Blogging from A to Z April Challenge: the good The challenge was good for me. I wasn't sure I could post 26 posts in one month, but I did. I proved something to myself. I can do it. Somehow the simple A to Z structure enabled me to write a wide variety of posts. I enjoyed reading posts of other bloggers, and I followed quite a few of those I read..especially when I could find their "follow" button easily.
I plan to do A to Z next year, but I will probably do a more themed approach as a number of other bloggers did. Overall...Good Experience. Thanks to the organizers!
Monday, May 21, 2012
Monday, September 6, 2010
Write Your GED Essay--Three Key Words, Three Key Examples
How can we help struggling writers organize their ideas for writing?
Graphics organizers have been widely touted as a method to help students brainstorm ideas for their writing, but do these organizers help struggling writers write an essay under timed test conditions?
In one GED prep session, high school dropout and single mother Rona, 22, developed an incredible line and bubble graphics organizer about her personal experiences with the given topic. I was impressed. She showed it to me and promptly began to cry. Why? Because she had no idea how to get her great ideas down on paper in an acceptable essay. Her fantastic graphic organizer overwhelmed her. She just had no idea how to begin her essay. She felt hopeless and wanted to drop out of the GED prep program. The graphic organizer approach for Rona was not helpful.
On the other hand, other struggling writers write whatever pops into their minds with little thought given to organization of ideas. They write on and on to fill the page but say nothing of importance. They load examples and details in the first paragraph, then have nothing more to say in the rest of the essay. They either write too much with an over abundance of detail, or they write too little, leaving the GED essay reviewer with no clear indication of their writing ability.
What is the solution? One approach is to teach key words and key examples.
In GED prep classes, we often take a list of sample topics and have students choose three key words for each topic. As a group, we go through a list of topics rapidly, citing key words for each topic. The goal is to show students how quickly they can organize their ideas. Then we choose one topic and write a five paragraph essay.
For example, when students write about a person who has influenced them (their personal hero), they think of three qualities of this person. Grandmom might be honest, resourceful, and caring. These three key words organize the essay. Paragraph one restates the prompt and introduces grandmom with her proper name and a bit of description. Then comes a list of the three key words in one or two sentences. A transition sentence leads to the rest of the essay.
Paragraph two takes the first key word and develops it. The topic sentence states the key word, and the following sentences give a specific example that "proves" that quality. We ask students to "name the dog" (Clark, 2008) by including "capital letter words." In other words, we tell students to include specific details with their examples--who, what, when, where--with proper nouns. Our honest grandmom, Sally Whozit, walked two miles back to the Peterson's Grocery Store on Main Street in Kalamazoo, Michigan to return the extra dollar the cashier gave her in change. Not only do these capital letter words in these examples make the essay more interesting, it enhances the style of the writer.
Paragraphs three and four follow the same format: topic sentence with key word stated, followed by a specific example that demonstrates the given quality.
The closing paragraph gives no new information but quickly summarizes the first paragraph. A closing statement about grandmom finishes the essay.
The key words, key examples approach uses a simple format, but it gives struggling students a way to begin writing. It alleviates anxiety and helps them get started. Those students who claim they never learned anything in English class can be successful using this approach, and you can see the satisfaction on their faces! When they head off to take the GED, they feel confident that they can pass the essay section because they have a strategy.
The five paragraph format may not produce outstanding writing, but it gives struggling writers a strategy to pass the GED essay test. Many who pass go on to take college classes or vocational classes and eventually become financially independent.
"Name the dog" strategy from Roy Peter Clark, Writing Tools, 50 Essential Strategies for Every Writer
Graphics organizers have been widely touted as a method to help students brainstorm ideas for their writing, but do these organizers help struggling writers write an essay under timed test conditions?
In one GED prep session, high school dropout and single mother Rona, 22, developed an incredible line and bubble graphics organizer about her personal experiences with the given topic. I was impressed. She showed it to me and promptly began to cry. Why? Because she had no idea how to get her great ideas down on paper in an acceptable essay. Her fantastic graphic organizer overwhelmed her. She just had no idea how to begin her essay. She felt hopeless and wanted to drop out of the GED prep program. The graphic organizer approach for Rona was not helpful.
On the other hand, other struggling writers write whatever pops into their minds with little thought given to organization of ideas. They write on and on to fill the page but say nothing of importance. They load examples and details in the first paragraph, then have nothing more to say in the rest of the essay. They either write too much with an over abundance of detail, or they write too little, leaving the GED essay reviewer with no clear indication of their writing ability.
What is the solution? One approach is to teach key words and key examples.
In GED prep classes, we often take a list of sample topics and have students choose three key words for each topic. As a group, we go through a list of topics rapidly, citing key words for each topic. The goal is to show students how quickly they can organize their ideas. Then we choose one topic and write a five paragraph essay.
For example, when students write about a person who has influenced them (their personal hero), they think of three qualities of this person. Grandmom might be honest, resourceful, and caring. These three key words organize the essay. Paragraph one restates the prompt and introduces grandmom with her proper name and a bit of description. Then comes a list of the three key words in one or two sentences. A transition sentence leads to the rest of the essay.
Paragraph two takes the first key word and develops it. The topic sentence states the key word, and the following sentences give a specific example that "proves" that quality. We ask students to "name the dog" (Clark, 2008) by including "capital letter words." In other words, we tell students to include specific details with their examples--who, what, when, where--with proper nouns. Our honest grandmom, Sally Whozit, walked two miles back to the Peterson's Grocery Store on Main Street in Kalamazoo, Michigan to return the extra dollar the cashier gave her in change. Not only do these capital letter words in these examples make the essay more interesting, it enhances the style of the writer.
Paragraphs three and four follow the same format: topic sentence with key word stated, followed by a specific example that demonstrates the given quality.
The closing paragraph gives no new information but quickly summarizes the first paragraph. A closing statement about grandmom finishes the essay.
The key words, key examples approach uses a simple format, but it gives struggling students a way to begin writing. It alleviates anxiety and helps them get started. Those students who claim they never learned anything in English class can be successful using this approach, and you can see the satisfaction on their faces! When they head off to take the GED, they feel confident that they can pass the essay section because they have a strategy.
The five paragraph format may not produce outstanding writing, but it gives struggling writers a strategy to pass the GED essay test. Many who pass go on to take college classes or vocational classes and eventually become financially independent.
"Name the dog" strategy from Roy Peter Clark, Writing Tools, 50 Essential Strategies for Every Writer
Saturday, August 7, 2010
Does spelling count on the GED essay?
GED prep students often ask, "Does spelling count?"
The answer is sometimes no, sometimes yes.
No. If you make only make a few spelling mistakes, it will not affect your grade. After all, this is draft writing, and the essay readers don't expect your essay to be perfect given the limited time frame.
Yes. First, if you misspell many words in your essay, especially the most commonly misspelled words (see below), it will lower your grade. However, if your ideas are well organized, you may still pass the test.
Second, if your spelling errors prevent the essay reader from understanding what you meant to say, then yes, spelling errors will affect your results. In this second case, it is likely that you will not pass the essay test.
Some spelling mistakes are worse than other spelling mistakes. Try not to make spelling errors on words in these following categories.
1. Any words given in the prompt.
Some students begin their essay by restating key words from the essay prompt. If you do this, please be sure to spell these words correctly. Sometimes students hurry to write their essay and don't pay attention to the spelling of these words, and they end up making avoidable spelling mistakes.
2. Any commonly misspelled word--such as possessive pronouns and common homonyms. You may find some of these errors on the multiple choice part of the test. Be suspicious when you see them.
Notes:
a. Possessive pronouns never have an apostrophe (his, hers, ours, yours, theirs, its)
b. Always read contractions as two words--and you won't make a mistake.
its possessive pronoun The dog wagged its tail.
it's contraction- it is It's (it is) too late to go to the movies.
your possessive pronoun This is your notebook.
yours possessive pronoun Is this notebook yours?
you're contraction- you are You're (you are) going to get a good report.
there adverb-location Put the flowers here and there. (here hides in there)
there's contraction- there is There's (there is) never enough time to write an essay.
they're contraction- they are They're (they are) going to put the flowers here.
their possessive pronoun The heirs got their money from their rich uncle.
theirs possessive pronoun The money was theirs.
to location Henry went to the garden.
to with verb He went to pick flowers.
two number Sally bought two plants at the farmer's market.
too also Henry went to the farmer's market, too.
3. Any plurals and possessives (nouns that show ownership need an apostrophe)
When students learn about apostrophes in school, they commonly begin to use apostrophes on every word that needs an s. Gradually, though, they learn the difference between plurals and posssessives.
plural nouns (meaning more than one) horses, schools, students, bloggers
and possessive nouns (meaning ownership) Mary's horse Henry's school
Be careful: things can show ownership: the horse's tail the school's auditorium
4. Noun plurals While there are a number of rules for forming noun plurals, only the most common ones will be listed here. You will not likely need the others.
S rule- just add s chickens, computers, cellphones, televisions
Y rule- change Y to I and add ES puppy puppies
cherry cherries
candy candies
SS, SH, CH, and X Rule- add es
boss bosses
brush brushes
church churches
box boxes
5. Verb endings
Essay writers generally write in the past or present tenses. If you write your essay in the past tense, make sure that every verb has a past tense ending. If you write in the present tense, make sure that every verb has a present tense ending. Do not switch tenses in your essay.
The most important rule about adding verb endings is about when to double a consonant before adding the ending. Double the ending consonant if it follows a vowel (a, e, i, o, u).
plan planned get getting win winning hop hopping run running
6. Abbreviations
Remember, your GED essay is not a text message, a Facebook posting, or a blog posting, so do not use any abbreviations. Also spell out number words under ten.
While there are many more spelling rules, these are the most basic. If you master these, you should be okay on the essay test. Also, there are only a few spelling examples on the multiple choice part of the test, so don't try to memorize long lists of spelling words. That won't help. Just master these basic rules.
The answer is sometimes no, sometimes yes.
No. If you make only make a few spelling mistakes, it will not affect your grade. After all, this is draft writing, and the essay readers don't expect your essay to be perfect given the limited time frame.
Yes. First, if you misspell many words in your essay, especially the most commonly misspelled words (see below), it will lower your grade. However, if your ideas are well organized, you may still pass the test.
Second, if your spelling errors prevent the essay reader from understanding what you meant to say, then yes, spelling errors will affect your results. In this second case, it is likely that you will not pass the essay test.
Some spelling mistakes are worse than other spelling mistakes. Try not to make spelling errors on words in these following categories.
1. Any words given in the prompt.
Some students begin their essay by restating key words from the essay prompt. If you do this, please be sure to spell these words correctly. Sometimes students hurry to write their essay and don't pay attention to the spelling of these words, and they end up making avoidable spelling mistakes.
2. Any commonly misspelled word--such as possessive pronouns and common homonyms. You may find some of these errors on the multiple choice part of the test. Be suspicious when you see them.
Notes:
a. Possessive pronouns never have an apostrophe (his, hers, ours, yours, theirs, its)
b. Always read contractions as two words--and you won't make a mistake.
its possessive pronoun The dog wagged its tail.
it's contraction- it is It's (it is) too late to go to the movies.
your possessive pronoun This is your notebook.
yours possessive pronoun Is this notebook yours?
you're contraction- you are You're (you are) going to get a good report.
there adverb-location Put the flowers here and there. (here hides in there)
there's contraction- there is There's (there is) never enough time to write an essay.
they're contraction- they are They're (they are) going to put the flowers here.
their possessive pronoun The heirs got their money from their rich uncle.
theirs possessive pronoun The money was theirs.
to location Henry went to the garden.
to with verb He went to pick flowers.
two number Sally bought two plants at the farmer's market.
too also Henry went to the farmer's market, too.
3. Any plurals and possessives (nouns that show ownership need an apostrophe)
When students learn about apostrophes in school, they commonly begin to use apostrophes on every word that needs an s. Gradually, though, they learn the difference between plurals and posssessives.
plural nouns (meaning more than one) horses, schools, students, bloggers
and possessive nouns (meaning ownership) Mary's horse Henry's school
Be careful: things can show ownership: the horse's tail the school's auditorium
4. Noun plurals While there are a number of rules for forming noun plurals, only the most common ones will be listed here. You will not likely need the others.
S rule- just add s chickens, computers, cellphones, televisions
Y rule- change Y to I and add ES puppy puppies
cherry cherries
candy candies
SS, SH, CH, and X Rule- add es
boss bosses
brush brushes
church churches
box boxes
5. Verb endings
Essay writers generally write in the past or present tenses. If you write your essay in the past tense, make sure that every verb has a past tense ending. If you write in the present tense, make sure that every verb has a present tense ending. Do not switch tenses in your essay.
The most important rule about adding verb endings is about when to double a consonant before adding the ending. Double the ending consonant if it follows a vowel (a, e, i, o, u).
plan planned get getting win winning hop hopping run running
6. Abbreviations
Remember, your GED essay is not a text message, a Facebook posting, or a blog posting, so do not use any abbreviations. Also spell out number words under ten.
While there are many more spelling rules, these are the most basic. If you master these, you should be okay on the essay test. Also, there are only a few spelling examples on the multiple choice part of the test, so don't try to memorize long lists of spelling words. That won't help. Just master these basic rules.
Wednesday, August 4, 2010
GED Writer Worries
Many GED prep students are surprised to learn that the GED writing test has two parts: an essay and a multiple choice section on grammar, punctuation, organization, and spelling. The GED writing test is not an easy test, and I am certain that many high school graduates could not pass it.
GED prep students worry about taking this test and make such comments as:
"I don't know how to write an essay."
"I never paid attention in English class."
"I can't spell."
"I don't have anything to write about."
"My teacher did not teach me how to write an essay."
"I failed English class because the teacher didn't like me."
"I failed English class because the teacher didn't teach me anything."
"I failed English class because I was always causing trouble, so they kicked me out."
Some students write reasonable essays on their first try. With minor revising and editing, their essays would get passing grades--not exceptional grades--but passing grades. Another group has basic writing skills, and with coaching and practice, these students can learn to write passing essays. Other students fail miserably on their first attempts. They do not have a clue as to how to begin, carry through, and finish their essays. Some write a lot-but say nothing. Some write so little that an assessment of their skills is virtuallly impossible. Students in this group need a lot of coaching and practice...and encouragement.
Likewise, the subtest on grammar, organization, spelling, and punctuation causes trouble for some students, but not others. Parallel structure, commas in a series, subject-verb agreement, and paragraph organization seem to cause the largest stumbling blocks, but even basic spelling (there-their-they're), capitalization, and basic punctuation trip them up.
Some students have an intuitive sense of grammar--perhaps from extensive reading or from English class instruction. Even so, these students feel they are guessing on the grammar subtest. Twenty-four-year-old Cathy was so upset when she thought she had failed the practice test, that she wanted to quit the GED program--yet when we checked her practice test, she had done fairly well. In her case, we only had to show her what she already knew. By connecting the grammatical terms to the test examples and her answers, she gained confidence in responding to questions. She learned why her intuition was correct--and that she could rely on it during the final test. This single strategy boosted her confidence, and when she took the final test at the GED center, she passed with an excellent score.
We need different approaches for these two groups of students--and individuals within these groups. The essay group needs a simple structure that helps them organize their thinking--and please note that graphic organizers do not always help struggling writers. They also need practice responding to all kinds of prompts.
The grammar group needs a thorough review of basic principles of grammar--including most parts of speech; subject, predicates, objects; verb tenses; parallel structure; and paragraph organization. GED prep students can learn these terms!
Of course, both groups need practice in both areas. As we work through practice essays and practice tests, we review basic principles, and students begin to see error patterns. Once they see the patterns on the test, they feel more at ease.
Upcoming blogs: How much grammar do we need to teach?
One-Two-Three Essay Structure
GED prep students worry about taking this test and make such comments as:
"I don't know how to write an essay."
"I never paid attention in English class."
"I can't spell."
"I don't have anything to write about."
"My teacher did not teach me how to write an essay."
"I failed English class because the teacher didn't like me."
"I failed English class because the teacher didn't teach me anything."
"I failed English class because I was always causing trouble, so they kicked me out."
Some students write reasonable essays on their first try. With minor revising and editing, their essays would get passing grades--not exceptional grades--but passing grades. Another group has basic writing skills, and with coaching and practice, these students can learn to write passing essays. Other students fail miserably on their first attempts. They do not have a clue as to how to begin, carry through, and finish their essays. Some write a lot-but say nothing. Some write so little that an assessment of their skills is virtuallly impossible. Students in this group need a lot of coaching and practice...and encouragement.
Likewise, the subtest on grammar, organization, spelling, and punctuation causes trouble for some students, but not others. Parallel structure, commas in a series, subject-verb agreement, and paragraph organization seem to cause the largest stumbling blocks, but even basic spelling (there-their-they're), capitalization, and basic punctuation trip them up.
Some students have an intuitive sense of grammar--perhaps from extensive reading or from English class instruction. Even so, these students feel they are guessing on the grammar subtest. Twenty-four-year-old Cathy was so upset when she thought she had failed the practice test, that she wanted to quit the GED program--yet when we checked her practice test, she had done fairly well. In her case, we only had to show her what she already knew. By connecting the grammatical terms to the test examples and her answers, she gained confidence in responding to questions. She learned why her intuition was correct--and that she could rely on it during the final test. This single strategy boosted her confidence, and when she took the final test at the GED center, she passed with an excellent score.
We need different approaches for these two groups of students--and individuals within these groups. The essay group needs a simple structure that helps them organize their thinking--and please note that graphic organizers do not always help struggling writers. They also need practice responding to all kinds of prompts.
The grammar group needs a thorough review of basic principles of grammar--including most parts of speech; subject, predicates, objects; verb tenses; parallel structure; and paragraph organization. GED prep students can learn these terms!
Of course, both groups need practice in both areas. As we work through practice essays and practice tests, we review basic principles, and students begin to see error patterns. Once they see the patterns on the test, they feel more at ease.
Upcoming blogs: How much grammar do we need to teach?
One-Two-Three Essay Structure
Sunday, August 1, 2010
GED Students Carry a Patchwork of Misinformation
Personal problems. Health problems. Attendance problems. Motivation problems. Parent problems. Money problems. Boyfriend/girlfriend problems. Drug and alcohol problems. Even the dog-ate-my-homework problems. GED students have problems. All of these problems, and more, contribute to their lack of engagement in the educational process.
Whatever their reasons, struggling and unmotivated students slide through the educational system, miss critical instruction, and end up with a patchwork of misinformation. Twenty-year-old Charley spouted this rule when he misspelled "receive": "Use i before e except on words that end with y." This patchwork of misinformation becomes a handicap to academic success.
How does does a teacher work with these struggling and unmotivated students and their patchwork of misinformation?
First, and most important, recognize that behind the facade of that seemingly bored student sitting nonproductively in your classroom is a complex person who has a host of legitimate reasons (in his or her mind) for not doing class work or homework. Look beyond attitudes, and you will often find surprising interests that can be used to develop writing skills.
Second, look for signs of improvement and give positive reinforcement for ideas and writing attempts. Don't focus on every error. Many of these students have failed continually throughout their school years, and they are discouraged, and maybe even angry. Some may only be in your program now because they have been ordered to be there by the court system. These hard-to-reach and hard-to-teach students need mega doses of sincere encouragement.
Third, try to tailor your instruction to their immediate instructional needs. Analyze their writing and identify their most common errors and start there. Don't try to work through every error. Build a learning log as you go along and record what you do so you can do rapid reviews.
Helping struggling students improve their writing skills won't be easy. And it won't be fast. But it can be done. In the process, by helping them earn their GED, you will contribute to their life-long well-being. Pat yourself on the back for that. It is a worthy accomplishment.
Look for specific instructional strategies in future blogs.
(Note: Mina Shaughnessy used the term "fragments of misinformation" in her classic book Errors and Expectations: A Guide for the Teacher of Basic Writing, 1977.)
Whatever their reasons, struggling and unmotivated students slide through the educational system, miss critical instruction, and end up with a patchwork of misinformation. Twenty-year-old Charley spouted this rule when he misspelled "receive": "Use i before e except on words that end with y." This patchwork of misinformation becomes a handicap to academic success.
How does does a teacher work with these struggling and unmotivated students and their patchwork of misinformation?
First, and most important, recognize that behind the facade of that seemingly bored student sitting nonproductively in your classroom is a complex person who has a host of legitimate reasons (in his or her mind) for not doing class work or homework. Look beyond attitudes, and you will often find surprising interests that can be used to develop writing skills.
Second, look for signs of improvement and give positive reinforcement for ideas and writing attempts. Don't focus on every error. Many of these students have failed continually throughout their school years, and they are discouraged, and maybe even angry. Some may only be in your program now because they have been ordered to be there by the court system. These hard-to-reach and hard-to-teach students need mega doses of sincere encouragement.
Third, try to tailor your instruction to their immediate instructional needs. Analyze their writing and identify their most common errors and start there. Don't try to work through every error. Build a learning log as you go along and record what you do so you can do rapid reviews.
Helping struggling students improve their writing skills won't be easy. And it won't be fast. But it can be done. In the process, by helping them earn their GED, you will contribute to their life-long well-being. Pat yourself on the back for that. It is a worthy accomplishment.
Look for specific instructional strategies in future blogs.
(Note: Mina Shaughnessy used the term "fragments of misinformation" in her classic book Errors and Expectations: A Guide for the Teacher of Basic Writing, 1977.)
Saturday, July 31, 2010
GED Writing Test--High Stakes Testing
GED students of all ages may never be great writers, but they deserve a chance to improve their skills and their lives. Given their motivation and determination, teenagers and adults who join GED programs often make rapid progress when given appropriate support and instruction.
The GED is authentic high stakes testing for them. Studying for and passing the GED shows their commitment to improving their own lives. It shows they have reevaluated their stance on education and realize that it is criticial to success in life. They often express regret about time wasted in high school and mistakes made.
Passing the GED gives these high school dropouts a second chance. It means getting a better paying job or being released from court supervision. It also gives them a boost in self-esteem.
Evelyn, a twenty-year-old single mom, expressed it this way: "Before I came to this GED program, I had no plans for the future. Since I started these classes, I've learned that I'm smarter than I thought, and now I can make plans for me and my child."
Failing the test condemns high school dropouts to the status quo. Worse, it often condemns their children to social and economic conditions that perpetuate poverty.
The GED test is authentic high-stake assessment.
The GED is authentic high stakes testing for them. Studying for and passing the GED shows their commitment to improving their own lives. It shows they have reevaluated their stance on education and realize that it is criticial to success in life. They often express regret about time wasted in high school and mistakes made.
Passing the GED gives these high school dropouts a second chance. It means getting a better paying job or being released from court supervision. It also gives them a boost in self-esteem.
Evelyn, a twenty-year-old single mom, expressed it this way: "Before I came to this GED program, I had no plans for the future. Since I started these classes, I've learned that I'm smarter than I thought, and now I can make plans for me and my child."
Failing the test condemns high school dropouts to the status quo. Worse, it often condemns their children to social and economic conditions that perpetuate poverty.
The GED test is authentic high-stake assessment.
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