Looking for ways to teach argument in your classroom? Here are some good ones, including one I wrote about the counterargument from the National Council of Teachers of English’s High School Matters blog.
Monthly Archives: October 2013
There are lots of kids in my classes this year. It’s only now that I think (think) that I know all of their names (a fact that is both embarrassing and infuriating to me because I feel I should have it down by now).
Getting to know them as writers is much harder, particularly given attempts to turn papers around regularly. I write fewer and fewer comments on their actual papers and encourage them to schedule a conference with me to really talk about their work.
Those conference slots tend to fill up around the time a paper is due, which is what happened this week. While we get some good discussions about where they’re stuck and what they’re thinking, for me, the most important aspect of the conferences are that I can actually get to know the kids. In those moments, when they shyly push forward sentences and paragraphs, make the apologies full of fears of their work not being “good” (whatever that means; I tell them we are all in a state of revision, no apologies are necessary), I ask them how the class is working for them, let them talk through their challenging parts…I take notes then we make a plan for next steps, which I make them write down, because they are young people and they forget and one-on-one conferences are intimidating, I know.
It’s amazing, too, because the kids who sit in class and are the quiet ones, or the ones that seem so self-confident, are so different in conferences. So open, I guess, so willing to engage in a conversation about how to improve their writing.
I learn as much about who they are as people as about what they need to do to strengthen their thesis, in those conferences, and I never regret having them. I also have my student teacher conduct ones with students to understand how to be kind, how to listen to kids, how to give pithy advice that will send them confidently on their way. I find that once students come for one, and generally find it useful, they’ll return for more, and their confidence develops, their questions about their work gets more complex and nuanced, and that growth helps me to understand their development as young writers.
I continue to keep in touch with students I’ve taught over the years (though after 11 years, it takes me a moment to remember where I knew a kid, given that I’ve taught in so many different places; I guess I need to do some more Sudoku). I recently worked with a student who I taught as a freshman four years ago. He’s a senior now, preparing to go to college. His mom contacted me, worried about what he needed to do, what she needed to do, to get him ready. So, I met him on a Saturday at one of the local public library branches to discuss the Common Essay application prompts. This is the prompt that resonated most with him:
Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn?
Apparently, he tried out for the high school basketball team as a freshman. Didn’t make the varsity or the JV. The following year, he didn’t make it as a sophomore, either. Ditto for junior year. I asked if he planned to try out this year and he nodded yes. What if you don’t make it? “I guess I’ll run track,” he said. Not bitterly, not quite resignedly, but factually. He wanted to do something that would keep him physically active and track seemed to be it.
We talked about what he learned over the years, when he didn’t make the team, and he said he kept trying out because he felt like he got a little bit better every year, and that people encouraged him to keep working. That this kid was willing to keep trying, even when there the chances of making the team are so small, was quite telling to me. He plays in local leagues, practices, hopes to make the team. Perhaps I’m even more impressed because so many kids would have just given up–heck, I would have given up, probably, after the second time. There definitely would not have been a third or a fourth time. Talk about grit, and perseverance and resilience…
“You have a great story,” I said. “Write it.”
I’d want that kid at my college. He seems to have the qualities that we want: being able to pick yourself up after things don’t go your way, to keep trying even when there is no guarantee of a winning outcome…and you’re 17 years old? Yeah, you’re gonna be just fine.
I never would have had the opportunity to be blown away had I not spent some time on a Saturday conferencing with a kid about what he learned about failure, and why he’s going to keep trying. Kids have great stories to tell and write; thankfully, I can listen and learn when I carve out time to sit beside them.