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https://docs.google.com/document/d/1mzlqy2LzXWPI3geTuUeoCvM_k-0z_LCW/edit?usp=sharing&ouid=102628729357437313447&rtpof=true&sd=true
ASSIGNMENT SHEET and RUBRIC above!
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So, what does THAT actually mean? I love the extended personal definition essay. Students are to pick a word they find intriguing and then define the heck out of it! They have to use personal experience, a scenario, a personal interview with a logical interviewee, 2 pieces of formal (online) research.
The essays are meant to be voice-driven, but also use interesting and varied syntax (which we just covered again). Today, I introduced the essay using the attached assignment sheet, and they seemed pretty excited. :) They DEFINITELY don't have to use one of the words on my list. (I have a smart boy who plays E-sports for our school who is excited to write about the word "Int." I don't know what it means. Yet.)
Here are two things they can't do...
A) They CAN'T start (or even include) the dictionary definition. Hello, we all already basically know how Webster defines "patriotism."
B) They CAN'T say a bunch of things that everyone already knows about "friendship." Nutshell, they have to remember their reader is SMART and is probably coming in with some idea of what the word means (unless it is "int"). The last thing I want it is a bunch of obvious essays about "integrity." I tell them they damn well better be surprising themselves with the nuances they discover while exploring the term. (I wouldn't say "damn" though.)
DAY 1: We go over the assignment sheet (it is attached). Then, to further introduce the topic, we read several professional definition essays on interesting topics: introversion, lying, narcissism, cool, and white privilege. We also looked at a student example from many moons ago (9 years) on creativity. She opens with Michelangelo reaching up to paint the Sistine Chapel (it--the essay--has held up pretty well). I have included that below.
DAY 2: They are to arrive with 2 words (or phrases---"flexible morals" or "deal breaker") that they are considering. We will do LOTS of prewriting activities. I lead them through about 40 minutes of brainstorming. (My prompts are on the assignment sheet but we do them "live.") These include various strategies:.create a scenario about your word, write a paragraph about why this word intrigues you, write a PERSONAL EXPERIENCE paragraph connected to your word, what are other words that are close to but NOT exactly this word ("creative" and "innovative"), what is the opposite of this word, who reminds you most of this word--write about why. Then we do some weird things like develop a metaphor connected to the term (not required).
DAY 3: They are ready to write and we talk about different ways they could arrange the paper.
RESEARCH: Eventually they need to interview someone (primary research) and do online research on the term--they have to quote two articles (secondary research). Psychology Today is an easy source to access.
ROUGH DRAFT: The rough draft will eventually be printed without their name for a blind table peer responding activity!
FINAL ESSAY: These 4-6 page papers can kick arse. Give it a try!
BELOW is a student example on "creativity"--she is an artist now!
https://docs.google.com/document/d/1VeO5mwu47ypMe_X_o3hM_JKGR-Q4oNpK/edit
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Love this and plan to use it next school year for 11s! This is more interesting than a standard research paper. How many days do you provide for completion after Day 3? Do you provide time in class?
ReplyDeleteOMG--I never answered you! I provide about a week to get to the rough draft. I do provide writing time in class!
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