Do you trick your students?
I’m not referring to magic tricks. Although being able to wave a wand could come in handy. Also:
At any rate, what I mean by trick is that sometimes I take a circuitous or backdoor route into getting them to see/understand something that I want them to see/understand. To some extent, this seems like a fairly obvious thing to do, but I’ve only recently started to think about how/why it works.
For their first longer paper this semester, my students have to write a scene analysis. They’ve written shorter papers this semester that require them to analyze readings, we’ve verbally done analyses in class on the documentaries we’ve watched, and, of course, I know that analysis is part of their daily lives in a variety of ways. However, that doesn’t necessarily mean that they’ll (initially) recognize the abundance of skills that they already have and apply them usefully to their essays.
So last week, we looked at a sample student essay, and I had them analyze a first draft and a final draft, looking particularly at the structure of the analysis, claims, evidence, etc. They discussed their findings with partners, and we also had a larger group discussion. As expected, they did a great job at finding places that needed improvement in these sample essays, and they were able to articulate specifically how/why the arguments didn’t work (or didn’t work as well as they could). Also, they really seemed to enjoy being able to rip apart some stranger’s essay.
To pull the strands together, as we approached the end of class, I pointed out how well they’d done and how they clearly had a good sense of what worked and what didn’t in writing. And then I hit them with the: “Of course, now the trick is to remember and do all of these things in your own essays .”
Also them: 😏
Here’s the thing. I know that I’m not the first person to talk to them about this stuff, and they even had a reading on the subject for class last week (which, as we all know, some of the probably definitely didn’t read). But there’s a difference between having that information and applying it (or even realizing that you have it hanging out in your brain somewhere). However, I think that there’s a real chance that what we worked on that day will stick in their minds simply because they realized that they already knew how to do the thing I want them to do, and now all they have to do is do it.
(say that sentence 5 times fast)
Their essays are due in a week, so we’ll see how it goes, but based on the conversations we had in class, I’m cautiously optimistic.