Candis Carey, Portage High School

Laura Terrill lterrillcscextension2012.wikispaces.com

Why do we write? We write to: express and reflect inquire and explore analyze and interpret take a stand evaluate and judge propose a solution seek common ground inform or explain report – research-based writing Reading Rhetorically: A Reader for Writers Bean, Chappell, and Gillam take tests

Section Number of Questions Percent of Final Score Time Section I: Multiple Choice Approx. 95 minutes Part A Interpretive Communication: Print Texts30 questions 50% Approx. 40 minutes Part B Interpretive Communication: Print and Audio Texts (combined) 35 questions Approx. 55 minutes Interpretive Communication: Audio Texts Section II: Free Response Approx. 85 minutes Interpersonal Writing: Reply1 prompt 50% 15 minutes Presentational Writing: Persuasive Essay1 prompt Approx. 55 minutes Interpersonal Speaking: Conversation5 prompts 20 seconds for each response Presentational Speaking: Cultural Comparison1 prompt 2 minutes to respond German AP TEST

GERMAN AP TEST task 2- Persuasive essay You will write a persuasive essay to submit to a German writing contest. The essay topic is based on three accompanying sources, which present different viewpoints on the topic and include both print and audio material. First, you will have 6 minutes to read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then, you will have 40 minutes to prepare and write your essay. In your persuasive essay, you should present the sources’ different viewpoints on the topic and also clearly indicate your own viewpoint and defend it thoroughly. Use information from all of the sources to support your essay. As you refer to the sources, identify them appropriately. Also, organize your essay into clear paragraphs.

6 + 1 Traits of Writing Ruth Culham Ideas Sentence Fluency Organization Word Choice Voice Conventions + Presentation ISBN-13:

Vertical Articulation Novice 4 Novice 3 Novice 2 Novice 1 Int. 5 Int. 4 Int. 3 Int. 2 Int. 1

I am from Israel. My name is Amalia. I am a married woman and have 3 kids. My son live in Florida and my girls in Israel. We usely like to travel to new places, to see moves and to go to Conserts. We move to St. Louis because my husbend get ajob in Boying Company. In the beging I feel happy to start a new life and my children encorg us to do that but When the day came it was hard to leve my girls in Israel and fly to U.S. Now after two years We miss the girls but we are close to my son. We travel a lot in U.S. to West Cost and to the East, meet new people and enjoy the new life. I help to improve my English with reading books watch T.V. and study English.

I like to introduce myself to all of you. My name is Jennifer. I’m so happy to study in parkway esl school. It was out of my suspect before my arriving here. I have been here for almost six monthes. There are three people in my family. My husband. I and my son. We’re new immigration in U.S.A. But America is not strange to us. We had been here for one yoar in 1990 to I came from Taiwan. I was born and grew up in south of Taiwan. I used to live Kalshining city about fourty eight years. When I decided to move here. I was so worried about, what St. Louis look like? I’m no sure if I come to here that everything will be all right? Maybe I’m afraid to drive. The most difficult thing is langurage problem. I can’t sleep very well for a long time. Because I worried so much. I called my friend who had became a u.s. citizen two years ago. I’m looking forward to getting more opinions from her. I made a list what should I do or what should I need to bring. The important thing is economic problem. I need to arrange all of my property. I need to give up my life living in Taiwan. But my husband had a strong feeling to send my son to America. He like to support my son to creat a different and challenge new life for his future. This is a motivation for us to move here. I hope that I can speak and listen better in the furture.

ACTFL Proficiency Guidelines 2012 Novice Writers at the Novice level are characterized by the ability to produce lists and notes, primarily by writing words and phrases. They can provide limited formulaic information on simple forms and documents. These writers can reproduce practiced material to convey the most simple messages. In addition, they can transcribe familiar words or phrases, copy letters of the alphabet or syllables of a syllabary, or reproduce basic characters with some accuracy. Intermediate Writers at the Intermediate level are characterized by the ability to meet practical writing needs, such as simple messages and letters, requests for information, and notes. In addition, they can ask and respond to simple questions in writing. These writers can create with the language and communicate simple facts and ideas in a series of loosely connected sentences on topics of personal interest and social needs. They write primarily in present time. At this level, writers use basic vocabulary and structures to express meaning that is comprehensible to those accustomed to the writing of non-natives. Advanced Writers at the Advanced level are characterized by the ability to write routine informal and some formal correspondence, as well as narratives, descriptions, and summaries of a factual nature. They can narrate and describe in the major time frames of past, present, and future, using paraphrasing and elaboration to provide clarity. Advanced-level writers produce connected discourse of paragraph length and structure. At this level, writers show good control of the most frequently used structures and generic vocabulary, allowing them to be understood by those unaccustomed to the writing of non-natives.

Appropriate Tasks NoviceProduce lists and notes Words and phrases Practiced material IntermediateAsk and respond to questions Write simple messages and letters Simple facts and ideas AdvancedMajor time (past, present, future) connections/ conjuctions Paragraph length

Lists allow for both inquiry and drafting. Reasons not to lie Ways to spend $100 Things to do besides watch TV Things that make you smile Things you might find at the beach

Dialogue Journal Prompts It’s awful when I can’t… When I’m bored… What I like most about myself… Something strange I saw…. I couldn’t sleep… What does it mean to be (lazy)? I went to the end of the rainbow and found… I have a dream… When I see (red), I think… I am happy when… Next year I want to… Lead ins…. Topic words…… Homework A fast food restaurant Snow Hero Zoo Money Vacation Car Friend Animal Jewelry

Lists Generate an “A – Z” listing on a specific topic. Freewrite on a specific word – beauty, dangerous, heroic, love, jealousy, etc. Create “big people” to explore characters. Use a “two voice” list to explore aspects of a topic. Create a “counting book” on a topic. Write a “how to” on a topic.

Generating Ideas Student’s trace hand on paper. They write the important topic on the palm of the hand. They write 5 facts about the topic on each finger. Students pair with a partner to share their outline.

Big People Trace a major character. Write notes about the character inside the body. Draw arrows outside the body. Add specific events and page numbers. Use as source for ideas. Deborah Dean

Ask questions. As a class ask questions Teacher writes questions on board Students write a story which answers these questions.

Picture This Use an image, show for 1 minute, cover, each student writes words, phrases and sentences to describe. Segment image into 6 quadrants, show each quadrant for 1 minute, allow students to write out of context description Finally show entire image again for one minute Traits of Wrting - Ruth Culham

Artwork writing Give students a painting or picture Each student writes a cinquain poem Display poems and pictures Students must choose which poems and pictures go together.

Cinquain Poem Version 1One noun 2 adjectives 3 verbs 1 phrase with 4 words Rename the noun Version 2two syllables four syllables Six syllables Eight syllables Two syllables

Acrostic Poetry P aris, a dynamic city with A rtistic museums and monuments, R ich in history I nvites connoisseurs of life to S ites of great appeal.

Loop Poetry In Loop Poetry there are no restrictions on the number of stanzas nor on the syllable count for each line. In each stanza, the last word of the first line becomes the first word of line two, last word of line 2 becomes the first word of line 3, last word of line 3 becomes the first word of line 4. This is followed for each stanza. What a joy to travel Travel to see places Places that are different Different people to meet. Who am I now? Now I have changed Changed by experiences Experiences that are memories.

R.A.F.T.s

RoleAudienceFormatTopic German government citizens of Guernica letter apology for what was done Francopeople of Spainspeech protestation of innocence Museum curatorPicasso newspaper interview questions about the painting and likely answers SoldierCommandertelegramreasons for defeat MotherDiaryjournal entry what happened and personal thoughts about war ???? R.A.F.T.S. persuade, analyze, create, predict, compare, defend, evaluate

Creative writing ideas Write a letter to Santa Excuse not from school

Brainstorming Write words about a topic Circle your favorite five Use these 5 to then write sentences.

Teach transitions but also and thenstill, always at first as, like howeverfor example oftenin this way latersuddenly perhapsbecause by the wayespecially on the contraryin any case and finally brieflynow

It’s summer. It’s hot. I love to swim. I like the beach. I like to play volleyball. Write 5 sentences about summer…..

Building Blocks Rosita made tortillas________ _______ where ? with whom? __________ __________ _________. when ? at what time? why? 3 Questions rule: Can your sentence answer three questions?

Yesterday-Today-Tomorrow What happened? What is happening? What will happen?

Editing and Feedback In a group of 4: All students write the same on their own paper. Have students count off and collect all #1’s, 2’s, etc. All students receive this grade

Editing and Feedback Have students peer edit in groups of three. Student 1- Correct Capitalization and spelling Student 2- Correct verb endings, adjective endings Student 3- correct word order

Peer Evaluation Dr. Deborah Baldini, University of Missouri-St. Louis Edit #1: Content and Organization Editor’s name: _______________________ Author’s name:__________________ 1. Number each paragraph. Use the numbers to make reference to your comments. 2. Read the draft carefully. 3. Place a check next to each statement you find to be true of this paper: _____ 1. The author followed the directions for the assignment. _____ 2. The author utilized the past tenses. _____ 3. The draft is well organized; it has a presentación, a complicación, and a resolución. Please identify these by writing P, C, and R where they occur. _____ 4. There is a logical ending; the draft does not simply stop. If one of the above is not checked, please give the reason(s): 1. Should the author add anything, such as details? 2. Does any part need to be moved to improve organization? 3. What is this composition about? 4. What is the best part of this composition? Please give at least two suggestions you feel would improve this paper.

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