This is an inquiry-based project that allows students to collaborate with their peers to create a blog, based on who they believe is to blame for the tragedy of Romeo and Juliet. This essay prompt encourages deep understanding; as students need analyze the characters of the play, not just recite the plot. WordPress is also an ideal technology tool to use with this project because it will amplify the voice of the student. This blog has the potential to reach so many viewers, which is very encouraging and motivating for students. “Mainly, students who learned through inquiry–based writing instruction were able to produce essays that addressed task achievement, coherence and cohesion, lexical resource, grammatical range and accuracy. Thus, this study recommends researchers, teachers, and students to pay due attention to inquiry–based writing instruction in their academic journey,“ Wale, B. D., & Bogale, Y. N. (2021).
- Last week, you wrote an argumentative essay based on who you believe is responsible for the tragedy. Today, you will join your peers who share the same opinion on this topic in a group.
Today I will: collaborate with peers to reflect on the essay I wrote last week
So that I can: develop a group essay, posted on the class blog
I know I have it when: We have created a new blog that reflects our argumentative stance and it is posted on the class WordPress
Step 1: Join the group that represents who you believe is responsible for the tragedy
The Capulets and Montegues
Romeo and Juliet
Step 2: Recall the argumentative essay that you wrote last week that reflects your opinion and leave it open on a separate tab.
Step 3: Create a new argumentative essay with your peers. This new essay should be composed of the best parts of each previously submitted essay. It can also include new material, but it does not have to.
Step 4: Upload your group’s essay to the class blog on WordPress. Only one essay should be uploaded per group, and it should have each group member’s name on it.
|Participation 20 points||Contains excerpts from each essay||Contains at least one sentence from each essay||Contains different parts of three or more essays||Does not reflect a combination of essays|
|Grammar and Usage |
|Less than 5 grammatical errors throughout||Minor grammatical errors||More than 10 grammatical errors||Overall grammatically incorrect|
|Strong, Clear, and Arguable thesis||Thesis is presented correctly, but not arguable||Thesis is present but not clear||No thesis|
|Varied Sentence Structure |
|Contains a variety of complex and simple sentences, combined with questions and exclamatory sentences||Contains a variety of sentences||Contains some sentence variety||Contains very little sentence variety|
|Technicalities 20 points||Properly posted on WordPress with a unique title and all writers are clearly displayed||Posted on WordPress without a unique title, but has all group members listed||Posted on WordPress, but credit is not given to each person||Posted on WordPress Improperly|
Wale, B. D., & Bogale, Y. N. (2021). Using inquiry-based writing instruction to develop students’ academic writing skills. Asian-Pacific Journal of Second & Foreign Language Education, 6(1), 1–16. https://doi.org/10.1186/s40862-020-00108-9