Category Archives: Narrative Writing

Evaluating Student Writing

Following up on my earlier post on Historical Writing Prompts, this article will describe the results of a formative assessment on the Ancient Greek Philosophers for a 9th/10th grade World History class. This population of students was able to choose which type of writing task they wanted to complete (argument, informative, or narrative). They wrote a total of 183 essays that ranged between 18 and 640 words, with an average of 255 words per essay. From the results, it is clear these students needed additional instruction on (1) titling their essays to indicate which prompt they had selected, (2) specific instruction on rephrasing the prompt in their first two sentences, and (3) assistance in writing an introductory paragraph that organizes their thoughts and contains a thesis statement.

In this post, I will provide three samples from the argumentative writing prompt and ask students to vote for the strongest piece of student writing. Student work is typed verbatim; typos, misspellings, grammatical errors, and factual mistakes are intentionally included.

PROMPT #1:

Argue that Plato and Aristotle held an essentially positive (or negative) view of human nature. In a well-reasoned essay, support your position using at least three of the quotes below as evidence to support your position.

SAMPLE A

Aristotle and Plato have made many quotes and many historians and people argue for the meaning of these quotes. In this paper I will discuss these quotes and put in my opinion. There will be showing if they are positive or negative.

SAMPLE B

The 3 quotes I will be talking about were from 2 famous philosophers, Aristotle and Plato. I will be showing you how powerful these quotes are and what they mean to me. I will be deciding if each quote represents a positive or negative view of human nature. These quotes would never mean the same thing to other people because of their opinions, and how they see on there own perspective. The first quote will be on Aristotle.

SAMPLE C

The meaning of “A good and wise life is the wealth that brings happiness” To me a good and wise life is having money and having your dream job. Also having a wonderful family. And having to see them everyday and having no worries. And no crime in the world.

Twittercide of Socrates

The Suicide of Socrates – a rhyming tweetathon was inspired by Dan Krutka & Michael Milton’s terrific work, which is paraphrased, or heavily borrowed from below. If you would like to steal their great ideas, follow them on Twitter @dankrutka & @42ThinkDeep, respectively.

Even though young people are increasingly using social media in their everyday lives, educators have been slow to explore how they can extend the classroom online. The National Council for the Social Studies (NCSS) reported that students face a “digital disconnect” as they walk into social studies classrooms and are forced to unplug from the online world where they spend most of their time and energy. Many schools and districts block popular social media sites and ask students to keep their cell phones turned off and put away while in class. These short-sighted policies most likely prevent contemporary educators from adding an essential ingredient crucial to student engagement – relevance.

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Twitter is a microblogging service where users send “small bursts of information,” called “tweets,” to others. Using Twitter with students can provide an opportunity to model valuable skills and dispositions regarding digital citizenship and social media literacies. Informal online learning environments that many young people freely join may result in the creation of participatory cultures that represent ideal learning environments.

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Krutka & Milton (2013) summarized an emerging body of research that has examined the use of Twitter in education. Most students voluntarily backchannel with Twitter and this increases the understanding of course concepts. Tweeting is useful for encouraging concise writing and has even be used with first and second grade students to scaffold writing for an authentic audience — their families. Other research suggests that tweeting encourages the informal learning, or background knowledge that helps students connect their schema to a course curriculum. Also, Twitter may increase metacognitive function by promoting succinct reflection.

With this foundation, I decided to try to make the suicide of Socrates more relevant to my 9th & 10th grade World History students by asking them to read a primary source, retell it in rhyme, and then we would vote on the best examples by retweeting and favoriting couplets of their work. I motivated students by showing a Dan Pink video – http://www.danpink.com/2013/06/how-to-pitch-better-the-rhyming-pitch. The primary source is located here: http://www.eyewitnesstohistory.com/socrates.htm and the rhyming dictionary is here: http://www.rhymezone.com/. Students submitted their version of the story in at least 10 rhyming couplets. There was considerable variation in quality in the final products. The end results were highly entertaining. You can see the best couplets on Twitter by searching under the hashtag #PetriWH. Students were given a master list of the 20 best rhymes and were directed to cut the list down to 10 and properly sequence them with a beginning, middle, and end. Student engagement was high during this narrative writing exercise. This post publishes some of the better examples. We will see if this scaffolding exercise makes their formal essays better next week. A game-based formative assessment tool measured their knowledge in a fun and engaging fashion https://play.kahoot.it/#/k/16093094-257a-47c5-a48c-13c2377d8171. The big takeaway for me was that asking students to use Twitter as an educational tool was something they responded to positively. Thus, educators may be well-served to incorporate Twitter and other social media, in order to meet students in their digital world and provide 21st Century relevance to an age-old lesson. If you are not in a 1:1 classroom, your students don’t have access to Twitter, or you suffer from tech-phobia, feel free to use this template.

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References

Krutka, D., & Milton, M. (2013). The Enlightenment meets Twitter: Using social media in the social studies classroom. Ohio Social Studies Review. Volume 50, Issue 12. Fall 2013.