WINNEMUCCA - In March we discussed possible ideas and formats for writing narrative pieces. Now let's examine expository writing with a focus on informational and persuasive composition. Because Nevada believes that all students should be proficient narrative and expository writers these are included in our academic standards and thus are requirements of our assessments. While 2012 was a challenging year for fifth graders who moved from being tested solely on narratives that were hand-written to multiple types of writing using the word processor, next year will be easier for them, for teachers who are preparing them and for parents who are actively engaged in the success of their children. By the time these fifth graders reach the next assessment milestone in eighth grade, they should soar.
Having scored fifth- and eighth-grade examinations on-line and high school proficiencies live, I can add some additional insight. Fifth graders overall struggled with clear, cohesive writing as they met the new writing format; eighth graders, however, expressed themselves well as they had had more practice and experience in writing plus they have more background knowledge. The high school papers I read were students who have failed the proficiency at least once and so were retaking the exam. While a few of these were excellent, for the most part these writers have not developed basic skills: grammar and spelling and sentence structure. They have ideas, they understand prompts but they lack the organization and implementation of the rules of English.
Remedy? Practice and then more practice. Discussion, critiques and then write again. To get better at anything, one must hone skills. This, naturally, is true of written expression.
Expository prompts at all levels required students to respond to topics of persuasion like "Should cell phones be allowed in classrooms?" and "Where should the school go for an end-of-the-year celebration." It was interesting that prompts included a grid offering pros and cons for each choice. While this supported writers, I wonder how much it also hindered the free flow of thoughts for more refined writers. It is hard to step out of the proverbial box when ideas are listed and the students are unsure of the amount of rein they are offered. My strongest recommendation for prompts and guiding grids: Spell correctly! When information is provided such as all capitals of Adventure Spirit, use the capitals (and do not misspell aventur sprite!!).
When given set information, students should also be encouraged to "pick a side." Either cellphones are tremendously, powerful educational necessities or they are irritating, distracting message machines. Select one and do not waffle, although mentioning that on occasion a cellphone is critical usually works into the piece. However, this may sidetrack writers into a wavering stance. Most eighth-grade papers I read expressed concern about over-dependence on constant communication. The biggest need for a cell appeared to be for dialing 911 in case of emergency. I envision a misunderstanding escalating into 450 calls to the police.
Many high school students received the prompt "If only I had paid attention..." for their writing response (which many transferred to "payed" in their actual response). The majority wished they had learned more in school so that they could pass their proficiencies and graduate. They recognized the value of a good education for achieving success in their careers. Being 18 and diploma-less hung as a dark cloud above them. When I interviewed seniors in a math proficiency class they gave me similar advice, advice they asked me to share with younger students: listen and learn. These really make a lifelong difference.
Reasons for not paying attention included: busy chatting on cell; sleeping in class; chatting with friends; skipping school; cheating on assignments. Whoa! That is probably more than you or any teacher wants to know. I had to wonder what instructors were doing (showing videos or visiting colleagues?) while students had the opportunity to disengage in such obvious ways. Wouldn't one hear a snore, notice passing papers or see text message tapping? On the positive side students did a nice job of explaining and informing the reader of a problem and a solution without wandering into a narrative hinterland of mangled, unfocused details.
There are many on-line sites that list topics for writing. Simply search "informational prompts" or "persuasive prompts" and an abundance of ideas will appear. You will be surprised and amazed at some of your child's opinions and insights and how well s/he can back them with reasonable responses. Practicing produces!
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