The 12th installment in our series (16-17 mins long): How to Leave on Time and NEVER Take Papers Home Again ... In which we show you how to grade student essays 10x faster and watch their writing quality skyrocket in the process.
NOTE: Resource included in download is also available in our store >>> Preview it here >>>
Video Content: 3 mins of intro and convincing you that this is actually possible + 14 mins of the process explanation and mindset behind it.
What other teachers are saying about this writing tool:
♥ This is great! Thank you! My daughter took your class for 2 years and this absolutely works! She not only became a wonderful and confident writer, she loved to write- thanks to you Mr. Stephens! Thanks for sharing, I am going to use this with my 5th grade class!
♥ I absolutely love this concept - so easy to understand, practical, and you two are so fun to watch. I was engaged during the video and can't wait to try this out in my classroom!
♥ A great way to decrease the excessive amount of time required to read and score hundreds of essays. Cheers!
♥ I love this idea as I have been worried that the students were only fixing the errors I found and were not really learning to self edit.
♥ I love putting the idea of putting the work back on the students! This is where the learning happens. Thank you.
The ultimate goal = NO MORE PAPERS AT HOME … EVER! Jonathan didn’t take a single paper home for 7 years of teaching middle school English, so it’s possible. Maybe you just need to be reminded that it’s possible. The only voices I ever heard were always telling me it was impossible, you’d always have papers at home. Not true. He did it for 7 years. 7!!!
One of the big switches I made was an aha moment for me in how I was grading essays. I would assign an essay, teach them through the process, give them days in class to write paragraphs and ask me questions, then collect a rough draft. That started the dreaded paper grading cycle. I would use my grading rubric to fix all their errors in a timely fashion so I could get the essays back to them to edit for their final drafts.
Here’s the problem I kept seeing: Students only really fixed the errors I found because I was the expert and if I didn’t find them why should they fix them?
And that got me thinking … No wonder they don’t know how to edit their essays, I was really the one doing all the editing! No wonder some of them would throw their essays in the trash right after they get them back…they only cared about the grade they got when they fixed my edits.
So I had to find a way to flip things so they were doing the editing and you were doing the grading. Which are different! And the journey he headed down saved him so much time, and his students got sooooo much better at writing and revising.
With the next batch of essays, I only wrote a letter grade at the top. No comments, no marks, nothing but a grade. Well, of course, my grading time got done way faster. I was spending under a minute grading each essay. I internalized my essay rubric that I was using before and only wrote a letter grade. Then I handed the rough drafts back and they looked for all the work they were used to me doing for them, which, of course, wasn’t there.
“Why did I get this grade?” many asked.
“Let’s figure it out,” I replied.
So I walked them through how to grade their essays. I handed out my “Fix These in Your Essays Now” cheat sheet, and we got started. The resource is included in the download with this video. We highlighted hook/intro sections, thesis statements, topic sentences, quote proof and page numbers, transition sentences, thesis echo in the conclusion, and solid closing lines that resonate. They did it. Not me. Then they wrote notes in the margin if any of it was missing. They finished going through the Revision checklist. They made all the marks. They … They …. They. Not me. I already know how to grade essays. They’re the ones who need to learn. I hadn’t been teaching them how to grade their essays.
Then I asked them if their letter grade matched their essay. If that grade was fair? They all saw why now. And the right person did all the editing.
Then a surprising thing happened … looking back, it shouldn’t have been surprising: On their final drafts, they were a little more able to see things to fix. But where I really saw progress was on Essay #2, 3, 4. That year, I actually assigned 9 essays and didn’t grade a single one at home. And my students’ writing skills skyrocketed!!!
It’s gonna be difficult at first to not make any marks on the essays. It’s gonna be difficult to teach them what you see in your essays. It’s gonna be difficult to focus on the macro ideas and not the micro commas errors. It’s difficult, but we get difficult, we’re teachers. This is what we do. But for a long time I wasn’t doing the difficult thing when teaching writing, which really in the long run, ended up the easy thing. Not taking papers home.