Balancing Classroom Success and Test Challenges

1. How does the author feel about her writing abilities?

The author feels conflicted and frustrated about her writing abilities. While she consistently receives A’s in her English classes, which should boost her confidence, she struggles with standardized writing tests. She writes, “How could I get A’s in all my English classes but fail the writing part of the proficiency test twice?” This quote shows her confusion and frustration. Despite her classroom success, these test failures make her doubt her skills. The difference between how she performs in class and on these tests makes her question whether she’s really as good a writer as her grades suggest.

2. How does the author feel about standardized tests?

The author is critical of standardized tests, particularly in how they measure writing proficiency. She feels that these tests don’t accurately reflect her true abilities as a writer. For example, she mentions that she “failed the writing part of the proficiency test twice,” despite doing well in class. This suggests that she sees these tests as flawed and not truly indicative of her skills. The pressure, strict format, and time constraints of these tests seem to hinder her performance. She likely believes that these tests focus more on following rigid rules than on genuinely assessing writing talent, making her view them as unfair.

3. Retell the author’s journey as a writer.

The author’s journey as a writer is marked by both success and frustration. In her English classes, she excelled, earning high grades and positive feedback from her teachers. For instance, she consistently received A’s, which made her feel confident in her writing abilities. However, her experience with standardized tests was much different. She writes about failing the writing proficiency test twice, which made her doubt herself. This failure confused her because it didn’t match her classroom success. Her journey highlights the challenge of reconciling these different outcomes, as she struggled to understand why she performed well in class but poorly on the tests.

4. If you were Mrs. Brown, the author’s English teacher, what would you say when the author asked: “How can I get A’s in all my English classes but fail the writing part of the proficiency test twice?”

If I were Mrs. Brown, I’d start by acknowledging her frustration. I’d say, “Your A’s in class show that you’re a talented writer. Don’t let these test results make you doubt yourself.” I’d explain that standardized tests often don’t fully capture a person’s abilities. For example, many students who excel in class struggle with these tests due to factors like test anxiety or unfamiliar formats. I’d reassure her that the tests don’t define her as a writer and that her classroom success is what truly matters. Finally, I’d offer to help her with strategies to tackle the test better, saying, “Let’s work together to figure out how you can approach these tests more confidently.”

Jason Herrera