This morning’s conversation about where our high-, medium- and low-performing students were in their writing caused me to reflect. Because I’ve been very focused on assessing and promoting basic competence in the classroom, I haven’t spent a lot of time thinking about how to enhance the writing skills of my highest-performing students. What can I do for my high-level freshmen (apart from recommending them for English 2 Honors) to promote their engagement and development as writers? (Here I’m thinking especially about kids such as Molly and Will.)
In the past I have helped them refine their analytical skills and their writing voice. I’d like to spend more time helping them to a) outline and organize their ideas; b) revise and refine their drafts; and c) connect big-picture, abstract thinking about a text with close reading of evidence, and move deftly between the two.