Common Core State Standards
The Evolving First-Year Composition Student
Introduction
The purpose of this study is to identify the teacher perceptions on the shift in standards from the previous Illinois State Board of Education (ISBE) standards to the Common Core State Standards. In general, this study looks to see how first-year composition students will evolve with the implementation of CCSS.
Objective
Research Question:
This study seeks to analyze how first-year composition students will evolve with the implementation of CCSS
Hypothesis:
Effective teaching requires reflective teachers. Because of this, the researchers hope that this study will aid in the teaching or implementation of CCSS.
Literature in Review:
This study is limited to discussing the standards as they pertain to writing. Because of this, the research only address CCSS Anchor for Writing Standards and ISBE Writing Standards, both for grades 9-12. In some cases, Reading Standards for the ISBE are addressed.
Survey
Types of Questions:
Survey
Demographics
Survey
Comparison of Standards
Which of the following do you perceive as the more effective standard dealing with the writing process?
Survey
Current Execution of Standards
Given ISBE Goal A mentioned below, have you required your students to design and present a research project? Could you briefly describe that process?
Survey
Expected Changes with CCSS Implementation
Given the new CCSS Standard 7 mentioned below, how will this impact or change any current research projects that you require of your students? Could you briefly describe your impressions of the change in standards?
Survey
General Thoughts and Perceptions
Based on your experience, what is your perception of the Common Core State Standards? Could you briefly describe your anticipation or hesitation towards the new standards?
Results - Demographics
67%
22%
1%
Results - Demographics
31.5%
37.5%
25%
6%
Results: Time Spent on CCSS
50%
16.7%
33.3%
Results - Standard Comparison
Pre-Service: SPLIT
-The CCSS views writing as a cumulative process rather than product.
-The ISBE Standard is more specific in what it seeks to achieve.
Secondary Ed: STANDARD A
-Addresses revision, accessible language, easier to implement
University Level: STANDARD A
-Addresses revision, pays particular attention to audience
39%
61%
Results - Standard Comparison
Comments:
Pre-Service:
“Writing should be treated as a process…”
Secondary Ed:
“Showing all the different methods (planning, rough drafts, peer editing, etc.) are required for a well-thought out essay…”
“The language of the standard is more accessible to students…”
“Standard A addresses many points lacking in student preparation for writing. A is also more direct and easy to address and implement…”
University-Level:
“Revision leads to student improvement across the board no matter what the purpose, audience, etc…”
39%
61%
Results - Standard Comparison
Pre-Service: STANDARD A
-The standard specifically outlines requirements of citation.
Secondary Ed: STANDARD A
-More specific language, addresses writing, addresses supporting analysis with textual evidence
University Level: STANDARD A
-Combines literary and non-literary texts to support one another in analysis
6%
94%
Results - Standard Comparison
Comments:
Pre-Service:
“[Standard A] is more effective because it is more specific in listing the required actions necessary when citing evidence.”
Secondary Ed:
“Students should not only cite, but EXPLAIN why it is supportive…”
“Student can give their opinions all day long, but they don’t always support them with useful evidence…”
University-Level:
“It seems to emphasize the importance of support from non-fictional sources, which is what students most often write about at the University level...
6%
94%
Results: Changes in Curriculum
Evaluating Sources
Comments:
Secondary Ed:
“I need to do a better job of directing students toward considering the author’s task, purpose and the intended audience, and how those things affect the literature’s tone.”
“One difficulty this will present is the use of advanced searches, as many teachers aren’t familiar themselves with these capabilities.”
University-Level:
“We do a few activities that involve evaluating relevant sources. This includes rating (and replacing) the sources the students begin to find for their research essays.
“”Most students are products of ‘No Child Left Behind,’ and often find it difficult to parse even relatively simple sources. So we spend a lot of time reading aloud in class and analyzing what we read phrase by phrase.”
Results - Changes in Curriculum
Research Projects
Comments:
Secondary Ed:
“There should be more research driven work for students in an on-going basis instead of just one big research project once a year.”
“This has brought more small research tasks, rather than large projects. I think this great, because it is a more ‘real-world’ approach. We as adults have to make our own research plan and adjust accordingly, so I think it’s great for the students to have small opportunities more often.”
University-Level:
“I have always focused on student generated research questions, rather than commonly accepted research topics...Of course, as a college professor I am not required to adhere to state standards. I’m allowed to actually teach.”
“[STANDARD A] will not change my research project as I feel my class already meets the standard expressed here.”
Results - Perceptions
Common Themes:
-Like Rigor
“I like rigor. I like deep study...in many respects I don’t mind CCSS.”
-Hesitant about Changes
“...they are overly ambiguous and jam pack more than on standard per ‘standard.’”
“...I would love to see standard that actually teach...I’m not holding my breath…[standards] can’t get worse.
-Unrealistic
“I find them extremely challenging. I should think that most adults with Bachelor’s degree would struggle to meet the standards.”
Moving Forward
-It appears that both the teachers and professors believe the Common Core State Standards will produce students with college-level writing skills. However, the implementation seems to be lacking or incoherent.
-Coming into NIU, professors should expect to see students with at least a base level knowledge of…
-evaluation of sources (particularly on web sources)
-incorporation of sources into arguments
-research skills for extended or short projects
-incremental & consistent revision as part of the writing process
Moving Forward
Thoughts and Questions
-What have you heard, both positive and negative, about CCSS?
-What overarching issues have you noticed with students in your classroom?
-Do you anticipate that CCSS will produce more or less effective writers?
-What are your thoughts regarding the heavier emphasis on non-fiction versus fiction texts?