How to Write a Timed Essay

I had hoped to write about other things but lost myself in the work of the day, which I hope will be to your benefit as it relates to something we all think about (more than we wish we had to): teaching students to write good in-class essays under the pressure of time.

I spent the day reading everything I have on this and synthesizing this into one page suitable for student use (indeed, I plan to give it to my students tomorrow in preparation for their final exam). I felt they needed something more, though, an example of what a successful in-class essay looks like, what it accomplishes. Then, thinking on it still further and wanting to create a document that would itself instruct, I added the annotations to Alex's wonderful essay about McCarthy's The Road. The result: a four-page packet with guidelines, annotated example, and tips from AP Literature readers thrown in as a bonus.

In lieu of more inspirational thoughts (as has been my inclination here on the blog lately), I offer more practical fare I hope you can put to use this week or in the months ahead whether you teach AP students or those at lower levels who struggle with this sort of writing.

If you find it helpful, let me know; if you see ways to improve it, let me know. I'm always grateful for your support and feedback on my work. We are, after all, in this together.

Tomorrow is, hard as it is to believe, the last day of classes till final exams begin. Where did the semester go!?

Download AP_Writing_How to Write Timed Essay

Comments

[Lee Bromberger]

Hi Jim,

I use your Main Idea Organizer as a major part of their preparation. Prior to the first in-class essay, I use an AP-style prompt, much like you did with the example from The Road, and the main idea organizer. I have the kids annotate/mark the prompt immediately, completing the top two sections of your main idea organizer. Then, I allow them time to brainstorm the details section of the organizer, which we then discuss. All this is written on the projected blank organizer on the class SmartBoard. Having completed a "dry run," the students now have a method for attacking the first in-class essays; their confidence shows now that they have prepared a strategy.

Lee Bromberger
Mukwonago, Wisconsin

[AndreaZellner]

The only thing I would add would be suggested times for how long to spend on each segment: preview,plan, write, and revisit. For example, on an ACT essay, one might spend 2 minutes on previewing the prompt, 3 minutes on planning, 20 minutes on writing, 5 minutes on revisiting, for a total of a 30 minute essay. I find that students get tripped up spending too long on the pre-writing or don't stop soon enough to revisit what they've written. Allowing students space to adjust the times to their own writing style is another important skill that teachers should model in guiding their students through this stressful writing task.

[Michael Josefowicz]

Have folks considered that writing a Timed Essay seems to me an exact description of the professional practice of a good journalist.

Perhaps framing it as "learning what it means to be a reporter" would help in the classroom.

It also opens up editorials and op ed pieces as examples written by adult professionals that can be usefully criticized. I would think it might be lots of fun to deconstruct some of the "essays" that have been written about Health Care Reform.

For a really good one, there was a piece in last weeks NewYorker that I thought was brilliant. http://ilnk.me/eba

[Kim]

This was very useful! Kelly Gallagher also has a nice plan for attacking timed writing prompts with an "ABCD" approach. This, however, is definitely more tailored to an AP prompt.

[Ramon Tovar]

Once again thank you for the great direction. I am looking for some CAHSEE prep material. Do you have any thing along that line to share with the rest of us? By the way, I caught you at NCTE with at High School matters. Great presentation and doe Carol Jago really read all those books?

[Nathan Lomax]

Thanks for opening up this topic. It is something I struggle with a lot as I have to teach low level Arabic learners who need to sit the IELTS exam.

From first glance at the document, I know it would be way above the level of my students. They need a much more simplified formula which generally goes like this:

Introduction 50 words

Introduce the essay topic in general.
Say what the essay question is in your own words.

Paragraph 1 - 50 words

To begin with, To start with, Firstly, First of all + rest of topic sentence
(The topic sentence will introduce what this paragraph is about.)
Advantage 1
Advantage 2
Advantage 3

Paragraph 2 - 50 words

Now I will turn to, Now I will discuss, Turning to + rest of topic sentence
(The topic sentence will introduce what this paragraph is about.)
Disadvantage 1
Disadvantage 2
Disadvantage 3

Conclusion - 50 words

In conclusion, To conclude, To sum up + general summary of essay ideas
Your opinion / Any recommendations

From this, I would be lucky if they get expressions like 'on the other hand' right, as their copying skills are also limited.

As much as I hate this creativity crushing structure, it prepares them for what they will be marked on in the exam.

[Shane]

This is great, Jim. Thanks for sharing.