Don’t “dis” formulaic writing prompts

Use structure to develop ideas and writer’s voice

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I’m pretty proud of the student’s written response in the photo above. It’s written by a seventh-grader who, while being a strong writer, struggles with turning in work, whether assigned as homework or completed during class.

He is not doing well in my class “grade-wise”; however, this paragraph shows the higher level of thinking he is able to record in writing.  (Yes, there are problems with this response, such as misspelled words and run-ons, but this student’s idea development is strong and that’s more important to me. We can always fix the editing later.)

Some of the paragraph may be hard to discern, so I’ve transcribed it below without corrections:

“In the book, Chasing Lincoln’s Killer, we learn/learned more than most people would normally know. Most people just know Lincoln was shot watching a play but there is more. I learned for the first time their was a twelve-day manhunt. Acorrding to the novel James Swanson authorther of Chasing Lincoln’s Killer, “There was a plan.” In other words, Booth had it all figured out. Close to the end after Booth was shot, and paralized he asked someone to hold up his hands whe they did he spoke useless, useless. I think when Booth says this he is saying that all his efforts, his plans, and evan his completed task was useless cause he felled to live on, he felled to tell his story, he felled to fight on for the south.”

This paragraph was written in response to the prompt below. Here’s what I love about this response:

  • it builds up to and introduces the evidence in a satisfying way
  • it interprets the evidence with two sentences, including that final golden one
  • it uses repetition effectively (and I made sure to tell him that when I spoke with him about it)
  • the writer put his own “spin” on the material… it feels original and fresh

Here’s that prompt:

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I realize that there are quite a few “requirements” in this prompt. Sometimes I feel that I’m overly prescriptive with my prompts.

And then I receive a response back like this that reminds me that many kids thrive with the guidelines. They’re able to combine the guidelines with their own ideas and voice to create accurate, effective communication that also possesses a distinct style.


Thanks for reading! I use similar prompts like this throughout the year. Sometimes I’ll add other items for kids to use such as sentences that begin “For example, …”. What do your writing prompts look like? Feel free to leave a comment!

When students don’t “follow along” in the book

“Following along” may not work for every student

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Yeah, there are a few misspelled words. Oh, well. He was paying attention and that’s a big deal. 

I’ve been reading Chasing Lincoln’s Killer by James Swanson to my seventh-graders and we just finished it on Friday.

About every two chapters or so, they’ve written a response to a question I’ve posed to help them comprehend the text as well as think critically about some of the questions and topics it raises.

Because our students have plenty of independent reading time in their Humanities class, I have chosen to read-aloud this book. I also think it’s important to model reading, so from cover to cover, the students follow along while I read. Well, nearly all of them.

About a week ago, I noticed that whenever I glanced up from reading to check the class, one boy who sits at the back of the room was quietly looking back at me as I read.  Apparently, he was listening. He was also making connections. The next day his father gave him permission to bring some actual Confederate States of America bills to school. Arranging the money on my desk for the photo below, there was no doubt that he had been paying attention even though he wasn’t “following along.”

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This is the Confederate money a student brought. He wasn’t following along in the traditional sense, but he was paying attention!

Another student—I’ll call him Joe– was drawing on a sheet of copy paper as I read during the course of three or four class periods. Early on, I asked him to follow along once or twice, and finally decided that I wouldn’t ask again, especially when I looked at the drawing that Joe dropped into the seventh-grade basket at the end of class each day.

He was working on a portrait of John Wilkes Booth from a photo in the book. He surrounded the portrait with words posed as questions. It was interesting and thought-provoking and showed that he was indeed paying attention during the reading. He may not have been  “following along,” but he was definitely engaged.

So just because a student isn’t following along, don’t assume they aren’t paying attention and learning. In fact, Joe and his drawing has caused me to consider how other kids may better show their understanding (and misunderstanding, too–let’s be real) through drawing or sketching. Recording their thoughts and thinking must not always equate to producing a written response, after all. 


Thanks for reading! Our next step in the unit is to watch a movie called The Conspirator, which focuses on the trial of Booth’s conspirators, including Mary Surratt, the owner of the boarding house where the assassination was purportedly planned. The end result?  An essay that argues Surratt’s innocence or guilt. Follow my blog for more posts about middle school ELA.