Group+1+Four+A

//**Assumptions:**// I feel that the author assumes that students have a desire to express themselves through writing. Most of our students do not. They have endured high stakes, Benchmark and End of grade writing so often that they feel they must make writings by a template or with a prompt.
 * Four A Group 1**
 * Responses** **to** //**Specific Uses and Benefits of Low Stakes Writing**//

The author assumes that students write better in low-stakes than high-stakes. Sometimes that's true, but not always, I have many students who when writing an essay for a test they come up with better material than they have the rest of the timed, though low-stakes writing certainly gets them to that point. (SP)

I feel the author assumes that writing in any form, high or low stakes, is beneficial for student.

//**Agreement:**// I agree that writing to learn would help to provide formative assessment for me and guide the direction students will take with future content.

I agree with most of this, but I particularly like the part about teaching students to talk about what they're learning in their own language, instead of just repeating what they think we want to hear. So many times students write things that make no sense at all because they're just repeating terms or words they've used in class with no coherence at all.(SP)

I agree that as a teacher I am always trying to figure out what can be done for the students.

//**Argument:**// I have two trains of thought on telling students when writing assignments will be graded and when they will not. I want students to engage in low stakes writing so they feel comfortable getting their thoughts and ideas on paper, but if I tell them that they will not be graded, they will not put much effort into the assignment. I have to develop a happy medium between the two.

I also don't like telling students when I'm not grading things, I don't think our students have the maturity to put effort into something if they know it won't be graded, so I just tell them that everything is graded, when of course that's a lie. :-)(SP)

I argue that until there is some prior knowledge, students will hesitate to write or respond to any prompt.(high or low stakes)

//**Aspiration:**// //**I would like to have students keep a journal of reflections about sections or articles read about specific concepts. My students keep a Lab journal and it may be helpful for them to keep a reading journal. It will also serve as a writing to learn piece.**//

I'd like to encourage students to write more on their own, like to use Edmodo or other forums to continue a conversation began in class. I've tried that a few times, with not much response, so I'd like to be able to cultivate a culture where students do that without my encouragement. (SP)

I aspire to do.