Having Trouble Coming Up With A Thesis Topic In Math Preparing Students for Writing Proficiency Exams

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Preparing Students for Writing Proficiency Exams

Most states require successful completion of some type of writing assessment to receive a standard high school diploma. The exam is often given to young people and I have found that most students pass the first round, especially when they are well prepared by their teachers who require some form of writing every day in every subject. Whether the course is history, math, or music, when students write in a variety of genres with a variety of formats, they improve. Good writing builds confidence as students learn to study their words and sentences to create full impact and clarify their thinking with strong, descriptive word choices and sentence structure. Reflective writing is a perfect companion for any assignment, project, or creation. It’s hard to cheat comprehension when writing is an integral part of the final assessment. It may be that the mother built the bookshelves or the father designed the science experiment leaving the son or daughter out of the cycle of understanding. But when the participation of the young son or daughter is central and the parents are on the sidelines, this will be evident when the child writes about the steps, successes and pitfalls as part of the responsibility of the project.

As graduation approaches, seniors who haven’t passed the writing competition can fly into a whirlwind of action, trying to figure out the best way to get a passing score. Unfortunately, it is often too late and a sad reflection on the school or district that has not supported the student over the years with appropriate intervention and enrichment. Writing every day makes success much easier to achieve while teaching the child the value of being a good writer. If your student or child is struggling with writing, start a help program right away.

First, children should write every day. Select important topics such as wearing seat belts, requiring (or not requiring) school uniforms, the benefits of an Ivy League education, etc. Discuss the thesis statements and make them the focus of today’s lesson, i.e., “Here’s the topic. Write an opening.” Students do not have to write the entire piece, but instead craft clear and compelling thesis statements. After a big thesis, move on to the last sentence of the piece, making sure that sentence reflects the thesis. Move through various topics by writing the opening and closing. Once they are sorted, have the student select one that sparks their interest and imagination.

On a blank sheet of paper, have the child write the thesis statement at the top and the conclusion at the bottom. Sketch in possible details to expand the scope of each area. Next, decide on three key points to support the thesis. Write them below the thesis with an arrow drawn on each, having the student check that each focal point is on topic and on purpose. Jot down ideas around each supporting point, making sure that each one accentuates the thought rather than detracting from or negating it. Students always ask, “How many paragraphs?” Answer with at least three and rarely more than five. The writing space is quite short and definitely limited to proficiency exams and too many paragraphs leave no room for intimate details.

Now that there is an outline, have the child write the first paragraph. When it is complete, have it read aloud, checking for clarity and continuity. Talk about action verbs, descriptive adjectives and clarifying adverbs. Add a few of these by making sure each power word is only used once. To use it twice is to dilute it and subtract meaning. Comment on the transitions as it moves into the second paragraph. Add the jets and read aloud again. Then read the two paragraphs, adding and subtracting as needed and then adding the transition that moves the reader into the piece. Repeat and repeat until a masterpiece is discovered. He sings praises and shouts with joy and then proposes another subject. He guides again – repetition is essential – and then lets the intervention go as the writer rolls. Encourage heady vocabulary, but if your writer struggles with spelling, allow simpler words to create a piece that’s grammatically correct. It’s a shame to limit excellent words, but if the piece is riddled with errors, the reader is out of luck.

Again, write every day in every topic about as many topics as you can think of. Practice really does make perfect.

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