Archives For 11th grade
Books read in Grade 11-American Literature
Notice how I am trying to beat the character limit on headlines?
Here’s the translation:
For your information, Juniors: Connecticut’s Common Core State Standards Smarter Balanced Assessment [Consortium] is Dead on Arrival; Insert Scholastic Achievement Test
Yes, in the State of Connecticut, the test created through the Smarter Balanced Assessment Consortium (SBAC) based on the Common Core State Standards will be canceled for juniors (11th graders) this coming school year (2015-16) and replaced by the Scholastic Achievement Test (SAT).
The first reaction from members of the junior class should be an enormous sigh of relief. There will be one less set of tests to take during the school year. The second sigh will come from other students, faculty members, and the administrative team for two major reasons-the computer labs will now be available year round and schedules will not have to be rearranged for testing sessions.
SAT vs. SBAC Brand
In addition, the credibility of the SAT will most likely receive more buy-in from all stakeholders. Students know what the brand SAT is and what the scores mean; students are already invested in doing well for college applications. Even the shift from the old score of 1600 (pre-2005) to 2400 with the addition of an essay has been met with general understanding that a top score is 800 in each section (math, English, or essay). A student’s SAT scores are part of a college application, and a student may take the SAT repeatedly in order to submit the highest score.
In contrast, the SBAC brand never reported student individual results. The SABC was created as an assessment for collecting data for teacher and/or curriculum evaluation. When the predictions of the percentage of anticipated failures in math and English were released, there was frustration for teachers and additional disinterest by students. There was no ability to retake, and if predictions meant no one could pass, why should students even try?
Moreover, while the SBAC drove the adoption of digital testing in the state in grades 3-8, most of the pre-test skill development was still given in pen and pencil format. Unless the school district consistently offered a seamless integration of 1:1 technology, there could be question as to what was being assessed-a student’s technical skills or application of background knowledge. Simply put, skills developed with pen and pencils may not translate the same on digital testing platforms.
As a side note, those who use computer labs or develop student schedules will be happy to know that SAT is not a digital test….at least not yet.
US Education Department Approved Request
According to an early report (2006) by The Brooking’s Institute, the SBAC’s full suite of summative and interim assessments and the Digital Library on formative assessment was first estimated to cost $27.30 per student (grades 3-11). The design of the assessment would made economical if many states shared the same test.
Since that intial report, several states have left the Smarter Balanced Consortium entirely.
In May, the CT legislature voted to halt SBAC in grade ii in favor of the SAT. This switch will increase the cost of testing.According to an article (5/28/15) in the CT Mirror “Debate Swap the SAT for the Smarter Balanced Tests” :
“‘Testing students this year and last cost Connecticut $17 million’, the education department reports. ‘And switching tests will add cost,’ Commissioner of Education Dianna Wentzell said.”
This switch was approved by the U.S. Department of Education for Connecticut schools Thursday, 8/6/15, the CT Department of Education had asked it would not be penalized under the No Child Left Behind Act’s rigid requirements. Currently the switch for the SAT would not change the tests in grades 3-8; SBAC would continue at these grade levels.
Why SBAC at All?
All this begs the question, why was 11th grade selected for the SBAC in the first place? Was the initial cost a factor?
Since the 1990s, the State of Connecticut had given the Connecticut Achievement Performance Test (CAPT) in grade 10, and even though the results were reported late, there were still two years to remediate students who needed to develop skills. In contrast, the SBAC was given the last quarter of grade 11, leaving less time to address any low level student needs. I mentioned these concerns in an earlier post: The Once Great Junior Year, Ruined by Testing.
Moving the SBAC to junior year increased the amount of testing for those electing to take the SAT with some students taking the ASVAB (Armed Services Vocational Aptitude Battery) or selected to take the NAEP (The National Assessment of Educational Progress).
There have been three years of “trial testing” for the SBAC in CT and there has been limited feedback to teachers and students. In contrast, the results from the SAT have always been available as an assessment to track student progress, with results reported to the school guidance departments.
Before No Child Left Behind, before the Common Core State Standards, before SBAC, the SAT was there. What took so them (legislature, Department of Education, etc) so long?
Every Junior Will Take the NEW SAT
In the past, not every student elected to take the SAT test, but many districts did offer the PSAT as an incentive. This coming year, the SAT will be given to every 11th grader in Connecticut.
The big wrinkle in this plan?
The SAT test has been revised (again) and will be new in March 2016.
What should we expect with this test?
My next headline?
Baseball is America’s sport, but I do not have a baseball “favorite team”.
My favorite team is whoever is playing the New York Yankees.
I hope that team wins…and wins big.
That said, I do have an appreciation for the cultural contributions of individual Yankee team members.
For example, I liked Babe Ruth…but the Yankees got rid of him.
I liked the architecture of the “House that Ruth built”…but the Yankees got rid of that, too.
I liked Lou Gehrig…and I especially liked how gracious he was when he retired from baseball after he was diagnosed with ALS amyotrophic lateral sclerosis.Before the diagnosis, Lou Gehrig was known as the “iron horse” of baseball, and according to the official Lou Gehrig website,
….Gehrig’s consecutive game streak of 2,130 games (a record that stood until Cal Ripken, Jr. broke it in 1995) did not come easily. He played well every day despite a broken thumb, a broken toe and back spasms.
Other statistics on the website highlight his remarkable career:
- Gehrig’s 184 RBIs in 1931 remains the highest single season total in American League history.
- He batted .361 in 34 World Series games with 10 homers, eight doubles and 35 RBIs.
- He also holds the record for career grand slams at 23.
- He hit 73 three-run homers and 166 two-run shots, giving him the highest average of RBI per homer of any player with more than 300 home runs.
When Gehrig’s illness forced him to retire, the sportswriter Paul Gallico suggested to the New York Yankees management that there should be a “Recognition Day” to honor Gehrig.
On July 4, 1939, 62,000 fans watched in Yankee Stadium as Gehrig delivered a short speech during which he described himself as “the luckiest man on the face of the earth.”
When Gehrig spoke that day, there were multiple microphones, but only a small section of the speech was recorded.
First, he thanked the fans:
“I have been to ballparks for seventeen years and I have never received anything but kindness and encouragement from you fans.”
He thanked his fellow teammates:
“Look at these grand men. Which of you wouldn’t consider it the highlight of his career just to associate with them for even one day? Sure I’m lucky.”
He thanked the NY Yankee’s management team, and he thanked the members of the rival team, the NY Giants:
“When the New York Giants, a team you would give your right arm to beat and vice versa, sends you a gift, that’s something.”
He thanked the grounds keepers:
“When everybody down to the groundskeepers and those boys in the white coats remember you with trophies, that’s something.”
He thanked his parents:
“When you have a father and mother who work all their lives so that you can have an education and build your body, it’s a blessing.”
And, he thanked his wife:
“When you have a wife who has been a tower of strength and shown more courage than you dreamed existed, that’s the finest I know.”
In the brief text of only 286 words, Gehrig demonstrated both incredible grace and excellent speech-craft.
On June 2, 1941, Lou Gehrig succumbed to ALS.
The speech he left is a great literary text to share with students in middle or high school. The readibility of this speech is about a grade 7, and there are several rhetorical devices worth noting. For example, Gehrig’s rhetorical strategies in the speech included the anaphora, which is the repetition of a first word or phrase in successive phrases (“when”) and epistrophe, a stylistic device in which a word or a phrase is repeated at the end of successive clauses (“it’s a blessing…”).
Giving students speeches to analyze is one way for teachers in all subject areas to increase background knowledge about history and American culture. Teaching this farewell address meets the Common Core Literacy Standards English Language Arts and for History, Social Studies, Science and the Technical Subject Areas, that require students to determine word meanings, appreciate the nuances of words, and steadily expand their range of words and phrases.
On July 4th, we celebrate all things American. What could be more American than baseball…even if it is a farewell to baseball address? Lou Gehrig’s speech is one of the great American inspirational speeches…even if he was a NY Yankee.
Oh, and one more thing I can say that I like about the Yankees?
I like my husband.. he grew up as a Yankee fan.
That letter “O” morphing on your search engine for Mother’s Day?
That spinning Globe for Earth Day?
Those jigging leprechauns for St. Patrick’s Day?
These are all the Google Doodles from 2015 to celebrate holidays.
There are also Google doodle tributes to individuals. Emmy Noether (physicist), Laura Ingalls Wilder (author), and Anna Atkins (botonist), have been featured in doodles this year (2015) as individuals whose work was celebrated as having made an impact in our lives today. Each of the doodles represents the individual artistically using elements that best represent their work.
Some of the Google doodles are interactive. The Google doodle for Martha Graham is a 15 second celebration of dance. The Google doodle for Robert Moog provides a miniature electronic analog Moog Synthesizer (keyboard) that the viewer can play. The tribute to journalist Nellie Bly features a Youtube video scored with an original song (Music: “Nellie” by Karen O).
There are also international tributes not seen here in the United States with Google doodles for surrealist artist Leonora Carrington (Latin America/Australia); the oldest primary grade student at 84 years old, Kimani Maruge (Kenya); and womens’ rights activist, Henrietta Edwards (Canada).
The first Google Doodle (right) was a comical message that the Google founders Larry Page and Sergey Brin were out of the office attending the Burning Man Festival. The Google Doodle Archive houses the entire collection (1998-present). A scroll through the graphics shows how Google’s primary colored logo is changed in a way that is often surprising or magical. Clicking on the Google doodle takes the reader to a page with information about the event or person, and information about the graphic design and artist for the page.
There are hundreds of doodles, and information on the archive states:
Creating doodles is now the responsibility of a team of talented illlustrators (we call them doodlers) and engineers. For them, creating doodles has become a group effort to enliven the Google homepage and bring smiles to the faces of Google users around the world.
Students must be immersed in information about the world around them if they are to develop the strong general knowledge and vocabulary they need to become successful readers and be prepared for college, career, and life. Informational texts play an important part in building students’ content knowledge. Further, it is vital for students to have extensive opportunities to build knowledge through texts so they can learn independently.
Students at all grade levels can independently develop an interpretation of the Google doodle graphic. After studying the logo created by Google illustrators (doodlers), teachers can determine if the link that takes students information on the holiday, the anniversary, or the biography is appropriate for age or grade level reading. Each link contains general information that aligns to the CCSS shift to “build knowledge through content-rich nonfiction.” There is information on these links that might lead students to investigate the person or topic on the doodle even further.
Should a student have an idea for a Google doodle, “The doodle team is always excited to hear ideas from users – they can email firstname.lastname@example.org with ideas for the next Google doodle.” There are hundreds of suggestions daily, but the information of the website assures students that, “…rest assured that we’re reading them :)”
Another opportunity for students to submit ideas for a Google doodle (Doodle 4 Google) will be available in September 2015. The details for the 8th annual US competition will be announced then, and examples of student entry winners in 2014 are available for viewing on the website as well.
A quick click on the Google doodle can be an engaging mini-lesson for students in building background knowledge….especially when the information is offered in a logo that is dancing, leaping, morphing, twisting, falling, jumping, running, exploding, singing, growing….
Most overused verb used by students in school: Bored.
Least favorite word teachers want to hear: Bored.
In order to bring teachers and students together to explore what could happen when people are bored, look at the the hypothesis of Dr. Sandi Mann. She has been seeking to prove that boredom leads to creativity. Her research with other psychologists at the University of Central Lancashire was explained in an article on the Psychology Blog. In an experiment, she asked one set of participants to copy numbers out of a telephone book for 15 minutes; the other set of participants were immediately engaged in a standard creative task-inventing as many different uses as they could for a polystyrene cup. (Mann & Cadman, 2013).
The group that had been bored for 15 minutes of copying came up with the most uses.
“Boredom at work has always been seen as something to be eliminated, but perhaps we should be embracing it in order to enhance our creativity.
In order to put Mann’s hypothesis to a less scientific test, the writers at the Blog New Tech City posted an article demonstrating a variation on Mann’s experiment using “Post-It notes, sponges, plastic forks (and maybe a little bit of wine).” The results are seen on the video posted on YouTubeVideo: What Happened When We got 130 People Really, Really Bored:
In New Tech City’s re-staging, one group copied the phone book; one group read the phone book; one group went to the bar. These tasks are not dissimilar from “traditional” classroom activities. Copying can be tedious, such as copying words from a dictionary, especially if students do not see the purpose in the activity. Reading should never be boring, but there are some textbooks that should carry a prescriptive warning: “May cause drowsiness.” What about the bar? Well, consider the lunchroom. The grouping in New Tech City’s experiment is easily transferred to a school setting.
Teachers could first analyze the procedure from Mann’s or New Tech City’s experiments to get some ideas on how to generate creative thinking or problem solving from the “boredom” of sitting in class. Since both experiments were “low-tech”, the process could be replicated easily. Here is the analysis:
- Mann posed a problem that had not one but multiple solutions;
- In both experiments, there were cheap, ordinary, familiar objects to use (post-its, forks, sponges, styrofoam cups);
- Once placed in a group, participants could sit where they chose;
- Ideas between people were shared because talking was permitted;
- Results (by group) were visual using post-it notes;
- Peer feedback was given.
This example of moving from a state of to boredom to a state of creativity could be reconfigured as a class activity by providing students a challenge to offer a solution to a prompt using similarly innocuous items. Their creations could demonstrate their understanding or interpretation in a creative way. Teachers could use the collaboration and cooperation in the classroom to stimulate ideas and support peer to peer feedback as well as formatively assess what students know, or more important, what students are capable of doing.
There could be some interesting combinations:
- Paper plates and coffee stirrers illustrating …..Shakespeare’s scenes?
- post-it notes and yarn ……elements in the periodic table?
- popsicle sticks and napkins …..for highlights in American history?
Or teachers could just let students create and then reflect on their inventions.
Dr. Mann’s experiments show that boredom is a fertile ground for creative expression. Teachers could use this research in lessons that could benefit their students.
Someday, “I’m bored” might even be the best thing a teacher might hear.
The blizzard raging outside recalls the looping GIF of drifting snow that opens the 2013 Pulitzer Prize winning New York Times feature story, Snowfall: The Avalanche at Tunnel Creek.
As a model text, this example of digital writing is the kind of writing that we should be preparing our students to do.
This story of 16 expert skiers and snowboarders and their fatal decision to ski outside the Stevens Pass ski area in the Washington Cascades was written by journalist John Branch and published digitally on Dec. 20, 2012. His recount of the group’s excursion into the “unmonitored play area of reliably deep snow, a ‘powder stash,’ known as Tunnel Creek” is complemented with embedded video, photos, and other graphics, the result of his extensive research and first person interviews. The print version was published in a 14-page special section on 12/ 23/12, and according to the Times editors, generated more than 1,100 comments online.
Branch’s prose is gripping from the start:
The snow burst through the trees with no warning but a last-second whoosh of sound, a two-story wall of white and Chris Rudolph’s piercing cry: “Avalanche! Elyse!”
The very thing the 16 skiers and snowboarders had sought — fresh, soft snow — instantly became the enemy. Somewhere above, a pristine meadow cracked in the shape of a lightning bolt, slicing a slab nearly 200 feet across and 3 feet deep. Gravity did the rest.
12 journalistically short paragraphs into the feature is the first video clip, an interview with professional skier, Elyse Saugstad, Her interview is juxtaposed next to the text that describes how the avalanche “vomited” her into position:
Saugstad was mummified. She was on her back, her head pointed downhill. Her goggles were off. Her nose ring had been ripped away. She felt the crushing weight of snow on her chest. She could not move her legs. One boot still had a ski attached to it. She could not lift her head because it was locked into the ice.
A graphic map of Cowboy Mountain and the Tunnel Creek area splits the text that follows her interview. Below that graphic are two photos of another avalanche in 1910, that was responsible for the death of 96 people. Each of the six sections of Snowfall is laid out with similar interactive features, the result of a collaboration between Branch and a team of graphic editors and researchers (see end of post)*
The popularity of this kind of digital story is borne out by the Times editor’s testimony:
“Snow Fall” online accounted for more than a million unique visits; a significant percentage of the people who found the story online were first-time visitors to nytimes.com; huge numbers of those readers came to the story through social media; the average time of reader engagement was off the charts.
Snowfall‘s arrival on digital platforms will no doubt give rise to a wave of stories with similar features. As authentic practice, students should have the chance to experiment with their own narratives, fiction or non-fiction, using digital platforms (Google, wikis, blogs, etc.) that allow for embedding video, audio, graphics, and other interactive features. Several of my classes have annotated passages from texts they read in class (ex: The Annotated Prologue: Romeo & Juliet ) with digital links as part of close reading exercises. The text “Snowfall” is the next step, a mentor text that models how to create a story where all forms of media support an author’s purpose.
The blend of genre is seamless in Branch’s narrative; each of the 16 personal stories is fleshed out in detail, along with those other lives who were so effected by the tragedy. There is the expository information devoted to Tunnel Creek’s tragic history interwoven with the informational sections that capture the science of an avalanche. Finally, there is the persuasive argument of how easily “how so many smart, experienced people could make the types of decisions that turned complex, rich, enviable lives into a growing stack of statistics.” Snowfall is proof that good writing is not compartmentalized into separate genres, as the Common Core outline would lead teachers to believe.
Here is evidence that students should move between genres, adding rich expository or informational media to a piece in order to engage readers. Here also, is evidence that good writers should follow their own inquiry, as Branch did as he:
….interviewed every survivor of the avalanche, and the families of its three victims; he researched the world of backcountry skiing, the fastest-growing corner of a handsome, but dangerous sport; he traveled to Alaska to speak with snow scientists and to enlist their help in recreating in words and graphics the physics of the avalanche on Cowboy Mountain; he hiked the terrain, clawed through the avalanche’s path, and established a precise chronology of the disaster; he read formal accident reports, pieced together ski patrol and police photographs, reviewed dozens of 911 calls, and unearthed the formal avalanche warnings that all but predicted trouble the night before the accident.
While our students may not have the opportunity to complete this exhaustive marathon of research that Branch did in order to write Snowfall, they should recognize in this model the link between a writer’s own curiosity, painstaking research, and good prose. They should see that compelling storytelling, engaging literary non-fiction, is generated through participatory experience. They should move away from the desk in order to experiment and to find the answers to their questions.
Branch’s Snowfall contribution to journalism has already been awarded by the Pulitzer Prize Committee who rightfully saw it as an historic achievement; Snowfall’s contribution to student learning as a mentor text is only beginning. Continue Reading…
The Hollywood Academy released the 2015 nominations this past week, and their choices for best picture, best actor, and best director lit a firestorm on social media about the lack of diversity in their choices.
Some of the heated discussions called into question the make-up of the Academy, which according to a 2014 Los Angeles Times article is:
- 93 percent white
- 76 percent male
- Average age of 63
The percentages that make up the homogenized Academy bear a striking resemblance to the make-up in the canon of literature traditionally taught in high school English classrooms, a list of works dominated by white male writers. There are numerous reasons as to why the literature is singular in gender and race: politics, economics, culture, and textbooks play a part. The most probable explanation on why the traditional canon endures, however, may be as simple as teachers teaching the books they were taught.
Even the average age of the dead white male writers in the canon is the same as those in the Academy. A sampling of traditionally assigned authors at the time of their deaths (offered in no particular order) is the average age as the members in the Academy=63 years: John Milton (72), Percy Bysshe Shelley (30), F. Scott Fitzgerald (44), Dylan Thomas (39), Arthur Miller (90), William Shakespeare (52), John Keats (27) Ernest Hemingway (62), William Faulkner (65), John Steinbeck (66) William Blake (70), George Orwell (47), and TS Eliot (77).
My observation that older white male literature dominates the curriculum is nothing new, and while there are there are glimmers of diversity, authorship bears little resemblance to readership. Occasionally, Richard Wright, Langston Hughes, and August Wilson pop up to address racial diversity, while the inclusion of Mary Shelley, Harper Lee, Jane Austen and the Bronte sisters are worthwhile contributions to gender equity.
At the same time, there is a growing body of popular young adult literature from authors representing diversity such as Jacquelyn Woodson, Sharon Draper, Pam Muñoz Ryan, Gary Soto, and Sherman Alexie. In a manner akin to film audiences, students have been voting for these book choices with their pocketbooks or checking out library books. They are selecting materials (novels, graphic novels, animé, pop culture, biography) that they want to read.
As readers, students look for characters like themselves, who have problems like themselves, even if the settings of the stories are in the ancient past or distant future. If a student never builds empathy with a character because all the assigned reading comes from the canon, then the canon is disconnected from personal experience and useless for that student. If creating life long readers is the goal, curriculum developers must pay attention to student interests and the trends in the popular reading lists. Continuing the disconnect between the traditional canon in school and what students choose does little to build credibility.
That same kind of disconnect is seen in the nominations submitted by the Academy. Their choices show a wide gulf of opinion between critics and audiences, between the selected films and popular films at the box office. National Public Radio (NPR) film critic Bob Mondello noted the low audience numbers for many of the 2015 nominated films:
MONDELLO: If you total up all of the grosses for all of the best picture nominees this year, you come up to about 200 million, which is roughly what a picture like “Teenage Mutant Ninja Turtles” makes all by itself so that you’re talking about very few eyeballs were on those pictures.
Mondello’s noting the difference in box office is striking in comparison to the the top three box office films to three of the nominated films for best picture:
1 Guardians of the Galaxy – $333,145,154
2 The Hunger Games: Mockingjay – Part 1 $330,643,639
3 Captain America: The Winter Soldier – $259,766,572
NOMINATED FOR BEST PICTURE:
94 Birdman $26,725,993
95 The Theory of Everything $26,317,946
100. Boyhood $24,357,447
Mondello further suggests that Academy has not supported its own self interest in making nominations:
And the idea here is that you’re not going to watch the Oscar telecast unless you have a horse in the race….And I think what they’re hoping is that the next six weeks up until the show, these movies will be seen by a lot more people. If they aren’t – and they only have 38 days to do this – then you’re going to have the lowest rated Oscars telecast in the history of the Oscars.
Encouraging people to attend the films nominated by the Academy will be a challenge, and the success of the Oscars this year will be determined by audience choice. The deaf ear of the Academy this year may make them more open to diversity in future years. In contrast, a deaf ear from curriculum developers who continue to assign literature from the canon because “it has always been taught” may result in student audiences disconnected and less interested in reading anything at all.
Hoping to bridge this disconnect are organizations such as the Children’s Book Council (CBC )Diversity Committee whose mission statement is:
We endeavor to encourage diversity of race, gender, geographical origin, sexual orientation, and class among both the creators of and the topics addressed by kid lit. We strive for a more diverse range of employees working within the industry, of authors and illustrators creating inspiring content, and of characters depicted in children’s and young adult books.
The organization We Need Diverse Books is also committed to expanding diversity in literature and in the video below, the popular YA writer Jon Green (The Fault in Our Stars, Paper Towns, Looking for Alaska) makes a compelling case for including other, newer voices into the literary canon that is taught in classrooms.
Unlike the choices made by this year’s Academy, the choices in English classroom should represent diversity in authorship, in genre, in character, and in topics because the readership is diverse. NPR’s Bob Mondello’s metaphor about engaging an audience for the Oscar show this year could be a metaphor for creating life long readers. Unless students “have a horse in the race” in what they read, they will not value the choices made for them.
“So….what problems do your students have in writing?” I ask middle school teachers.
“The thesis statement.”
“So….what problems do your students have writing?” I ask high school teachers.
“The thesis statement.”
One might conclude that students in grades 7-12 have a thesis statement problem…or maybe not.
Maybe the problem of writing a thesis statement is that so many teachers in middle and high school expect that students must have a well-written thesis statement before they can write an essay.
Maybe the emphasis on a well-developed thesis as the start to the essay is misplaced.
After all, according to Webster’s Online Dictionary, an essay (noun) has another meaning beyond “a short piece of writing that tells a person’s thoughts or opinions about a subject”. The word essay also means a “trial, test; an effort, attempt.” An essay is literally “an initial tentative effort; the result or product of an attempt” and a thesis statement is a student’s position in such an effort or attempt….a “test drive” of sorts.
Instead of expecting well-developed thesis statements, teachers could have student test drive a thesis statement by using one of several online tools known as “thesis generators.” These online tools are free and allow students the opportunity to practice with different ideas as they prepare to write an essay.
My favorite, and easiest to use, is the Tom March Thesis Builder
- What’s the topic you want to write about?
- What’s your main opinion on this topic?
- What’s the strongest argument supporting your opinion?
- What’s a second good argument that supports your opinion?
- What’s the main argument against your opinion?
As they use this thesis generator, students are instructed to:
- Answer questions in short phrases (not full sentences).
- Do not use periods / full stops (.) at the end or capital letters at the beginning of the phrases you write.
- Click the “Build a Thesis” button when you’re finished.
- A window will pop open with your Built Thesis.
- Go back and adjust your answers to smooth out the thesis until it makes sense and expresses your beliefs. Clicking on the “Build a Thesis” button again will update your thesis to show your changes.
- Once you’ve got a thesis statement, use the Make an Online Outline button to generate the framework for your essay.
Once students use a generator, such as the Tom March thesis generator, they may recognize a sentence “pattern” used in creating a thesis that acknowledges a counter argument. These sentence patterns might start with a qualifier such as “even though”, “because”, “despite”.
Acknowledging the counter arguments is specifically addressed in the thesis builder on John Garvey’s Thesis Builder site. The generator on this site asks students:
- Is what you say always true always?
- Are there exceptions?
- Are there good reasons why your position may have a down side?
- How can you make your position have a reality check?
- What general reasons why your position may have problems can you admit up front? To make absolute statements usually causes your essay’s thesis to seem foolishly simplistic. Get real!.
- Here’s a trick: begin your qualification with a word like “although” or “It is true that. . .” Don’t worry if it’s not a complete sentence.
Finally, the thesis builder on the Ashford University website provides different levels of complexity as a student creates a thesis. Once a student enters information into this generator, a series of different thesis statement models on the same idea is offered for students to choose:
Model #1: Thesis Statement
Model #2: Thesis with Concession
Model #3: Thesis with Reasons
Model #4: Thesis with Concession and Reasons
There is also an outline generated on this site that can be used by students in writing the essay.
If teachers and students use these thesis generators, the emphasis on the thesis statement as a starting point might be shifted to another, often overlooked, important part of the essay…the conclusion. The conclusion is where the student’s “test drive” ends, and where the student ends up should matter even more than where the student started.
Not so long ago, 11th grade was a great year of high school. The pre-adolescent fog had lifted, and the label of “sophomore,” literally “wise-fool,” gave way to the less insulting “junior.” Academic challenges and social opportunities for 16 and 17 years olds increased as students sought driver’s permits/licenses, employment or internships in an area of interest. Students in this stage of late adolescence could express interest in their future plans, be it school or work.
Yet, the downside to junior year had always been college entrance exams, and so, junior year had typically been spent in preparation for the SAT or ACT. When to take these exams had always been up to the student who paid a base price $51/SAT or $36.50/ACT for the privilege of spending hours testing in a supervised room and weeks in anguish waiting for the results. Because a college accepts the best score, some students could choose to take the test many times as scores generally improve with repetition.
Beginning in 2015, however, junior students must prepare for another exam in order to measure their learning using the Common Core State Standards (CCSS). The two federally funded testing consortiums, Smarter Balanced Assessments (SBAC) or the Partnership for Assessment of Readiness for College and Careers (PARCC) have selected 11th grade to determine the how college and career ready a student is in English/Language Arts and Math.
The result of this choice is that 11th grade students will be taking the traditional college entrance exam (SAT or ACT) on their own as an indicator of their college preparedness. In addition, they will take another state-mandated exam, either the SBAC or the PARRC, that also measures their college and career readiness. While the SAT or ACT is voluntary, the SBAC or PARRC will be administered during the school day, using 8.5 hours of instructional time.
Adding to these series of tests lined up for junior year are the Advanced Placement exams. There are many 11th grade students who opt to take Advanced Placement courses in a variety of disciplines either to gain college credit for a course or to indicate to college application officers an academic interest in college level material. These exams are also administered during the school day during the first weeks of May, each taking 4 hours to complete.
One more possible test to add to this list might be the Armed Services Vocational Aptitude Battery (ASVAB test) which, according to the website Today’s Military, is given to more than half of all high schools nationwide to students in grade 10th, 11th or 12th, although 10th graders cannot use their scores for enlistment eligibility.
The end result is that junior year has gradually become the year of testing, especially from the months of March through June, and all this testing is cutting into valuable instructional time. When students enter 11th grade, they have completed many pre-requisites for more advanced academic classes, and they can tailor their academic program with electives, should electives be offered. For example, a student’s success with required courses in math and science can inform his or her choices in economics, accounting, pre-calculus, Algebra II, chemistry, physics, or Anatomy and Physiology. Junior year has traditionally been a student’s greatest opportunity to improve a GPA before making college applications, so time spent learning is valuable. In contrast, time spent in mandated testing robs each student of classroom instruction time in content areas.
In taking academic time to schedule exams, schools can select their exam (2 concurrent) weeks for performance and non-performance task testing. The twelve week period (excluding blackout dates) from March through June is the nationwide current target for the SBAC exams, and schools that choose an “early window” (March-April) will lose instructional time before the Advanced Placement exams which are given in May. Mixed (grades 11th & 12th) Advanced Placement classes will be impacted during scheduled SBACs as well because teachers can only review past materials instead of progressing with new topics in a content area. Given these circumstances, what district would ever choose an early testing window? Most schools should opt for the “later window” (May) in order to allow 11th grade AP students to take the college credit exam before having to take (another) exam that determines their college and career readiness. Ironically, the barrage of tests that juniors must now complete to determine their “college and career readiness” is leaving them with less and less academic time to become college and career ready.
Perhaps the only fun remaining for 11th graders is the tradition of the junior prom. Except proms are usually held between late April and early June, when -you guessed it- there could be testing.