For four out of six elements of the “Non-Freaked Out” Foundations Framework, the gist of our strategy is “quantity, then quality.” Those four elements are outlined in red below: If we want students to improve as arguers, then first we’ve got to increase the amount of arguing they do — shockingly, I recommend pop-up debates. Only then do we […]
writing
Common Student Hang-ups: Quote Bombing
When a student is writing an argument and then suddenly drops a quote into the paper with no blending or explanation, that’s a quote bomb. I made the word up myself, just like plenty of others have (here’s an example from Mercer Island Schools, and here’s one from some folks at UNC — the fact […]
Exemplars, Sentence Templates, and Checks for Understanding
Exemplars, sentence templates, and checks for understanding have two important things in common: They improve the quality of our students’ writing, and They don’t require a moment of out-of-class grading. Exemplars show our kids what we mean by a clear topic sentence, a defensible thesis, a blended quote, and the like. It is one thing […]
Grading ≠ Feedback, and Sometimes You Don’t Need to Do Either
Until we get smarter about grading, feedback, and when to use which, we won’t meaningfully increase the quantity and quality of writing our students are expected to do. Teachers are already stressed, already pressed for time, and if every time they hear “increase writing volume” they see stacks of to-be-graded papers in their minds, then […]
The Pyramid of Writing Priorities
Note from Dave: This post and its pyramid of writing priorities has been polished, improved, and incorporated into the writing chapter of my best-selling book, These 6 Things: How to Focus Your Teaching on What Matters Most. If you like my blog, you’ll love the book — it’s a condensed and coherent version of all that I’ve been […]