How is using a persuasive essay checklist at various stages of the writing process effect the product?

[Sarah Flynn]

I am out of the classroom this year in a job that allows me to have contact with teachers across grade levels. I also had the opportunity to participate in an inquiry project this year and truly enjoyed the process. After attending a conference where author Kay Burke spoke, I started to think about her message of using checklists to incorporate learning progressions in the classroom. James Popham is the author of the book Transformative Assessment. He defines learning progressions as the step-by-step building blocks students are presumed to need to successfully attain a more distant instructional outcome (2008, pg. 24).

How is using a persuasive essay checklist at various stages of the writing process effect the product? For my inquiry project, I will focus on how using learning progressions as a checklist would help students monitor their own writing at various stages. I will compare baseline writing to students using the checklist during brainstorming, students individual check of the checklist throughout their writing, teacher conferencing, and a group not using a checklist.

[Leigh A. Rasmussen]

Sarah,

I like this idea because as a learner I know that this format would have helped me. What grade level would you be using this checklist with? Are you going to have it laid out or can you develop in a guide format with pathways for the students to take, depending on their skill level? This could be how it can be differentiated! How would this be different from a writing template? Such as the hamburger or Step up to Writing?

I think focusing on persuasive essay is a perfect spring board for a checklist, it lends itself to a writers' self reflection. Allowing the writer to ask themselves if they mention this or that, facts to back up what they say or how they express their opinion. I am sure that as an Implementation Specialist we will be able to use a persuasive essay checklist with our teachers and their students. I am looking forward to seeing where you go with this project. 

Leigh Rasmussen

[Lindsey Wells]

Sarah,
I teach middle school Language Arts and have used checklists in my classroom for writing. I have seen this to be very beneficial for lower level students or ELL's. Many seem to think their paper is fine no matter how many times we say "Go back, add more details and support." I have found that with a checklist, it gives them a road map of what is needed in the final product. It helps to lay out exactly what is expected and also creates that visual that helps with some students. The only problem I have seen is with higher performing students. Sometimes things like this can stifle their creative side... even in a persuasive paper. Perhaps the checklists could be differentiated for level. I do like the idea of a checklist for the different types of writing because so many types can now be asked on the state writing test in 8th grade. This will absolutely show the difference between each type. I too am looking forward to seeing your final project.

Lindsey Wells

[Doug Zimmerman]

Sarah,

 

I love the idea of checklists for writing process and can see this working particularly well with students from 5th or 6th grade through 12th.  The only reason I do not add university students is because as ELHI students get used to checklists and incorporate them into revision strategies and multiple drafting, I hope that the process becomes habitual and subconscious.  Prior to university, however, writers definitely need some tactile and/or kinetic activities that reinforce thinking critically about writing processes, revision, multiple drafting, etc.  Checklists may be a key method in that cognitive operation.  I am interested as to what research you will find about this topic and look forward to your presentation. 

 

See you in a few weeks,

 

Doug