Let’S Get Writing!!

Let’s Get Writing!!Let’s Get Writing!!

Ready, Set, Write!

Mrs. Denise Young

Ready, Set, Write!

Mrs. Denise Young

For Today’s Lesson

• You need:– Paper– Pen/Pencil– To Focus on the

Lesson!!

• Please take out your materials and

• Get Ready to Write!!

Today’s LessonToday’s Lesson

• Defining Argumentative Writing

• Structure of the Essay– Focus– Organization– Support and Elaboration– Style– Conventions

• Form of the Essay• Scoring the Essay• Let’s Score!

What is Argumentative

Writing?

What is Argumentative

Writing?• It focuses on evidence

that justifies the writer’s position on the issue.

• Types include: problem/solution and evaluation

• Strengthened by focus on purpose, audience and context.

Structure of the Essay

• Focus– Clearly establish a focus

in response to the prompt

• Organization– Progression,– Relatedness, and – Completeness of Ideas

• Support and Elaboration– Support: Details must relate to

the focus of the response– Elaboration: Sufficient to

present the ideas clearly – Writer establishes a direct

relationship between the details, the elaboration and the focus.

– Writer needs to present his/her ideas with power and clarity

– Use concrete, specific details

• Style– The control of language

that is appropriate to the purpose, audience and context

– Use appropriate words, phrases and descriptions that engage the audience

– Sentence Fluency – using a variety of sentence styles

• Conventions– Correctness in

sentence:•Formation•Usage•Mechanics

Form of the Essay

• Five paragraphs– Introduction: restates

prompt, states position, states 3 main reasons/ideas

– 3 Body Paragraphs: each paragraph focuses on one of the main reasons/ideas

– Conclusion: restates 3 main reasons/ideas and draws a conclusion based on those reasons/ideas

Scoring RubricScoring Rubric

• Score NS, 1, 2, 3 or 4

• Same rubric for 4, 7 and 10th grades

• Separate from conventions – grammar scoring

Score NSScore NS

• This code may be used for compositions that are entirely illegible or otherwise unscorable: – blank responses– responses written in a foreign

language– restatements of the prompt and – responses that are off-topic or

incoherent.

Score 1Score 1• Topic/subject is unclear or confusing • May fail to establish focus on

topic/subject• Organizational structure may not

establish connection between and among ideas and/or events

• May consist of ideas and/or events that are presented in a random fashion and is incomplete or confusing

• Support and elaboration attempts to support the topic/subject but may be unrelated or confusing

• Consists of sparse details• Lacks use of vocabulary that is precise

and purposeful• May not demonstrate sentence

fluency

Score 2Score 2• Topic/subject may be vague• May lose or may exhibit major lapses in focus

on topic/subject• Organizational structure may establish little

relationship between and among ideas and/or events

• May have major lapses in the logical progression of ideas and/or events and is minimally complete

• Support and elaboration may have major weaknesses in relatedness to and support of the topic/subject

• Consists of general and/or undeveloped details, which may be presented in a list-like fashion

• Exhibits minimal use of vocabulary that is precise and purposeful

• Demonstrates minimal use of sentence fluency

Score 3Score 3• Topic/subject is generally clear, though it

may or may not be explicitly stated• May exhibit minor lapses in focus on

topic/subject• Organizational structure establishes

relationships between and among ideas and/or events, although minor lapses may be present

• Consists of a logical progression of ideas and/or events and is reasonably complete, although minor lapses may be present

• Support and elaboration may have minor weaknesses in relatedness to and support of the topic/subject

• Consists of some specific details• Exhibits reasonable use of vocabulary that is

precise and purposeful• Demonstrates reasonable use of sentence

fluency

Score 4Score 4• Topic/subject is clear, though it may

or may not be explicitly stated · • Maintains focus on topic/subject

throughout the response· • Organizational structure establishes

relationships between and among ideas and/or events·

• Consists of a logical progression of ideas and/or events and is unified and complete

• Support and elaboration are related to and supportive of the topic/subject·

• Consists of specific, developed details·

• Exhibits skillful use of vocabulary that is precise and purposeful

• Demonstrates skillful use of sentence fluency

Now Let’s Score!!

Let’S Get Writing!!

Education

Transcript of Let’S Get Writing!!

Let’s Get Quizzical!

Let’s Get Healthy

Let’s get horizontal!

Let’s GET Dirty

LET’S GET ORIENTED

Let’s Get Primitive!

LET’S GET STARTED !!!

Let’s Get Physical!

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Let’s Get Growing!

LET’S GET SERIOUS

Let’s Get Together!

Let’s Get Real

Let’s Get to the Writing

Let’s get Physical!

Let’s Get REAL: An Overview of Reading and Writing Initiatives at ZHS

Let’s get hitched!!

Let’s Get Personal

Let’s get started

Let’s Get Started! Let’s Get Started! Let’s reset it!