do teachers read essays

Do English Teachers Actually Read Essays?

There is nearly no way to answer this question definitively as it will depend on the individual teacher. While there will always be teachers at one end of the spectrum or the other, teachers will read essays as they see fit . Most teachers do at least look over most essays.

What Do Professors Look for When Reading Papers?

The purpose of the essay has a lot to do with what the instructor is seeking . For instance, if the purpose is to practice a new skill, such as subject-verb agreement, the professor may be looking for improvements in sentence structure rather than content.

However, if the same teacher is seeking content such as a report on the fall of Ancient Rome or the life of Adolph Hitler and the point is your research and analyzation skills, then they may absolutely be checking for every single part of the required essay .

Does It Depend On the Subject If Teachers Read Papers

Your English or writing instructor is more likely to read all parts of an essay than others might be. The English instructor is often looking for citation style, writing skills, and research skills.

However, the psychology instructor might be more focused on content than whether or not you misplaced a comma. However, this does not mean that the psychology instructor does not care about grammar or structure and a science teacher may look for your grasp of key concepts rather than the grammar or language use.

What About Plagiarism?

If they aren’t reading my entire paper, can they really tell if I plagiarized? Plagiarism comes in many forms. Sometimes, papers contain more source information than analysis and interpretation. How can a teacher determine what you have learned about a topic if none of the information comes from your mind? Overuse of source material is a red flag.

I f you have no in-text citations but do have a Works Cited or Reference page, this is also a red-flag. These flags are obvious when grading . I have often sent papers back to students to ensure that they use in-text and citation pages because I need to know what statements are facts and what is analysis. I can quickly scan for parenthetical citations.

Most of these things are easy to catch just by glancing. Teachers sometimes do a quick scan before reading the paper. It’s easier just to scan and then read papers that are not off-topic or plagiarized.

Why Will Teachers Pay More Attention To Some Work More Than Others.

How do i know if my teacher will read my essay.

The short answer is that you do not know which teachers will or will not read my essay. Since most teachers at least partially read your essay, you will want to do as good of a job on your essays as possible.

Why Should I Do a Good Job?

You may see poor writing skills on social media, but poorly written business documents, applications, or letters give people poor impressions . Even when applying to places like Burger King for an after-school job, you should write clearly and carefully.

No teacher wants to hear, “but my last teacher didn’t…” Do your best on all assignments because you are practicing skills.

Key Features of a Great Essay

The essay is a common form of academic writing. A great essay must have an introduction, body and conclusion.

Final Thoughts

Teachers get invested in the success of their students and want to see that work pay off. If you are a high school student, these skills can help you write a spectacular college entry essay or scholarship essay. As a college student, these essays are designed to prepare you for critical thinking and researching information for yourself.

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Do Teachers Read Every Word?

By dr. robert wallace.

December 1, 2022 6 min read

DR. WALLACE: Do English teachers really read every word of each essay a student writes? I have a bet with one of my fellow students about this! It seems unlikely to me that they do because there are often 25 or more students per class, and some of the essays we must turn in are quite lengthy.

I know you were previously a coach and an administrator, but maybe you were also a teacher once. What do you think is the answer to our debate? — Curious High School Student, via email

CURIOUS HIGH SCHOOL STUDENT: Your guess was correct. I in fact started out as a teacher, and an English teacher to be specific! I of course can only speak for myself, but I trust many of my fellow English teachers likely have a similar approach and style to reading and grading essays submitted by their students.

The key is practice and repetition. Any skill can be honed and advanced by lots and lots of practice and "reps." When I was grading essays, I did indeed read every word for the first 40% to 60% of the essay to assess the style, mastery of the subject matter and the logic being presented. Spelling and punctuation were scrutinized as well.

From there, the balance of the essay can be scanned quickly in a format like speed-reading, and if the remainder of the essay flows like the first 60%, then the grade can be determined and applied. But occasionally during the "scan" portion of an essay, something will jump out. It could be an interesting transition, a change in direction or logic or something else that triggers a return to word-by-word scrutiny! And in each of the papers I had this experience, I did indeed read each word more slowly to be sure to grasp and comprehend the concept and thoughts being presented by the student.

My feeling has always been that most students put a lot of time and effort into writing their essays, and they always deserve to be graded with careful scrutiny. It's just that some essays are easier to grade than others — and interestingly in my experience there was no definitive trend or correlation to the grades achieved by those that needed more careful reading. They were basically evenly split between those that stood out positively and those that ultimately revealed disjointed thoughts, arguments or logic.

The lesson you might take from my answer is to always be sure to put your strongest points and applications of your logic in the first one-third to the first half of your essay. Then be consistent in using good reasoning and congruent statements and examples in the back half of an essay to further the thesis laid out and points made in the first half.

MY EYES WANT TO ROLL AT THIS QUESTION

DR. WALLACE: I get the same tired and awkward question numerous times, especially over the holidays: "Where is your boyfriend?"

I'm a 21-year-old straight female, and I don't have a boyfriend. I'm healthy, I have a good job and several great friends I hang out with regularly. To be honest, although I date a bit here and there, I don't know why I have a boyfriend right now. However, I do know that I am beyond tired of answering this question for every relative and family friend that wanders into a holiday "get together" at my parents' house.

Do you have a quick and snappy reply that I can have rehearsed to give them as an answer to their overbearing questions? I had a few nice boyfriends years ago in high school, but those relationships never bloomed any further. — So Tired of the Same Question, via email

SO TIRED OF THE SAME QUESTION: How about, "I thought you told me you were giving him a ride here tonight! Don't tell me you left him standing in the driveway when you drove off!"

Or you could say, "He's out there right now clearing his social schedule so that he can meet me soon, since I'm the woman of his dreams!"

In any case, I feel from your letter that you'd like to be a bit sassy or at least playful in your reply. But be careful not to sound like you're snapping back at the question, as you likely don't want to show that it bothers you at all. So, make any reply in a light tone of voice with a smile on your face. This approach will disarm even the most probing questioners. And at any point always feel free to say that even though you have a few candidates that you're interviewing, you'd be open to reviewing a few new resumes should they know of anyone who's potentially suitable.

I feel you have the right attitude. You're currently happy, focused on your good job and friends and when the time is right, your social life will likely change for the better. Good things usually come to those who are selective and don't force things.

Dr. Robert Wallace welcomes questions from readers. Although he is unable to reply to all of them individually, he will answer as many as possible in this column. Email him at [email protected] . To find out more about Dr. Robert Wallace and read features by other Creators Syndicate writers and cartoonists, visit the Creators Syndicate website at www.creators.com.

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A daily advice column that harkens back to anne landers' signature style. writer and mother annie lane writes in a voice that's sympathetic, funny and firm, offering common-sense solutions to life's dilemmas., contact dr. robert wallace.

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Do professors check sources (PROFESSOR answers)

Do professors actually check your sources.

You wrote a paper, cited multiple scholarly sources, and are wondering if your professor is going to cross-check your references.

Or maybe they are just curious about the source and want to know more about the topic and you hope you got it right.

“As a former professor, I am going to tell you exactly how I graded students’ writing assignments, and I will tell you if I checked students’ sources and how often.”

How often do professors check student's’ resources they use in papers?

I would frequently review new publications in my field and learn about any critical updates. While I may not carefully review every study that was published (who has the time) I would know the general findings.

“So, I only reviewed the sources when I had a gut instinct something seemed off.”

Because these software tools would search all over the internet for any matches to other sources. And if the student used a quote from a source, it would pull that source up for me. I could then cross-check that information to the student’s citation list to make sure they were using their citations correctly.

Why would professors check a student’s sources?

Those are higher stakes. And situations you won’t probably be in often.

Remember, I am not saying that your professor is being lazy or ignoring your efforts if they don’t check your sources, rather I am saying that professors are experts in their field and have good instincts about suspicious circumstances. No need to waste those precious resources.

As a former professor, I did not want to take up all my time researching sources from hundreds of students each semester because it takes up too much time. And my time is better spent mentoring students, grading thoroughly, and teaching instead of inspecting resources.

Dd professors validate all sources students use?

Therefore I believe that most professors are just glancing at them and looking for any inconsistencies.

Here are some tips to make sure you don’t get your sources checked

Try and avoid using direct quotes and summarize the content in your own words. This ensures authenticity and lets your professor know you understood the content.

You can check out my complete plagiarism guide here .

Do professors actually read papers?

So some mistakes might go unnoticed. But glaring problems will be detected.

I taught college students for about 15 years. I have experience teaching online and in-person. I have a graduate degree. I have a passion for education. But I’ve also worked in the professional world (outside of education) too. And with my teaching and educational experience, I want to help students answer their most pressing questions. I want to give my wealth of knowledge to college students to help make their life easier.

The surprising reason why professors have favorite students

Professor reads their rate my professor and cries.

Do Professors Really Read Research Papers?

Yes, professors often read research papers to gain an understanding of the latest findings in their field of study. However, they may not be able to provide a detailed critique of every paper they read. They may focus on identifying key takeaways and implications for their own work. Professors are typically inundated with papers to read, so they may not be able to dedicate as much time to each one as the authors of those papers would ideally like.

Can Professors Really Read Your Research Papers and See Your GPA ?

Yes, professors can see your GPA and read your research papers.  GPA and research papers are important, but they’re not the only things that matter to professors. They’re also looking for evidence of your ability to engage with course material, express yourself clearly, and think critically. In order to make a good impression on your professors, you need to be able to show them that you’re engaged with the material. This means asking questions in class, participating in discussions, and demonstrating that you’re truly interested in the subject matter.

Do Professors Check Every Source?

No, professors typically have a lot of sources to check, so they may not be able to verify every single one. However, they will typically check the most important or credible sources, so it is important that your sources are among those. If they notice something incorrect, they will dig deep into the source and counter-check all other sources. But since most lecturers are entirely familiar with their line and specification of teaching, they can tell when a student gives an incorrect reference.

Do Professors Fact-Check the References in the Assignments?

Yes, professors often fact-check students’ references in their assignments. This is to ensure that the information provided is accurate and supports the student’s argument. If a student includes a reference in their assignment but it is found to be inaccurate, the professor may penalize the student accordingly. Fact-checking is an important part of the academic process, and students should be aware of this before they submit their work. By double-checking their references and using only reliable sources, they can avoid any penalties from their professors.

Do Professors Actually Check References On Essays?

Some professors check references on essays, while others do not. It really depends on the professor’s policy and what they are looking for in the essay.  Typically, if a professor is going to check references, they will do so near the end of the grading process. This means that if you have not properly cited your sources, they may not be caught until after you have received your grade. If you are worried about getting caught for plagiarism, the best thing to do is to make sure that you cite all of your sources properly. This includes both in-text citations and a list of references at the end of your essay.

Do Teachers Actually Look At the Citations in the Works Cited?

Some teachers definitely do look at the citations in the works cited, while others may not. However, it is generally considered good practice to include accurate and complete citations in your work, so it is likely that at least some teachers will take note of them.

Do Professors Really Read 10-Page Papers?

Do teachers check to see if a source is accurate on a student’s paper.

Yes, teachers check to see if a source is accurate on a student’s paper. This is done by verifying the source information, such as the author, title, and publication information.  Teachers may also check to see if the information in the paper matches the information in the source. If it does not match, the teacher may question the student about why they included the information. However, teachers generally do not check to see if a source is appropriate for a student’s paper. This is because there are so many different types of papers and sources that it would be impossible to check them all.

Do the Professors Really Read the 10,000-Word Theses of 10 Graduating Bachelor’s Students?

No, it is possible that the professors only skim the theses to get a general understanding of them and do not read every word.  As a result, it is important to make sure that the beginning and end of each chapter are particularly well-written and attention-grabbing. It is also worth noting that, in general, professors are more likely to remember theses that they enjoyed reading.

Do English Teachers Actually Read Essays?

Some English teachers do read essays, while other English teachers may only grade grammar, usage, and mechanics. It really depends on the school and/or instructor. If your instructor does read essays, they will be looking for a well-written, thoughtful, and engaging essay. The purpose of the essay is to allow the student to express their thoughts and ideas on a given topic. The instructor will be looking for evidence of critical thinking, as well as proper grammar, usage, and mechanics.

Do Professors Hate Grading Papers?

Yes, many professors do not enjoy grading papers. It can be tedious and time-consuming to go through all of the submissions and provide feedback.  Grading can be subjective, and there is always the potential for disagreement among professors about the quality of a particular submission. However, grading papers is an important part of a professor’s job, and it is necessary in order to provide students with feedback about their work. Grading can also be used as a way to evaluate a professor’s teaching ability. In sum, while grading may not be everyone’s favorite task, it is an important part of a professor’s job.    

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15 Best Literacy Strategies for Teachers to Use in the Classroom

1. Phonics Instruction

2. graphic organizers, 3. think-pair-share, 4. vocabulary instruction, 5. story mapping, 6. kwl charts (know, want to know, learned), 7. interactive read-alouds, 8. guided reading, 9. writing workshops, 10. literature circles.

Today, literacy is not just about learning to read and write ; it’s a crucial tool that opens doors to a world of knowledge and opportunities. It’s the foundation upon which we build our ability to communicate, understand, and interact with the world around us. It is the cornerstone that supports all other learning.

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But how do we ensure every student learns to read and write, loves the process, and excels in it? This is where literacy strategies for teachers come into play. 

In the modern classroom, literacy strategies are essential for several reasons. They help cater to diverse learning styles , engage students more effectively, and promote a deeper understanding of the material.

These strategies are vital in an era of abundant information and attention spans are challenged. They equip teachers with innovative methods to make reading and writing more interactive and meaningful. 

In this blog, we will talk about some of the best literacy strategies that can make a significant difference in your classroom!

Literacy Strategy Definition

Literacy strategies are various methods and approaches used in teaching reading and writing. These are not just standard teaching practices but innovative, interactive, and tailored techniques designed to improve literacy skills. They include activities like group discussions, interactive games , and creative writing exercises, all part of a broader set of literacy instruction strategies.

The Role of Literacy Strategies in Enhancing Reading and Writing Skills

Teaching literacy strategies enhance students’ reading and writing skills. These strategies help break down complex texts, making them more understandable and relatable for students. They encourage students to think critically about what they read and express their thoughts clearly in writing. Teachers can use literacy strategies to address different learning styles, helping students find their path to literacy success.

15 Best Literacy Strategies for Teachers

Phonics instruction is fundamental in building foundational reading skills , especially for young learners. This method teaches students the relationships between letters and sounds , helping them decode words. Through phonics, students learn to sound out words, which is crucial for reading fluency and comprehension. Phonics instruction can be made fun and interactive with games, songs, and puzzles .

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Graphic organizers are powerful visual tools that aid in better comprehension and organization of information. As part of literacy practice examples, they help students visually map out ideas and relationships between concepts. This can include charts, diagrams, or concept maps. Using graphic organizers, teachers can help students structure their thoughts, making complex ideas more accessible and understandable. It’s an effective way to break down reading materials or organize writing drafts visually.

Think-pair-share is an essential literacy strategy that fosters collaborative learning. In this activity, students first think about a question or topic individually, then pair up with a classmate to discuss their thoughts, and finally share their ideas with the larger group. This strategy encourages active participation and communication, allowing students to learn from each other. It’s a simple yet powerful way to engage students in critical thinking and discussion.

Vocabulary instruction is crucial in expanding language comprehension. This strategy involves teaching students new words and phrases in terms of their definitions, context, and usage. Effective vocabulary instruction can include word mapping , sentence creation , and word games. By enriching students’ vocabulary , teachers equip them with the tools to understand and articulate ideas more effectively, enhancing their overall literacy.

Story mapping is a technique where students break down the narrative elements of a story, such as characters, setting, plot, and conflict. This strategy helps in enhancing comprehension and analytical skills. By visually organizing the elements of a story, students can better understand the structure and themes of the text. It’s an engaging way to dissect stories and can be done individually or as a group activity .

KWL charts are an effective tool for structuring learning objectives. This strategy involves creating a chart with three columns: What students already Know, What they Want to know, and What they have Learned. This approach helps activate prior knowledge, set learning goals , and reflect on new information. It’s a great way to engage students in the learning process from start to finish, making them active participants in their education. KWL Charts can be used across various subjects, making them versatile and essential in the classroom.

Interactive read-alouds are a cornerstone among literacy instructional strategies. In this activity, the teacher reads a story aloud, using expressive tones and gestures to bring the story to life. This method engages students in dynamic storytelling , sparking their imagination and interest. It’s an essential literacy strategy that enhances listening skills, vocabulary, and comprehension. Teachers can pause to ask questions, encouraging students to think and predict, making it an interactive and inclusive learning experience.

Guided reading is a tailored approach that addresses the diverse reading levels within a classroom. In this strategy, teachers work with small groups of students, providing focused reading instruction at their specific level of development. This allows for more personalized attention and support, helping students progress at their own pace.

Writing workshops are a dynamic way to foster creative expression among students. These workshops provide a platform for students to write , share, and receive feedback on their work. It’s an interactive process where students learn to develop their writing style, voice, and technique. Writing Workshops encourage creativity, critical thinking, and peer collaboration, making them a vital part of literacy development.

Literature circles are a collaborative and student-centered approach to reading and discussing books. In these circles, small groups of students choose and read a book together, then meet to discuss it, often taking on different roles like discussion leader or summarizer. This strategy promotes discussion, critical thinking, and a deeper understanding of literature. It’s an engaging way for students to explore texts and share their perspectives, enhancing their analytical and communication skills.

11. Scaffolding

Scaffolding is a teaching method that provides students with step-by-step guidance to help them better understand new concepts. This approach breaks down learning into manageable chunks, gradually moving students towards stronger comprehension and greater independence. Scaffolding can include techniques like asking leading questions, providing examples, or offering partial solutions. It’s especially effective in building confidence and skill in students, as they feel supported throughout their learning journey.

12. Word Walls

Word walls are a visual and interactive way to display vocabulary in the classroom . As one of the essential literacy strategy examples, they help students learn new words and reinforce their spelling and meaning. Teachers can add words related to current lessons or themes, encouraging students to use and explore these words in their writing and speaking. Word walls are educational and serve as a reference tool that students can continually interact with.

13. Reader’s Theater

Reader’s theater is an engaging literacy activity that combines reading and performance. In this strategy, students read scripts aloud, focusing on expression rather than memorization or props. This method helps improve reading fluency, comprehension, and confidence as students practice reading with emotion and emphasis. Reader’s Theater is also a fun way to bring literature to life and encourage a love for reading and storytelling.

14. Dramatization of Text

Dramatization of text involves bringing stories and texts to life through acting and role-play. This strategy allows students to interpret and enact narratives, deepening their understanding of the characters, plot, and themes. It’s an interactive way to engage students with literature, encouraging them to explore texts creatively and collaboratively. Dramatization can enhance comprehension, empathy, and public speaking skills.

15. Inquiry-Based Learning

Inquiry-Based Learning is a student-centered approach that promotes curiosity-driven research and exploration. In this method, learning starts with questions, problems, or scenarios rather than simply presenting facts. Students are encouraged to investigate topics, ask questions , and discover answers through research and discussion. This strategy fosters critical thinking, problem-solving skills, and a love for learning .

These literacy strategies for teachers offer a diverse and dynamic toolkit for teachers to enhance reading, writing, and comprehension skills in their classrooms. By incorporating these methods, educators can create a more engaging, inclusive, and effective learning environment , paving the way for students to become confident and proficient learners.

Frequently Asked Questions (FAQs)

What are the key benefits of using literacy strategies in the classroom.

Literacy strategies enhance classroom engagement, improve comprehension, and foster critical thinking skills. They make learning more interactive and meaningful, helping students to connect with the material more deeply.

How can teachers effectively integrate literacy strategies into existing curricula?

Teachers can integrate literacy strategies by aligning them with current lesson objectives, using them as complementary tools for existing content. Start small, incorporate strategies gradually, and tailor them to fit the lesson’s context.

Are these literacy strategies suitable for all age groups?

Yes, these strategies can be adapted for different age groups and learning levels. The key is to modify the complexity and delivery of the strategy to suit the developmental stage and abilities of the students.

How do digital literacy strategies for teachers differ from traditional ones?

Digital literacy strategies incorporate technology, focusing on skills like navigating online information, digital communication, and critical evaluation of online content, which are essential in the digital age.

Can literacy strategies be used in subjects other than language arts?

Absolutely, literacy strategies can be applied cross-curricularly. For example, graphic organizers can be used in science for hypothesis mapping, or story mapping can be used in history to outline events.

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Responsive ELA Teaching Strategies

By choosing the right lesson type and focusing on skills progressions, teachers can create lessons that match the needs of their students.

Educators often ask me, “What’s the most important variable in improving students’ reading achievement?” I always answer, “The teacher.” No matter how well researched (and I am a firm believer in research-informed classroom practices), well designed, or thorough a core reading program or English language arts (ELA) curriculum is, in the end it’s the teacher’s artfulness and skill that has the greatest impact on student learning .

We teachers must draw on knowledge of our students and then modify lesson plans accordingly and make in-the-moment decisions to react to the needs of the students in front of us. One of the topics I explore in my new book, Teaching Reading Across the Day , is elements of responsive teaching. 

Selecting the Right Lesson Type

Responsive teaching begins with your lesson planning. You’ll want to think about the text, task, and objectives (content, vocabulary, and skills) of your reading lesson, along with your readers’ skills and background knowledge, and consider the best lesson type to help them meet the objectives. There are nine types of lessons I choose from: shared reading, reader’s theater, close reading, read aloud, guided inquiry, phonics and spelling, vocabulary, focus, or conversation lessons. Each offers different supports and opportunities for feedback. Here are some examples:

Developing fluency:  When students need support with their automaticity, phrasing, or prosody, you might use the text from the core program and select a shared-reading lesson where you will lead students in choral or echo reading, pausing to prompt them to reread, stop and think, and/or notice punctuation. Alternatively, you might choose a reader’s theater lesson where students read and reread short texts such as scripts and speeches in groups, while you provide them with strategies, feedback, and coaching. 

Providing extra support with comprehension of complex texts: If you are planning a lesson from a core program and notice that a text is complex and beyond what students are able to read independently, you might choose a lesson type that offers more support for the students who need it, such as a close-reading lesson. You’ll provide the group of students with additional scaffolding through frequent pauses and prompting, as well as strategies to help them think through deeper meanings in the text. You’ll also be able to offer redirections and impromptu models as needed. 

Using Skill Progressions

When planning any reading lesson, think through how skills progress as students increase in proficiency. Preparing a skill progression ahead of time can help you assess and adjust your instruction in the moment.  For example, if students are working to articulate a main idea of a section of text as a first step toward developing their summarizing skills in a read-aloud lesson, you might use a progression like this one, adapted from my two most recent books:

Students can name a topic→ identify a main idea stated in a text→  infer a simple main idea→ infer a complex main idea, taking structure into account. 

As you teach, you can monitor students’ responses to your questions and prompts and decide what to do next, using the progression as a guide. For example: 

Using a skill progression to assess during a turn-and-talk: After reading aloud a section of an article, you might ask students, “What was this part mostly about?” As they turn and talk, you may notice that many are saying, simply, “Pollution.” Using the skill progression, you can determine that they are naming  a topic. Their next step would be to then identify a main idea stated in the text. You might teach a strategy such as looking for an overview statement in an introduction. 

Using a skill progression to assess students’ writing:  As you assign students to work in partners to annotate the rest of the article by jotting the main idea of each section in the margin, you might circulate to assess what they’ve written. If you notice that a group’s note next to a section that overviews the causes of and possible solutions for plastic pollution in the ocean says, “Plastic pollution in the ocean is bad,” the progression can guide you to teach them how to revise their simple idea to be more complex and better reflect the text’s structure.

Anticipating Likely Responses and Creating an If-Then Tool Kit

As part of your planning, you can think ahead about where your students might need redirection, some corrective feedback, or positive reinforcement and develop a tool kit of what you might say and do in response. I often create these as if-then charts. 

For example, in a phonics and spelling lesson, you might ask students to decode a series of isolated words to give them practice applying previously learned concepts. If you hear them mumble through a word, you might respond by prompting them to support successive blending: “Say the first sound. Now say the first and second. Now say the first, second, and one after that.” Alternatively, you might prompt with continuous blending: “Say each sound, sliding into the next.” 

What about if you lose their attention and they start getting wiggly or looking away? Perhaps then you’ll respond by picking up the pace, taking a quick movement break, or wrapping up the lesson early and continuing at another time. 

What if you dictate a word for them to spell, and their spelling is plausible based on their knowledge of grapheme-phoneme correspondences but not correct? Then, maybe you’ll respond by saying, “Yes, one way to spell the sound ___ is with the letters ___. In this word, that sound is spelled ___.”

If there is one thing we can count on as teachers, it is that our students will surprise us no matter how carefully we have planned by choosing a lesson type, creating a skill progression, or anticipating likely responses. Responsive teaching will require flexibility and an ability to pivot. For example, you’ll no doubt be watching and listening to students, thinking, “Are they getting it? Are they with me? What’s confusing? Are they engaged?” 

Depending on what you hear and observe, you might stray from your plans, deciding to pick up the pace, or back up, slow down, and offer an extra explanation or demonstration. Response is critical to any lesson: Your students respond to you, and you respond to them. Responsiveness is key to making our lessons artful, human, and effective.

All Articles Education Insights The science of reading: A formula to great literary instruction

The science of reading: A formula to great literary instruction

Explicit reading instruction using the science of reading can make an enormous difference in students' ability to read, Kymyona Burk writes.

By Kymyona Burk 08/07/24

Education Insights

(SDI Productions/Getty Image)

For most Americans, learning to read is a fundamental part of early childhood. Whether it was our parents reading to us at night or early school lessons full of colorful and rhyming stories, reading is a part of the beautiful and complicated puzzle that makes us who we are. 

Our brains have been trained for years to take in the information that we see and turn it into something we understand. For students, the most crucial period for this training takes place between kindergarten and third grade. During those years, students slowly transition from learning to read to reading to learn. By fourth grade, most curriculum is being taught through reading. 

The way we teach early literacy plays a huge role in a student’s ability to successfully read by the crucial fourth-grade checkpoint. 

Flawed instruction can lead to reading failures

America is facing a reading crisis. According to NAEP , only 33% of fourth-grade students in the U.S. are reaching grade-level proficiency in reading.

This number is so low partly because schools have been using harmful reading practices such as three-cueing. This flawed instruction model teaches students to read based on meaning, structure and visual cues, redirecting the student from the word itself. Essentially, students are taught to guess a word based on a picture instead of sounding out the word. 

Eight states banned three-cueing in 2023. 

So, what is the right way to teach students to read? ExcelinEd is one of many education-focused entities that embrace and promote the research and evidence-based practice known as the science of reading.

To ensure every child can read by third grade, all educators must be trained in the science of reading, an evidence-based approach that teaches phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehension. This is the opposite of the three-cueing system. 

Science of reading is the best way forward

The science of reading is a culmination of research that incorporates information learned through studies of developmental psychology, educational psychology, cognitive science and cognitive neuroscience.

For example, neuroscientists using functional MRI scans showed the section of the brain dealing with language was significantly more active in young students learning to read through a phonetic-based curriculum than in kids who were taught by three-cueing methods. 

While the science of reading is based on phonetic learning, other skills such as oral language, alphabet knowledge, phonemic awareness and vocabulary development are critical to becoming a skilled reader.  

Researchers have been able to determine the brain’s path to reading comprehension and the type of explicit instruction that is needed for students who may have difficulty learning to read.

This style of reading instruction is working for students across the country. A  2023 study on select California schools found improvements in reading proficiency using evidence-based approaches.  California doesn’t mandate science of reading instruction, so the study focused on 76 of the state’s lowest-performing schools. Researchers found the science of reading approach raised test scores in English and math for third-graders in 2022 and 2023. The increase in comprehension was the equivalent of attending an additional quarter of a school year compared to other students who did not use evidence-based instruction. 

As of April 2024, 38 states and the District of Columbia have passed laws or implemented new policies related to evidence-based reading instruction. For the majority of those states, that includes training teachers in how to better implement science of reading instruction.

For example, California has adopted 10 of 18 recommended early literacy policy fundamental principles, one of 12 states operating without requiring teachers to learn how to teach using the science of reading.  

Science of reading can make a difference

I’ve seen the change that teaching with explicit instruction and scientifically based methods can make in a state. 

From 2013 to 2019, I was the state literacy director for the Mississippi Department of Education. In 2013, the state ranked last in the nation in fourth-grade reading, according to NAEP. We set out to change that.

With courageous leadership from then-state Superintendent Carey Wright, Ed.D., (now state superintendent for Maryland) and policy know-how from state officials, we were able to implement the Literacy-Based Promotion Act to mandate research-based literary instruction and better professional learning opportunities for Mississippi teachers. 

As of 2023, Mississippi ranks 21st   in the nation for fourth-grade reading. Some call this change the Mississippi Miracle . It’s not a miracle . It’s proof that scientifically research-based instruction works.   

Evidence-based literary instruction is the key to solving our nation’s reading crisis. Working together, as other states have done over the past two decades, we can bring more science of reading methods to our classrooms to ensure our youngest readers have a strong foundation to build on as they move through and beyond school.   

Opinions expressed by SmartBrief contributors are their own. 

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Many high school students can’t read. Is the solution teaching reading in every class?

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Like many high school chemistry teachers, Angie Hackman said she instructs students on atoms, matter and how they “influence the world around us.”

But Hackman also has another responsibility: developing students’ literacy skills. She closely reads passages from their textbooks, breaks apart prefixes and suffixes and identifies root words. She dissected the word “intermolecular,” and its prefix, “inter,” connecting it to other words with that same prefix.

Every teacher at her San Diego charter school, Health Sciences High and Middle College , teaches students literacy skills, regardless of the subject. That’s because so many students arrive at the school struggling with basic reading, some scoring at the first- or second-grade level, said Douglas Fisher, a school administrator.

The goal is for high school graduates to attain “reading levels ready for college.”

The school has expected teachers to integrate literacy into their lessons since its 2007 founding. To help them succeed, the school — which last year enrolled about 500 high schoolers , roughly 80% of whom qualified for free or reduced-priced lunch — provides its teachers with daily professional development and coaching on literacy instruction and other topics.

Research suggests that while some students catch up to their peers after one-on-one interventions, a bigger impact may come from embedding reading instruction into other classes, “where these kids spend a majority of their day,” said Jade Wexler, a professor of special education with a focus on adolescent literacy at the University of Maryland.

A handful of school districts and states, including Idaho and Ohio, are starting to explore the approach.

Poor reading skills are a nationwide issue. On the 2022 National Assessment of Education Progress , known as the Nation’s Report Card, nearly 70% of eighth-graders scored below “proficient” and, of those, 30% scored “below basic,” roughly the same as California scores.

In the Los Angeles Unified School District, 72% of eighth-graders scored below proficient and 33% below basic in 2022.

“In a typical classroom that’s about 25 kids, that means about 17 are still struggling to comprehend text at the most foundational level,” said Wexler.

That may be due, in part, to larger troubles with literacy instruction. For decades, the primary methods for teaching students how to read in the U.S. were out of line with evolving research , known as “the science of reading.”

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A wide body of research indicates students need explicit instruction in foundational reading skills, like phonics, in order to be able to recognize and make sense of words on the page. But many schools have also used a rival curriculum called the “whole language” approach, which generally de-emphasizes phonics.

Some high school teachers see the fallout, said Wexler.

“Many students struggle at the secondary level with decoding, typically multisyllabic words, so those longer words that they’re encountering in science text, for example, or in social studies text,” Wexler said. “We also have a lot of our kids that can decode these words at decent levels and with fluency but they still struggle to comprehend the text that they’re reading.”

In recent years, school systems have begun to make changes. Between 2019 and 2022, more than 200 laws to reform reading instruction were enacted in 45 states and the District of Columbia, according to a report by the Albert Shanker Institute.

California passed nine bills related to reading reform in that time, according to the Shanker Institute.

However, a bill to mandate the “science of reading” was tabled during this past legislative session. The California Teachers Assn. opposed the bill, saying it was a “one size fits all approach” that could harm literacy instruction already rooted in the science of reading. Also, the proposal did not meet the needs of English learners.

Some experts and educators worry reading reforms have left older students behind.

Susan B. Neuman, the report’s lead author and an education professor at New York University, said high schools were least affected by the wave of legislation up to 2022.

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“It is mostly targeted on those early grades,” Neuman said. “You could even say that four through sixth grade is left behind a bit.”

Kayla Reist, another author of the Shanker Institute report, said that if states started focusing on high schoolers in reading reform legislation, they would “really have to start talking about teacher preparation programs” and professional development. That’s because many high school teachers finish their training without lessons on how to teach reading, which is typically focused on early grades.

In a 2008 practice guide on improving adolescent literacy, the Institute of Education Sciences, a research institution that is part of the U.S. Department of Education, stated that “many teachers report feeling unprepared to help their students or do not think that teaching reading skills in content-area classes is their responsibility.”

“If you are a science teacher, you want to teach science, you really don’t want to hang out and talk about the academic vocabulary of science,” Neuman said.

While a few states have passed legislation to better prepare teachers of middle and high schoolers in literacy instruction, California is not among them.

In response to questions, the California Department of Education said that a top priority for California Supt. of Public Instruction Tony Thurmond is an initiative called Reading by Third Grade and Beyond , a plan to ensure all California students learn to read by third grade by 2026.

Wexler, the literacy expert, is researching ways to build a schoolwide literacy model at the secondary level. That might include strategies like the one embraced by Health Sciences High.

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Kimberly Elliot, an instructional coach at the school, said teachers of all subjects are receptive to the literacy training. But the instruction looks different in different classrooms.

“What a close read looks like in a science class might be slightly different than supporting students to break down a mathematics problem,” Elliot said.

While Hackman, the chemistry teacher, spends a lot of class time reading articles, Maggie Fallon, a math teacher, said she primarily supports literacy by teaching students new vocabulary.

“It’s more like figuring out what word equals a mathematical symbol,” Fallon said, explaining that she often asks her students to annotate word problems to derive meaning.

Faiza Omar, who took Hackman’s class last school year as a junior, learned English as a second language and didn’t receive the foundational reading interventions until high school. She said the additional reading review in her main subject classes helped “make sure everyone is on the same page.”

“It gives me understanding of what’s going on,” Omar said.

This story was produced by The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education.

More to Read

Commentary: Why aren’t all California elementary school students learning science?

Aug. 3, 2024

Autism, dyslexia, ADHD. How the University of San Diego is helping ‘neurodivergent’ students succeed

June 6, 2024

Letters to the Editor: No, the ‘science of reading’ isn’t just about teaching phonics

March 2, 2024

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Back to School: Using AI to Create Writing Assignments Students Actually Want to Do

You may even have fun grading them.

Getting students excited about the work you have to grade later can be one of the more frustrating things about teaching , but when an assignment hits the right chord, it has the potential to inspire and impact not just the classroom, but the whole school and beyond.

Reconciling the curriculum and assignments with standards and learning objectives sometimes established out of a teacher's control can really sap the creative side of your brain. 

Here's how artificial intelligence can help broaden your horizons when trying to create assignments that make a lasting impression and keep your classroom excited about learning. (And for more AI tips for the back-to-school season, check out CNET's guides on  how to use AI to keep up with important dates and  how to use Microsoft Copilot to create notes on pretty much anything.)

Since there will need to be a fair bit of refinement to create an assignment that is both fun to complete for students and fun to review and grade for educators, I've used ChatGPT , the AI chatbot that uses machine learning and large language models to generate conversational style answers to search queries, so that I could go back and forth brainstorming ideas.

Maintaining teacher and student sanity

My area of study is media and communications, so for this example I'm putting together an assignment on media literacy , or the ability to think and interact critically with everything from TikTok content to front-page news. 

The goal is to create an assignment that's fun, collaborative and impactful for college students who interact heavily with digital media but might not be questioning what they're consuming.

The secondary goal was to create an assignment I won't hate myself for creating when it comes time to grade it.

On my first attempt, ChatGPT gave me a fully built-out assignment according to specific learning objectives around media literacy for college-level students, but it was about as fun as you'd think writing a 500-word essay on media literacy might be -- not fun at all.

Refine for fun, collaboration and focus

Since this assignment is in part about getting students to actually interact with media online in a way that's more impactful than just lurking or liking from the digital shadows, I refined the prompt to include using the student body in the assignment somehow and requested less emphasis on written analysis that will ultimately only be seen and evaluated by the teacher.

Here's what it came back with:

I was actually impressed -- not only did ChatGPT have students interacting with and analyzing media, but it also created a multi-layered assignment that gave students the opportunity to see firsthand the impact media literacy can make on a community as well as an individual.

This assignment would also be a darn sight more enjoyable to grade than 30 to 50 500-word analytical essays about whether the source of a Brat summer post on TikTok can be trusted.

Finally, ChatGPT offered submission requirements (like linking to the social media content used in completing the assignment and screenshots of the online interactions) and grading criteria for the assignment and even some examples of how the assignment might be executed.

Its example in particular about analyzing the role of political memes was timely and felt like a fresh take on an evolving reality of campaign media.

I personally would love to see videos from students collaborating on a discussion with their peers about their perception of Kamala HQ 's content and the presence of former President Donald Trump across social media. 

And who knows -- maybe the students might actually enjoy it too.

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Fellow English Teachers: Do you actually read through every essay when grading?

First year teacher here. Got a full line of 12th-grade English classes which is neat because it simplifies my prep. However, this means all my classes are packed since it’s a required class for all seniors. So as I sit here trying to grade nearly 200 papers, I can’t help but wonder: How many of us actually read through every single word, and what kind of feedback do you give students? Also, advice on how to minimize grading time would be awesome 🫶🏽

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Jessica Grose

What teachers told me about a.i. in school.

By Jessica Grose

Opinion Writer

Leila Wheless, a North Carolina teacher who has been an educator since 1991, tried to keep “an open heart” about using artificial intelligence in her middle school English and language arts classroom. She reviewed the guidance of her state’s generative A.I. “ recommendations and considerations ” for public schools. But the results of her students’ A.I. use were dispiriting.

“For one particular assignment related to the novel ‘Persepolis,’ I had students research prophets,” Wheless explained, because the main character fantasizes about being a prophet. But, she told me via email, internet searches that incorporated A.I.:

Gave students jewels such as “the Christian prophet Moses got chocolate stains out of T-shirts” — I guess rather than Moses got water out of a rock(?). And let me tell you, eighth graders wrote that down as their response. They did not come up to me and ask, “Is that correct? Moses is known for getting chocolate stains out of T-shirts?” They simply do not have the background knowledge or indeed the intellectual stamina to question unlikely responses.

After I wrote a series in the spring about tech use in K-12 classrooms , I asked teachers about their experiences with A.I. because its ubiquity is fairly new and educators are just starting to figure out how to grapple with it. I spoke with middle school, high school and college instructors, and my overall takeaway is that while there are a few real benefits to using A.I. in schools — it can be useful in speeding up rote tasks like adding citations to essays and doing basic coding — the drawbacks are significant.

The biggest issue isn’t just that students might use it to cheat — students have been trying to cheat forever — or that they might wind up with absurdly wrong answers, like confusing Moses with Mr. Clean. The thornier problem is that when students rely on a generative A.I. tool like ChatGPT to outsource brainstorming and writing, they may be losing the ability to think critically and to overcome frustration with tasks that don’t come easily to them.

Sarah Martin, who teaches high school English in California, wrote to me saying, “Cheating by copying from A.I. is rampant, particularly among my disaffected seniors who are just waiting until graduation.”

When I followed up with her over the phone, she said that it’s getting more and more difficult to catch A.I. use because a savvier user will recognize absurdities and hallucinations and go back over what a chatbot spits out to make it read more as if the user wrote it herself. But what troubles Martin more than some students’ shrewd academic dishonesty is “that there’s just no grit that’s instilled in them. There’s no sense of ‘Yes, you’re going to struggle, but you’re going to feel good at the end of it.’”

She said that the amount of time her students are inclined to work on something that challenges them has become much shorter over the seven years she’s been teaching. There was a time, she said, when a typical student would wrestle with a concept for days before getting it. But now, if that student doesn’t understand something within minutes, he’s more likely to give up on his own brain power and look for an alternative, whether it’s a chatbot or asking a friend for help.

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7 best teacher introduction letter to parents examples

Effective communication between teachers and parents is the cornerstone of successful learners' educational experiences. A well-written teacher introduction letter to parents is one of the most impactful ways to establish a connection at the beginning of the school year.

TABLE OF CONTENTS

Start with a warm greeting, introduce yourself, share your teaching philosophy, outline the classroom plans and goals, emphasise the importance of communication, encourage parental involvement in their children's education, conclude with a positive note, proofread and personalise the letter, welcome email to parents from teachers example, teacher introduction letter to parents for high school example, short teacher introduction letter to parents template, personalised introduction email to parents from a teacher template, new headteacher introduction letter to parents example, junior high school teacher introduction email to parents template, elementary school teacher introduction email to parents template.

Typically, these letters introduce the teacher and offer information on how parents can be part of the learning experience. They can range in length and tone from sincere to serious to silly. However, the tone often depends on the grade level since a cutesy high school letter or overly serious preschool introduction letter might feel out of place.

Tips for writing a teacher introduction letter to parents

An introduction letter aims to set the tone of your relationship with parents and establishes a foundation for effective communication throughout the school year. Here are the best tips for writing a comprehensive, engaging and professional teacher introduction letter to parents:

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Begin your introduction letter with a friendly or welcoming greeting, then express your enthusiasm for the upcoming school year.

You should briefly introduce yourself, including your educational background, teaching experience, and relevant certifications or specialities. Introducing yourself as a teacher to parents helps them to know you better and builds credibility.

You should perfectly explain your teaching methods and strategies . Talk about how your philosophy will benefit the students. This will give the parents insight into what to expect when it comes to classroom environment, instructional methods, and student engagement.

Briefly describe the key objectives and exciting projects or activities planned for the year. This will help parents understand their children's educational priorities.

You should discuss the importance of clear communication between home and school and share your contact information so parents and caregivers can easily reach out if needed.

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Invite parents to be active participants in their child's education . Tell them about opportunities that will make them more involved, such as volunteering in the classroom or attending school events. You can also encourage them to schedule conferences to discuss their children's development , performances and behaviours.

You should end the letter on a positive and encouraging note. Express your excitement for the upcoming academic year and commitment to supporting each student's growth and development.

Ensure your letter is error-free and has a professional tone. Personalise it by addressing individual parents or including specific details about their child.

Teacher welcome letter examples

The teacher welcome letter examples below can be tailored to different grade levels and classroom dynamics. They'll guide you in creating an excellent teacher introduction letter to parents:

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Communicating with parents through email is easier and more convenient. If you're planning to send an introduction email to parents from a teacher, here is an example to inspire you:

Subject: Your Child's New Teacher

Dear parents and guardians,

I hope this email finds you well and enjoying the last days of summer. My name is Eveline Mayor, and I am thrilled to introduce myself as your child's fifth-grade teacher at Brook House for the upcoming school year.

With three years of teaching experience, my passion lies in creating a nurturing and engaging learning environment where every student feels valued and motivated to reach their full potential.

As we embark on this new academic journey together, I wanted to share some vital information about what you can expect in our classroom. This year, we have an exciting curriculum filled with hands-on activities, collaborative projects, and opportunities for your child to explore their interests and develop new skills.

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Please email me at [email protected] or the school's communication platform, Brookhouse.eveline.com, with any questions, concerns, or insights about your child.

To help us start the year smoothly, I will host a virtual meet-and-greet session on August 20, 2024, to get to know each other better and discuss our classroom goals. I will send more details and a link to join the session soon.

Thank you for entrusting me with your child's education. I look forward to working together to make this school year memorable and successful for your child.

Warm regards,

Eveline Mayor.

This teacher introduction letter for high school example illustrates how you can effectively introduce yourself to parents, share your teaching philosophy, outline classroom expectations, and invite parents to engage in their child's education.

Subject: Welcome to an Exciting School Year at Greenwood High

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My name is Ms. Emily Thompson, and I am excited to introduce myself as your child's English Literature teacher for the upcoming school year at Greenwood High School. I am eager to embark on this journey with you and your student, and I wanted to share a bit about myself and what we can look forward to this year.

With over ten years of experience teaching high school English, I am passionate about fostering my students' love for literature and critical thinking. I hold a Master's degree in English from the University of Chicago and have always been fascinated by the power of stories to shape our understanding of the world and ourselves.

I believe in creating an intellectually stimulating and supportive classroom environment where students feel inspired to express their ideas and engage deeply with the texts we study .

This year, our curriculum will explore various literary works, from classic novels to contemporary poetry. We will dive into each piece's themes, characters, and historical contexts, encouraging students to think critically and develop analytical skills. I am particularly excited about our upcoming project on Shakespearean drama, which will include a live performance component – a fun and interactive way for students to bring the Bard's words to life.

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I welcome your insights and encourage you to reach out with any questions or concerns. You can contact me via email at [email protected] or through our school's parent-teacher communication app, ClassConnect. I also invite you to our Parent Open House on September 10 at 6:00 PM, where we can meet in person and discuss the year ahead.

Thank you for entrusting me with your child's education. Together, we can make this school year a rewarding experience for your child. I look forward to meeting you and working together to support your child's academic growth and success.

Ms. Emily Thompson

English Literature Teacher

Greenwood High School

[email protected]

This concise and professional template is designed to help teachers introduce themselves to parents, provide essential information, and set the stage for a successful partnership.

Dear Parents,

I hope this letter finds you well. My name is [your name], and I am excited to introduce myself as your child's [subject] teacher at [school name] for this academic year. I am thrilled to be a part of such a wonderful community and look forward to getting to know you and your child.

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I aim to create a supportive and engaging learning environment where students can thrive. Collaboration between parents and teachers is crucial for student success, and I am eager to work together to support your child's educational journey.

Please get in touch with me at [your email] or [your phone number] with any questions or concerns. I am here to help and support you in any way I can.

Thank you for your time and cooperation. I look forward to a great academic year ahead.

[Your name]

A personalised introduction email sets the tone for a positive and collaborative partnership. By tailoring this template to your specific classroom and teaching style, you can create a warm and inviting message that will leave parents feeling valued and informed.

Dear [parent's name],

My name is [your name], and I am excited to welcome you to an enriching and engaging school year at [school name]. I will be [child's name] 's [subject(s) you teach, e.g., English and History] teacher.

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I look forward to getting to know [child's name] and working together to make this year successful and enjoyable. I aim to create a supportive and stimulating learning environment where students feel valued and motivated to reach their full potential.

Please feel free to contact me anytime with questions or concerns. Open communication will be key to [child's name] 's success.

I am looking forward to a great year.

[Teacher's name]

[Contact information]

A warm welcome letter from the new headteacher is crucial for building trust and confidence within the school community. This template will help you craft an informative introduction outlining your school vision and encouraging open communication.

Dear Parents and Guardians,

I am thrilled to introduce myself as the new head teacher of [school name]. My name is [head teacher's name], and I am excited to join this wonderful community. I look forward to working with you and your children to foster a supportive and enriching educational environment.

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At [school name], we provide high-quality education and nurture students' strengths. I am committed to maintaining open communication and collaboration with parents to ensure the success and well-being of all our students.

Don't hesitate to contact me with any questions, concerns, or ideas. Together, we can make this school year a remarkable experience for your child.

Thank you for your warm welcome and support.

[Head teacher's name]

Headteacher

[School name]

This junior school introduction template will help you craft a concise and informative email to introduce yourself to your junior high students' parents. It focuses on building rapport, outlining expectations, and fostering open communication.

Subject: A Warm Welcome to [School name] Junior High School

Dear Parents/Guardians,

I welcome you and your child to the [school name] Junior High School family . We are excited to embark on this exciting journey of learning and growth together.

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My name is [your Name], and I am delighted to be your child's [class teacher/subject teacher]. I have been teaching for [number] years and have a deep passion for nurturing young minds. I believe that every child is unique and possesses immense potential.

At [school name], we foster a stimulating and supportive learning environment where children are encouraged to explore, question, and develop a lifelong love of learning. Our curriculum will cater to your child's holistic development, encompassing academics, co-curricular activities, and character building.

I look forward to working closely with you to create a positive and productive learning experience for your child. Please don't hesitate to contact me with any questions or concerns.

[Your position]

Intermediate school

This elementary school introduction email template is your secret weapon. It's more than just a template; it's a blueprint for building solid partnerships between you and learners' parents.

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Subject: Welcome to Our Classroom

I am excited to welcome your child to my [grade level] class at [school name]. My name is [your name], and I am thrilled to be your child's teacher this year.

Every child is capable of amazing things, and I am committed to creating a supportive and engaging learning environment where your child can thrive. We will focus on building a strong foundation in [list of core subjects, e.g., reading, writing, math] while exploring creative and hands-on activities.

I value open communication and collaboration with parents. Please don't hesitate to contact me with questions or concerns or want to chat about your child's progress.

I look forward to a fantastic year together.

[Your contact information]

A teacher introduction letter to parents is more than just a formality; it is the first step in building a collaborative and supportive educational environment. By thoughtfully crafting this letter, teachers can set a positive tone for the school year, establish open lines of communication, and invite parents to be active participants in their child's education.

Free online caregiver courses with certificates for Kenyans

Tuko.co.ke has published an article about short speeches for a school assembly . A short speech for a school assembly is delivered at the start of the school day, typically in a school environment.

It is generally given by a student leader, teacher, or school principal and serves to greet students and establish an atmosphere for the day ahead. The speech may encompass announcements, encouragement, inspirational quotes, and other critical details that the school society should know.

Source: TUKO.co.ke

Bill Cyril Salasya (Lifestyle writer) Bill Cyril Salasya is an experienced writer who joined the Tuko team in 2023. He holds a Bachelor of Education (Arts) degree from Kisii University. Bill has 5 years of experience in the field and has worked as a content writer at Strikingly, Urban Ambiance, and WOW Travels and as a freelance writer at Upwork. He works on various topics, including technology, lifestyle, travel, entertainment, marketing, etc. In 2023, Bill finished the AFP course on Digital Investigation Techniques. In 2024, he expanded his skills through Google News Initiative courses. You can reach him at [email protected]

More Than Rough and Final Drafts: Making Feedback Meaningful for Student Writers

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In our classes, rough drafts were always a little too rough. Grading the rough draft was not an accurate impression of how far the student was from the final draft. Considering something better than a “rough” draft, we discussed some potential terms for what we were trying to name. “Advanced” draft felt aspirational and conveyed what we expected of our students under this new system—that they would turn in the best work that they could at that moment in time for teacher feedback.

My colleagues and I hope that students will review past mistakes in order to prevent future mistakes, but high schoolers are busy. When work piles up before a due date, they’re not likely to look at the feedback on their last paper, especially if they have misguided excuses justifying the grade they received on it. If I am honest about my high school experience, I can’t say I looked at a previous paper before starting the next one. I’m not even sure I did that as an undergrad.

As teachers, we make the same mistake. How often do we pull up the last paper a student wrote to see how much he or she has grown? Maybe sometimes, but I would argue it’s rare.

For meaningful writing instruction, teachers should consider another paradigm.

Reimagining the Writing Process

This school year, our English department adopted a policy that focuses on feedback as a part of the writing process rather than the outcome. Students now have more opportunity to incorporate edits and grow as writers within each assignment, rather than teachers assuming they will demonstrate progress in the next assignment.

The small group of 10th to 12th grade teachers I worked with to develop this system agreed that we wanted all students to revise major written assignments as a response to teacher feedback. For this to work, feedback would need to be front-loaded, motivating attention to the teacher commentary itself. Students would then need at least a week to participate in the feedback cycle and revise the paper.

This plan wouldn’t replace the essay planning that teachers already did in English classes, such as the prewriting process or the peer-edited rough draft. Instead, we added a new step: an “advanced” draft, turned in after the rough draft and before the final.

In the past, when teachers had assigned rough drafts, they were always a little too rough. “Advanced” draft felt aspirational and conveyed what we expected of our students under this new system—that they would turn in the best work that they could at that moment in time for teacher feedback.

Under this formula, the student no longer thinks in terms of the rough draft or outline minimum requirements—“How many quotes do I need in this paragraph/paper?”—for an acceptable grade. Instead, the student and the teacher can focus more on stylistic quality.

Ideally, the farther the student can take the advanced draft toward accomplishing the rubric goals, the higher the chances are that a student’s work will improve on the final draft. The advanced draft would receive the most feedback in the process and a placeholder grade in the gradebook.

Final draft teacher feedback would be minimal because the revision process would be finished. This system would create a longer grading process for writing assignments, but it would hopefully create more satisfying final drafts for teachers and students.

Motivating Revision

The advanced draft process is also a form of differentiated instruction, because students at any ability level can be coached through revision. Students determine how much work they put into the advanced draft. High-quality student work allows teachers to coach with more specific feedback, whereas weak drafts get less detailed, simplistic comments. The system also gives poor performance (for a host of legitimate reasons or excuses) a second chance. And if students choose not to turn in an advanced draft, they lose the opportunity for teacher feedback.

Because of the stakes in the revision, our group determined that teachers and students must agree to a reasonable and quick turnaround. We decided to return advanced drafts within one to two weeks—enough time to meet with a teacher in office hours or make an appointment with our school’s writing center. If students wait until the night before the final draft is due, lack of planning can hurt student progress. Momentum propels draft to feedback to draft.

Of course, momentum is also maintained by the student’s belief in his or her progress, and the teacher’s ability to encourage that progress. Though a grade is an imperfect and reductive measure of student progress, it can also be a motivator. For this reason, we decided to allow the final draft grade to replace the advanced draft grade. Teachers have some freedom here if they want to count the advanced draft as a percentage of the final. But grade replacement allows certain students to take risks, and it can give poor planners a candid impression of where their advanced draft grade stands.

Before introducing the new policy to our department, we practiced in our own classrooms. Two teachers within our group who used the new system noted how much more teacher feedback caught the attention of their students. More students were coming to office hours with questions about writing craft, and teachers were enjoying the opportunity to have meaningful conversations. I personally felt more satisfaction grading those final drafts.

As our department has adopted the new system, some teachers have had to spend more time planning for the week they will grade and return advanced drafts. But teachers have also noted how much students appreciate the quick turnaround while the work is fresh in their minds. The process hasn’t inspired every reluctant writer: One colleague expressed some disappointment that students did not take as much advantage in the final as she might have hoped. But teachers agree that the advanced draft has allowed for more honest conversation at each stage of the drafting process. And teachers have expressed relief that the final draft requires less feedback.

The number of student visits to the writing center increased this fall, and tutors have learned to use a common departmental language as students bring in their advanced drafts to have conversations about improving through revision. As a department, we hope advanced drafts have brought us a step closer to a culture in which students learn to reflect through the writing process, rather than just trying to manage their workload.

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6 ways grown-ups can recreate that fresh, buzzy feeling of a new school year

Back-to-school season can still be an opportunity for a refresh, even if you're not headed back to the classroom. Maria Korneeva/Getty Images/Moment RF hide caption

Ah, remember the excitement of starting a new school year? Shopping for new notebooks, picking out the perfect outfit for the first day of school, the smell of pencil sharpenings in the classroom?

Just because you’re a grown-up doesn’t mean you can’t harness that buzzy back-to-school energy. Here are seven activities you probably did in school as a kid -- like playing at recess and packing lunches -- updated for the adult version of you. We hope these ideas inspire new routines and positive changes as you transition into fall.

Miss packing a school lunch? Try meal-prepping

Kevin Curry, founder of FitMenCook , meal preps two nights a week. On these nights, he'll spend 45 minutes cooking five dishes to mix and match over the next few days — for example, chickpeas, chicken, jasmine rice, roasted vegetables and a green medley of spinach, chard and kale.

How To Learn A New Skill

"With those five foods I prepped, I made about ten different meal combinations," he says. One day you might want chicken, rice and greens, another day you might want chickpeas, greens and chicken. Transform the flavor of each meal with different condiments like tahini dressing or barbecue sauce. Read more tips here .

Miss back-to-school shopping? Spruce up your wardrobe

Even if you aren’t doing any back-to-school shopping this fall, you can prioritize your personal style with a closet purge. Asia Jackson, actor and YouTuber, says to try on every item in your wardrobe and ask yourself a few questions to determine if you should donate or keep that sweater you haven’t worn in years.

“Do you feel good in this item? Do you look good in this item?” says Jackson. “If it doesn't make you feel good, then you should get rid of it.” Once you’ve identified the pieces you love, use them as the foundation for your revamped style. Read more tips here . 

Miss learning new things? Read more books

If you want to read more books, try getting in a few pages in the morning before you start your day. NickyLloyd/Getty Images/E+ hide caption

Got a fall reading list you can’t wait to get through? Set yourself up for success by reading in the morning, says NPR culture correspondent Lynn Neary, “particularly on weekend mornings.”

You’re less likely to fall asleep the way you can if you try to read before bed, and it’s a nice way to start your day. Read more tips here . 

4 questions to ask yourself if you're considering going back to school

Miss writing in your planner make a better to-do list.

To create clear, short and doable action items, follow the two-minute rule. "If it takes less than two minutes, just do it right then and there," says Angel Trinidad , founder and CEO of Passion Planner, a company that sells paper and digital planners and journals. "It's not worth the bandwidth to write it down, remember it and do it."

For larger tasks, break them down into smaller chunks. People aren't specific enough when they write down items on their to-do lists, says Oliver Burkeman, author of Four Thousand Weeks: Time Management for Mortals . And what ends up happening, he adds, is that "we don't get them done because we're not expressing them in a doable form." Read more tips here .

Miss recess? Bring more play into your life

Not sure how to incorporate more play into your life? Ask yourself what kind of play you enjoyed as a child. Stephen Zeigler/Getty Images/The Image Bank RF hide caption

If you want to bring more play into your life, you don't necessarily need to make any significant life changes or rework your entire schedule. Play is as simple as observing tiny moments in nature, says Stuart Brown , founder of the National Institute for Play. Any increase in play throughout your day is a win – whether it's a playful hobby like painting, playing a board game, or just a new, playful outlook.

If you aren’t sure what kind of play you’ll enjoy now as an adult, ask yourself – how did I like to play as a kid? And how can I incorporate that form of play into my life now? Read more tips here .

Miss meeting new people? Change your mindset on friendship

If you want to make more friends, assume that other people also need friends, says Heather Havrilesky, author of the advice column Ask Polly .

“People assume that everybody already has friends,” she says. The truth is, “nobody already has their friends.”

It may feel uncomfortable to send the first text message to hang out one-on-one for the first time. But accept the awkwardness, she says. It stems from vulnerability -- and you can't have friends without getting vulnerable. Read more tips here .

This digital story was written by Clare Marie Schneider. It was edited by Malaka Gharib. The visual editor is Rebecca Harlan. We'd love to hear from you. Email us at [email protected]. Listen to Life Kit on Apple Podcasts  and Spotify , or sign up for our newsletter .