During peer review this week, I think I learned a lot about myself and my writing. I think that my personal problem with peer review stems from my lack of confidence in my writing. Our peer review leader hit the nail on the head when she said that people often shy away from commenting on other people's writing because they feel their writing is not of equal skills as the rest. I often feel that my righting is average and I fear the comments people will make towards the way I right. Along with that fear comes my excuse making. I always make a bunch of excuses before the peer review even begins in an attempt to make it appear that I didn't really try that hard in my writing. I need to work on my reception to constructive criticism.
I also realized that I need to keep this in mind as I become a teacher. There are going to be students that feel the same way as I do about peer review. It will be fairly easy to come up with ways to improve and proof read their papers because I have been in that situation myself. But I also need to make sure that I include peer reviews on some level because they do help many students. It's important that everyone has the same opportunities to learn. Some will develop their writing better through one on one reviews of their writing; others will benefit more from peer reviews.
So I guess I will continue to struggle with peer review until I am comfortable with it. Because let's face it, it is important to include peer review in teaching.
Friday, February 29, 2008
Class 2/27
Tonight in class we started off by doing peer review sessions with tutors from the writing center. We split into groups, working three people to a tutor. We went through each of our group members’ essays, talking about and commenting on each one. I thought that the session was very helpful. It was a good model of how a successful peer review session should go.
After about an hour, we reconvened with the rest of the class for a journal write about the peer review session. We wrote about our participation in the review and whether it was effective. Then we went over the new assignment, which is the peer review with the Robinson high school students. Each student in the class will comment on eight student papers through the medium of an online discussion board. The student essays will be posted Friday, and we will be expected to comment by the next Friday, before Spring break starts.
Then the class split into two groups to discuss the five student essays we were assigned to grade last week. The group was determined by which rubric you used to grade the essays. The two rubrics were different, one using a scale of four possible points in five categories, and one using guidelines to determine letter grades. The groups then compared the individual grades we had assigned to them. There was some disagreement in my group, with grades on one essay ranging from F to A. Group consensus mostly placed the grades in the B-C category. Oddly, both groups agreed on every grade except the parent essay, where the grades differed between C and D. We went through the essays one at a time and discussed them. All of them had some grammatical errors, but this is what we decided were the major issues with the essays.
1. The George W. Bush essay was generally considered the best of the six, although it did go off on a few tangents and gave vague supporting details; it ultimately had the best organization.
2. The parent essay was generally the worst, having very little organization or relevance to topic.
3. The Omar essay was somewhere in the middle. It had some good content in areas, but the middle read like a discography. It needed more focus on the topic of heroes, instead of just random information.
4. The Mr. Arnold essay, we decided, needed more support about why Mr. Arnold is a hero. It does not stay on topic.
5. The Lance Armstrong essay had a strong topic and stays with it, but it lacks details and organization.
--Katrina K.
After about an hour, we reconvened with the rest of the class for a journal write about the peer review session. We wrote about our participation in the review and whether it was effective. Then we went over the new assignment, which is the peer review with the Robinson high school students. Each student in the class will comment on eight student papers through the medium of an online discussion board. The student essays will be posted Friday, and we will be expected to comment by the next Friday, before Spring break starts.
Then the class split into two groups to discuss the five student essays we were assigned to grade last week. The group was determined by which rubric you used to grade the essays. The two rubrics were different, one using a scale of four possible points in five categories, and one using guidelines to determine letter grades. The groups then compared the individual grades we had assigned to them. There was some disagreement in my group, with grades on one essay ranging from F to A. Group consensus mostly placed the grades in the B-C category. Oddly, both groups agreed on every grade except the parent essay, where the grades differed between C and D. We went through the essays one at a time and discussed them. All of them had some grammatical errors, but this is what we decided were the major issues with the essays.
1. The George W. Bush essay was generally considered the best of the six, although it did go off on a few tangents and gave vague supporting details; it ultimately had the best organization.
2. The parent essay was generally the worst, having very little organization or relevance to topic.
3. The Omar essay was somewhere in the middle. It had some good content in areas, but the middle read like a discography. It needed more focus on the topic of heroes, instead of just random information.
4. The Mr. Arnold essay, we decided, needed more support about why Mr. Arnold is a hero. It does not stay on topic.
5. The Lance Armstrong essay had a strong topic and stays with it, but it lacks details and organization.
--Katrina K.
Wednesday, February 27, 2008
Peer Review
Tonight we are going to experience the dreaded peer review process. Although the students in our class are all capable of intellectual insight, this is not always the case. I have never been an "anti-peer review" type, but I definitely have my issues.
As we have discussed before, there are problems with the peer review process. My biggest issue is the different levels of motivation in the students of a group. I, personally, have always been an overachiever (sometimes this is NOT a good thing though, lol). I have found that when an underachiever realized they were in my group, they were more than ecstatic. As frustrated I would get with the leeches, I still did all the work if I had to, because it HAD to get done. Moreover, I usually felt that I could do it better, so I did it myself. This may sound cocky, but I am sure almost all of you (if not all) can relate to what I am saying.
We have also previously discussed the idea of "hurting people's feelings" when commenting on a fellow student's paper. I never got offended, and if I did, I just dismissed the diss. :) However, I can see where students could take criticism to heart. HOWEVER, I feel like this is part of the writing process: having others read your work. Personal composition is usually the most entertaining or insightful, and having an audience should never be neglected. Writing for yourself is an amazing form of therapy, but I do not feel that we should be afraid to share our work. If the appropriate amount of time was put into a piece, it should be ready to be presented to others. We just have to remember to inform our students that if they create a composition that is extremely private, they will still have to share it. Therefore, if they are uncomfortable with this, tone it down.
Maybe my mindset seems a bit harsh, but one of my biggest pet peeves is people unwilling to speak in class. As a teacher, I want all of my students to feel comfortable enough to speak their voice, and peer review is a healthy process. Even if your peer cannot help you with the mechanics or focus, they still can read it for you and tell you what parts make sense and so on. Peer Review has its downfalls, but if manipulated correctly (i.e. the teacher making the groups), it can be very beneficial to the student writer.
~*~Tara Biggs~*~
As we have discussed before, there are problems with the peer review process. My biggest issue is the different levels of motivation in the students of a group. I, personally, have always been an overachiever (sometimes this is NOT a good thing though, lol). I have found that when an underachiever realized they were in my group, they were more than ecstatic. As frustrated I would get with the leeches, I still did all the work if I had to, because it HAD to get done. Moreover, I usually felt that I could do it better, so I did it myself. This may sound cocky, but I am sure almost all of you (if not all) can relate to what I am saying.
We have also previously discussed the idea of "hurting people's feelings" when commenting on a fellow student's paper. I never got offended, and if I did, I just dismissed the diss. :) However, I can see where students could take criticism to heart. HOWEVER, I feel like this is part of the writing process: having others read your work. Personal composition is usually the most entertaining or insightful, and having an audience should never be neglected. Writing for yourself is an amazing form of therapy, but I do not feel that we should be afraid to share our work. If the appropriate amount of time was put into a piece, it should be ready to be presented to others. We just have to remember to inform our students that if they create a composition that is extremely private, they will still have to share it. Therefore, if they are uncomfortable with this, tone it down.
Maybe my mindset seems a bit harsh, but one of my biggest pet peeves is people unwilling to speak in class. As a teacher, I want all of my students to feel comfortable enough to speak their voice, and peer review is a healthy process. Even if your peer cannot help you with the mechanics or focus, they still can read it for you and tell you what parts make sense and so on. Peer Review has its downfalls, but if manipulated correctly (i.e. the teacher making the groups), it can be very beneficial to the student writer.
~*~Tara Biggs~*~
Sunday, February 24, 2008
Class 2/20
We began class by going over the assigned dates of our individual grammar lessons and group lessons. We were also reminded to be keeping up with our 10 neccessary blog posts. We decided that next week (2/27) would be the best class period to begin working together with our groups and designing our lessons. During our next meeting 30 minutes of class will be dedicated to working with our groups.
We then were divided into 3 groups. The assignment was for each group to look at all 7 student essays together and decide on 3 areas from each that needed to be addressed. Here is what we all came up with:
1. The Bill Clinton Essay:
*subject/verb agreement
*more examples/details
*redundant
*too conversational
2. The Football Essay:
*capitalization
*transitions
*vary sentence structure
*mechanical errors
*expand images/ideas
3. My Idea of a Hero:
*need specific examples
*don't generalize
*rework conclusion
4. My Hero (Baby Alex):
*more focus on hero
*connect back to intro
*paragraphing
*too informal (tone)
*transitions
5. A Hero of Mine:
* thesis? why?
*too much extra filler
*weak conclusion
*sentence structure
*stronger intro
6. My Hero (Dad):
*excess modifiers
*weak intro
*repitition
*connect to "heroic" more
7. My Hero (bad dad):
*connect examples to thesis
*paragraphs
*conclusion
*minor mechanics
*cliches
One essay in particular that sparked a great deal of discussion was the "Baby Alex" essay. This essay began a discussion on how to evaluate writing when it covers an emotional/sensitive subject. Some classmates asked questions and discussed the fear they have of upsetting a student by evaluating a paper that is quite personal. We desided that the best way to go about this would be to tell your students to use caution when deciding upon a topic and to make the students aware that they will be critiqued no matter which subject they choose to write about.
Once our discusion of the first seven essays was complete we were then directed to grade the next set of essays using a certain rubric. 2 handouts were given, each outlining a different type of rubric. We were allowed to choose which rubric we wanted to use and we are going to compare our grading and rubrics during our next class. We also received our first essay and in-class writing assignment with feedback.
We then were divided into 3 groups. The assignment was for each group to look at all 7 student essays together and decide on 3 areas from each that needed to be addressed. Here is what we all came up with:
1. The Bill Clinton Essay:
*subject/verb agreement
*more examples/details
*redundant
*too conversational
2. The Football Essay:
*capitalization
*transitions
*vary sentence structure
*mechanical errors
*expand images/ideas
3. My Idea of a Hero:
*need specific examples
*don't generalize
*rework conclusion
4. My Hero (Baby Alex):
*more focus on hero
*connect back to intro
*paragraphing
*too informal (tone)
*transitions
5. A Hero of Mine:
* thesis? why?
*too much extra filler
*weak conclusion
*sentence structure
*stronger intro
6. My Hero (Dad):
*excess modifiers
*weak intro
*repitition
*connect to "heroic" more
7. My Hero (bad dad):
*connect examples to thesis
*paragraphs
*conclusion
*minor mechanics
*cliches
One essay in particular that sparked a great deal of discussion was the "Baby Alex" essay. This essay began a discussion on how to evaluate writing when it covers an emotional/sensitive subject. Some classmates asked questions and discussed the fear they have of upsetting a student by evaluating a paper that is quite personal. We desided that the best way to go about this would be to tell your students to use caution when deciding upon a topic and to make the students aware that they will be critiqued no matter which subject they choose to write about.
Once our discusion of the first seven essays was complete we were then directed to grade the next set of essays using a certain rubric. 2 handouts were given, each outlining a different type of rubric. We were allowed to choose which rubric we wanted to use and we are going to compare our grading and rubrics during our next class. We also received our first essay and in-class writing assignment with feedback.
Friday, February 22, 2008
Overcoming Personal Biases in Grading Student Essays
I do not know if anyone had this problem, but I will throw it out anyway to see what everyone thinks. I had a personal problem with the student essay in which the writer went on a short tirade about the "crimes" of the armed forces in Iraq. I really had to shut up and swallow my criticism of this essay because I wanted to be fair and respect the student's write of free speech. The paragraph just hit me the wrong way because I am a veteran myself. The paragraph reminded me of all the negative press that is being given to the few members of the military who are committing heinous crimes against civilians around the world. I am personally irritated by all of the negative press that it given to these disgraces in uniform. There should be more attention given to the many members of the armed forces who are just and decent people.
I am wondering if anyone in the class has ever had a similar experience where they had to really quell their personal feelings in order to remain objective in grading a student's essay.
Sincerely,
Joseph H. Ficor
USMC
I am wondering if anyone in the class has ever had a similar experience where they had to really quell their personal feelings in order to remain objective in grading a student's essay.
Sincerely,
Joseph H. Ficor
USMC
Thursday, February 21, 2008
Grading Essays
As I read the essays for class on Wednesday (although I was too sick to attend), the idea of fair grading kept creeping into my mind. This issue has me completely torn, and I will explain why.
As a student in high school, I always put 110% into everything I did. I was naturally a good student, but I always aspired to be great. I only got one B throughout high school, and that B was devestating! :) So, when I was a student, I felt like not everyone deserved an A, because not everyone worked as hard as I did. Now, getting deeper and deeper into my teacher's education program, I don't know how I feel anymore.
What if everyone in your class actually does deserve an A? I mean, I know the chances are slim, but the thought of not being able to give a grade to a deserving student makes me sick to my stomach. Aren't teachers supposed to give a certain number of A's, B's, C's, D's, and maybe even F's? That is exactly what my high school teachers used to tell me. If this is true, this is completely absurd. If you as a teacher work your "behind" off to get the students where they should be and they reciprocate by applying themselves, shouldn't they get an A or a B? It just doesn't make sense to me.
Unfortunately, as usual, I do not have an answer to my ramblings. I constantly think about subjects such as this, and maybe one of you guys has more insight than I do. I just get frustrated by almost every question concerning education being "unable to answer."
*~*Tara Biggs *~*
As a student in high school, I always put 110% into everything I did. I was naturally a good student, but I always aspired to be great. I only got one B throughout high school, and that B was devestating! :) So, when I was a student, I felt like not everyone deserved an A, because not everyone worked as hard as I did. Now, getting deeper and deeper into my teacher's education program, I don't know how I feel anymore.
What if everyone in your class actually does deserve an A? I mean, I know the chances are slim, but the thought of not being able to give a grade to a deserving student makes me sick to my stomach. Aren't teachers supposed to give a certain number of A's, B's, C's, D's, and maybe even F's? That is exactly what my high school teachers used to tell me. If this is true, this is completely absurd. If you as a teacher work your "behind" off to get the students where they should be and they reciprocate by applying themselves, shouldn't they get an A or a B? It just doesn't make sense to me.
Unfortunately, as usual, I do not have an answer to my ramblings. I constantly think about subjects such as this, and maybe one of you guys has more insight than I do. I just get frustrated by almost every question concerning education being "unable to answer."
*~*Tara Biggs *~*
Random Ramblings by Kevin
Sup ya'll? Anyone cringing from my intro yet? Kevin here. It seems the ice is going to be a blessing for me. No school today, I'm off work, and Harrisburg High is closed as well, so I have the day to get caught up on some work. So far, I have completed essay two, and have gradedthe student essays. Did anyone find that this set was even harder to read than the last set? Not only was the student's handwriting worse, put the photocopies were more difficult to read as well. I particularly found it interesting that the last set had a paper with Clinton as a hero, and this set has Bush for a hero. Where did these kids come from? Even as a high school student, I had particular disdain for politicians, enough so that I surely would never choose a politician as a hero. But hey, to each his own, and like Dr. Phegley said, it is rather amazing that these students are even considering politics. Is anyone else grossly behind on the reading? I know I am. With the snow days, and being sick, and blah, blah, blah, I've gotten so behind. I really hate school in the winter. Actually, I really hate winter period. I can't ride my bike in the snow, and when I do I ride I freeze my ___ off. Did you know that in Alaska, riders add trike kits to their bikes with chains on the tires and keep riding even in the snow and ice? That's hard core. But, alas I digress. I found essay two a bit easier to get through than essay one. Its easier to talk about your philisophy about whatever, than to talk about the inherent process by which you achieve something. Talking about my writing process was kinda like trying to explain how you know something...generally speaking, you just know it. Anyway, in essay two, I spoke about the importance of writing in communication and self expression. Hope I'm on task, what do you think? That's it for now, I know this entry is somewhat flighty, and yes, I'm probably just trying to get something down, but I do hope to get caught up on reading and have something of substance to say. Be safe everyone, peace and grease, Kevin.
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