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https://aaeducationalconsultancy.com/

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Dr. Anna Androulaki-Woodcock has been teaching English since 1988. She started her career in the IB teaching Diploma Programme English and ToK in 2002 and since then she has also taken on the roles of examiner and workshop leader for the IB. Since 2002, her work has had an exclusive IB focus and her perspective has been shaped by teaching in very different and diverse contexts in Greece, Germany, the UK and China.

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Dr. Anna Androulaki-Woodcock has been a professional educator since 1988. BA in English Language and Literature 1988 University of Athens. MA in Linguistics 1991 New York University. PhD in Theoretical Linguistics 2009 University of Reading. Oxford University Press English A: Literature Course Companion for the new

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- Cat 1 &2 -  How specifically do we teach the students to frame the essay?

Are there particular logistics and structural formatting features specific to a literature essay that we should be aware of?

- Are there particular texts that we should encourage or discourage students to consider for their EE?

- What about contemporary fiction – where does that stand?

- Does a literature essay have to be analytically focused on the writer’s techniques for the most part?

- Is there a problem if a student chooses a contemporary text and finds it difficult to find sources – where most of the analysis is the students’ own critical thinking. As on a few occasions where students have chosen a contemporary text their result has not been favourable even though the essay was very analytical.

- If a student chooses to go down the route of looking at – say for example how the writer articulates puritanism in ‘The Crucible’, would they lose marks for focusing too much contextually and how would they ensure that they cover the requirements for this EE – how analytical should it be?

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I struggle to find the best ways to provide feedback. I want to get far more targeted (within what's ethical) in my feedback to students. Sometimes my predictions are off as well.

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Guiding students to an effective research question. 

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Guiding students to an effective research question. 

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- Providing accurate grades for my students, understanding what the examiners want from an English EE in all 3 categories.

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Not knowing the works/texts my students have selected to research...feeling a little unsure about how best to direct them, and then how to give them useful feedback

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Not knowing the works/texts my students have selected to research...feeling a little unsure about how best to direct them, and then how to give them useful feedback

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Critical thinking and following a line of argument. 

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Critical thinking and following a line of argument. 

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They believe 90% of the EE should be their own ideas/interpretation of the text, rather than relying more on the research. As a result their actual research is often thin or an afterthought

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Talking to students about their work and thoughts without leading them too much. EE grade descriptors and rubrics are not everyday documents for me, so it's difficult to give feedback as quickly and easily as I would on the English A assessments.

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Giving clear advice on how to approach the EE and how to order the process. Helping them with critical thinking skills.

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Line of Reasoning in direct response to the RQ - Josh

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Line of Reasoning in direct response to the RQ - Josh

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Students often get lost in the weeds and forget that they are answering their RQ question.

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I find it difficult to get them to choose the right topic.

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For the Group 2 students I've worked with, it was always critical thinking. For Group 1 students, they are analytical thinkers and know their texts, but their writing is like a stream of consciousness. This should be an easy fix, but they struggle to sit down and get their work organized.

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Students understanding that the EE is a research based essay and should be consistently supported throughout, not just their own ideas.

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They believe it doesn't need much focus on narrowing down and mostly they generalize and lose focus.

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Understanding the big picture of the task and warmly demanding student investment when I have not had them in class. Also, predicting the grade when no secondary sources are used.

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This year, my student has very little direct quotations as evidence which leaves his explanation pretty general. There's that small frustration of not taking my advice from earlier meetings.

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That RQs don't need to be fully formed right from day 1 - it's a process which will develop over time & after research.

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Even though our school forces the RQ to be formulated before even being assigned a supervisor, there is a way to "go back a few steps" and go back to topic level. I appreciated that insight.

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Seeing how your student moved from a very broad topic to a well formulated title and RQ helped illustrate the thinking process I'll be trying to support.

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I found the structure graphic organizer to be helpful. However, I really liked the idea of a process/plan document as well. I will be doing that immediately. I think having a roadmap for process that extends beyond the deadlines that the school requires is important. I also liked the idea of pulling back a bit even if the research question is already formed. You gave good ideas on initiating conversations around that. I also like that you shared targeted questions that really get students to reflect on the details of the obstacles they've faced and how they worked through it and what they learned. I'm also reminded that I should ensure every student is taking notes during our meetings; up to this point, I've allowed them to decide one way or another.

If there's anything I need, I would say it would be more graphic organizers or documents that guide students through reflection and process.

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When it comes to giving feedback on the draft essay, having some suggestions about how others take on the process and engage students in it would be helpful. My current approach is to provide written comments and meet a few days later so that students can think about their answers to those questions and respond during our discussion.

Question: are direct annotations on the draft okay, as long as we're following the IB rules for what comments can and should be?

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- Specific training for supervisors on how to mentor students to get maximum points in the IB - Criterion D or E.
- To explain the clear 'methododogy' which I haven't seen before - it's great! Much more like a science or mathematical EE.

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Once the feedback on the first draft has happened, can the supervisor look at any redrafted parts of the essay?

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How many drafts are we allowed to give feedback on? Just the final one, or an early draft also?

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Focus on effective feedback to students

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Sit down with my EE students and spend time unpacking the grade boundaries so they understand the terminology and what MY job is

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1. meet with DP coordinator and student about secondary source research and direct citation
2. create school-specific sheets and guidelines and reflection scaffolds for English A EE students based on Anna's examples shared today
3. Be pushier at the beginning of the process (with a smile and emotional manipulation)

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Next week: N/A. Our EEs just finished on our timelines.

Next month: I will be using some of the planning guide with the new EE students I receive. I will be using that pyramid with students to drive deeper conversations about their essay.

Next year: I will be using better methods of questioning to help encourage better reflection for the students.

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1. Within a week:
- share samples with my current EE students that are at least one step up from their draft

2. Within a month:
- share what I've learned from this PD with my department
- create one or two resources that support the early research and planning stages for students

3. Within a year:
- collaboratively develop a guided approach for supervisors within my department: goal to scaffold the process for students and support one another

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In 1 week - meet with students to get rid of their 'Literature Review' which has been included as a separate section.

In 1 month - host short presentation and reflection workshop before the final draft is submitted to ensure the Criterion D & E grades are secure

In 1 year - sit with my department to look at the subject report from 2021 and assess how we can improve

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Week - Discuss the engagement with secondary sources with EE students
Month - Create some support documents fr studnets reflections - focusing on personal engagement
Year - Organize a subject specific introductory session for English EE students to outline the subject-specific elements of an English EE

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1 week-Work with closer attention to details on how to relate the RQ to the EE. Give more details on  how to use terminology .
In a year- Will evaluate samples with my subject leader and try to moderate so I get a better idea on assessments.

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Within the week, I will use the guidance on reflection for the RPPF - to get students to really think about the challenges and skills built, linking to Learner Profile.

Within the month, I will set up a workshop for Lang A English (and Spanish) to set out the clear approach stages of the EE for current Year 12.

Within the year, I will focus on how to improve critical thinking skills and in particular discussion/evaluation - focusing on the HL essay as well as the EE.

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Anna would you have any advice on this topic and RQ

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Anna would you have any advice on this topic and RQ

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Topic: Importance of Puritan values in 'The Crucible'
RQ: To what effect is the importance of puritanism and its values and ideologies articulated by Miller in 'The Crucible'?

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It's hard to get some students to understand how and where to find secondary sources and then how to synthesize others ideas into their thinking. Some also struggle with developing and maintaining a clear line of argument.

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Let the (second) reading of the text reveal the argument

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Let the (second) reading of the text reveal the argument

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Take the broader topic back into the text on a second reading - formulate the RQ from this (gathering quotes as evidence ina structured way).

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Hi, Anna. It's Josh Smalley (joshua.smalley@icsaddis.org).

I recall yesterday's session discussing the idea of guiding students through the process of research. I thought maybe you had a document for this, Anna.

The topic was about how students usually just follow deadlines, but having a document that really breaks down the process for them would be a good idea. I thought maybe you hinted at having such a document. I have a meeting with our EE coordinator soon and would like to show such a document to him.

Of course, I'm already going to be showing him the supervisor and student notes for the EE check in meetings. And I can show the triangle as well. And I can show the outline template.  But still hoping to have a document for process.

Thanks in advance. It was a great session.

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EE masterclass September 2022 for participants