On-Demand Writing Assessment I can identify audience and purpose in my writing I can develop a thesis and support in my writing I can write clearly and effectively to narrate, inform, and/or persuade I can pre-write to organize my thinking in order to write effectively

On-demand test Sophomores – May 2 Juniors – May 3

1. Situational Prompt – 45 Minutes You will be given a situation and asked to respond in a well-developed writing 2. Passage Prompt – 90 Minutes You will be asked to read a passage and respond to a specific prompt about that passage in a well-developed writing

These prompts may concern any content area… the on-demand writing is designed to assess your ability to think clearly and reflect your thinking in clear and effective writing… it is NOT a test of your content knowledge.

You may be asked to use a variety of writing styles and genres: email, letter, speech, blog, editorial, etc.

Three types of writing: Narrative Informational Argumentative

The key to scoring well on the on-demand assessment is clear and organized writing: 3.5 Essay Format/Organization

Introduction Support #1 Support #2 Support #3 Conclusion Address Prompt Thesis Statement Support #1 Support #2 Threes supporting Ideas and evidence Support #3 Extend Question Summarize Conclusion

Example #1

SITUATION: Your school is celebrating Set a Good Example Day SITUATION: Your school is celebrating Set a Good Example Day. In order to encourage students to participate in this event, the school newspaper is going to publish some feature articles written by students about who have inspired them. WRITING TASK: Think of a person in your life who sets a good example for you. It could be a parent, a teacher, a coach, a friend… Write a feature article for the school paper telling about how that person sets a good example for you. Persuade other students to get involved in Set a Good Example Day as you show how this person has been an inspiration to you

Things to consider Attention-getting lead (quote, question, example, statement) State a thesis Develop three supporting details for the thesis Conclusion – have I summarized, extended, asked future questions? Genre conventions – have I constructed my response to the appropriate conventions (letter, editorial, blog, email, feature article, etc…

Scoring Rubric for Kentucky On-Demand Writing 4 Points: Writers at this score point level display consistent, though not necessarily perfect, writing skill, resulting in effective communication. The writer establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information necessary to anticipate its needs.

Scoring Rubric for Kentucky On-Demand Writing 4 Points: Writers at this score point level display consistent, though not necessarily perfect, writing skill, resulting in effective communication. The writer consistently develops ideas with depth and complexity to provide insight, support, and clarification of the topic. The writer consistently develops ideas using appropriate and effective examples, details, facts, explanations, descriptions, or arguments. In grades 5 and 6, writers may address counterclaims in support of opinion and argument; in grades 8, 10 and 11, counterclaims are addressed effectively to help support arguments. The writer may use a variety of techniques or approaches

Scoring Rubric for Kentucky On-Demand Writing 4 Points: Writers at this score point level display consistent, though not necessarily perfect, writing skill, resulting in effective communication. The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. The writer consistently uses a variety of sentence lengths and structures. The writing includes a variety of transitional words and phrases that connects ideas and guides the reader. The writer uses appropriate organizational techniques (e.g., comparison/contrast, cause/effect, order of importance, reasons/explanations).

Scoring Rubric for Kentucky On-Demand Writing 4 Points: Writers at this score point level display consistent, though not necessarily perfect, writing skill, resulting in effective communication. The writer maintains an appropriate voice or tone. The writer consistently chooses words that are appropriate to the intended audience and purpose of the writing. The writer consistently uses correct grammar, usage, and mechanics (e.g., spelling, punctuation, capitalization) to communicate effectively and clarify the writing.

Example #2

SITUATION: Your school is beginning a student-operated radio station SITUATION: Your school is beginning a student-operated radio station. The school council (consisting of the principal and some teachers and parents) has asked for student suggestions about the kind(s) of music to be played on the air. WRITING TASK: Write a letter or speech to persuade the school council to accept your suggestions for what kind(s) of music should be played on this new radio station.

Example #3

WRITING TASK: Write an editorial or a letter to persuade the readers of your local newspaper to either support or oppose Bruce Ackerman and Anne Alstott’s proposal.

WRITING TASK: Write an editorial or a letter to persuade the readers of your local newspaper to either support or oppose Bruce Ackerman and Anne Alstott’s proposal. What is your purpose? Who is your audience? What is your writing type? What is your position, and what three supporting details will you present? What is your thesis

Example #4

SITUATION: Procrastination, according to its Latin roots, means “putting something off until tomorrow.” Most people at one time or another have procrastinated. WRITING TASK: Write an article or a speech to tell your peers about a time when you or someone you know procrastinated. Describe the outcome, good or bad, of postponing the action. Be sure to explain the lessons that can be learned from this experience.

What is your purpose? Who is your audience? What is your writing type? What is your position, and what three supporting details will you present? What is your thesis