Extra Credit Term 2
Sarah Hollingsworth
The writing assignment I chose in
which we used formative assessment is my nationalism essay. For the essay, I
completed a total of six drafts. The
first draft I wrote was an essay outline, which was then revised by both my
peers and a teacher in the history lab. The second draft was similar to the
original essay outline, except I incorporated the feedback I received into the
first draft. After my second draft of my essay outline, I started writing the
essay itself. After I finished my first draft of the essay (which was my third
draft so far in the process), I edited it. After making the edits, which lead
me to my fourth draft, I asked my mom to edit it and give me feedback. By
applying her feedback, that led me to my fifth draft, which I lastly edited for
spelling and grammar, leading me to my sixth and final draft. The sources of
feedback I received for my essay outline came from my peers and a teacher from
the social studies lab; whereas, for the four drafts of my essays, my mom and
myself were my sources of feedback.
On both the essay and the essay outline, the
most common feedback I received was “connect further to the thesis statement”
and “work on stronger analysis.” When
writing essays, one of the goals I have is to keep the feedback I’ve received in
mind, so I can make sure I don’t make the same mistakes again. When editing essays myself, after someone has
given me feedback, one way that I address my improvement is by highlighting
examples of where I have changed my writing to incorporate some of their
feedback. Keeping feedback that I commonly get from peers/teachers in the back
of my mind when writing essays is a positive way for me to prevent making
similar mistakes in my writing in the future.
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