There really isn’t time to be disgruntled about what my students don't know when they reach my classroom. Maybe it wasn't taught in enough depth or maybe my students weren't mature enough to develop a deep understanding. Whatever the reason, these students are my responsibility now and their education is on my conscience. I like starting with basic sentence combining because those lessons can easily be built upon. Mini-lessons and repetition are key in teaching grammar. In the past I have offered extra credit to students who bring me articles or books that contain grammatical errors. The results are two-fold; it gets them reading more outside the classroom as well as thinking about writing on their own time. I also agree that there is a lot of wasted time spent on editing students' final drafts...I just hope I can find time to read through enough rough drafts to really improve upon their writing.

I attended a Pre-AP English Summer Institute, and, of course, this discussion came up! I told them that I assume that when I get my students that they know everything but phrases and clauses (they don't! They've been taught; they just did not retain the grammar rules)...that's where I start. Then I use mini-lessons to review as I discover common errors in their writings. Some of the things that I liked about this chapter? The history of the punctuation marks...I didn't know all that! I need to research that and tell my kiddos that! Again, I was also reminded the importance of writing with the students and sharing my thoughts-on-paper. Okay...is it just me...but wouldn't it be nice if wiki would let us create paragraphs in these responses!? (I know I shouldn't double punctuate! Sometimes. It. Just. Feels. Right! Ha!

I too really try to emphasis to my juniors that their writing is a reflection of who they are. One of the favorite things I do with my juniors is "Tuesday Essays" (my 'catchy' name for an essay they have due to me every 2nd and 4th Tuesday of the month, only if class is in session). At the beginning of each semester, I give the students 20-25 topics, some open, some reflective, some taken directly off college admission applications. While the grading is more holistic and focused on voice and answering all parts of the prompt, it is graded as a formal writing. I always create the hypothetical situation of the students all applying for the same college scholarship. When they realize that the only means by which they will be scored/judged is through their writing, the importance seems to sink in a little more thoroughly. It really gets their attention when I start throwing in dollar figures (you get one shot to make the judges want to give you this $20,000!). Students also seem to understand that the best writing is individual, and memorable. I also like this assignment because it does give them choice, very rarely am I reading multiple essays over the same topic, and it fosters the ideas of organization and time-management (mid-way through the semester I stop reminding them they have an essay due).

Jodi, I like this "real" writing assignment...good idea! Money sure does talk...it speaks to us!