes is ready for production. Feedback includes providing students with multiple opportunities to get it right. Prompting students for a timely revision. Have students then look at their feedback from this paper and others to see if there are common ongoing errors that require correcting.
A paper that has received feedback from teacher and peers that has been proofed for grammar and punctuation and has had multiple drafts. Feedback includes verbal feedback from teacher on organization, sentence structure, word choice, grammar etc... peer input, ASC input if wanted by student. Feedback needs to come from multiple sources, not just the teacher
A draft that has been adjusted after being viewed by someone other than the writer, or that has been taken through a deliberate revision process
I consider a polished draft the final copy that the student turns in after revising with help from the teacher, peers, etc. Revisions on a polished draft should reflect changes made in response to teacher feedback. A polished draft also includes revision to include vocabulary and sentence patterns currently being studied in class. The polished draft has undergone significant revision and is the product of extensive student/teacher collaborative work. / I consider writing feedback to be feedback on any part of the writing process: thesis drafting, topic sentence drafting, writing in-depth inferences, correcting grammatical and mechanical errors, clarifying organization of paragraphs, adding smooth transitions, revising for style, etc.
A final draft that meets all the requirements of the assignment. / Verbal or written feedback, including class instruction concerning writing requirements.
A draft that has been reviewed minimally by the student and revised with the intent of it being a final piece.
a draft that has had some level of prewriting, drafting, feedback from someone, revision, and final editing before turning in
Writing Expectations for English 1
6. What are the processed writing assignments that you collect for a grade for this course (both type and number)? / 7. What percentage of a student's grade in the course you listed above is based on processed writing assignments?
English 1= 1 processed Lit Analysis 2 timed writes on lit, at least 2 point of view revisions (narrative) and at least 3 smaller paragraph assignments / 0.3
Personal Essays--Expository and Narrative (3), Argument (2), Research (1) / 30-50%
2 / Part of major assignments which is worth anywhere from 30%- 50% of the grade. An individual assignment might be worth 5%-10% of the total grade.
Both expository and persuasive writing, as well as Literary Criticism / 30-40 %
Around 6. Most are literary analysis essays; one is a research essay / 0.4
literary analysis 2 / the category that the processed writing assignments are in is worth 65%
short story paragraph, essay on Of Mice and Men, research outline, essay on To Kill a Mockingbird / maybe 20%?
Writing Expectations for English 2
6. What are the processed writing assignments that you collect for a grade for this course (both type and number)? / 7. What percentage of a student's grade in the course you listed above is based on processed writing assignments?
literary analysis 2 / the category that the processed writing assignments are in is worth 60%
By my definition of processed, 3. This does not include timed writes. / 40% (but this 40 also includes timed writes)
outline (2 per semester) and drafts (2 per semester) / 0.4
Expository, Narratives, and Research Papers / 50
In the first semester, three major essays of literary analysis consisting of 600-900 words and 8 expository writings of one paragraph. In the second semester, a major research paper, two papers of literary analysis, 6-8 shorter essays of argumentation, and one creative piece (generally a poem). / Approximately 50%
In a full year, I collect 1 research paper, 3-4 literary analysis essays, and 1 personal narrative / 50% is writing, so about 40% is processed writing
Short story letter (persuasive), Macbeth comparison essay, lit. Set analysis essay; research paper (persuasive), poetry analysis essay, evaluative paragraph / Not sure - about 30%
Comparison/contrast paper, This I Believe essay, Career Research paper, Save the Short story letter, speech of evaluation / 0.5
One semester: About 3 literary essays; a creative writing piece, sometimes a research piece / 0.3
2 literary analysis papers (one about a novel, one about poetry); 1 argument-based lit. analysis synthesizing all texts from the semester, 1 personal position essay (argument), 1 collaborative proposal (research-based argument), 1 multigenre (mix of expository and creative writing) / 70% first semester, 65% second semester (because of the EOC)
2 literary analysis papers (one about a novel, one about poetry); 1 argument-based lit. analysis synthesizing all texts from the semester, 1 personal position essay (argument), 1 collaborative proposal (research-based argument), 1 multigenre (mix of expository and creative writing) / 70% first semester, 65% second semester (because of the EOC)
Writing Expectations for English 3
6. What are the processed writing assignments that you collect for a grade for this course (both type and number)? / 7. What percentage of a student's grade in the course you listed above is based on processed writing assignments?
Argumentative writing with some research: 2 essays; Timed argumentative writing with sources and eligible for revision: 2 essays; Personal narrative; Descriptive compare/contrast; Literary Analysis/Exposition: 3 essays; Reading Response journals: 10 per semester / Not sure, but at least 50 pct.
8 essays-description, narrative, definition, classification, argumentation, and process. / I use standards based grading and spring semester for juniors I focus primarily on writing standards.
Creative, varies in number; literary analysis, several per year; research one per year, argumentative, 3 per year / About 30%
4-5 (Descriptive/Narrative), Definition/Category, ( / 60; it is English III Comp
Fall: 1 essay that traces a thread through literary movements; one play (characters talking)* this is not worked on in class, but students are expected to go through the process in small groups; 1 literary analysis (Gatsby) applying a concept of happiness to characters; spring 1 narrative, 1 descriptive--both revised and critiqued once, feedback from teacher--1 turned in for major grade; 1 definition and 1 classification (same thing with process and feedback) and then 1 of those turned in for major grade / 60% (well, timed writes and tests go in that category too, so it's hard to tell)
6-8. Most are literary analysis essays; one is a research essay / 0.4
First semester: expository/research. Second semester - 6 modes of writing: descriptive, narrative, definition, process, classification/division, argument / First semester approx 25-30%. Second semester = 80-90%
1-Narrative/Descriptive Essay; 1-Definition Mini Essay (1 1/2 pages); 1-Classification Essay; 1-Argumentative Essay / 60
I may collect thesis and outlines, drafts of individual paragraphs or several paragraphs at once. For my recent research paper, I collected three process pieces and a full rough draft. / It may near half a student's grade if I include the final paper and revisions.
Essays 4, creative writing 3, smaller writings 5. / 50%
Writing Expectations for4th CreditCourses
6. What are the processed writing assignments that you collect for a grade for this course (both type and number)? / 7. What percentage of a student's grade in the course you listed above is based on processed writing assignments?
English 4
3 / One of the major skill assessments, so they can be worth a significant portion of the grade. However, because students' scores are replaced each time they improve in the skill area, it is hard to assess exactly how much each is worth.
college essay, argumentative research paper, literary analysis, cause/effect essay, point of view shift (creative piece), modernized script (creative piece) / not sure; writing is 40% but that includes on-demand writing as well
Senior Composition – CH
research papers, narratives, Writing for many purposes, Justifying an Evaluation, Proposing Solutions, etc. / 90 percent
There are 6 total in Senior Comp: the diagnostic essay is argumentative (and then revised at the end of the semester as the final exam grade); an opposing viewpoints (exposition); arguing a position; speculating a cause (argumentative); personal narrative, and proposing a solution to a problem (argumentative). / Senior Comp: 75% of the grade is based on processed writing
College Composition - SH
1st sem: Narrative/Reflective; Observation/Descriptive; Investigative/Expository;Evaluative (These are 4 processed pieces); there are two timed pieces
2nd sem: two argumentative papers with sources; Problem/Solution Essay with sources; Non-fiction/Rhetorical Strategies Evaluation Essay; (These are 4 processed and then there are 2 timed essays) / 0.75
TOTAL 12 Essays: Descriptive, Narrative, College Application, Expository, Informative Research, Evaluation (X3), Argumentative w/o research, Argumentative with Research (x2), Non-Fiction Analysis / Process points are included with course minor assignments. Minor assignments are 35% of the students' grades. Final drafts are 50% of the students' grades. Final exams, an in-class essay, are 15%.
Timed pre-assessments: 2; Observation essay; College Application essay; Descriptive essay; Expository essay; 2 Argumentative essays; 1 Proposal essay
Additional Courses
6. What are the processed writing assignments that you collect for a grade for this course (both type and number)? / 7. What percentage of a student's grade in the course you listed above is based on processed writing assignments?Honors English 1
1st Semester: Polished extended paragraphs on Mockingbird (definition) and Lord of the Flies (theme analysis); 2nd semester: Persuasive letter; Poetry explication and research report. We also do on-demand paragraphs (3-5) on Odyssey; in-class essay on lit set; AP-style timed writes for Romeo & Juliet; in class essay for Jekyll & Hyde (may change this year). / approximately 15
2 on demand writes and 4 processed writes / It's standards based grading, so tough call
Honors English 2
For a year, 1 research paper 6-7 literary analysis essays, and 1 personal narrative / 40% total almost entirely polished drafts
3-4 analytical, 1 research, 1 creative / 40
9 - Expository with descriptive and narrative features, Literary Analysis (x4), Argumentative (no outside sources), Argumentative Synthesis (x2), Research,
Compare/Contrast (2), Lit Analysis (2), Personal Essay (5), Argument (2), Multi-Genre Research (1) / 40-60%
Honors English 3
comparison/contrast essay, argumentative essay (2), literary analysis essay (2), personal narrative / not sure; writing is 40% but that includes on-demand writing as well
I may collect only one process piece for each essay or no process work at all. / Very little to nothing at all.
English Concepts 3
1 Narrative/Reflective Essay; 3 Argumentative Essays; 2 Literature based essays / 0.6
AP English Literature
outline (2 per semester) / 0.4
In the first semester 10 papers of literary analysis (8 are timed writings) and 2 are processed writings. / Approximately 66%.
2 processed literary analysis per semester--longer essays (7-10 pages) with crit review at beginning--that is in addition to 6 or 7 in class essays / 60% (along with in class essays)
6 / I'd have to figure it out. I do points, not categories. Also, AP has a much higher percentage of timed writing assignments as test prep, so I don't know that I'd use this as a judge (given that there are 4 timed writes at least per semester).
AP English Language
College Essay (narrative), rhetorical analysis essay, argumentative research essay, synthesis essay / 0.6
1-Personal Narrative; 2 Analysis Essays; 1-Argumentative Essay / 60
Creative Writing
Personal Narratives / 25
multiple poems; three short stories, other portfolios or final writing assignments / 0.5
Poetry book, final short story , memoir collection all one / they have practice writings for all of the assignments so 50-70%
Comparative Mythology
1 personal narrative/reflective piece, 1 annotated bibliography, 1 expository/thematic piece / Approx. 25-30%
Creative 1; Lit analysis 2 / About 30%
College Communication Arts
1 personal narrative, 1 expository comparison/contrast, 1literary analysis, 1 argument essay, 1 research-based proposal (argument) / 70%
Additional Teacher Comments
I believe that on demand writing should be considered as a viable and important part of courses with standardized tests given at the end of the courses. AP courses and English 1 and 2 have timed writes as part of their capstone assessments.Raising question: difference between writing done outside of class (with the expectation of process) and the process that we go through in class--keep in mind 41 class days per semester. 3 polished essays x 3 days in class (1/2 a class period over 2 weeks to work in class) + common assessments (3 is the expectation) + DBAs + other testing--I think we need to be realistic by what we mean by process (teacher lead)--that certainly doesn't mean that we shouldn't teach the students to follow the process (and give guidance about what to work on)
One benefit I have seen is working on paragraph development over the course of a year. Consistently working on a type of writing is a good way to achieve mastery, self-reflection, improvement. If the next English teacher builds on what was done the previous year, growth is a result. I am pleased with my senior writers when they get to Comp Class.
I feel very strongly that on-demand writing is very valuable and should balance out processed pieces. Assessments like the ACT written test and AP greatly value these, and these require important thinking skills on the part of students. Also, without the balance, class time will become only writing, and teachers will get VERY burned out by the constant grading; I fear my feedback will become less meaningful in the interest of time.
Teaching both juniors and seniors, I have observed that an emphasis on mastering literary analysis provides students with a solid foundation in not only this writing style but also allows them to develop skills so that as seniors they can explore several different genres and types of writing with ease. Repetition of teaching literary analysis provides a framework of support; this allows students consistency when working to develop skills such as thesis development, analytical thinking, developing voice, choosing evidence, etc,, that leads to a maturity in their thinking and writing as they adapt to a variety of writing purposes the following year. Personal narratives or creative pieces can be powerful writing pieces for upperclassman, but I wonder if requiring one every year would de-emphasize the growth of perspective and significance of the events students choose to write about if they must write a narrative every year.
English 3 Concepts we also have 3 timed essays--argumentative essays with sources
I believe the literary analysis is a type of argument. Also, I teach Sr. Composition. I vary the types of writing in this class, and I feel extremely confident that our approach to writing instruction prepares our seniors for this course. Additionally, I do not think we should separate writing requirements for grades 9,10,11,&12. Per Common Core, we should have 9-10 and 11-12. This way, we do not have to redesign our practice for 9th grade writing instruction. I think this approach is more feasible for all of the Pkwy high schools to agree on writing requirements rather than by each grade level.
These are all rough estimates the may vary according to the year, the texts taught, the needs of the students, etc.
We also do 6 in-class paragraphs - students can revise 4 of these (optional if a grade above a C). It helps them prepare for the EOC and ACT. They asked for more on-demanded writing last year.
I typically do not know what I am going to teach until the last minute and have preps added in the middle of the year, so I try to use another teacher's calendar and syllabus to keep me on track despite the dynamics of my courses.
If the state is going to the ACT for juniors rather than the Smarter Balanced tests, we need to strongly consider making on-demand writing part of this conversation. In order to have fully processed pieces, it is hard to squeeze in more than 3 pieces a semester. Allowing one of the argument pieces (or other) to be an on-demand piece would allow for practice for the ACT as well as make the other forms less rushed/intense.
In English I, we do many, many written assignments; however, lots of these assignments are shorter formative assessments working toward the fewer bigger summative assessments. We work on timed paragraphs, three-part inference cards, writing a persuasive letter, writing an email, etc. etc. We share smaller assignments as a class on the doc camera and work through fixing them. I feel these smaller assignments with immediate feedback to be effective in working on writing, especially at a freshmen level.
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