Here again is a guide, with pictures, to help you identify the differences between sufficient work and insufficient work. The post and all its resources assist self-assessment and self-advocacy, especially during the writing process.
There is another post geared toward Honors- and college-level work that might be useful, but the one embedded above is probably enough. In case it isn’t, this post offers more examples of sufficient work.
Here is a folder of student responses to assignments given in English 12:
There are three responses each to two separate assignments. They are labeled clearly.
Proof of Process: Instructional Posts [Assignment #1]
This first assignment asked students to respond to a series of instructional posts given over several weeks. This is what was posted to Google Classroom:
The three model responses in the provided folder have been reformatted and given some context within the documents themselves.
Response: “In Defense of Distraction” [Assignment #2]
The second assignment asked students to annotate two excerpts from a longer nonfiction article and then to respond in writing. This is what was posted to Google Classroom:
The instructional post contains all of the relevant links:
Two of the three model responses in the provided folder have been reformatted and given context within the documents themselves. The third is an image, which is reposted below:
Note that this response is unfinished, and the student worries herself if it “completely went off topic.” The teacher’s feedback on the side is included to emphasize how important it is to write enough — to do work sufficient for feedback. That threshold is easy enough to identify.