3 Tips for Grading ESSAYS Faster (DBQ and LEQ)
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- Опубліковано 11 чер 2024
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In this video Heimler lays down some principles for scoring DBQs and LEQs faster. We all know that in order for our students to have enough practice writing the DBQ and LEQ, we have to assign a heaping mound of them throughout the year. But that also means that we have to grade them and offer meaningful feedback to the students.
All of that can run up many hours of overtime, but Heimler shares a few principles about how to make the scoring go a little faster (or maybe even a LOT faster). If you have any go to tricks, let us know in the comments.
I’m a first year APUSH teacher. Your videos are immeasurably valuable. I used the John Irish Claim Formula that you presented in a different video that I showed my students back in the fall. I’ve had it written on the board since then and every student writes every Claim following that formula. We critique each other’s Claims using that formula (I pitch in a Claim, too). That formula is absolutely a winner. I appreciate the body paragraph formula, too. Another strategy I use after writing a LEQ or DBQ is to have students color code each section of the writing with the rubric. That forces students to be able to pinpoint where the claim starts and stops, where Contextualization starts and stops, where Complexity starts and stops, etc. That way they know where they’re doing each requirement in their writing and if they’re meeting each rubric criteria.
Great video. I hate grading written work. Absolutely the worst part of teaching AP for me. Thank you very much.
Great tips! I love the idea of testing a point at a time!
Mr. Heimler- thank you for your excellent videos, they are very helpful! I have a question about the LEQ and DBQ Complex Understanding point. I am teaching them to structure the thesis statement just like you teach it: Despite Counterargument, because evidence 1 and evidence 2, my argument. With this structure, is it acceptable for students to present the counterargument in their final paragraph? Body paragraph 1 argues evidence 1, body paragraph 2 argues evidence 2, final paragraph starts with: However, some historians could argue (counterargument). Or, would they be required to infuse their counterargument into the main body paragraphs? thank you for your time,
Ryan
I also teach the DBQ in a very formulaic way. Before they turn in their essay I have them color code the elements of the rubric on their essay with highlighters or colored pencils. This makes the essay so much easier to grade and provides the students an opportunity to see if in fact they have all the elements they thought they had. Context Blue, Thesis Red . Their topic sentences are also red to remind them that the thesis and topic sentences are tied together. Document references Green POV etc.Yellow Outside Information Blue. They must have a yellow or blue between documents. I also do table readings. They love it! Can't wait for you to share all your wonderfulness with AP EURO curriculum in the near future!
Wow, that’s brilliant! And I love the idea that they have to see different colors in between other colors. Love it! Yeah I’ll be releasing AP Euro review materials in time for this year’s exam, and then I’ll be releasing videos on YT covering the curriculum next school year. Stay tuned!
Love Steve's suggestions offered in the video. I'd also like to second Gina's recommendation of having students color code their own DBQ (or to do so for a peer). Students learn more quickly why they earned, or failed to earn, the point as they search their own essays.
Excellent tips. Looking forward to next week. I’ll second the use of formulas for another reason. These are strictly timed essays. They only have 40 minutes for the LEQ. They won’t know what the prompt is ahead of time. So even spending 5 minutes gathering thoughts and making a few notes means they would now have 35 minutes. I have found that the students who like to try and write elegantly and deeply on everything simply will not be done when time is called. The formulaic writing lets them efficiently earn more points.
Awesome videos, so much help to a new APUSH teacher. I'm teaching in a block schedule and the class finishes Jan 24th. That leaves a handful of months for studying before the test. Any tips on how to provide self paced study tips for students as well as in person study sessions would be a big help!
On the topic of “formulas”, I’ve told my students to get the contextualization point, if they start their statement with “Set against the backdrop of…”, assuming they identify something major going on at the time period of the prompt, they’re probably on their way to earning the point. Any thoughts?