Specifically with the ACT writing rubric, it seems to be the entry point to the top
part of the rubric is that you can write an argument while understanding and appreciating
the other side to the issue. We would have them practice with an ACT sample prompt, which
are available, and we would use the rubric on the other end of the practice, have them
read other papers that were written in the class and evaluate those papers according
to their standards. I would then pull the papers in, and audit the intermediate scores
that the peers gave peers - which don't count, which you have to be very clear about - but
it allows me then to see what - whether they're even in the ballpark with regard to understanding
the rubric. We focused on the task - let's just at least practice the task that they're
asking you to do. And they use that terminology in the rubric itself - "the writer effectively
responds to THE task." What do they mean by "the task"? Well here's what it looks like.
And we'd do it, we'd debrief it, we'd practice it again, debrief it, practice again - and
by the time that the test came around we were able to get through that maybe four times.
And it made a difference.