AssessmentWQ-2Criteria

<<back to step 1

(15 minutes)

In this step, I ask you to use your reflection on your writing process to derive "criteria" (the categories you use to evaluate).

Below, I've added a column next to my reflections on the model essay to show how I might derive criteria from my process.

for example, if you tell students an essay requires a thesis, that's useful info, but it doesn't help them (or you) know how to write a good one. If you tell them an essay should have "organization," that's better, but it still tells them WHAT and not HOW.
 * Please note that "criteria" (how you know if it's good) often get confused with "characteristics" (what goes into making one):

When you've read the model example below, use what you wrote in step 1 to derive criteria. Be careful not to confuse them with characteristics. When you're done, please post your answers to the discussion forum above. This time, turn to the person to your right and discuss your responses. Prepare to discuss with the whole class.

move on to step 3>>

If you finish early, check out how this PA teacher helps her students learn HOW to write a literary analysis of Shakespeare's //Macbeth//. Be sure to watch the video on the "Crafting a Literary Analysis" page.

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