Week 11 objective - Self Evaluation Template

Self Evaluation Template

1) What score do you think you deserve? Here is the rubric:

2 points - The first draft is thoughtful and a good start to an effective persuasive essay. It demonstrates an understanding of the classical argument.

1 point - The student completes a first draft that demonstrates an understanding of the classical argument

0 points - The first draft is inadequate

I think I deserve 1 point. I included all elements of the classical argument. However, I think my first draft isn't enough thoughtful to an effective persuasive essay. 

2) What did you do well?
I did well on my research. I did 10 researches to support my argument.

arguments are based off of opinions and personal feelings.
3) What could you have done better?

I should modify my organization a little. Also I have to connect my reasons more logically.

4) Which part of the classical argument did you use the best?

I did my best on my narration. I explained the background and explanation very well.

5) Which part of the classical argument did you use the most poorly?

My conclusion should be improved. I think my conclusion may be interpreted as a summary of my essay.

6) What's your strategy to make your second draft better? My narration is strong. I do a good job explaining the foundations of the issue, and I prepare my audience to hear my argument.

I think the best thing I can do for my essay is rewrite my outline. Because I think the organization is very weak, and I think I have enough research for my essay. The last thing I should do is rewrite my confirmation and conclusion. I think my conclusion has nothing memorable or interesting part for audience. So, my plan is 1) Rewrite my outline 2) Rewrite my confirmation 3) Rewrite my conclusion. Also whenever I think my essay needs more researches, I'll do it!

First Draft

Is it true that Korean students are suffered from academic stress the most. And it is caused by Korean education system. Then, how about students in elementary schools? Do you agree that elementary school students also get stress from their studying? It seems not true, but it is true. Nowadays, most elementary schools in Korea start giving lessons with ability grouping. It makes elementary school students suffering from stress of their studying. What do you think about it? I'd like to write an essay about it. I strongly argue that, every elementary schools should NOT give lessons with ability grouping.

Korean students have to participate in test at least 5 times a year. Even, Korean high school students have to participate in test at least 8 times a year. This education system makes students feel tired of studying, even makes them depressed. According to the Korea Bang Jeong-hwan Foundation and Social Development Institute at Yonsei University said that Korean students' happiness degree came to 65.98 points in 2011. And it is the lowest among 23 OECD member countries or the third year in a row. Also a researcher of the foundation said that Korean students' happiness is low because they are under great pressure to study. In other words, this result shows that Korean students are suffered from academic stress the most. 

There are many education systems which make students more stressful. There is a standardized exam called 일제고사 in Korean. It is not only standardized test but compulsory test. Here is one example which exposures the compulsion of Korean education. In 20 January 2009, seven elementary and middle school teachers in Seoul have been fired for giving students and parents a choice about whether to take a standardized test - 일제고사. El General Secretary Fred Van Leeuwen said that "Across the OECD countries, teachers are becoming increasingly concerned about the uses and abuses of standardized testing and its vastly increased stress on students and teachers". This kind if standardized testing might raise unnecessary competition among studnts and give children a heavy, stressful burden. We can infer from this example that the South Korean education system is highly competitive, with government policy compelling all elementary and middle school students across the country to sit the standardized tests.

Korean education system makes students stressful. Even though Korean schools don't implement ability grouping, Korean students have the lowest happiness level of students between OECD nations. Further, after Korean schools start giving lessons with ability grouping, Korean students get more stress from it. The reason why Korean schools implement ability grouping is to make students study harder. Many elementary, middle and high schools in Korea started implementing ability grouping. Ability grouping (also know as tracking) is the education system that grouping children according to their talents in schools. Proponents of ability grouping say that the practice allows teachers to tailor the pace and content of instruction much better to students' needs and, thus, improve student achievement. In contrast, opponents contend that ability grouping not only fails to benefit any student, but it also channels poor and minority students to low tracks where they receive a lower quality of instruction than other groups. Also, ability grouping contributes to a widening of the achievement gaps. The National Education Association believes that the use of discriminatory academic tracking must be eliminated in all public school settings (NEA Resolutions B-16, 1998, 2005)

Then, is ability grouping really beneficial to improve students' academic performance? I don't think so. More than 2000 fifth and sixth grade public school students in New Your City provided the data, over a two-year period, upon which the conclusions are based. According to this data, the ability grouping had no significant effect on academic achievement. Differently with the original purpose of ability grouping, it have no positive effect on students' academic ability. Rather, it has many negative effects to students. It means, Korean schools don't have reason to implement ability grouping. Therefore, I argue that every elementary schools should NOT give lessons with ability grouping.

There may plenty of people who disagree with my opinion. First, they may think that studying is the most important thing for students. But, it is not true. There are many things more important than studying for students. According to some articles, we can find the other things more important than studying easily. For example, there is an article names 'Why sleeping may be more important than studying". Like this article, there are may things more important than studying such as sleeping. Second, they may think that ability grouping has lots of advantages. But, even though there are some advantages, it should not implement. According to investigation from George, in 1988, 85% of the research says ability grouping is not beneficial. Also, ability grouping does not do what it is expected to do with majority of the students. Finally, according to Nicholls in 1989, ability grouping makes inequality between students. Third, they may say that implementing ability grouping is a practice for middle and high schools. However, elementary school students don't necessary to practice to be middle school and high school students. Rather, implementing ability grouping may give elementary school students repulsion to studying. Therefore, I strongly argue that every elementary schools should NOT give lessons with ability grouping.

It is not hard to find sources that there are many things more important than studying, and ability grouping is not good for elementary school students. Today, Korean students are suffered from studying and they get stress from it the most in the world. Even in Korean society, elementary school students also get stress very much from studying. This is because Korean elementary schools start giving lessons with ability grouping. Ability grouping not only makes elementary school students get stress from it but it also makes students feel studying is boring. It is too fast to implement ability grouping to elementary school students. For elementary school students, studying can't be the most important thing. There are many things more important than studying such as sleeping, friendship, or family. Ability grouping isn't good method to implement in elementary schools. There fore, I strongly argue that every elementary schools should NOT give lessons with ability grouping.

Week 10 objective - Conclusion

My Conclusion

It is not hard to find sources that there are many things more important than studying, and ability grouping is not good for elementary school students. Today, Korean students are suffered from studying and they get stress from it the most in the world. Even in Korean society, elementary school students also get stress very much from studying. This is because Korean elementary schools start giving lessons with ability grouping. Ability grouping not only makes elementary school students get stress from it but it also makes students feel studying is boring. It is too fast to implement ability grouping to elementary school students. For elementary school students, studying can't be the most important thing. There are many things more important than studying such as sleeping, friendship, or family. Ability grouping isn't good method to implement in elementary schools. There fore, I strongly argue that every elementary schools should NOT give lessons with ability grouping.

Week 9 objective - Refutation and Concession

I will concede that studying is important to elementary school students, but it can't be first thing to them. I will repeat my argument that Korea students are suffered from studying seriously, and the suicide rate of Korean students is the highest between OECD nations. And finally, I will argue my opinion using this.

1. What is my thesis?
Every elementary schools should NOT give lessons with ability grouping.

2. What is the opposite position?
All schools should implement ability grouping.

3. What arguments can I anticipate?
a) Studying is the most important thing for students. b) Advantages of ability grouping  c) It is practice for middle and high schools.

4. How will I counter those arguments?

a) There are many things more important than studying. (like sleeping) b) Many side effects of ability grouping. c) It doesn't need practice. For elementary school students, there is a lot of more important things than it. 

My Refutation and Concession

There may plenty of people who disagree with my opinion. First, they may think that studying is the most important thing for students. But, it is not true. There are many things more important than studying for students. According to some articles, we can find the other things more important than studying easily. For example, there is an article names 'Why sleeping may be more important than studying". Like this article, there are may things more important than studying such as sleeping. Second, they may think that ability grouping has lots of advantages. But, even though there are some advantages, it should not implement. According to investigation from George, in 1988, 85% of the research says ability grouping is not beneficial. Also, ability grouping does not do what it is expected to do with majority of the students. Finally, according to Nicholls in 1989, ability grouping makes inequality between students. Third, they may say that implementing ability grouping is a practice for middle and high schools. However, elementary school students don't necessary to practice to be middle school and high school students. Rather, implementing ability grouping may give elementary school students repulsion to studying. Therefore, I strongly argue that every elementary schools should NOT give lessons with ability grouping.

Research 8

Source

The disadvantages of tracking and ability grouping : a look at cooperative learning as an alternative
http://www.dropoutprevention.org/sites/default/files/SS05.pdf

My topic

Every elementary schools should not give lessons with ability grouping.

What I hope to learn from this source

I want to figure out some disadvantages of ability grouping (tracking)

Notes

1. Eighty-five percent (85%) of the research says tracking is not beneficial (George, 1988)
2.  tracking/ability grouping does not do what it is expected to do with a majority of the students (George, 1988; Slavin, 1991a)
3. ability grouping makes inequality between students.
4. it makes inequality of educational opportunity (Nicholls 1989)

Final thoughts

This research can support my refutation. I can use it to refute "Ability grouping is effective in academic"

Research 7

Source

Why sleeping may be more important than studying
http://blogs.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/

My topic

Every elementary schools should not give lessons with ability grouping.

What I hope to learn from this source

I want to figure out that there are many things more important than studying like sleeping.

Notes

1. sleeping is more important than studying

Final thoughts

This research can support my refutation. I can infer that there are many things more important than studying like this investigation.

Week 8 objective - Confirmation

1. What is my thesis?
Every elementary schools should NOT give lessons with ability grouping.

2. What types of source am I using to defend my thesis? 
I am using expert opinions, examples, and statistics.

3. Are my arguments mostly based on evidence, logic or emotion?
My arguments have many statistics and examples. I think my arguments are mostly based on evidence.

I will provide the results that presents the Korea students have the lowest happiness degree within OECD nations because of Korea education system. Then, I will argue my opinion with this results.

My Confirmation

Korean education system makes students stressful. Even though Korean schools don't implement ability grouping, Korean students have the lowest happiness level of students between OECD nations. Further, after Korean schools start giving lessons with ability grouping, Korean students get more stress from it. The reason why Korean schools implement ability grouping is to make students study harder. Many elementary, middle and high schools in Korea started implementing ability grouping. Ability grouping (also know as tracking) is the education system that grouping children according to their talents in schools. Proponents of ability grouping say that the practice allows teachers to tailor the pace and content of instruction much better to students' needs and, thus, improve student achievement. In contrast, opponents contend that ability grouping not only fails to benefit any student, but it also channels poor and minority students to low tracks where they receive a lower quality of instruction than other groups. Also, ability grouping contributes to a widening of the achievement gaps. The National Education Association believes that the use of discriminatory academic tracking must be eliminated in all public school settings (NEA Resolutions B-16, 1998, 2005)

Then, is ability grouping really beneficial to improve students' academic performance? I don't think so. More than 2000 fifth and sixth grade public school students in New Your City provided the data, over a two-year period, upon which the conclusions are based. According to this data, the ability grouping had no significant effect on academic achievement. Differently with the original purpose of ability grouping, it have no positive effect on students' academic ability. Rather, it has many negative effects to students. It means, Korean schools don't have reason to implement ability grouping. Therefore, I argue that every elementary schools should NOT give lessons with ability grouping.

Week 7 objective - Narration

My persuasive argument thesis is: Every elementary schools should NOT give lessons with ability grouping.

1. What do people already know about my topic?

Everyone knows that Korean students are suffered from academic stress the most. Most people know that even elementary school students are suffered from academic stress, too. And some people may know that most elementary schools in Korea start giving lessons with ability grouping. 

2. What research has already been done about my topic?

http://www.ei-ie.org/en/news/news_details/1142 - explaining about Korean standardized test and examples of punished teachers because of rejection to this test

http://www.nea.org/tools/16899.htm - Good explanation about ability grouping, and there are existing arguments about ability grouping. And there are differences in effect of ability grouping between elementary schools and high schools.

3. What are the implications of my argument (What if I'm right? What if I'm right and people ignore me?)

Korean students still get stressed from studying. Academic stress for students will be increasing, too. Students will get stress from studying more, and at least, our society has duty to protect elementary school students from exceed stress. If people ignore me, elementary school students will get stress from studying, and there will be many tragedies, too. 

My Narration

Korean students have to participate in test at least 5 times a year. Even, Korean high school students have to participate in test at least 8 times a year. This education system makes students feel tired of studying, even makes them depressed. According to the Korea Bang Jeong-hwan Foundation and Social Development Institute at Yonsei University said that Korean students' happiness degree came to 65.98 points in 2011. And it is the lowest among 23 OECD member countries or the third year in a row. Also a researcher of the foundation said that Korean students' happiness is low because they are under great pressure to study. In other words, this result shows that Korean students are suffered from academic stress the most. 

There are many education systems which make students more stressful. There is a standardized exam called 일제고사 in Korean. It is not only standardized test but compulsory test. Here is one example which exposures the compulsion of Korean education. In 20 January 2009, seven elementary and middle school teachers in Seoul have been fired for giving students and parents a choice about whether to take a standardized test - 일제고사. El General Secretary Fred Van Leeuwen said that "Across the OECD countries, teachers are becoming increasingly concerned about the uses and abuses of standardized testing and its vastly increased stress on students and teachers". This kind if standardized testing might raise unnecessary competition among studnts and give children a heavy, stressful burden. We can infer from this example that the South Korean education system is highly competitive, with government policy compelling all elementary and middle school students across the country to sit the standardized tests.

Research 6

Source

Implementing ability grouping in EFL contexts : Perceptions of teachers and students

http://ltr.sagepub.com/content/16/3/289.abstract

My topic

Every elementary schools should not give lessons with ability grouping.

What I hope to learn from this source

I want to figure out about the background why and how Korean schools start to implement ability grouping.

Notes

1. In Korea, ability grouping has been implemented in elementary, middle, and high school settings for certain subjects such as English.

2. schools implemented the policy in a variety of ways

3. Teachers and students indicated their concerns regarding students’ emotional problems and showed mixed attitudes towards ability grouping. 4.schools need large support to maximize the putative effectiveness of ability grouping in different areas such as curriculum design, materials development, and teacher training.

Final thoughts

This research can support my narration. It can show why Korean schools start to implement ability grouping. Also it shows the negative arguments of ability grouping of Korean students and teachers.

Research 5

Source

Korean students least happy in OECD

http://www.koreatimes.co.kr/www/news/nation/2011/05/113_86432.html

My topic

Every elementary schools should not give lessons with ability grouping.

What I hope to learn from this source

I want to figure out that Korean students have lowest happiness degree in OECD nations. Also, I want to figure out that this result is caused by their academic stress.

Notes

1. the Korea Bang Jeong-hwan Foundation and Social Development Institute at Yonsei University said Korean's "subject" happiness index came to 65.98 points in 2011, the lowest among 23 OECD member countries for the third year in a row.

2.  It is result from 6410 elementary, middle and high school students across the country.

3. The foundation said the subject happiness index is calculated by taking six aspects into account — subjective health, degree of satisfaction with school life, degree of satisfaction with quality of life, sense of belonging, adaptability to environment and degree of loneliness. 4. A researcher of the foundation said Korean students’ relative happiness is low because they are under greater pressure to study, having little time to spend time with their friends and family.

Final thoughts

This research can support my narration. It can show that Korean students are suffered from studying, and it results the lowest happiness degree in OECD nations.

Research 4

Source

Korean teachers fired over standardised testing

http://www.ei-ie.org/en/news/news_details/1142

My topic

Every elementary schools should not give lessons with ability grouping.

What I hope to learn from this source

I want to figure out the meaning of '일제고사 (standardized test)' in Korea and what do Korean people think about it.

Notes

1. Seven primary and middle school teachers in the South Korean capital Seoul have been fired for giving students and parents a choice about whether to take a national standardised test.
2. “Across the OECD countries, teachers are becoming increasingly concerned about the uses and abuses of standardized testing and its vastly increased stress on students and teachers,” said EI General Secretary Fred Van Leeuwen. 
3. The Seoul Metropolitan Office of Education dismissed the seven teachers, alleging they had not “followed orders” and had “induced” students not to take a national test, thereby “interrupting” the students’ “right to learn.
4.  this kind of standardized testing might “raise unnecessary competition among students” and give children “a heavy, stressful burden.”
5.  The South Korean education system is highly competitive, with government policy compelling all elementary and middle school students across the country to sit the standardized tests. 

Final thoughts

This research can support my narration. It can show about the fact of Korean education, and there is compelling standardized test called 일제고사 and if teachers or students reject it, they will be punished.

Week 6 objective - Introduction

Is it true that Korean students are suffered from academic stress the most. And it is caused by Korean education system. Then, how about students in elementary schools? Do you agree that elementary school students also get stress from their studying? It seems not true, but it is true. Nowadays, most elementary schools in Korea start giving lessons with ability grouping. It makes elementary school students suffering from stress of their studying. What do you think about it? I'd like to write an essay about it. I strongly argue that, every elementary schools should NOT give lessons with ability grouping.

1. Attention grabber -
I attracted the audience by describing a familiar situation to them, Korean students are suffered from academic stress the most. Then, I shifted their attention to elementary school, and I explained about prevailing situation - most elementary schools in Korea start giving lessons with ability grouping.

2. Explains the topic -
In the attention grabber I explain about prevailing situation - most elementary schools in Korea start giving lessons with ability grouping.

3. My thesis -
My thesis is very clear. Every elementary schools should NOT give lessons with ability grouping

********

http://books.google.co.kr/books?hl=ko&lr=&id=CIawG2sj3LMC&oi=fnd&pg=PP2&dq=ability+grouping+in+education&ots=13a7Pj7g1-&sig=g5ikJCEuRaDbAPyUjZKx8rIslas#v=onepage&q=ability%20grouping%20in%20education&f=false

Week 3 objective - Classical Argument Outline

1. The introduction, which warms up the audience, establishes goodwill and rapport with the readers, and announces the general theme or thesis of the argument.

I will start by describing the situation everyone is already familiar with : Korean students are stressed with studying very much. Then I will shift attention to elementary school students. I'll inform that most elementary schools in Korea now start giving lessons with ability grouping, so elementary school students are suffered from studying like adolescents. I will end with my thesis, "Every elementary schools should NOT give lessons with ability grouping."

 2. The narration, which summarizes relevant background material, provides any information the audience needs to know about the environment and circumstances that produce the argument, and set up the stakes-what’s at risk in this question. In academic writing, this often takes the form of a literature review.

I will give information about exam called 일제고사 (which makes list of students according to their scores). And, I will provide an explanation : what is ability grouping exactly. 

3. The confirmation,which lays out in a logical order (usually strongest to weakest or most obvious to most subtle) the claims that support the thesis, providing evidence for each claim.

I will provide the results that presents the Korea students have the lowest happiness degree within OECD nations because of Korea education system. Then, I will argue my opinion with this results. And then I will give research which presents that ability grouping doesn't have any positive effect to elementary school students. And I will argue my opinion with it. Also I will introduce some opinions of proponents and opponents about ability grouping. 

4. The refutation and concession, which looks at opposing viewpoints to the writer’s claims, anticipating objections from the audience, and allowing as much of the opposing viewpoints as possible without weakening the thesis.

I will concede that studying is important to elementary school students, but it can't be first thing to them. I will repeat my argument that Korea students are suffered from studying seriously, and the suicide rate of Korea students is the highest between OECD nations. And finally, I will argue my opinion using this.

5. The summation, which provides a strong conclusion, amplifying the force of the argument,  and showing the readers that this solution is the best at meeting the circumstances.

I will close with a summary of my previous points, then I will argue that Korean government must pay attention to make students happy. Especially, I will argue that elementary school students should not be stressed with studying, so ability grouping must not be used in elementary schools. I will end with a reaffirmation of my original thesis. 

Research 3

Source

We don't need quite so much education

http://www.economist.com/blogs/banyan/2011/05/depressed_students_south_korea

My topic

Every elementary schools should not give lessons with ability grouping.

What I hope to learn from this source

I want to figure out that Korea children and adolescents are suffering from their academic problems. And I want to emphasis that it is really serious problem to solve as soon as possible.

Notes

1. Results of a survey released last week by the Institute for Social Development Studies at Seoul's Yonsei University show that Korean teenagers are by far the unhappiest in the OECD.  And this is because of society's relentless focus on education (especially, exam results)
2. Almost 9% of children are forced to attend 'hagwons' even later than 11pm, despite tuitions between 10pm and 5am being illegal.
3. Psychologists blame this culture - it makes high rate of youth suicide, which is now the leading cause of death among those aged 15-24.
4. nothing ever seems to change.
5.  In this ultra-competitive country, no parent wants their child to be seen as a B student.

Final thoughts

I think this source can be used to support my argument. I can use the research and statistics to grab the audience's attention, and to start my essay.

Research 2

Source

The effect of ability grouping.

http://eric.ed.gov/?id=ED031536

My topic

Every elementary schools should not give lessons with ability grouping.

What I hope to learn from this source

I want to figure out that the ability grouping has no significant effect on academic achievement, or has only little effect on it.

Notes

1. More than 2000 fifth and sixth grade public school students in New York City provided the data, over a two-year period, upon which the conclusions are based. It was found that ability grouping had no significant effect on academic achievement.

Final thoughts

This source is really beneficial to support my argument. It really fits to support my argument.

Research 1

Source

Research Spotlight on Academic Ability Grouping
http://www.nea.org/tools/16899.htm

My topic

Every elementary schools should not give lessons with ability grouping.

What I hope to learn from this source

I want to figure out what the ability grouping means. And what arguments about ability grouping are existing. Also I want to figure out what are the differences in effect between elementary schools and high schools.

Notes

1. Ability grouping (tracking) : grouping children according to their talents in schools. 

2. For the lower tracks, a steady diet of lower expectations leads to a low level of motivation toward school.
3.Students with high abilities and skills were given intense, rigorous academic training while students with lower abilities were given a vocational education.
4. Proponents of ability grouping say that the practice allows teachers to tailor the pace and content of instruction much better to students' needs and, thus, improve student achievement.
5.Opponents contend that ability grouping not only fails to benefit any student, but it also channels poor and minority students to low tracks where they receive a lower quality of instruction than other groups. 
6. ability grouping contributes to a widening of the achievement gaps.
7. The National Education Association believes that the use of discriminatory academic tracking based on economic status, ethnicity, race, or gender must be eliminated in all public school settings (NEA Resolutions B-16, 1998, 2005) 

Final thoughts 

This source can be used to support my argument. Especially it can also be used to rebut the opponent. Next I would research about NEA resolutions. 

Week 3 objective - Articulation

1) My argument

I want to argue that every elementary schools should not give lessons with ability grouping. To enter elite universities, to enter great business, to earn a lot of money in Korea, students think that they must be top 1% in Korean SAT. Whether it is true or not, Korean students are always forced to study. Even, Korea almost every elementary schools are trying to use ability grouping in classes. However, I think that it shouldn't be realized. So I want to research about it.

2) How I found my argument

My first research question was, 'Which is more important between studying or free-time for elementary school students?'. It seems reasonable that studying is more important that freedom of elementary schools. However, as I continued researching, I found that it isn't. Finally, I have an argument that elementary schools should not give lessons with ability grouping, because studying shouldn't be first for elementary school students

3) New research questions

I have several questions that need to be solved.

-What are the side effects caused by the ability grouping?
-Why Korean elementary schools start giving lessons with ability grouping?
-How much elementary school students get stress because of the academic?
-What are the existing arguments about ability grouping?
-Are there different effects between elementary schools and high schools from ability grouping?

4) Connections to the Harvard Sampler

This argument is very related to the Harvard Sampler. My argument needs to be explained with human mind and emotions. Because human mind and emotions are major point to support that elementary schools should not give lessons with ability grouping because elementary school students get bad effects from it. Therefore, this argument is very related to the Harvard Sampler.