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a High School English Teacher
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I know what works for me when I run into a problem like this is asking the student to start with a one-word answer. Asking them directly, how do you feel or what do you think about this? Then I transition to a "why do you think you feel that way?" and that leads them to tell me something about it. Usually, I can say to them after that "Great! that's your answer!" and have them write it down. Depending on the type of question I might have to do more follow up like "where do we see evidence for this" or "what in the text makes you think this?"
My big help with this is a lot of in class free writing. We read something I want them to respond to (or I have them come to class having read something), and then we do X minutes of free writing response. If I want them to do a longer assignment on that response, then I make sure they attach their free write to the final assignment so I can see the evolution of their thoughts.
A prompt I use is to ask them a categorical question first. Then ask them why they answered that in a way that invites them to write on a personal level because the question resonates with them. The response is usually good
Start with stems:
I noticed
I wonder
I predict
Are you always asking them to physically write on paper? Some of my students can’t or won’t elaborate using pen and paper but will type up a storm. And for those who struggle with spelling and grammar, I let them use flipgrid to verbalize their reasoning. If the goal is to get them to form their own views, giving them choice in how they express that is a good place to start. You can always build on the structure after.
Try searching for NY Times Activities for Students online. They have lots of current and relevant topics. I have students choose 1 bulleted question (listed below editorials, articles, and photos) and they respond to it in their reader/writer notebooks. Then I have them do a stand-up meeting with someone they don’t usually talk to and take turns sharing how they responded. Time permitting, we share out as a whole class.
The articles that they really liked were the ones on cancel culture, mental health days for students, and one on social media. Now that we are in our persuasive unit and studying rhetorical modes and strategies, we also discuss HOW the writer communicates ideas and what writers’s craft tools they used. They always provide links back to the original NYT article if you want to use that to differentiate instruction for more advanced kids.
I ask them something about a school or home rule they don’t like and then we discuss it. Soon they see they have plenty to write. The question just needs to trigger them in some way.
My go to strategy is to ask students to read the assignment then respond to what one event do you feel was most important and why? Next day we have Socratic seminar where they have to speak and either relate how their chosen event advances the plot, deepens character development, adds to theme, symbol, or motif, etc. I also give my kids the standard study guide questions to help them frame context but I don’t grade those ever.