Presentation on theme: "Getting to know the writing prompt"— Presentation transcript:
1Getting to know the writing prompt RUBRICS AND ANCHOR PAPERSGet out your paper for notes, and a reliable writing utensil.Prepare yourself for your TCAP Writing JobGetting to know the writing prompt
2LiteratureStandardDate TaughtDate TestedTCAP Writing Prompt RubricRL 32/3/15 or 2/4/152/3/14 through 2/4/14Make-up: 2/5/14Odd Days: 5 days awayEven Days: 3 ½ days awayStandard: RI 3: (Reading Informational Texts) Analyze a complex set of ideas and explain how specific ideas interact and develop over the course of the text. Objective: Analyze the TCAP Writing Prompt Rubric for understanding and analyze Anchor Papers for clarity.
3How the writing prompt will look You will be reading two articles and writing two essays. This will be broken down in to two phases.Phase 1: Read one article and answer one prompt. This prompt will most likely be an analytical essay over some aspect of the first article. (60 minutes)30 minute breakPhase 2: Read second article and answer one prompt. This prompt will most likely be a argumentative essay over both articles that you have read. (60 minutes)You will be reading the articles and typing your essay using a computer program called MIST.During the actual writing process, I will NOT be able to answer your questions about what to write or any of the texts/prompts
4How the writing prompt is graded Both essays of the writing prompt will be graded separately based on a 4 part rubric.Part one: Development (4 points)Part two: Focus/Organization (4 points)Part three: Language (4 points)Part four: Conventions (4 points)Total available points for each essay: 16 points.
5Composite ScoreReport Card Grade16100%1593%1490%1388%1285%1182%1080%977%874%772%669%566%464%361%259%156%How your TCAP score will transfer to my grade book: (As with everything in life, these scores are subject to change.)Write down everything from an 8 up. I expect everyone to be at this level or higher.
6Breaking down the rubric Part one: Development Score of 4Score of 2In response to the task and the stimuli, the writing:• utilizes well chosen, relevant, and sufficient evidence from the stimuli to thoroughly and insightfully develop the topic.• thoroughly and accurately explains and elaborates on the evidence provided, demonstrating a clear, insightful understanding of the topic and the stimuli.In response to the task and the stimuli, the writing:• utilizes mostly relevant but insufficient evidence from the stimuli to partially develop the topic. Some evidence may be inaccurate or repetitive.• explains some of the evidence provided, demonstrating only a partial understanding of the topic and the stimuli. There may be some level of inaccuracy in the explanation.
7Breaking down the rubric part one: development “In response to the task and stimuli” If a response does not address the task (the prompt/the question), any information and ideas presented would be considered irrelevant.“evidence” Evidence refers to facts, extended definitions, concrete details, quotations and other information that the student uses from the text.
8Breaking down the rubric part one: development “…insightfully develop the topic” In order to show insightful development, you must move beyond simply stating an idea and supporting that idea.Text-based evidence should be well-chosen and explanations of ideas should demonstrate advanced understanding of the task and the stimuli.Note that personal information outside of the text cannot in and of itself demonstrate insight into the topic. (No personal stories!)
9Breaking down the rubric part one: development “inaccurate/inaccuracy” Inaccuracy may be exhibited through the use oferroneous (incorrect/ untrue) evidencethrough the misinterpretation of evidence from the textor through erroneous explanation of accurate evidence from the text.“the topic and the stimuli” With regards to the rubric, the term “topic” refers to the task directives, while the “stimuli” refers to the associated text(s). The topic for the Analysis essay is how the authors use and refine the meaning of intelligence over the course of the text.
10Breaking down the rubric Part two: Focus/organization Score of 4Score of 2In response to the task and the stimuli, the writing:• contains an effective and relevant introduction.• utilizes effective organizational strategies to create a unified whole and to aid in comprehension.• effectively clarifies relationships among ideas and concepts to create cohesion.• contains an effective and relevant concluding statement or section.In response to the task and the stimuli, the writing:• contains a limited introduction.• demonstrates an attempt to use organizational strategies to create some unification, but ideas may be hard to follow at times.• clarifies some relationships among ideas and concepts, but there are lapses in focus.• contains a limited concluding statement or section.
11Breaking down the rubric part two: focus and organization “In response to the task and stimuli” Scoring is based upon how you focus on the task and organize in response to the task and the stimuli.If a response does not address the task, organization would be considered irrelevant due to a lack of focus on the task.“organizational strategies” These strategies can include the use of paragraphs to group related information, use of transitional words and phrases to connect ideas, and the use of comparison and contrast.
12Breaking down the rubric Part two: focus and organization “unified whole” A successful response should demonstrate the ability to remain focused throughout and should be organized appropriately to help the reader clearly understand your ideas. (NO TANGENTS. Don’t get off topic.)“relationships among ideas and concepts” It is the responsibility of the student to explain how ideas and concepts are related throughout his or her response. If ideas and concepts are disconnected, the score will be affected.
13Breaking down the rubric Part two: focus and organization Focus refers to your ability to remain on-task.Your ideas and concepts should always be connected to the task and stimuli and the student’s central idea, thesis, or claim. If they are not, the response becomes irrelevant to the given task.“concluding statement or section” The concluding statement or section refers to the conclusion. The relevance of your conclusion depends upon your ability to appropriately bring ideas to a close and your ability to relate closing statements to the overall focus of the response.
14Breaking down the rubric Part three: Language Score of 4Score of 2The writing:• illustrates consistent and sophisticated command of precise language, domain specific vocabulary, and literary techniques appropriate to the task.• illustrates sophisticated command of syntactic variety for meaning and reader interest.• utilizes sophisticated and varied transitional words and phrases.• effectively establishes and maintains a formal style and an objective tone.The writing:• illustrates inconsistent command of precise language, domain specific vocabulary, and literary techniques.• illustrates inconsistent command of syntactic variety.• utilizes basic or repetitive transitional words and phrases.• establishes but inconsistently maintains a formal style and an objective tone.
15Breaking down the rubric Part three: language “the writing” The Language trait is scored independent of how the student has addressed the task and stimuli.Only your original writing can be assessed. If you simply copy from the text and do not create any of your own prose then you cannot illustrate consistent command in Language.“precise language” Precise language refers to the effective use of specific words and phrases, appropriate for the grade level, to strengthen an analysis or argument.
16Breaking down the rubric part three: language “domain-specific vocabulary” Domain-specific vocabulary refers to words and phrases that areappropriate to the content.While these may often be words used in the given task and text(s), you should demonstrate proper understanding in how to use this vocabulary when appropriate. *Use your ability to understand vocabulary based on context clues.“literary techniques” Students may utilize literary techniques (such as imagery, figurative language, or repetition) for effect to enhance their language, syntax, and vocabulary.
17Breaking down the rubric part three: language “syntactic variety” Syntactic variety refers to the use of varied sentence formations and sentence style in the response.“transitional words and phrases” The Language trait is concerned with the types of words and phrases used to transition between ideas in a response.“formal style and an objective tone” Whether writing an Informational/Explanatory essay or an Argument essay, the student should avoid reliance on conversational style and tone.DO NOT USE SLANG. DO NOT USE THE FIRST OR SECOND PERSON POINT OF VIEW. No Contractions.
18Language Anchor: Response #2 According to the passage, “our society worships talent,” which means we praise the “smarter more intelligent” people. I feel that the author, Carol S. Dweck, shouldnt have titled this passage as, “The Secret to Raising Smart Kids,” cause everyone is “smart” in their own way. Some just more advanced than others.SCORE POINT: 1What do you see that is wrong?
19Language Anchor: Response #2 The response illustrates little to no use of precise language and domain- specific vocabulary. For example: cause everyone is “smart” in their own way.The response illustrates little to no use of syntactic variety. There are two complex sentences and one example of a compound sentence in this brief response.The response utilizes few transitional words and phrases.The response does not establish or maintain a formal style and objective tone.
20Breaking down the rubric Part four: Conventions Score of 4Score of 2The writing:• demonstrates consistent and sophisticated command of grade level conventions of standard written English.• may contain a few minor errors that do not interfere with meaning.The writing:• demonstrates inconsistent command of grade‐level conventions of standard written English.• contains many errors that may significantly interfere with meaning.
21Breaking down the rubric: Part four: Conventions “the writing” The Conventions trait is scored independent of how the student has addressed the task and stimuli.Only the student’s original writing can be assessed.Students who simply copy from the text cannot illustrate consistent command in Conventions.Errors in conventions that are produced when a student copies from the text erroneously should not be ignored. *If you copy down your direct quote incorrectly you will get points deducted.
22Breaking down the rubric: Part four: conventions “grade-level” It is important to remember that students may produce errors when attempting to utilize conventions beyond their grade-level. Errors in conventions that are not grade-level are considered minor.“conventions of standard written English” As outlined in the footnote on the rubric, these include sentence structure, grammar, usage, spelling, capitalization, and punctuation.
23Breaking down the rubric part four: conventions “interfere with meaning” When assessing Conventions, it is important to remember that errors can interfere with the overall meaning of a response in several ways.Errors may be serious and impact the flow of the response.Errors can be numerous and repeated.Errors may also be disproportionate to the amount of correct conventions demonstrated.There may also be so little of the student’s original writing that errors dominate when the student is not copying directly from the text.
24Assessing Anchor Papers. First we will quickly look at a paper that made all 1’s.Look at the errorsThe lengthThe quotesThe commentaryThe introductionThe conclusionThe topic
25Grade 11-12 Anchor: Response #1 Tell him it a gift. Tell good job for the hard work. When you just tell a kid his smart he think well I’m smart and I don’t have to work at it. I can do this with out studying os try cause I’m smart. He might stast off with good gardes, but at the end his grade has drop form good to bad. because he got a big head about him self. he stop try and working hasd, but for though who you tell Good jod keep up the hard work tend to stay on track work hard study hard night start off with a low grad, but at the end he end up with a very good garde because you encouge him to do better to keep work hard and he stayed in the books and strive to work hard to get that garde unlike the kid you told you gifted. My proft on line 180–186What do you see that is wrong?
26Conventions Anchor: Response #1 Annotations SCORE POINT: 1The brief response demonstrates limited command of grade-level conventions of standard written English.Numerous and repeated serious errors impede meaning.For example:Sentence Structure: he stop try and working hasd, but for though who you tell Good jod keep up the hard work tend to stay on track work hard study hard night, Tell good job for the hard work, and he stayed in the books and strive to work hard to get that garde unlike the kid you told you gifted.Misspellings: “os,”“stast,”“gardes,”“hasd,”“grad,”“encouge,”,“with out.”Capitalization: you tell Good jod, about him self. he stop tryPersonal Pronouns: When you just tell a kid his smart heVerb Tense: I can do this with out studying os try
27Anchor Paper with an overall Score of 16. Lets look at a perfect example.Annotate it for the things the student writer did properly in terms ofDevelopmentFocus and OrganizationLanguageConventions
28Today’s AssignmentLook at your Ferguson essay and familiarize yourself with the grading rubric and your personal grade on each categoryMake a list of pros and cons: list three things you did well on in your essay, and three things you can and will work on to write a better essay next time.Look at a sample essay (provided in class) and score it based on the four categories in the rubric.Fill out the introduction block of the graphic organizer based on the sample essay.
30Sprinkle- all classes test in G7 Lab Writing Assessment Schedule (11th)Tuesday, 2/17Wednesday, 2/18Thursday, 2/198:15 – 10:45- 2nd period8:15 – 10:45 a.m. – 3rd pd. English8:15 – 10:45 a.m.– 7th pd. English12:15 – 2:45 p.m.- 4th pd. English12:15 – 2:45 p.m. – 5th pd. English– 6th pd. English4th, 5th, and 6th period, you will take 1st lunch on your testing day and report to G7 Lab as quickly as possible.
31DisplacementsTesting Date: Tues. 2/17/15: Period Displaced Location Monitor th AN B. SmithTesting Date: Wed. 2/18/15: Period Displaced Location Monitor7th BN HeittTesting Date: Thurs. 2/19/15: Period Displaced Location Monitor2nd Gym Biggs4th M Marshall
33What do the following prompts have in common? Topic?Purpose of your essay?What kind of thesis statement would work best with each? Umbrella or pointed?How many paragraphs could you have for each prompt?
34Practice PromptYou have now read the excerpt from Common Sense by Thomas Paine. In this text, Paine develops several central ideas. Determine two central ideas of the text and write an essay that analyzes how the author develops these ideas over the course of the text, including how they interact and build on one another. Be sure to cite evidence from the text to support your analysis. Follow the conventions of standard written English.
35Practice PromptYou have now read two texts relating to the American colonists’ desire to be free from British rule: excerpt from Common Sense by Thomas Paine Excerpt from “Give Me Liberty or Give Me Death” by Patrick Henry Write an essay that argues which author more effectively uses rhetoric to advance his purpose. Be sure to cite evidence from both texts to support your argument. Follow the conventions of standard written English.
36Practice PromptYou have now read “That Elusive Berth Order Effect and What it Means for You.” In this text, Susan Krauss Whitbourne explains some of the implications of birth order. Write an essay that determines the author’s point of view about the importance of birth order and analyzes how that point of view is developed over the course of the text. Be sure to cite evidence from the text to support your analysis. Follow the conventions of standard written English.
37Practice Prompt You have now read two texts relating to birth order. “That Elusive Birth Order Effect and What it Means for You” by Susan Krauss Whitbouurne“How Birth Order Affects Your Personality” by Joshua K. HartshorneWrite an argumentative essay about the relative importance of birth order in determining a person’s personality and future. Be sure to cite evidence from both texts to support your argument. Follow the conventions of standard written English.
38Practice PromptPlease read “The Secret to Raising Smart Kids” by Carol S. Dweck. Dweck is a professor of psychology at Stanford University. In this text, she develops several central ideas. After you have read, determine two central ideas from the text and write an essay that both summarizes and analyzes how these central ideas are developed, including how they interact and build on one another over the course of the text. Cite strong and thorough evidence from the text to support your analysis. Follow the conventions of standard written English. Write your essay in the space provided on the next pages.
39Practice PromptPlease read “It’s Not Me, It’s You” by Annie Murphy Paul. Paul is a journalist and author who writes about the biological and social sciences. After you have read the text, write an essay that analyzes how Dweck and Paul each use and refine the meaning of the term intelligence over the course of their articles. Be sure to also discuss the similarities and differences between their definitions. Cite strong and thorough evidence from both texts to support your analysis. Follow the conventions of standard written English. Write your essay in the space provided in the next pages.
40Practice PromptYou have no read “Reading for Pleasure is in Painful Decline.” In this text, Stephen L. Carter makes an argument regarding the impact of the decline of pleasure reading. Write an essay in which you determine the author’s point of view and explain how the author uses rhetoric to advance that point of view. Be sure to cite evidence from the text to support your analysis.
41Practice PromptYou have no read two texts about the decline of reading for pleasure:“Reading for Pleasure is in Painful Decline” by Stephen L. Carter“Twilight of the Books” by Caleb CrainWrite an essay that argues which author better uses valid reasoning and sufficient evidence to support his argument about the state of reading in the U.S. Be sure to cite evidence from both texts to support your argument. Follow the conventions of standard written English.
42Practice PromptYou have now read “The Decline of Newspapers is Bad for the U.S.” in this text, Laura Finley develops several central ideas. Determine two central ideas of the text and write an essay that analyzes how the author develops these ideas over the course of the text, including how they interact and build on one another. Be sure to cite evidence from the text to support your analysis. Follow the conventions of standard written English.
43Practice PromptYou have now read two texts relating to difficulties faced by modern newspapers in today’s digital world:“The Decline of Newspapers is Bad for the US” by Laura Finley“Battle of the Brands: a Newspaper War in New Orleans” by Roger YuWrite an argumentative essay that supports or opposes the claims that traditional (print) newspaper should be preserved. Be sure to cite evidence from both texts to support your argument. Follow the conventions of standard written English.
44What have you figured out about these prompts? Topic?Purpose of your essay?What kind of thesis statement would work best with each? Umbrella or pointed?How many paragraphs could you have for each prompt?