Evaluating the First Draft
When inexperienced students are starting out, go through the process with them, assisting in each step of writing their essay. Once they understand the process, only give assistance as needed, but let them know that certain points will be taken away if they don’t follow guidelines.
If there is a word count required, check to see if it is within the range expected. One online resource for this is: https://wordcounter.net/edit-counter. If their count is insufficient, give general suggestions to help them expound on their points. Suggestions for improvement may be written in the margin of the first draft or between the lines. Papers should be typed using double-spacing for this reason.
It is important that grammar and spelling issues not be scrutinized until the second draft. The first focus must be on the flow of ideas.
Give 10 points each for the following (suggested)
1. Did they follow the assignment?
2. Is the thesis/topic clearly stated?
3. Are the points presented in the introductory paragraph addressed in the body of the paper?
4. Is there evidence (2 or 3 items) for each main point?
5. Is the evidence (or set of facts) from a reliable source?
6. Does their writing make sense and do the ideas connect?
7. Does the conclusion “fit” the evidence/facts given?
8. Does the conclusion restate the thesis/topic sentence, in some way?
9. Are quotes cited?
10. Is there a bibliography of references used, on a separate page?
Unless the first draft is nearly perfect, they will do an intermediary draft which you will be editing for spelling, grammar and punctuation, as well as wordiness and word choice. This revision does not need to be graded. The second paper is a working copy – in preparation for the final, published copy. It is helpful to have your children read the second draft aloud to you so both of you can “hear” errors in their pronunciation, punctuation, verb tense, or subject/verb agreement. Have them print two copies so that while they are reading it, you can circle any mistakes that need to be corrected in their next draft. You may also correct punctuation at this time. Ask them to explain any complicated terms to you – making sure they understand the research. Finally, give them back their second draft (with your comments and editing marks) for them to create their final copy.
The Final Copy – Third Draft , Written and Presented
After the final copy is printed, have them practice reading it again to make sure they are reading expressively and articulately. Encourage them to pause for effect and use eye contact (keeping their place on the paper with their hand so they can easily return to their spot). There is nothing that works as well as practice for public speaking. Often they will be called on to present their paper in front of a group, so even if this isn’t required in class, practicing reading aloud each time will build this skill in your own children. Have them present before a family member or friend of the family to become more secure speaking in front of others. Be sure to give plenty of encouragement for things they do well, and keep criticism about their presentation style at a minimum, initially. A good rule is to pad each “helpful suggestion” with two encouraging comments.
It may be helpful to have them watch other famous speakers. They may notice what works well and self-correct. If they are doing a persuasive paper, let them watch a speech by Martin Luther King Jr, or Ronald Reagan. If a narrative, let them watch someone who tells stories. There are many types of narratives, so pick one that fits well. If the speech is an objective report – look for a news-story being presented and note anything that stands out in the differences of approach.
Some ideas for rewarding a job well done are:
Publishing their completed work on a family webpage or blog – and posting it for others to see, submitting some works to magazines or local newspapers or gathering their papers to create a “book” of their own. This could also include poetry and works of art they have done during the year. If you have several children, you could make a family anthology, in print, for each to keep. These can be copied and bound for you at a local office supply store, or you could use page protectors in a notebook and slide them in, having copies for each contributor. By the time they have completed their work (if all edits have been attended to) their grade should be no less than an A (see rubric mentioned below). Working in stages like this creates understanding of the process, and pride in their own achievement. When they see their work “published,” or shared with others who appreciate it, this brings meaning to their efforts, as well.
If your child has only one week to work on an essay, have them do brainstorming the first day for an idea, research on the second day, the rough draft on the third day, the second draft on day four, and the final draft on day five of that week. Parents should check over the final draft on the computer before it is printed, and point out any last minute changes before the final version is printed. Make sure the guidelines given for formatting are followed and your son or daughter’s name is on the paper. It can be printed out and placed in their notebook one day in advance, so there is no last minute rush to do so.
Suggested Grading Rubric for Final Copy
70% of the grade is for their written work:
* 10 points for the Introductory Paragraph with their thesis, definitions and introduction to their three supporting arguments.
* 10 points for the first paragraph in the body – with supportive evidence/arguments for their first point. Supportive evidence may include informative details, statistics, anecdotes, authoritative quotes, and reasoning.
* 10 points for the next paragraph in the body of the essay, with transition and supporting material.
* 10 points for the last paragraph of the body of the essay, with transition and supporting material.
* 10 points for the conclusion. This must tie all the facts together neatly and reflect the thesis/topic sentence in the last sentence.
* 10 points for Title Page (or header that includes name/date/class)
* 10 points for the Bibliography page
And the final 30% for their presentation of the paper, orally. Grade based on skills you have already taught, and expect more as more instruction is given. Let them know ahead of time what you will be looking for.
Some presenting skills include eye contact, not fidgeting, speaking clearly (pronunciation and enunciation), volume appropriateness for audience and size of room, use of gestures, correct posture, appearance, voice modulation in volume and pace, appropriate movement (not still like a statue, but engaging and natural) and use of visuals. Don’t teach all of these at once. For younger children, start with one and add another expectation as they are able to perform the first.
Encouragement usually works better than criticism, so when they have trouble with a new concept in presenting, you could say, “That was pretty good! Now let’s try that once more with … ” and fill in the skill that needs practice. If they still can’t quite get it, that’s fine. It is best not to have them fixate on a problem. In the next day or so, watch a professional speaker and let them comment on what they observe about them. You can ask questions to draw their attention to specific things. You could also try play acting and taking turns, delivering a speech and your child can critique your presentation as well. First, give them some instruction concerning positive criticism vs. derogatory remarks. Only allow helpful or positive commentary for yourself and for them. If, when they critique your speech, you take this graciously, you will be showing them how to respond.
Ephesians 4:29 in the New International Version of the Bible says,
“Do not let any unwholesome talk come out of your mouths, but only what is helpful for building others up according to their needs, that it may benefit those who listen.”
And that is what we are really hoping to do for our children; build them up!