This post is related to the previous post: This Process Contains Huge Benefits For Writing Teachers, Students and Programs.

Here is how you can make your Writing class students’ and fellow Writing-Course colleagues feel satisfied at the end of a term. And here is how you can save yourself a large amount of time, energy and reduce stress.

The final class of the term has just finished. You look at your Level 4 Writing class roster and choose which students whom you are not sure if they have the writing skills necessary to be successful at the next level. Let’s say that out of your 16 students, six are in this “borderline” category. (You are confident in your decision to pass the other eight students and fail two.) You organize a file with writing samples for each of these six students.¹ You give this file to the teacher at the next level, Level 5. That teacher reads your six students’ writings, and the next day meets with you. She tells you that she is confident that three of the students look ready for Level 5. You spend  about 15-20 minutes talking about the other three students, reading parts of their essays together (sometime aloud) and analyzing their work.²  For students whom you both are still unsure about, you can look at more samples of their writing.  In the end, the two of you decide one of them could pass and two should repeat Level 4. You feel assured that your students will be in the right level the next term and that you can explain to any student who might wonder why they failed what they need to work on in order to pass the next term. ³