We expect our students to be able to write multiple paragraph essays that incorporates their reading of primary source material. The exam question tests their ability to work with historical documents. Their answer should be derived mainly from the documents. However, they may also refer to historical facts and developments not mentioned in the documents and may assess the reliability of the documents as historical sources where relevant to your answer.

Close Readings:

Experienced writers play with their ideas. They socialize by writing multiple drafts and seeking feedback. Teachers comment on drafts, use peer reviews and collaboration in order to get students into the habit of experienced writers. We want our students to view writing as a recursive, rather than a one time experience. Students need to understand that revision means rethinking their argument and balancing their evidence in the light of new understanding. Students need to see writing as a social process and not as a solitary experience. They need to seek out a circle of critical friends, a community of writers who can give encouragement and significant feedback.

So in our American Studies curricular design we ask them to write (play) a lot and view their writing as an evolving, everyday practice. Since the American Studies is an advanced college credit level course, the writing is mostly argumentative. We build in a time for feedback and for socializing the process of writing, reading and research.

Initially we focus on low pressure activities, such as brainstorming or creating timelines or responding to primary sources. We include time for lots of early, “crazy” drafts. Then we help the students to narrow their topic and balancing evidence and argument. We place a premium on our students being responsible of outside sources, and we help them evaluate sources and then integrate evidence into their research perspective.

We set high expectations and focus the majority of our feedback (both written and spoken) on higher level thinking priorities. We set up a regular schedule of individual conferencing, peer reviews, and collaboration. Short papers (2-3 pages) are usually experiments in critical thinking; for example we might expect a one page synopsis and two pages of their own ideas. Or we might expect a quick multi-media presentation on the Beats or on the Harlem Renaissance, or on the targeting of Dresden. On longer papers, we give our students time to change their minds later.

Assessment is a strange thing. For years I’ve taught this Gatsby Magazine project where the students created a magazine, first on paper and now as an in-house website. At CBC every kid has a laptop and the whole campus is wired. So, naturally, we have encouraged the students to include multimedia---music, film, and flash into their projects. However, while the underlying composition principles are the same, there are still problems when you try to grade group work, or work of various skills.

• Digital Storytelling: Using Technology to Tell Stories
• Resources for Digital Storytelling
• Technology Resources for Teachers (Missouri Association of Teachers of English)
• Technology Resources for Students (Mr. Ryan's American Studies site)
• Evaluation, Assessment, and Grading (University of Missouri at Columbia)