Reflections on Micro CERS Final

CLAIMS

Student Claims that scored a "1" (approaching expectations) often made these mistakes:

KEY WORDS:  Ambiguous, Unclear, Made Up

- Failed to take a position.  Pick one side.
- Made factual errors, referring to events that never happened in the source text
- Their position was unclear or confusing.  Be directly and clear.


Student Claims that scored a "3" (exceeding expectations) sometimes made these great choices:

KEY WORDS:  Focused, Provides Context

+ Set up their Evidence by describing the scene that occurs leading up tot he quote.
+ Contrasts with mentioning a Counter Claim before making their Claim strongly.
+ Didn't not simply parrot the model, but used original word choices, switched up the order, and made it all flow.
+ Set up the subject matter by talking about Ponyboy's background and relationships with others.


EVIDENCE

Student Claims that scored a "1" (approaching expectations) often made these mistakes:

KEY WORDS:  Sloppy, Careless, Obvious

- Didn't quote the source text correctly.  Make sure to copy the quote EXACTLY
- Didn't re-read their draft in order to edit for sloppy or careless typos
- Selected a quote used in the prompt.  Get your own quote.
- Selected a quote that didn't really speak to the prompt (about Ponyboy changing)
- Didn't not follow proper MLA format


Student Claims that scored a "3" (exceeding expectations) sometimes made these great choices:

KEY WORDS:  Precision, Focus, Insight, Research, Specific

+ Selected an amazing quote that was rarely used, showing great research skills.
+ Expertly used ellipses (...) in order to remove unnecessary parts of the quote that didn't speak to the prompt
+ Included important information in the quote that set up the main idea and ended the quote at the most important part
+ Added a segue or introduction to the quote by setting the scene where the quote takes place.
+ Selected a quote that goes deep, not only focusing on the "WHAT?" but the "WHY?" of the prompt.


REASONING

Student Claims that scored a "1" (approaching expectations) often made these mistakes:

KEY WORDS:  Off Topic, Unconnected, Filling Space without Saying Anything, No Logic

- Lost focus on the Evidence. Talks around the Evidence rather than speaking directly about the Evidence.  Reasoning should unpack the Evidence by restating, explaining, elaborating, defining, and connecting the Evidence to the Claim like a bridge.
- Students wrote massive, run-on sentences without breaking up their thoughts into chunks of sentences.
- Failed to show logical relationships between the story events like cause and effect. 
- Restated the Evidence in mostly the same words.
- Argued for the wrong side.  Student switched sides accidentally and forgot what their Claim was.
- Repeated the same idea in multiple ways without saying something new.  This may fill space, but anyone reading it and paying attention will recognize the fraudulent thinking.


Student Claims that scored a "3" (exceeding expectations) sometimes made these great choices:

KEY WORDS:  Unpack, Lawyerly, Cause and Effect, Define, Uses Logic, Clarification

+ Stays focused on the Evidence and connecting the Evidence back to the Claim.
+ Ideas easily flowed from one to the other without taking excessive space to get to the point.
+ Recognizes a deeper insight into the prompt, going from if Ponyboy changed or not to why he changed.
+ Examines the quotation / Evidence really deeply, exploring what is being said and why it is relevant.
+ Clarifies the distinction between complex ideas


Synthesis

Student Claims that scored a "1" (approaching expectations) often made these mistakes:

KEY WORDS:  Unclear, Recycled Word Choices, Dull

- Restates the Claim in mostly the same word choices
- Fails to repeat which side of the argument the writer is on
- Creates confusion with awkward wording
- Sentence is very basic, flat, and unimaginative

Student Claims that scored a "3" (exceeding expectations) sometimes made these great choices:

KEY WORDS: 

+ Fresh and interesting word choices and turns of phrase
+ Finishes on a stark, direct emotional level that packs a punch
+ Pulls references from the source text to underline the student writer's respect for the material
+ Goes beyond the "what" and delves into the "why" of the prompt about change