Lesson Plans

Literacy

Enhance Literacy, Comprehension & Civic Action

Literacy for Democracy

Build Inquiry, Critical Research and Analysis

Asking Research Questions

Standards-Based Testing

Connect with Local Offices and the Internet

Community Health and Content Standards

Explore Your Community

Social Capital

Service Learning and Civics

Assessing for Learning

Community Health and Content Standards

School Violence and Local Government

Critical Social and Civic Capital

Social Capital

Assessing for Learning

Practice Thinking and Writing Skills

Improving Student Work

KAT Talk, Fall 2001
Centerfold Lesson:

Improving Student Work

Below is an example of a student's letter-to- the- editor of a town newspaper It is only a first draft. How can you help make this letter even better? Here are some questions to guide you in helping the student edit the letter.

1. If you were reading this in the newspaper, what questions would you still have about the information provided?

2. Does the student give enough evidence to convince you that s/he understands the issue?

3. Does the student reference the information so that you have confidence in the work presented? Did the student use more than one source?

4. Is the discussion clear and logical, and does the letter explain the problem it is addressing"

5. Do you believe the writer considered more than one viewpoint? What makes you think that?

6. Are there any constructive suggestions offered in the letter that might help address the issue raised?

To the Editor:

Our class studied the problem of school violence. I think the problem begins at home. Somebody found a website that says most of the people who leave babies for other people to find are between the ages of 16 and 20. They don't understand about children and what they need. And domestic violence is abuse and that's where kids learn to bring violence to school. I read that gangs are appealing because they're like belonging to a family where someone cares about you.

How do we get people to understand what kids need so they don't have to be violent? Teach the homes that children need help, not hitting.

A rewritten version

You may wish to apply the same questions from Page I to this revision, to see if this is an improvement on those criteria.

What changes do you notice? How do these changes provide more information to the reader and help convince the reader?

What other ways can you think of to improve how this version communicates its message to the public?

To the Editor:

Our seventh grade class at Peace Middle School recently studied the problem of school violence. Our research showed that this is a complicated problem. I think that a big part of the problem begins at home.

An article by Burnett and Walz entitled "Gangs in Schools" (ericweb.tc.Columbia.edu/digests/dig99.html) explained that gangs give members a feeling of belonging to a family. Many kids join gangs to feel more powerful and less isolated. This shows us that children aren't always getting what they need at home. One thing children need is to feel important.

A factsheet from the National Clearinghouse on Child Abuse and Neglect Information says that about a million children were confirmed as maltreated last year (www.calib.com/nccanch/pubs/factsheets/canstats.htm).

A policeman also came into our class this year and told us that abused children often become abusing adults.

Not all parents understand enough about raising children. Maybe there should be more classes for parents. And if children learn about child development when they are in school, maybe they will understand how to be better parents when they are adults. Then there would be more attention to children's needs and there would be less abuse at home. Then maybe there would be less violence at home, and less violence at school.

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