Strand 4 WritingGrades 9 - 12

Linda Vanderford and Barbara Wolfe

Writing

Maple HS 2010-11 10th Grade

I & C O V WC SF C

Exceeds

17% 12% 24% 14% 9% 7%

Meets 65% 66% 66% 73% 62% 60%

Nearly Meets

17% 21% 10% 13% 28% 32%

Low 1% 1% 0% 0% 1% 1%

Very Low

0% 0% 0% 0% 0% 0%

Use the Writing Scoring Guide to…

• Assess student writing• Establish a common language in the

classroom• Teach students to self-assess their

own writing• Determine lessons to teach

Ideas and ContentThe writing is clear, focused and interesting. It holds thereader’s attention. Main ideas stand out and aredeveloped by supporting details suitable to audience andpurpose. The writing is characterized by• clarity, focus, and control.• main idea(s) that stand out.• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support.• a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights.• content and selected details that are well-suited to audience and purpose.

OrganizationThe organization enhances the central idea(s) and itsdevelopment. The order and structure are strong andmove the reader through the text. The writing ischaracterized by• effective sequencing and paragraph breaks; the organizational structure fits the topic, and the writing is easy to follow.• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure.• smooth, effective transitions among all elements (sentences, paragraphs, ideas).• details that fit where placed.

VoiceThe writer has chosen a voice appropriate for the topic,purpose, and audience. The writer demonstrates commitmentto the topic, and there is a sense of “writing to be read.” Thewriting is expressive, engaging, or sincere. The writing ischaracterized by• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.)• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction.• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

Word ChoiceWords convey the intended message in an interesting,precise, and natural way appropriate to audience andpurpose. The writer employs a broad range of words whichhave been carefully chosen and thoughtfully placed forimpact. The writing is characterized by• accurate, specific words; word choices energize the writing.• fresh, vivid expression; slang, if used, seems purposeful and is effective.• vocabulary that may be striking and varied, but that is natural and not overdone.• ordinary words used in an unusual way.• words that evoke clear images; figurative language may be used.

Sentence FluencyThe writing has an easy flow and rhythm. Sentences arecarefully crafted, with strong and varied structure thatmakes expressive oral reading easy and enjoyable. Thewriting is characterized by• a natural, fluent sound; it glides along with one sentence flowing into the next.• variation in sentence structure, length, and beginnings that add interest to the text.• sentence structure that enhances meaning.• control over sentence structure; fragments, if used at all, work well.• stylistic control; dialogue, if used, sounds natural.

ConventionsThe writing demonstrates strong control of standard writingconventions (e.g., punctuation, spelling, capitalization,grammar and usage) and uses them effectively to enhancecommunication. Errors are few and minor. Conventionssupport readability. The writing is characterized by• strong control of conventions.• effective use of punctuation that guides the reader through the text.• correct spelling, even of more difficult words.• correct capitalization; errors, if any, are minor.• correct grammar and usage that contribute to clarity and style.• skill in using a wide range of conventions in a sufficiently long and complex piece.• little need for editing.

“We can’t expect students to produce excellent, complicated, effective writing if they’re receiving little instruction in it”.

(Jones, 1995, p. 22)

Explicit Instruction

1. Describe/explain – reason for use2. Demonstrate or model3. Use exemplars4. Guided practice with specific feedback5. Independent practice with reteaching

What similarities do you see between Explicit Instruction and Self-Regulated Strategies?

Eleven Elements of Effective Adolescent Writing Instruction:1. Writing Strategies2. Summarization3. Collaborative

Writing4. Specific Product

Goals5. Word Processing6. Sentence

Combining

7. Prewriting8. Inquiry Activities9. Writing Process10.Study of Models11.Writing for

Content Learning

Writing Next, 2007

The Write Way Article:Questions for Table Discussion • What is the degree of emphasis on

non-fiction writing is your school/district?

• What are the roadblocks and/or promising practices in your school/district?

• Based on this article, what changes in practice do you recommend for your school/district?

Sentence Combining

• Two Activities

[T]he preponderance of writing instruction research shows that systematic practice in combining and expanding sentences may increase students’ repertoire of syntactic structures and may also improve the quality of their sentences, when stylistic effects are discussed as well. Thus, sentence combining and expansion are viewed as a primary (and accepted) writing instructional approach, one that has emerged from research findings holding that a sentence combining approach is far superior to traditional grammar instruction.

(Carolyn Carter, The Absolute Minimum Any Educator should

Know & Teach Students About the Sentence, iUniverse, 2003)

Sentence Combining Resources

• Sentence Combining: Teaching Rules of Sentence Structure by Doinghttp://www.interventioncentral.org/index.php/writing/122-sentence-combining-teaching-rules-of-sentence-structure-by-doing

 • Enhance Writing Skill with Sentence

Combining: Writing Exercises Don’t Have to Be Boring by Terrie Leigh Reifhttp://www.suite101.com/content/enhance-writing-skill-with-sentence-combining-a211148

Sentence Combining Resources

•  Introduction to Sentence Combining, by Richard Nordquist http://grammar.about.com/od/tests/a/introsc.htm

 • Combining Sentences, by Tony Cimasko

http://owl.english.purdue.edu/engagement/3/4/

Sentence Combining Resources• Also check Amazon.com,

Heinemann.com, and simply “googling” sentence combining to find other resources.

Sentence Manipulation• Alphabet Soup

Alphabet Soup• Fold paper into 8

sections• Open, then fold left

side over to the right 1 inch

• Open• Draw six letters from

container• Students write one

letter in each square, leaving two empty boxes for student selected letters

• Students write sentences that begin with each of the letters

JBMOFW

Study of Models – Anchor Papers• ODE

http://www.ode.state.or.us/search/page/?=527

• Clackamas ESDhttp://www.clackesd.k12.or.us/cie/writing.html

• O.P.E.N. Practice Scoringhttp://openc.k12.or.us/scoring/

Anchor Paper “Pick Yourself Up”• Read the paper – it earns scores

that exceed the standard• What strengths does this paper

exhibit?• Discuss with colleagues

Anchor Paper “Pool Shark”• Read the paper – it earns scores

below the standard• What improvements need to be

made in order for this writing to meet the standard?

• Discuss with colleagues• Revise the paper so that it meets

or exceeds the standard

Word Processing and Writing Instruction• http://blogs.scholastic.com/classroo

m_solutions/2010/11/basic-technology-skills-in-english-class.html

• http://wik.ed.uiuc.edu/index.php/Improving_Student_Writing_Using_Technology

• http://www.thewritingteacher.org/writing-blog-home/2008/10/1/research-based-best-practices-for-teaching-writing-a-discuss.html

Your Thoughts on this Session…

Exit Ticket

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