They write essays all the time.
(*Facepalm*) The problem is, the ACT’s writing section differs from the others enough through the writing normally done at school that I see lots of students underperform in a manner that is completely preventable. Typically « good » writers are receiving scores of 6 or 8 (away from 12), if they must certanly be getting decidedly more numbers that are competitive.
Although it’s certainly not an grade that is 11th teacher’s « job » to do ACT/SAT prep or even « teach to the test », there is a problematic reality that when teachers do not get involved a little, most students won’t get this knowledge and/or skills anywhere else. And that, my teacher friend, is worrisome.
An english teacher can take to help juniors be more ready so what’s going on, and what are the easiest steps?
Here are the biggest culprits:
1. The timing is much more intense than school. It’s 30 minutes total, including reading the prompt and the entire brainstorm, draft, and proofread process. That task could be daunting if students get writer’s block, have test anxiety, do not understand the prompt when you look at the heat for the brief moment, or battle to wrestle their ideas into submission.
In the event the students haven’t done timed writing in a while, are used to 45 minutes, or are not good at it, chances are they’ll need make it possible to cope. Take a look at my timed writing unit to help students get practice completing a cohesive draft in a shorter time.
2. Students do not know the (new) rubric.When the ACT changed the writing test in 2016, the style that is prompt the rubric both changed. The assessment isn’t any longer just a typical 5-paragraph (or so) opinion essay. Students are meant to also:
- acknowledge, support, or refute other viewpoints
- provide some combination of context, implications, significance, etc. Continuer la lecture de « How exactly to Help Juniors on the ACT Writing »