Entries Tagged 'High school' ↓
September 10th, 2010 — Essays & Research Papers, High school
You sit down to grade a stack of essays. As you read through one particular paper, it occurs to you that the information seems familiar—so familiar, in fact, that you recognize it as the text from an Internet article you yourself printed out in preparation for another writing class. When you look up the article and compare it with this student’s paper, you’re shocked to discover they are identical.
The term plagiarism might be relatively new to your students, but cheating is not. When it comes to writing, especially in a formal setting, these two words mean the same thing. The Merriam-Webster Online Dictionary defines plagiarizing as:
- Stealing and passing off (the ideas or words of another) as one’s own.
- Using (another’s production) without crediting the source.
- Committing literary theft.
- Presenting as new and original an idea or product derived from an existing source.
Establishing a Policy
Whether you homeschool one student, tutor several, or teach creative writing or English classes, it’s wise to establish and distribute a policy on plagiarism. Here’s an example:
Plagiarism is the illegitimate use of another person’s words and/or ideas without giving appropriate credit to the original source. Such attempts to copy someone else’s work and call it your own is a very serious offense that will not be tolerated and will have significant consequences. All work done for this class must be your own original composition. When writing, you are required to properly cite any source you use—published or unpublished, from a book or from the Internet. Failure to do so will result in a zero grade for the assignment.
Reinforcing the Rules
Stand firm regarding plagiarism. In any other class setting—whether in a public or private high school, college, or even the workplace—plagiarizing an essay to the extent that our hypothetical student has done will result in an instant F on the assignment, disenrollment from the class, and/or institutional disciplinary measures. Because most educational institutions have a zero-tolerance policy for plagiarism, submitting a plagiarized essay like this could, at best, result in a lower grade, or at worst, cost the student a scholarship or expulsion over something he may have thought was “no big deal.” It’s so important to drill into your students that trying to save a few hours’ worth of work by cutting and pasting a two-page essay from the Internet is just not worth the consequences.
Copyright 2010 © Kim Kautzer. All rights reserved.
July 12th, 2010 — College Prep, Encouragement, High school
A Success Story
I love hearing from students who have found success in school and life. Recently, I received an announcement in the mail from one of my former WriteShop I students (also a homeschool grad), who graduated summa cum laude from Gordon College.
Along with the announcement, Kaeli included a copy of an essay she had written for a grad school application—an essay limited to just 300 words. The irony of this little requirement didn’t escape either of us, for brevity was never her forte, and was in fact the very fly in her WriteShop ointment.
Back in our WriteShop days, restricting this enthusiastic writer to a single five- to seven-sentence paragraph was practically the same as torture. More than once she pleaded for eight sentences. More than once she made a passionate case for those extra adjectives. Much to her dismay, I always stood my ground.
Not that it’s a crime to write a ten-sentence paragraph or use a string of four perfect adjectives. Rather, it was all about a skill we were trying to develop in our young writers: conciseness.
Teaching conciseness is a foreign concept for many of you—you’re just happy to see a complete sentence materialize on your child’s paper! But we discovered that the same limits on paragraph length allowed parents to teach one simple WriteShop lesson to both struggling and eager writers.
The result? The reluctant child sees a doable goal (“I only have to write five sentences”), and the enthusiastic student learns to hone her writing and avoid rabbit trails and unnecessary verbiage.
Kaeli fit the latter profile. Bursting with ideas, she wanted to say it all. But her year in WriteShop taught her instead how to say it best.
Where Are They Now?
It was good to hear from Kaeli. From time to time I think of my former students and wonder, “Where are they now?” Deb and I haven’t taught a class in several years, but it’s really rewarding to see how successful many of these homeschoolers have become:
- Pastors and missionaries
- Military men and women
- College graduates in a wide variety of majors including journalism, English, sociology, criminal justice, Middle Eastern studies, photography, communications, art, music, and theater
- MA and PhD candidates in English, economics, political science, philosophy, psychology, and theology
In most cases, it’s been eight or more years since I’ve edited their fledgling writing attempts. But I’ve also read some of their recent writing. And what I see now reflects what I saw in my own son as the post-WriteShop years passed: maturity, knowledge, wisdom, growth. They express themselves in different ways, but they have all moved well beyond those WriteShop days.
Laying a Foundation
Some of you are just beginning your journey. You can’t even begin to imagine that one day your child will write an articulate, coherent thought. Others of you have taught WriteShop to several children who are now young adults succeeding in college and the workplace.
We “veterans” have learned that WriteShop served as a launching place, a training ground for instilling the basics of writing, including concreteness, conciseness, clarity, and sentence variety—skills that many incoming college freshmen lack.
Take heart. You’re teaching your children that writing is more than random thoughts tossed onto paper. You’re helping them learn to use important tools that lay a foundation for future writing—writing that will take shape and mature as their knowledge, life experiences, vocabulary, and thinking skills develop.
My girls were intuitive writers, easy to guide and easy to teach. But I didn’t have much faith that my reluctant 12-year-old son (the WriteShop guinea pig) would be able to write. Our journey was hard, and we experienced more than our share of frustration. But diligence paid off. He’s now a 25-year-old PhD candidate whose writing has actually become his work.
Your child may not become a scholar . . . and that’s okay. But good writing skills will take him far in the workplace and in life. So stay the course, and be encouraged that a great deal can—and will—happen between now and adulthood.
June 17th, 2010 — College Prep, High school
STRONG WRITING SKILLS will help your student earn higher test scores, write quality college application essays, and become a better communicator. That’s the good news.
But as I shared recently, there’s bad news too: many college students possess dismal writing skills and are not adequately prepared for rigorous coursework.
I know this is pretty disheartening. It can be easy to give in to gloom and discouragement. Instead, let’s look at positive, practical ways to equip our teens for college-level writing.
Cover the Basics
The requirements are pretty simple, really: focus on basic but key writing skills throughout junior high and high school to adequately prepare your students.
Make sure your teens regularly write quality compositions and papers. Specifically, they should know how to write a:
- Professional email
- Business letter
- Clear, well-organized essay (both persuasive and expository)
- Research paper
Minimally, by the time your teens graduates from high school, they should at least know how to:
If you teach these foundational writing skills early, you’ll still have time to introduce advanced writing and longer, more specific essays in 11th and 12th grade, including:
- Literary analysis
- Different types of essays (cause/effect, compare/contrast, reflection, argument, definition, etc.)
- Research papers of various lengths
So make a plan. Keep working on your teen’s grammar and writing skills, and give purposeful writing assignments on a regular basis. Otherwise, writing will keep dropping to the bottom of the stack—and your teen will be in for a rude awakening when his college years begin.
Catch the Whole Series
College prep 101: Learn to meet deadlines
College prep 101: Take deadlines seriously
College prep 101: Create a quiet workspace
College prep 101: Limit social network time
College prep 101: Teach responsible study habits
April 27th, 2010 — College Prep, High school
A while back, I talked about the importance of strong writing skills in the workplace. Today I want to take a look at the grim statistics regarding poor writing skills on college campuses and help you explore things you can do now to ensure that your children do not join those ranks.
The Problem on College Campuses
First-time college students face their new post-high school careers with excitement, fear, and any number of challenges. But good writing, for many freshmen, may pose the biggest challenge of all.
Professors want to see concise, coherent and well-reasoned writing assignments. And regardless of the discipline—whether English, history, biology, or art—they expect students to write at a higher level than they did in high school.
Are incoming students unprepared for college writing? We hear again and again that many freshmen lack the most basic skills to write clearly, effectively, and coherently because their working knowledge of grammar, punctuation, spelling, and paragraph structure is so poor. According to a recent article by the California State University:
About 60 percent of first-time freshmen enrolling at the CSU each year do not show entry-level proficiency in [college-level English] assessments, even though they have earned at least a B average in the required college preparatory curriculum. As a result, many students must attend remedial classes, which do not count for college credit and add cost and time to earning a degree.
When High Schools Fail to Prepare Their Graduates
Tufts Daily, the independent student newspaper of Tufts University, reports that it’s becoming more and more apparent that the nation’s high schools are not devoting enough time to writing skills and may not be providing students with a strong enough writing-based curriculum.
The Tufts article notes that according to a study by the Chronicle of Higher Education, 44 percent of university faculty members say their students are simply not ready for the rigors of college-level writing.
When College Writing Courses Don’t Teach Writing
Arriving on campus is no assurance of success for incoming freshmen who need basic writing courses but aren’t necessarily getting them.
Professor Stanley Fish says universities should rethink the political and ideological emphasis of most composition classes. He rightly suggests that “unless writing courses focus exclusively on writing they are a sham.”
Fish relates that a few years ago, he became alarmed and curious about the poor writing skills his English graduate students demonstrated in their research papers. Graduate students should write well, Fish believed; especially since they were responsible for teaching undergraduate students how to write in introductory composition classes. Fish asked to see lesson plans for the 104 sections in which English graduate students taught composition to undergrads. He found that in 100 of the sections, “students spent much of their time discussing novels, movies, TV shows and essays on a variety of hot-button issues — racism, sexism, immigration, globalization.” Only four sections emphasized grammar, rhetoric, and the craft of writing well. (Eagle Forum Education Reporter)
A Sad but True Example
Several months ago, a friend came into possession of a freshman English paper and shared it with me. Sadly, it serves to reinforce the statistics and testimonials that only too frequently cross my desk. From start to finish, this student’s essay on William Blake’s “The Tyger” is riddled with errors:
- Uncapitalized proper nouns such as jesus and greek
- Missing punctuation, including periods
- Casual language (“…it is actually about more than just a tiger and stuff.”)
- Slang (“Allusion is all over the freekin place.”)
- Misplaced apostrophes and more slang (“Tyger’s have four feet. Cool, huh?“)
- Use of second person (“If you look at Blake’s history…”)
- Run-on sentences and sentence fragments
- Absence of transitions
- Lack of organization
- Use of numerals instead of words (“…5 years ago…”)
- Use of Wikipedia as a “credible” source
This student represents a mere drop in a very full bucket. Thousands of similarly skilled young men and women are accepted into major universities every year—high school graduates whose writing abilities just aren’t up to par.
You Can Make a Difference!
I could continue filling your brain with testimonials and data and examples. But why rehash when the bottom line remains the same? Students are emerging from their high-school cocoons as undernourished butterflies whose wings are inadequately developed for flying through college writing.
It doesn’t have to be this way. You’re in a privileged position to help your homeschooled students. In future articles, I’ll get into more detail, but for now, rest assured that you can:
- Learn to identify your child’s unique grammar, spelling, and writing issues.
- Tailor curricula and writing lessons to address those needs.
- Make sure you’re covering the basics.
- Expand instruction to include more college prep work.
- Offer your child what a classroom teacher of 150 cannot: one-on-one instruction, frequent writing assignments, and detailed, consistent feedback.
Copyright © 2010 Kim Kautzer. All rights reserved.
April 16th, 2010 — Essays & Research Papers, High school, Teaching Writing
This post may contain affiliate links. Read our full disclosure policy.
Vigorous writing is concise. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, for the same reason that a drawing should have no unnecessary lines and a machine no unnecessary parts. This requires not that the writer make all his sentences short, or that he avoid all detail and treat his subjects only in outline, but that every word tell.
~William Strunk, The Elements of Style
Conciseness boils down to this: expressing as much as possible without using unnecessary words or details. Concise writing is brief and precise, but that doesn’t mean it has to be dull and dry. Help your children apply some of these tips for more concise writing.
1. Stay on track
Staying on topic is a surefire way to encourage writing concisely. When your student takes tangents and rabbit trails, he loses his focus and ends up with cumbersome, awkward, or disjointed writing. Help him create an outline before he begins writing so that he’s less likely to wander off the path.
2. Be precise
The more concrete the word choice, the clearer the writing. Your child can be wordy and say “the shaggy gray dog with the long hair hanging in his eyes,” or he can simply say “the gray sheepdog.”
3. Use plain English
Many students mistakenly think that big words impress. In truth, effective writing uses simple, straightforward language. While a handful of mature, well-placed vocabulary words can raise the level of a story or essay, using too many can make a piece of writing seem verbose, over the top, and just plain hard to read. Unless you’re writing for a scholarly audience, don’t overdo the vocabulary.
4. Avoid super-long sentences
To train children to be concise, attach a word limit or try restricting the number of paragraphs and sentences they can use. This will help them say what they need to say in the space allotted.
When kids are first learning to write descriptively and use a thesaurus, the pendulum can swing wildly from three-word sentences to 20 or 30-word sentences. It’s okay to give them the freedom to play with words; they’ll find their center over time. Just know that you may need to gently correct if their zeal begins creating log jams in their writing.
5. Don’t be redundant
Redundancy refers to extra words or phrases that should be cut out. Your student’s ability to write concisely will always trump filling a page with unnecessary text.
It’s not uncommon for beginning writers to repeat themselves. But such repetition bogs down the writing and makes the reader work too hard. Here are two ways to eliminate redundancy:
- Add concrete details, facts, or examples instead of rehashing the same point.
- Slash unnecessary words and phrases. Remember: when two words will do the trick, why use a dozen? Encourage your student to read each sentence and paragraph to see if he can cut out any words. His point will be clearer, stronger, and easier to identify.
Encourage your kids to try some of these tips for writing concisely. They may be amazed to discover how sharp and crisp their writing can be!
March 2nd, 2010 — College Prep, Grammar & Spelling, High school, Teaching Writing
Words Matter Week: Day 2
Words matter. And not just the words themselves, but also the grammar, spelling, and punctuation that make those words easier and more pleasant to read and understand.
In truth, no one particularly notices when a piece of writing is structurally sound and fairly free of errors. When the reader isn’t distracted by gross misspellings or misplaced apostrophes, he’s able to take in the words and thoughts in a simple, straightforward manner.
That’s one reason it’s so important that we write with care—and teach our kiddos to do the same.
Does Casual Writing Have Its Place?
This isn’t to say that everything we write needs to be pressed through the “grammar sieve” to strain out every wayward punctuation mark or imprecise word. I’m all for casual writing in the appropriate context, such as a quick note left on the kitchen table or a slapdash email to a friend. And I truly understand typing errors we all make when our flying fingers transpose a couple of letters or we miss the “shift” key.
But when a piece of writing—even a casual email or comment on a discussion board—contains pervasive errors, keyboard accidents can no longer be blamed. As an example, here’s a simple snippet from a blog comment I came across some time ago:
now i know its been WAY to long!! the only one I can reckonsie is Alvin and thats because hes a boy! I so need to come a visit ya’ll this summer and see the family, its been to meny years
Judging a Book by Its Cover
Our writing can reveal certain things about us. For example, what conclusions do you draw about this particular writer based on her one little writing sample? Is she kind? Friendly? Most likely. Educated? Careful? Attentive to detail? Probably not.
Granted, careless grammar doesn’t bother everyone. People who don’t use proper grammar and spelling themselves won’t know (or for that matter, care) whether you or your children use proper grammar and spelling.
But many people are pretty picky about such things—college admissions folks and employers among them. Your student’s writing may be judged and perhaps even rejected simply for failing to stick to conventions. Why?
- Valid arguments lose their credibility and impact when the text is riddled with typos and grammatical errors.
- Spelling errors and poor grammar can suggest that a job or college applicant is sloppy at best and ignorant or uneducated at worst.
- If an employee is not attentive to detail in emails, reports, or memos, the promotion may go to someone who is.
Conventions? What Conventions?
OK, I admit it. It’s hard for me to write anything—even an e-mail—without editing and revising it a dozen times. I’m sure part of that comes from being a writer and an author of a writing curriculum. I feel like my writing is always under the microscope, even when it’s not.
This doesn’t mean everyone has to be that way. A quickie email to a good friend can have a bunch of sentence fragments and a misspelled word—and in that context, who really cares? But when writing is up for public scrutiny—even on a discussion board—and you hope to be taken seriously, you’ll want to give as much attention to convention as to content.
Find the Errors
Just for kicks, scroll back up to the writing sample and see how many errors you can find before you read my list below. There are a lot! Even better, ask your children to edit it. It would make a great lesson.
Here are the mistakes I found.
- now – should be Now (as in: Now, children, a sentence always begins with a capital.)
- i – should be I
- its – missing apostrophe (it’s)
- to – should be too
- !! – never use more than one exclamation point
- the – see #1
- reckonsie – should be recognize (as in: I almost didn’t recognize that word.)
- thats – missing apostrophe (see #2)
- hes – missing apostrophe (notice a pattern here?)
- a visit – and visit? for a visit?
- y’all – I’ll give her this one since it’s a casual note.
- comma splice – …see the family; it’s been too many years. Or …see the family. It’s been too many years. Or …see the family because it’s been too many years.
- its, to – see #2 and #3
- meny = should be spelled many (as in: Goodness! I’ve found so many mistakes.)
So . . . how’d you do? Did I miss anything?
The Final Draft
Here’s the gussied-up version—with proper grammar, spelling, and punctuation:
Now I know it’s been WAY too long! The only one I can recognize is Alvin, and that’s because he’s a boy! I so need to come visit y’all this summer and see the family; it’s been too many years.
The friendly sentiments shine through, don’t they? It’s like cleaning soot from a window. Instead of zeroing in on the grimy, dirty pane, we can focus on the cheerful scene beyond the glass.
Just as cleaning up grammar, spelling, and punctuation errors greatly enhanced the message above, editing and polishing our own writing can clear the way for our message too. So make it a point to teach your children proper writing conventions, because words—and the way we write them—matter.
. . . . .
Don’t forget to enter our Words Matter Week haiku contest. Deadline is Sunday, March 7, 2010. Contest has ended.
January 25th, 2010 — College Prep, High school
We parents give an awful lot of thought to what our children will do once we’re done homeschooling. Will they go to college or university? Take a vocational track? Enter the ministry? Will they become scientists or mortgage lenders? Clerical workers or nurses? Entrepreneurs or educators?
One thing seems clear: No matter the profession, studies show it’s more important than ever that your teen develop good writing skills if he or she hopes to get—and keep—a job.
Writing: A Ticket to Work . . . or a Ticket Out
According to a survey polling 120 American corporations (whose payrolls include nearly 8 million people), an employee’s on-the-job writing skills can either hinder or advance him in the company.
The survey may be a few years old, but its ramifications remain relevant today. Here are some of the survey’s findings:
- People who cannot write and communicate clearly will not be hired and are unlikely to last long enough to be considered for promotion.
- Two-thirds of salaried employees in large American companies have some writing responsibility. “All employees must have writing ability,” said one human resource director.
- Eighty percent or more of the companies in the service and finance, insurance, and real estate (FIRE) sectors, the corporations with the greatest employment growth potential, assess writing during hiring. “Applicants who provide poorly written letters wouldn’t likely get an interview,” commented one insurance executive.
- Half of all companies take writing into account when making promotion decisions.
- More than 40 percent of responding firms offer or require training for salaried employees with writing deficiencies. Based on the survey responses, it appears that it may cost American firms as much as $3.1 billion per year to remedy poor writing skills. “We’re likely to send out 200–300 people annually for skills-upgrade courses like ‘business writing’ or ‘technical writing,’” said one respondent.
You can read the entire report here.
Focus on Key Writing Skills
What does this mean for your child? Simply, it doesn’t matter whether or not she’s college-bound. If she expects to succeed in the workplace, she’ll need to demonstrate better-than-average writing skills.
So make sure to focus on basic but key writing skills throughout junior high and high school to adequately prepare her. Minimally, by the time your teen graduates from high school, she should know how to:
- Write a clear, well-organized essay.
- Write a business letter.
- Use correct grammar.
- Use proper punctuation, including correct use of quotation marks and apostrophes.
- Use good sentence structure, including avoiding run-on sentences and sentence fragments.
- Avoid using slang and shortcuts common to texting and instant messaging.
- Properly site sources (avoiding plagiarism).
- Self-edit and proofread her own writing.
If you’re looking for a place to start or need a few supplemental resources, check out some of these links and products:
December 21st, 2009 — Editing & Revising, High school, Stumbling Blocks to Writing
When it comes to chores, character training, and schoolwork, you can’t always be the nice guy, the friend. Nope. You’ve got to be the parent, which means it falls to you to judge and evaluate your kids’ work. But if you don’t evaluate with wisdom and purpose, you can unwittingly set them up for today’s Stumbling Block to Writing.
Stumbling Block #8
Problem: Students feel criticized when parents evaluate their writing.
Solution: Use editing and grading tools that encourage objectivity and consistency.
Worry about criticism from Mom or Dad is a huge issue for your child. She doesn’t want disapproval; yet if her paper isn’t perfect, she fears facing judgment. Since kids often see their writing as an extension of themselves, they feel personally affronted when they see marks on their formerly unspoiled pages. Their feelings can be summed up like this:
If you criticize my writing, you criticize me.
Well, clearly, in spite of your child’s hypersensitivities, you still have to evaluate, edit, and grade. So what’s the solution?
Be Objective and Consistent
Nothing makes the editing and grading chore easier and more pleasant than objective tools that equip you for the task. An equipped parent is a confident parent! Your student can sense your confidence. She knows you’ll be consistent, and she won’t worry that you’ll be capricious or unpredictable with your remarks and suggestions. This kind of objectivity and consistency builds a lot of trust.
It’s as simple as using a good editing checklist that pinpoints particular things you can watch for in each paper. Now your student can see that your comments are not based on whim or mood, but on specific lesson expectations she accomplished—or failed to meet.
As you review your student’s writing project, this impartial checklist will allow you to comment on the work in a way that helps her feel less criticized. Ultimately, when editing and grading become consistent and purposeful rather than arbitrary or illogical, you’ll see a big change in her attitude—and yours!
For specific ideas, check out editing tips for the faint of heart.
Give Plenty of Praise
Dish out generous servings of praise and positive comments along with your helpful suggestions. Show your student that you notice her efforts; then make gentle suggestions that encourage improved writing without bruising her sensitive spirit. And when you give a final grade, laud her with sincere praise. Show that you notice things she did well and correctly. Remember: if you use an objective grading rubric, you’ll know what these things are!
Watch for the next article in our 10 Stumbling Blocks to Writing series: Stumbling Block #9 – What’s the Point?
Share a comment: Is parental criticism a stumbling block for your children? What objections do you face when you edit or grade their writing assignments?
Leaving a comment at any Stumbling Blocks article enters you into a drawing for a $25 WriteShop gift certificate. You can earn up to eleven chances in the drawing by commenting on all eleven articles. There’s still time to comment on any previous post!
2009 © Kim Kautzer. All rights reserved.
. . . . .
Are you looking for a writing curriculum that provides you with specific editing and grading rubrics? If so, you’ll appreciate WriteShop I for your 6th – 10th graders and WriteShop II for 8th – 11th graders. Lesson-specific checklists build confidence by ensuring that you only hold students responsible for the writing skills they’ve learned.
December 14th, 2009 — High school, Reluctant Writers, Stumbling Blocks to Writing, Teaching Writing
In our series on 10 Stumbling Blocks to Writing, last week we looked at the problem of laziness. But laziness has a close cousin in the obstacle we’ll explore today: procrastination.
Stumbling Block #7
Problem: The procrastinator waits till the last minute to write her paper.
Solution: Break up assignments over time and provide accountability for your student.
The Pressure of Procrastination
If it weren’t for the last minute, I wouldn’t get anything done. ~Author Unknown
When we feel overwhelmed, we tend to put off distasteful tasks—or those that seem big and scary—such as cleaning the garage or preparing for a big party. Claiming we work best under pressure, we shop, bake, clean, and decorate in a last-minute frenzy. As time rushes forward and the deadline looms, we sweep piles of laundry and schoolwork into drawers and closets, abandon the balloons and streamers, and purchase a hastily chosen gift card because we never got around to buying a present.
“Procrastinators generally don’t do well under pressure,” says Joseph Ferrari, associate professor of psychology at Chicago’s DePaul University. The idea that time pressure improves performance is a myth. In truth, procrastination can result in:
- Health and sleep problems.
- Anxiety and panic as tasks pile up.
- Poor performance and inefficiency.
As William James aptly put it, “Nothing is so fatiguing as the eternal hanging on of an uncompleted task.”
Five Steps Toward Overcoming Procrastination
The best way to get something done is to begin. ~Author Unknown
Putting off a writing assignment till the last minute can lead to a rushed and sloppy paper hastily written just before it’s due. It may also leave your child feeling too pressured or anxious to do a good job. As with the lazy student, the procrastinator needs a strategy. Try these suggestions to help your child make wiser use of her time.
1. Work on adopting a “do it first” attitude.
Tackling unpleasant or disagreeable tasks earlier in the day—when your student is fresh and alert—often means greater progress in shorter time.
2. Establish a deadline for the writing project.
When you don’t give a cut-off date, you imply that your child can put the task off indefinitely. Set a date and stick to it.
3. Divide the assignment into smaller chunks.
While a deadline is important, it doesn’t ensure that your student will pace herself. So in addition to assigning a distant due date for the whole composition or report, give more frequent due dates for parts of the project. For a short composition, assign brainstorming, rough draft, self-editing, second draft, parent editing, and a final draft. For a report or term paper, you’ll also want to see topic ideas, note cards, outlines, etc.
The writing process, by its very nature, is a series of steps. However, the procrastinator is prone to completely skip steps (or else cram several steps into one last-ditch writing session). Assignments spread over several days or weeks—with mini due dates scheduled along the way—help train her to spread out her work and not save it all till the last minute. A schedule or plan that outlines each step makes the best defense against procrastination.
4. Don’t neglect to follow up.
Your student needs to allow drafts to rest between writing sessions. But since she tends to wait till the last minute, she typically leaves no time for revising or refining. Make sure that you hold her accountable along the way with checklists and deadlines, and check her work regularly to keep her on task.
As the parent and teacher, you’re responsible to ensure that your child is doing the work and sticking to her deadlines. We homeschoolers can get lax about this. If you say “I’ll check over your work later,” but fail to do so, you continue to perpetuate the problem of procrastination. By not checking up on your student or asking to see her assignments, you unfortunately model the very behavior you seek to correct.
5. Set up task-appropriate rewards.
Come up with ways to reward your student’s steps of progress. Completing her brainstorming on time or writing her rough draft may earn her some computer or TV time. Finishing a task ahead of the due date could merit even more time to spend with her friends, read for pleasure, or work on her hobbies.
Do you ever feel like YOU are your child’s main stumbling block? If so, you won’t want to miss next week’s article, which addresses parental criticism. Check it out and soak up the encouragement!
Share a comment: Does your child procrastinate? What is one new thing you can do toward changing his or her behavior?
Leaving a comment at any Stumbling Blocks article enters you into a drawing for a $25 WriteShop gift certificate. You can earn up to eleven chances in the drawing by commenting on all eleven articles!
2009 © Kim Kautzer. All rights reserved.
. . . . .
WriteShop provides schedules and checklists that give direction to a procrastinator. Parent supervision is also a key element of the program. Train your little ones early using WriteShop Primary. For older students, choosing WriteShop I and II will help you equip and inspire successful writers!
Photo: fdecomite, courtesy of Creative Commons
November 9th, 2009 — Brainstorming, High school, Reluctant Writers, Resources & Links, Stumbling Blocks to Writing, Teaching Writing
Welcome back to our series on 10 Stumbling Blocks to Writing! Last week we looked at Stumbling Block #1 and ways to increase your student’s confidence. What’s today’s hurdle?
Stumbling Block #2
Problem: Kids don’t have the writing skills and tools they need to make stories, essays, or reports fresh and interesting.
Solution: Introduce prewriting exercises, brainstorming worksheets, and checklists.
Whether you’re sewing, gardening, working with wood, or fixing an engine, you can’t do the job properly without certain skills and tools. The same can be said for writing—and I’m not just talking about paper, pens, and a laptop. Let’s look at some practical principles you can apply to begin equipping your children for success!
One of the easiest ways to build writing skills is to have some fun! Pre-writing exercises and writing games act as enjoyable warm-ups to get creative juices flowing, build vocabulary, and strengthen sentence development. Games you make up, like sentence-building or concrete writing games, make perfect pre-writing exercises.
And don’t discount the value of purchased word games. Scattergories and Apples to Apples come to mind as two great writing warm-up games our family loves to play. Along with old friends like Scrabble and Boggle, they make ideal family Christmas gifts. Your kids will have no idea they’re learning!
Before your student writes the first word of her composition, she’ll improve her chances for success by brainstorming. Like pre-writing, brainstorming is a skill that stimulates thinking in general. However, it also acts as a springboard for writing about a particular subject. When a student brainstorms:
- It gets her ideas flowing so she has something to say.
- It helps her overcome writer’s block.
- It prepares her for writing as she develops a plan and gains direction.
- It helps her organize her thoughts.
To further promote thinking skills, you’ll want to teach a variety of brainstorming techniques. Whatever the topic, suggest a brainstorming method—mind map, list, or outline, for instance—that’s best for the kind of composition your student is writing. For example:
- She might brainstorm for a how-to composition by listing the steps of the process.
- If she’s writing a descriptive paragraph, she should carefully study the subject for interesting details and record her observations.
- For a narrative, she’ll want to sequence the events.
- A Venn diagram is especially useful for compare/contrast essay.
There are many ways to brainstorm, but worksheets and graphic organizers are tools that often smooth the way for reluctant writers. If you are using a program like WriteShop I or II, you’ll find brainstorming worksheets already prepared for each writing assignment (see an example here). Alternatively, a quick Google search will yield a variety of brainstorming tools available on the web.
But brainstorming isn’t just for your junior high or high schooler! You can begin teaching this skill in kindergarten, either on your own or with a helpful curriculum like WriteShop Primary. Starting your children when they’re young can help prevent the debilitating case of writer’s block that often plagues older students.
A good checklist serves as a guide to help your student identify her own errors in content, style, and mechanics so she can improve and enliven her writing. For instance, if the checklist reminds her to use synonyms instead of repeating main words, she’ll be forced to find more interesting words. This simple tool can help her hone a valuable skill she’ll use all her life. (In a few weeks I’ll be talking about checklists in greater detail when we take a look at Stumbling Block #6: Laziness.)
Other Skills and Tools
In addition to checklists and brainstorming sheets, there are other tools that help breathe new life into writing. For example, skill-building exercises can give a student instruction and practice in new writing skills like choosing titles, writing topic sentences, citing sources, or using sentence variations.
I’m sure grammar is part of your language arts curriculum, but how it can revive writing may be a complete mystery to you. I’d like to suggest that when you require your student to use newly learned grammar concepts in her compositions, the grammar actually makes more sense. So rather than teach grammar in a vacuum, teach it as it applies to writing. That’s where the rubber meets the road!
Writing isn’t an exact science, but you can certainly apply proven principles to promote stronger writers in your home. It’s my prayer that you’ll begin to notice a difference in both attitude and output as you put some of these tips into practice.
Next week we’ll look at Stumbling Block #3: Lack of motivation. You won’t want to miss that one!
2009 © Kim Kautzer. All rights reserved.
. . . . .
Do you wish your writing curriculum offered more pre-writing activities and brainstorming ideas? Then take a look at WriteShop I for your 6th – 10th grader. You’ll love the writing games and brainstorming worksheets that equip and inspire successful writers!