WRITING SELF-ASSESSMENT AND REFLECTION ACTIVITY

QUICK QUESTION What score do you deserve for your “Horror Genre” essay? Why? 8-10: High 5-7: Moderate 1-4: Low

ACTIVITY OVERVIEW Purpose and Goals: –Provide a better understanding of writing expectations –Use a modeled example as a guide –Collaborate with peers –Apply analysis and feedback to your own writing

MODEL ESSAY Using a model essay, you will complete the following: 1.Read the essay. 2.Highlight / underline the following: –CONTROLLING IDEA (green) [EVERYONE] –EVIDENCE (blue) [Body ¶1: #1s and #4s] [Body ¶2: #2s and #3s] –ELABORATION (yellow) [Body ¶1: #1s and #4s] [Body ¶2: #2s and #3s] 3.Respond to the following question: What is “good” about this essay?

CLASS DISCUSSION: MODEL ESSAY BREAKDOWN Click here for essay with comments.here

MEDALS VS. MISSIONS Medals: Skills, strategies, and tasks effectively completed and are “ON TRACK” (LEVEL 4), allowing for celebration! Missions: Skills, strategies, and tasks are “ALMOST THERE” (LEVEL 3), technically proficient, but just needing a bit of fine tuning achieve mastery. Skills, strategies, and tasks “NOT YET” accomplished (LEVEL 2-1), needing a great deal of development to move up to the next level(s).

INDIVIDUAL ESSAY BREAKDOWN Independently, you are going to self-assess your own essay. To assist with the process, complete the following: 1.Highlight / underline the following: CONTROLLING IDEA (green) EVIDENCE (blue) ELABORATION (yellow) 2.Underline the first two-three words per sentence (or phrase). 3.Count how many words per sentence, tallying off to the side. 4.Use the checklist provided. (See slides 9-11.)

INDIVIDUAL ESSAY BREAKDOWN (CONTINUED) Next, swap papers with a peer, allowing them to read your paper. ***Use a different color and initial the checklist. Return essay to proper owner and respond to the following on the back of your own checklist: 1.What areas can I celebrate? (medals) 2.What areas need more focus and practice? (missions) 3.What score do you deserve for your “Horror Genre” essay? Why? How does this relate to your previous response (at the beginning of class)? (Example: PFO – 3/4; EE – 2/4; CV – 2/2)

CHECKLIST / FEEDBACK (PART 1) PURPOSE, FOCUS, and ORGANIZATION [PFO]MedalsMissionsScore: _____ LOOK FOR: ON TRACK ALMOST THERE NOT YET Feedback: Do I have a clear controlling idea? Think of PFO as the skeleton of your essay, as in the general structure. Have I stayed focused within the purpose and task? Does my writing have an effective organizational structure? (PEEL) Did I use effective transitional strategies to connect ideas between sentences / paragraphs? Do I have a logical progression of ideas with a satisfying introduction / conclusion that gives a sense of completeness? Is my style / tone appropriate for the audience?

CHECKLIST / FEEDBACK (PART 2) EVIDENCE and ELABORATION [EE]MedalsMissionsScore: _____ LOOK FOR: ON TRACK ALMOST THERE NOT YET Feedback: Are my ideas / points clearly presented? Think of EE as the muscle or meat of the essay, filling in the skeletal system. Do I have enough relevant evidence to support my controlling idea? Have I cited / referenced my evidence properly? Did I successfully combine facts and details from ALL sources? Does my elaboration (commentary and insight) show how / why my evidence supports my point? Does my balance of evidence and analysis show a deep understanding of the topic? BLUE: Evidence + YELLOW: Elaboration = GREEN: Point of Controlling Idea Did I use a variety of sentence structures?

CHECKLIST / FEEDBACK (PART 3) CONVENTIONS [CV]MedalsMissionsScore: _____ LOOK FOR: ON TRACK ALMOST THERE NOT YET Feedback: Are there patterns of errors with usage, sentences, verb tense, punctuation, capitalization, and / or spelling?