Teacher Evaluation of the Program
School: Abraham Lincoln High School
Teacher: Reid Russell
School Year: 2001–2002
Do you think your students have benefited from your collaborations in the CAPI project?
My students and I have been participating in the CAPI program for the past year and I feel that my students have benefited from the program. As the result of more writing and more feedback during the year, my students feel more comfortable and self-assured about their writing.
Which, if any, of your teaching practices have changed or been influenced by working with your SFSU collaborator? What was the most useful/valuable practice you implemented in your classroom?
The one technique that particularly worked was the individual conference that Esther and I had with students. By having one-on-one conference with students, we were able to give individual attention to students and point out ways they could improve their writing.
One assignment originated from a contest that included writing a 300 word essay on why not to use drugs. The 20 prizes were a $500 scholarship. After assigning the essay, Esther directed a “pre-write,” where students wrote for five minutes about the topic. Students then wrote a first draft, followed by a peer-editing session.
Esther and I then met with the students individually after the second draft. The third draft was entered into the contest. We submitted 85 entries and will hear about the outcome in August.
What can you suggest as further methods of improving student proficiency for entering the CSU campuses?
In order to improve student proficiency for entering CSU campuses, I would recommend having students write as much as possible in class, especially writing about what interests them. By giving writing assignments that students care about, or are controversial, students will enjoy writing and write more.
Individual feedback is very valuable, but impossible for a teacher teaching 5 classes a day to 150 students. One idea is to have CSU students tutor high school students and help them with their writing. I have also found that peer-editing is a valuable tool to improve writing.
Did the Diagnostic Writing Service (DWS) help you or your students? Why or why not?
The Diagnostic Writing Service did help my students, especially by giving them feedback and comparing their writing with other students at their grade level. However, the last test was given back to me at the end of the semester, making it hard to go over it with the students.
What other assistance or involvement would you like to have from San Francisco State University?
As far as other assistance, having CSU students individually tutor students would provide mentors and individual training that is lacking in public schools. Overall, the workshops provided plenty of ideas for teaching writing.
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