The Apparent Writing Blind Spot

     This week I collected essays from my students, and once again I find myself baffled at times.  I felt like I had done everything I possibly could.  I provided students with specific directions that they could refer to as needed, and I discussed these specific directions with the students in class - giving them an opportunity to ask questions.  I also "stalked" their efforts and offered suggestions to their introductions hoping to redirect mistakes that I observed, or I commented that I was concerned because they weren't making much (if any) progress toward completing the assignment.  In addition, I made myself available in class for at least three class days of at least thirty minutes to assist students with questions or confirmations.  I even offered to display a student example for all students to see and learn from.  Those attempts seem like they should be enough of an effort on my part as the teacher to result in essays that accurately addressed the essay prompt, right?
     I've decided that "blind spots" exist in student minds.  Despite all those attempts to assist students in digging into the prompt and accurately addressing the prompt, it appears that those attempts fall into their blind spots - just like we all experience blind spots when we drive.  Apparently all of those attempts just don't enter into the students' visual field.

Where I thought I was pretty clear with the prompt when I requested students

• analyze how a film director used film making strategies to better persuade or influence his audience that Indigenous Americans face difficulties on reservations most other people do not.

Students with these blind spots instead

• summarize important or meaningful events that occurred in the film that seem to be difficulties Indigenous Americans face on reservations.

     My next task is attempting to figure out how to work with students to eliminate these blind spots.  At the moment, the only thing I can think of is using my stalking in a different manner.  Rather than commenting on the essay itself, perhaps I have to request a on-on-one conference to help the student writer avoid the blindspot.  Should I have to do that?  Up until this point, one of my strategies to help writers was to offer revision opportunities.  In fact, I informed students I would allow them to revise their essays as many times as they would like until they earned a score they were comfortable with.

     While I do get a handful of students take advantage of this opportunity, most students would rather take the score they receive than make additional revision attempts.  Perhaps they are angry with their score, or they just are too lazy, or some other reason exists.  Whatever the reason, the vast majority of students will not work to revise their work for a better score.

     I'll keep thinking about this, but I don't believe my job is to be "mother hen".  I think as educators we need to offer opportunities for students to improve performance, but I don't think we should force students to improve.  In fact, my experience has been when I force students to revise their work, I get even more frustrated.  Most students just don't give the effort needed, so underperforming work is just submitted once again.