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The Provincial Writing Assessment includes the following components: Division Coordinator Handbook Online Writing Pre-assessment Package Teacher Handbook Online Teacher Questionnaire Student Writing Booklet A or B Online Student Questionnaire
The Ministry of Education has provided this Online Writing Pre-assessment Package to help support what students have already learned about both expository and narrative writing formats.
Table of Contents
Introduction ................................................................................................. 1 Language Learning ........................................................................................ 1 What is Writing ............................................................................................ 3 Recommended Language Resources .................................................................... 4 Table of Specifications .................................................................................... 5 The Writing Process ....................................................................................... 11 Forms of Writing........................................................................................... 12 Expository Writing .................................................................................... 12 Narrative Writing ...................................................................................... 13 Pre-assessment Writing Activity 1: Understanding Prompts ....................................... 14 Pre-assessment Writing Activity 2: Using the Writing Process to Respond to an Expository Prompt ......................................................................... 17 Pre-assessment Writing Activity 3: Using the Writing Process to Respond to a Narrative Prompt ............................................................................ 20 Tools Used to Evaluate Student Writing ............................................................... 23
Handouts (HO)
HO-1 HO-2 HO-3 HO-4 HO-5 HO-6 HO-7 HO-8 HO-9 HO-10 HO-11 HO-12 HO-13 HO-14 HO-15 HO-16 HO-17 HO-18 A Model of the Writing Process .............................................................. 24 Sample Prompt Deconstruction ............................................................... 25 Expository Brainstorming Web ............................................................... 26 Expository Planning Frame .................................................................... 27 Expository Writing Organizational Chart ................................................... 28 Transition (Signal) Words in Exposition .................................................... 29 Narrative Brainstorming Web ................................................................. 30 Narrative Planning Frame ...................................................................... 31 Narrative Planning Timeline................................................................... 32 Narrative Writing Organizational Chart ..................................................... 33 Transition (Signal) Words in Narration ...................................................... 34 Grade 8 Language Cues and Conventions Checklist....................................... 35 Grade 8 Exposition Revision Checklist ...................................................... 36 Grade 8 Sample Expository Prompt and Essay ............................................. 38 Grade 8 Sample Ways to Start a Report (Expository Essay) ............................. 41 Grade 8 Narration Revision Checklist ....................................................... 42 Grade 8 Sample Narrative Prompt and Essay............................................... 44 Grade 8 Sample Ways to Start a Story (Narrative Essay) ................................ 45
Appendices
A. Provincial Writing Assessment: Conceptual Framework ....................................... 46 B. Holistic Writing Rubric ............................................................................... 49 C. Analytic Scoring Guide ............................................................................... 50
Introduction
The Online Writing Pre-assessment Package has been prepared for classroom teachers to use in readying students for the provincial writing assessment. It contains activities specific to the writing process, details about narrative and expository writing formats, characteristics and indicators of quality, and other tools to support the writing of quality products. Sample prompts which students may use for practice have also been included. Holistic and analytic rubrics provide teachers and students with information on criteria to be considered for scoring. Sample tools, such as graphic organizers and revision checklists, that support various parts of the writing process have been included in the Online Writing Pre-assessment Package. Also included is the conceptual framework on which the provincial writing assessment has been based.
Language Learning
Effective language learning is achieved through a variety of viewing, listening, reading, representing, speaking, and writing experiences. Students need to develop language knowledge, skills, and strategies, and develop a positive attitude about language, language learning, and themselves as communicators and learners. They will become competent and confident language users through using the language cueing systems and conventions in varied opportunities to view, listen, read, represent, speak, and write. The diagram on the next page, taken from the interim provincial English Language Arts: A Curriculum Guide for Middle Level (Grades 69) (2006), illustrates the relationships among writing, the other language strands, and the language cues and conventions.
Pragmatic
Whole
Textual Syntactical To Part
Whole
REPORTING
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What is Writing?
Writing is a process of constructing meaning where students write in a variety of forms in the content areas to explain or share information, construct new meaning, and demonstrate knowledge (Gambell, 2007). Effective writing is an integral aspect of literacy. Writing skills can be improved through language study. Language study is integral to language processes and language use, including writing. In order to be effective writers, students have to understand language cues and conventions: Pragmatic Pragmatics is the study of how people choose what and how to communicate from the range of possibilities available in the language and how the receiver will be affected by these choices. o Students consciously craft their message for their intended audience (level of language) and purpose (role). Textual Ideas and information are organized in oral, written, and other (e.g., electronic) formats. Textual cues and conventions include the form or structure, and elements of a text. o Students organize (transitions, connections, point of view) and structure (format) their texts to ensure clarity and coherence. Syntactical Syntax is the structure of a sentence and the way words are used to form a sentence. English syntax is centered on the verb. o Students use clear sentences of varying patterns (S-V, S-V-O, S-LV-C), purpose (exclamation, statement, question), length, complexity (subordination, coordination), beginnings, as well as correct mechanics (e.g., punctuation, capitalization, subject-verb agreement, pronoun use) to communicate their ideas. Semantic/Lexical/Morphological The lexicon of a language includes all the words or vocabulary of that language that are used or understood by a particular person or group. Words can be studied for their meaningful parts or morphemes. o Students use specific words with the appropriate connotation and denotation to convey the intended meaning of their message. Graphophonic Graphophonics is the study of the relationship between the symbols and sounds of a language and includes letter or sound relationships and patterns. o Students spell correctly. Other Cues and Conventions Other conventions include graphics and other visual and non-verbal elements that convey meaning in print (e.g., bolding, headings, font), signage, charts, graphics, diagrams, movies, art, drama, and other texts. o Students write legibly and fluently and signal new paragraphs (through indentation or double spacing between paragraphs).
Grade 8 (HO-12)* Language Cues and Conventions provide a list of student self-reflection questions about the use of language cues and conventions. Teachers may choose to use these self-reflection questions with students to remind them of the cues and conventions. For more information regarding language cues and conventions, teachers may access English Language Arts 8 Curriculum, Saskatchewan Ministry of Education (2008) and the language study resources recommended for each grade level. Sample mini-lessons regarding language cues and conventions exist in English Language Arts: A Curriculum Guide for Middle Level (Grades 69) (2006).
Table of Specifications
Tables of specifications for the provincial writing assessment have been devised within the context of the Broad Areas of Learning (Sense of Self, Community, and Place; Lifelong Learners; and, Engaged Citizens) and Cross-curricular Competencies (Developing Thinking, Developing Identity and Interdependence, Developing Literacies, Developing Social Responsibility). All areas of study share a common interest in students developing their abilities to communicate their learning through speaking, writing, and other forms of representing (Compose and Create Goal). All areas require students to apply their skills and strategies for viewing, listening, and reading (Comprehend and Respond Goal). All areas of study require students to develop their abilities to reflect upon their knowledge, skills, and strategies (Assess and Reflect Goal). Students should have many opportunities in each area of study to authentically apply what they are learning in English language arts. English Language Arts: Grade 1 [2009] The AFL provincial writing assessment focuses on students abilities to compose and revise their own writing. The table of specifications that follows links the conceptual framework (Appendix A) of the provincial writing assessment to the curriculum and to the actual assessment of student writing.
Indicators
a. Create a variety of texts (i.e., oral presentations, written and other compositions) that represent experiences, ideas, and information about identity, social responsibility, and efficacy with clarity, correctness, and variety. b. Create speeches, writing, and other representations that feature the following qualities: Message Content or Ideas (Meaning): Focuses on main ideas and information; provides relevant details, examples, and explanations; is accurate, complete, and uses own words; shows some individuality or originality in literary texts; contains ideas and images that create an impact. Organization and Coherence (Form): Introduces the topic and purpose; provides some context; sticks to the topic; is easy to follow with related ideas grouped together and sequenced logically; uses appropriate connecting words; creates a logical ending; includes appropriate and required text features (e.g., titles, headings, diagrams, illustrations), correctly constructed. Language Conventions (Style and Language Choices): Uses clear purpose and language; shows a good sense of audience; contains description and variety in diction; contains a variety of sentence lengths and varied sentence beginnings; demonstrates the use of several different conjunctions; formulates complete, simple, compound, and complex sentences correctly (avoiding run-ons and fragments); applies the conventions of oral and written language, including correct spelling, correct punctuation (including use of colon, dash, and hyphen), uses legible cursive handwriting and clear representations which are visually accurate, legible, and neatly presented. a. Demonstrate an understanding of the creating process by preparing (pre-writing), creating drafts, revising, and creating a final copy or product. b. Progress through stages/phases of the creating process (i.e., before [pre-], during [drafting], and after [revising] presenting) as needed. c. Use several strategies before, during, and after representing, speaking, and writing including: Before: consider prompt or find a topic and activate prior knowledge (e.g., consider the variables in the prompt or assignment including purpose, role, audience, topic, and focus); consider purpose and audience (e.g., ask questions to analyze purpose and audience); consider and generate specific ideas and information that might be included (e.g., formulate pertinent questions to explore and develop the topic); consider and choose/adapt a possible form (e.g., consider the best pattern to present ideas including cause and effect,
CC8.3 Select and use the appropriate strategies to communicate meaning before (e.g., plan, organize, and sequence ideas to fit purpose, point of view, and format), during (e.g., use and maintain appropriate point of view for audience and
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purpose), and after (e.g., revise final drafts and presentations to ensure that the format and patterns within that format contribute to the effectiveness of the composition) speaking, writing, and other representing activities.
problem/solution, opinion/reason, fact/proof, sharing experience pattern); collect and focus ideas and information (e.g., collect details about the topic and plan how to use them; identify gaps in ideas and information); plan and organize ideas for drafting (mapping and authoring) (e.g., create a pre-writing plan as a guide; consider alternative ways to organize and present ideas); consider qualities of effective communication and the language to use (e.g., consider the best register and point of view to use). During: create draft(s) and experiment with possible product(s) (e.g., develop main idea with sufficient supporting detail; change any ideas that are not clear or complete); confer with others (e.g., use a peer response sheet); use language and its conventions to construct message (e.g., attend to the tone and sincerity; communicate in a way that sounds informative and confident); reflect, clarify, self-monitor, self-correct, and use a variety of fix-up strategies (e.g., use clear transitions to increase flow and fluency); include sufficient detail; experiment with communication features and techniques (e.g., consider elements of style including tone, humour, imagery, and dialogue). After: revise for content and meaning (adding, deleting, substituting, and rethinking) (e.g., consider the assumptions and values presented); revise for organization (e.g., check that the text patterns and features are appropriate to the form of representation; review for consistent point of view; include a beginning that attracts the viewer, listener, or reader, a middle part that supports the focus, and a closing that connects everything); revise for sentence structure and flow (e.g., use a variety of sentences that flow smoothly and clearly from one idea to the next); revise for word choice, spelling, and usage (e.g., review and revise writing conventions for intended audience; use vivid verbs, specific subjects, and well-chosen qualifiers); proofread for mechanics and appearance (e.g., check for the rules of punctuation, capitalization, spelling, and usage); polish, practise, and decide how work will be shared and published (e.g., enhance for clarity, correctness, variety, and legibility; use blue or black ink and write neatly; check margins; use easy-to-read fonts).
Note: Italicized text refers to those indicators that are emphasized at this grade level.
CC8.4 Use pragmatic (e.g., use appropriate language register), textual (e.g., use artistic devices such as figurative language), syntactical (e.g., combine sentences to form compound and complex sentences for variety, interest, and effect), semantic/lexical /morphological (e.g., use words to capture a particular aspect of meaning), graphophonic (e.g., correctly pronounce words with proper emphasis), and other cues (e.g, use appropriate sound effects, visuals, and multimedia to enhance presentations) to construct and to communicate meaning.
a. Apply consistently the conventions of oral and written language and the conventions of visual and multimedia texts. b. Use and apply language cues and conventions to communicate meaning including: Pragmatic: Use appropriate language to participate in public events, occasions, or traditions; explain function and purpose of texts including informing, persuading, narrating, and describing; use appropriate language register (i.e., for audience and purpose); use language that demonstrates respect for others (including people of different ages, abilities, genders, cultures); use standard Canadian English that follows accepted rules of usage; avoid the personal I/you in formal communication; use appropriate register, role, tone, and usage; ensure voice/tone is appropriate to audience and text type. Textual: Use structures and features of texts to communicate understanding including form/genre, artistic devices (e.g., personification, figurative language including similes and metaphors, exaggeration, symbolism), elements (e.g., point of view, conflict, theme, supporting arguments), and text features (e.g., credits, headings, diagrams, columns, sidebars, pullquotes); use a range of standard forms for texts including paragraphs and multi-paragraph compositions; use appropriate point of view (including third person) for purpose; use common organizational patterns within texts (e.g., chronological, enumerative, problem/solution, cause/effect, comparison/contrast); craft strong leads and effective conclusions; maintain focus and ensure unity and coherence in text from beginning to end; use transition words; include covering page and list of references. Syntactical: Ensure that sentences are complete, interesting, and on topic; use clear sentence structures that contain a verb and its subject (average spoken sentence length 10.5 words; average length of sentences in freewriting 10.2; in rewriting 9.8); combine sentences to form compound and complex sentences for variety, interest, and effect; use complete sentences with appropriate subordination and modification; use subordination to show more precisely the relationship between ideas (e.g., because, although, when) and to avoid a string of compound sentences; make sentences more precise by reducing a main idea (clause) to a subordinate idea (clause); reduce, when appropriate, subordinate clause to a phrase or single word; vary sentence beginnings; ensure agreement of subject, verbs, and pronouns and use correct forms including pronouns acting as subjects and objects (e.g., Him and his brother ); correctly place qualifiers; employ effective capitalization and punctuation including periods, commas, semicolons, quotation marks, colons, dashes, and hyphens.
Note: Italicized text refers to those indicators that are emphasized at this grade level.
Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, and context and capture a particular aspect of intended meaning; use specific words and synonyms for variety; use common homonyms (e.g., whose/whos) and often confused words (e.g., lend/borrow) correctly; use reference tools including dictionaries, thesauri, and handbooks to determine meaning of words, to check spelling, and to verify usage; recognize and use words figuratively and for imagery; spell most words correctly using Canadian spelling; use a variety of strategies and resources to learn the correct spelling of words; use knowledge of spelling generalizations. Graphophonic: Enunciate clearly and carefully, and correctly pronounce words with proper emphasis; use knowledge of a range of spelling patterns, including sound-symbol relationships and rules, to help identify, analyze, and correct spelling errors. Other Cues: Use volume and presentation techniques appropriate to audience and purpose; use appropriate nonverbal cues (including gestures, physical movements, facial expressions, and body language), sound effects, visuals, and multimedia aids to enhance presentation; combine print and visuals; use printing (e.g., for labels on a map) and cursive writing (e.g., for writing a report) appropriate to purpose; write legibly with appropriate speed and control; arrange and balance words and visuals as well as fonts (typefaces/print) in order to send a coherent and clear message to specific audiences. CC8.8 Write to describe a landscape scene; to narrate a personal story or anecdote and an historical narrative; to explain and inform in a presentation of findings, a biography, a documented research report, and a rsum and covering letter; and to persuade in a mini-debate and a review. a. Demonstrate the ability to write effective, coherent multiparagraph (minimum of 5 paragraphs) narrative, descriptive, expository, and persuasive essays of at least 500 to 800 words using appropriate before, during, and after strategies. b. Create narrative texts (e.g., story, anecdote, historical narrative) as follows: establish a context, plot, and point of view; use a range of narrative devices (e.g., dialogue, tension, suspense); make the narrative engaging; develop character; develop it systematically leading to a climax or conclusion. c. Create expository, informational, and procedural texts (e.g., presentation of findings, a biography, a documented research report, a rsum and covering letter) as follows: pose relevant questions to limit scope of presentation, introduce the purpose, and define a thesis; develop topic with important facts, details, examples, and explanations from multiple authoritative sources; include several paragraphs or sections organized in logical sequences; use transitions; offer conclusion(s).
Assess and Reflect on Language Abilities (AR) Students will extend their abilities to assess and reflect on their own language skills, discuss the skills of effective viewers, representers, listeners, speakers, readers, and writers, and set goals for future improvement.
AR8.2 Appraise own and others work for clarity, correctness, and variety.
b. Develop and use criteria for evaluating self, goals, and projects. c. Appraise own and others work to determine the appropriateness of resource choices, language use, organization and communication forms. d. Assess own and others work for clarity, correctness, and variety.
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Prewriting (Before) Presenting/Sharing/ Publishing Sharing with the intended audience Exploring, focusing, planning, and rehearsing Choosing a purpose, audience, and format
Drafting (During) Putting ideas down on paper (in preliminary form) Exploring new ideas and ways of expressing Writing successive drafts
Revising and Polishing (After) Taking another look at the draft Editing ideas and organization by adding, deleting, rearranging, rethinking, and rewriting Considering wording and phrasing of thoughts Proofreading for sentence structure, usage, spelling, punctuation, and capitalization Polishing the composition
This diagram is a compilation of ideas from provincial Secondary Level English Language Arts curricula and the Saskatoon and Area Regional Assessment Consortium.
Another representation of the writing process can be found in A Model of the Writing Process (HO-1).
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Forms of Writing
To be a successful writer, one must capably use a variety of forms of writing. For the purposes of the provincial writing assessment, expository and narrative writing will be evaluated. Half of the students in a classroom will be required to write in an expository format (to explain ideas or give information) and the other half of the students will be required to write in a narrative format (to tell a story or relate an incident). All students will respond to one of two prompts provided. The Ministry of Education will provide expository and narrative writing booklets for each classroom.
Expository Writing The purpose of expository writing is to inform the reader by communicating facts and/or explaining something in an organized manner. Successful expository writing usually: explains what the reader needs to know about the topic; presents facts to a specific audience; uses logical order within the text (e.g., comparing and contrasting, showing cause and effect, defining, giving examples, explaining a process) and transition words (e.g., in contrast, similarly, for example, also, furthermore, ifthen, as a result, because, therefore, however, in conclusion); uses specific, topic-relevant vocabulary; avoids giving personal opinions or making value judgments; and, identifies sources of information.
For the purposes of the provincial writing assessment, students will be required to write an expository essay/report. Exposition may also take other forms, such as learning log reflection, analysis, speech, I-search paper, research paper, instructions, manuals, directions, reports, summaries, or news stories. Additional examples of exposition are found in the curriculum guides for each area of study.
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Narrative Writing The purpose of the narrative essay or story is to tell a story about something that has happened or that could happen. Successful narratives usually: tell who, where, when, what, why, and how about a particular event; relate a past experience or a series of events, with a clear beginning, middle, and end, to an intended audience, and include some description of the setting and characters, a problem or challenge faced by the main character, and a series of events that lead to a conclusion; use chronological order and transition words (e.g., first, second, next, then, eventually, meanwhile, finally); present a clear point of view; use strong verbs and details in description, dialogue, and suspense that maintain the readers interest; and, show, rather than tell, what happened.
For the purposes of the provincial writing assessment, students will be required to write a narrative essay/story. Narration may also take other forms, such as memorable event, life story, diary or journal entry, anecdote, memoir, eyewitness account, historical fiction, biography, traditional narrative, feature article, or narrative essay or story. Additional examples of narration are found in the curriculum guides for each area of study.
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The prompt will include all variables of the RAFTS acronym: You are a ROLE. Write a FORM to an AUDIENCE, STRONG VERB (ing) about a TOPIC. Examine the following prompt: You are a VISITOR to Saskatchewan. Write a REPORT to your TEACHER in Thailand EXPLAINING what you have learned about the PEOPLE and PLACES of Saskatchewan. The preceding prompt contains these RAFTS variables: ROLE AUDIENCE FORM TOPIC STRONG VERB VISITOR to Saskatchewan TEACHER in Thailand REPORT/EXPOSITORY ESSAY PEOPLE and PLACES EXPLAINING
Writers should take on the role or persona of a visitor to Saskatchewan. They will write an expository essay to their teacher in Thailand to convey information about people and places in Saskatchewan. Two other prompts have been included in Sample Prompt Deconstruction (HO-2).
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The following chart may be used to deconstruct ROLE, AUDIENCE, FORM, TOPIC, and STRONG VERB in each prompt: Variables ROLE AUDIENCE FORM TOPIC STRONG VERB There are many verbs that can be used in expository prompts. For the purposes of the provincial writing assessment, the verb explain will be used to prompt students to write the expository essay. Attending to and using a strong verb in the prompt is central to successful and purposeful writing. The meanings of other strong verbs that may be used in preparing other expository prompts follow. Expository Prompt Narrative Prompt
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There are many verbs that can be used in narrative prompts. For the purposes of the provincial writing assessment, the verbs narrate or tell will be used to prompt students to write the narrative essay. Attending to and using a strong verb in the prompt is central to successful and purposeful writing. The meanings of other strong verbs that may be used in other narrative prompts follow.
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Pre-assessment Writing Activity 2: Using the Writing Process to Respond to an Expository Prompt
Students will have the greatest opportunity for success in this assessment by working through the four phases of the writing process. These phases are illustrated in A Model of the Writing Process (HO-1). Teachers may choose to use the following expository writing activity with students before administering the provincial writing assessment. The purposes of this activity are to: give students a clear understanding of the components of the writing process; model possible prompts, procedures, and compositions; and, identify the expectations of the provincial writing assessment.
In expository writing, the purpose is to explain something by supplying facts and details. Exposition explains things (e.g., how to do something; how something works; or, how to get from one place to another). This writing also answers the questions of who, what, when, where, why and how, but organizes the facts and details logically and clearly so the audience understands what is being explained. The writing process can be examined in light of the expository prompt: You are a grandparent. Think about an invention that had a significant impact on your life. Write an expository essay explaining to your grandchildren the impact of this invention.
1. Prewriting (Before Writing) Students know who is going to read this (the grandchildren), why they are writing this (to explain the significant impact), and they know the topic (the impact of an invention on your life). Now students need to consider what they might say about this topic. What do students need to tell their audience in this explanation to achieve their purpose? A good way for students to find ideas is to ask these questions: Who is going to read my writing? Why am I writing this? What will be my main point? What do I need to explain about this topic? What would my readers be interested in knowing/learning about this topic? How will I start? How will I end?
Teachers may wish to use the Expository Brainstorming Web (HO-3) and the Expository Planning Frame (HO-4), or the Expository Writing Organizational Chart (HO-5) with students to help them consider what they want to say.
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For the purpose of the provincial writing assessment, students will be provided with an empty box in which to plan their writing as they wish. 2. Drafting (During Writing) An explanation often begins with a question or a statement and then provides the answer or details to explain or clarify. The writing proceeds step-by-step through the explanation. Each paragraph has a key point explained in the topic sentence for that paragraph. It is supported by the additional details that make up the other sentences in the paragraph and that provide the Who, Why, What, and How details. Sometimes When and Where details must also be included. Good writers use their pre-writing plans to guide the drafting. Students will find it helpful to double space their drafts. As students write their first draft, they should focus on getting their ideas on paper. It is important to keep the main idea or purpose in mind during drafting. Students should begin their essay with a clear statement of what they want to explain and why they think it is important or what their reader might learn. The beginning paragraph is used to capture the readers interest (using words and ideas that are interesting, engaging, and appropriate to the topic). In the middle, students should use clear topic sentences for each paragraph and include specific details to support the focus. They should use examples and explanations that directly support their focus. The middle paragraphs have to give the readers enough detail for them to understand what is being explained. Transitions make the ideas and the paragraphs connect to the beginning key point. Transitions may be made through the use of transitional words, by the way in which sentences are linked, and by the way in which the sentences and paragraphs are sequenced and linked. Linking words will show readers the importance of the idea or paragraph. Some examples of transition words can be found in Transition (Signal) Words in Exposition (HO-6). Students should end their essay by summarizing what the writing was all about and by making a final comment about the topic or suggesting the importance of the topic.
3. Revising: Editing and Proofreading (After having written a first draft) Good writers review and revise their writing. When they are sure they have said what they need to say, and have organized their ideas in an appropriate order, they proofread to make sure they have said correctly what it is they want to say.
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When revising (after having written the first draft), students should review in the following order for: ideas organization sentence fluency and punctuation word choice and usage capitalization and spelling.
Revising usually requires several attempts and results in more than one draft. In revising and considering the finished writing as a whole, teachers and students may use Grade 8 (HO-13) Exposition Revision Checklist. In revising, students should consider the following: Have I addressed the writing prompt? Has everything been included? Have I checked for completeness and correctness? Does the explanation make sense? Have I reviewed for ideas and organization? Did I say what I wanted to say? Did I organize ideas in a logical way? Do sentences read smoothly? Do the sentences clearly say what they should say? Have the right words been used accurately? Have words appropriate to purpose and audience been chosen? Have I proofread the final copy for errors in usage as well as for capitalization, spelling, and agreement? Did I check for neatness and legibility? Have I added a strong title?
Grade 8 (HO-14) Sample Expository Essay and Prompt include a model of an expository essay. Teachers may encourage students to read the essay and use the accompanying Grade 8 (HO-13) Exposition Revision Checklist to evaluate it. What could be done to improve the essay? Once students have assessed the writing, teachers may wish to help them determine which level in the Holistic Writing Rubric (Appendix B) or Analytic Scoring Guide (Appendix C) best describes the essay. 4. Presenting/Sharing/Publishing The last step of the writing process is to share the writing product with the intended audience. Teachers may choose to assess their students writing. If this is the case, the Ministry of Education requests that teachers do not make any marks in the Student Writing Booklet A or B and Student Questionnaire before submitting them to the Ministry as part of the provincial Assessment for Learning Program. However, teachers may photocopy the completed Student Writing Booklet A or B for their own use, if they wish.
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Pre-assessment Writing Activity 3: Using the Writing Process to Respond to a Narrative Prompt
Students will have the greatest opportunity for success in this assessment by working through the four phases of the writing process. These phases are illustrated in A Model of the Writing Process (HO-1). Teachers may choose to use the following narrative writing activity with students before administering the provincial writing assessment. The purposes of this activity are to: give students a clear understanding of the components of the writing process; model possible prompts, procedures, and compositions; and, identify the expectations of the provincial writing assessment.
In narrative writing, the purpose is to tell a story about something that has happened to the writer or to someone else. It often focuses on a memorable or important event. When students gather ideas for a story, they usually consider who was involved, what happened, where, when and why it happened, and how they thought and felt. The writing process can be examined in light of the narrative prompt: Life and experience often teach us important lessons. You are a Saskatchewan student. Write a narrative essay for one of your teachers telling her or him about an experience that taught you an important lesson about life.
1. Pre-Writing (Before Writing): Students know who is going to read this (one of their teachers), why they are writing this (telling about an experience that taught them an important lesson), and they know the topic (an important lesson learned from life). Now they need to consider what it is they might say about this topic. What do they need to tell their audience about this experience and why is it important to them? A good way for students to find ideas is to ask these questions: Who is involved in the experience? What is the experience? Where and when did it happen? Why might this be important for the audience to read? What happened? How did this teach me an important lesson? How did this experience make me feel?
Teachers may wish to help students brainstorm or list their ideas before they begin drafting so that they can remember them. They may wish to use the graphic organizers found in Narrative Brainstorming Web (HO-7).
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Most narratives are organized in chronological order. They tell the beginning, the middle, and the end. Teachers may wish to organize their ideas in chronological order with the help of the Narrative Planning Frame (HO-8), and Narrative Planning Timeline (HO-9), or the Narrative Writing Organizational Chart (HO-10) with students to help them consider what they want to say. For the purpose of the provincial writing assessment, students will be provided with an empty box in which to plan their writing as they wish. 2. Drafting (During Writing) Good writers use their pre-writing plans to guide drafting. Students will find it helpful to double space their drafts. As students write their first draft, they should focus on getting their ideas on paper. They must: Catch the readers attention and set the stage for the story. o Set the time and the place, introduce the main character and a problem for this character. o Start the story. Put the narrator at the beginning of the experience (e.g., There I stood ). Tell the reader what happened. o Give enough detail for the reader to see and understand what is going on (the action/what is happening), and your thoughts and feelings about it. o Use dialogue. o Organize the story according to time (what happened first, second, third, and so on). Use transition words such as those identified in Transition (Signal) Words in Narration (HO-11). Bring the incident to an end and explain how the event affected, changed, or moved the narrator. o Decide how the story will end. o Explain the ending clearly.
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Revising: Editing and Proofreading (After First Draft) Good writers review and revise their writing. When they are sure they have said what they need to say, and have organized their ideas in an appropriate order, they proofread to make sure they have clearly communicated their message. In revising, students should consider the following: Have I addressed the writing prompt? Has everything been included? Have I checked for completeness and correctness? Does the explanation make sense? Have I reviewed for ideas and organization? Did I say what I wanted to say? Did I organize ideas in a logical way? Do sentences read smoothly? Do the sentences clearly say what they should say? Have the right words been used accurately? Have words appropriate to purpose and audience been chosen? Have I proofread the final copy for errors and usage as well as capitalization, spelling, agreement? Did I check for neatness and legibility? Have I added a strong title?
Teachers may use the Grade 8 (HO-16) Narration Revision Checklist to help students assess their finished writing as a whole. Grade 8 (HO-17) Sample Narrative Essay and Prompt include models of narrative writing. Teachers may encourage students to read the essay at the appropriate grade and use the accompanying revision checklist to evaluate it. What could be done to improve the essay? Once students have assessed the writing, teachers may wish to help them determine what level in the Holistic Writing Rubric (Appendix B) or Analytic Scoring Guide (Appendix C) best describes the essay. 3. Presenting/Sharing/Publishing The last step of the writing process is to share the writing product with the intended audience. Teachers may choose to assess their students writing. If this is the case, the Ministry of Education requests that teachers do not make any marks in the Student Writing Booklet A or B before submitting them to the Ministry as part of the provincial Assessment for Learning Program. However, teachers may photocopy the Student Writing Booklet A or B for their own use, if they wish.
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Source: The diagram above has been adapted from Linda Teneyckes Creative Writing 20 class in conjunction with the Ministry of Education
(HO-1)
Use the following chart to identify the variables, ROLE, AUDIENCE, FORM, TOPIC, and STRONG VERB in each prompt. Variables ROLE Expository Prompt Narrative Prompt
AUDIENCE
FORM
TOPIC
STRONG VERB Did you notice that the preceding prompts asked you to explain (write an expository essay/report) or to narrate (write a narrative essay/story)?
(HO-2)
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Topic: ________
What is the main focus of my explanation? How will the ending paragraph finish the explanation?
(HO-3)
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What do I need to explain about this topic? What would my readers be interested in knowing/learning about this topic?
(HO-4)
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Paragraph 2
Each of the middle paragraphs makes one key point about the main point I want to make.
Paragraph 3
The ending paragraph reminds the reader of the essays main point and suggests the importance of the topic.
Paragraph 5
(HO-5)
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Transition cues in expository writing may take other forms. For example, sentences may link ideas between or amongst paragraphs, key words or phrases may be repeated, independent and subordinate clauses may be manipulated, or spacing and fonts may be altered.
(HO-6)
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What is my plan?
Topic: _______
(HO-7)
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(HO-8)
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First:
Finally:
(HO-9)
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Setting
Characters
Events 1. __________________________________
2. __________________________________
3. __________________________________
4. __________________________________
5. __________________________________
Ending (How did the main characters find a solution to the problem or meet their challenge?)
(HO-10)
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Words that show order Words that show quick changes of thoughts or action Words that conclude or end
Transition cues in narrative writing may take the other forms. For example, sentences may link ideas between or amongst paragraphs, key words or phrases may be repeated, independent and subordinate clauses may be manipulated, spacing and fonts may be altered, dialogue may be included, actions or symbols may reoccur, or scene changes may be described.
(HO-11)
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(HO-12)
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Paragraph 3
Paragraph 3
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4. How did you create an effective ending? Language Choices 1. Are the sentences clear and complete? 2. Do the sentences flow smoothly? 3. Do the word choices make the essay clear? 4. Are all the words spelled correctly? 5. Are capital letters used where they should be used? 6. Is the punctuation correct?
___ Yes ___ No ___ Yes ___ No ___ Yes ___ No ___ Yes ___ No ___ Yes ___ No ___ Yes ___ No
___ Yes ___ No ___ Yes ___ No ___ Yes ___ No ___ Yes ___ No ___ Yes ___ No ___ Yes ___ No
Final Impression (Use the holistic rubric to rate your expository essay/report.) 1. What level is this expository essay/report? 2. Why did you make that choice? 3. Where could the expository essay/report have been improved?
(HO-13)
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38
39
(HO-14)
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(HO-15)
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3. How did you create an effective ending? Language Choices 1. Are the sentences clear and complete? 2. Do the sentences flow smoothly? 3. Do the word choices make the narrative essay clear and capture the experience? 4. Are all the words used correctly? 5. Are all the words spelled correctly? 6. Are capital letters used where they should be used? 7. Is the punctuation correct?
Final Impression (Use the holistic rubric to rate your essay.) 1. What level is this narrative essay? 2. Why did you make that choice? 3. Where could this narrative essay have been improved?
(HO-16)
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Flash After Flash I have never been more terrified than the night the Big Storm struck. Flash after flash, the fork lightning stabbed at the earth and thunder crashed. Heavy rain beat at my window like a home invader. Then hail began to pound on the roof. My heart thumped so hard I thought it might pop out of my chest. It cant get any worse, I hoped but I was wrong. I must have fallen into an uneasy sleep because I jerked awake at the sound of a loud rumble. What had happened? With a deafening crash, a brilliant flash lit my room. That was way too close, I worried. Another loud boom had me hiding under my blankets. Five bright flashes lit up the room, one after the other. I began to shiver and the crashes of thunder hurt my ears. A furry shaking thing jumped on me in the darkness! I recognized my scaredy-cat dog, Buster. Then I screamed when another earsplitting crash and blinding flash of light, right on top of the house this time. Mom came charging into the room. We have to get to the basement right away! she yelled all panicky. Blind in the dark, me and my family stumbled down the stairs, past the living room window. In a weird flash of light, I saw stuffbig stuffoutside in our yard being thrown around like toys. Thunder smashed against the house and it shuddered in a really frightening way. It cant get any worse, I thought. I was totally wrong. A long flash of lightning outlined a twister spinning toward us. We practically pushed each other down the rest of the stairs and into the deeper darkness of the basement. Static electricity made our hair stand on end. Glass smashed. There was a great groan and screeching then wet wind slapped our faces. It felt like the entire upper floors of the house were lifting away! Suddenly, the wind stopped blowing. The house creaked and resettled above us. I squeezed my eyes shut and wondered if I would get carried away by the wind. The wind started to blow again, but not as hard. The rain became lighter, then stopped altogether. When morning finally came, the light seemed as washed out as I felt. Our house and yard were wrecked, but we were together and alive. I will never forget the night of the Big Storm. (HO-17)
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Some ways to start a narrative essay in response to the preceding prompt could include the following:
Winter Holiday Supreme Snowflakes settled gently on my toque as steam from the hot tub rose around me. My friend Stacey and I both had big, happy grins on our faces. Today had been as close to perfect as a winter day could get. The snow had been untouched, our boards were freshly waxed, and we had perfected a few new tricks on the slopes A Miracle in the City Who hasnt heard the old song lyric, Jingle bells, jingle bells/ Jingle all the way? In my neighborhood we joke that jingle bells should be changed to police sirens. Yeah, I live in a tough part of town. I guess thats why this Christmas story about me and you, Mom, really seems like a miracle One Tree at a Time As soon as the snow starts to melt, I begin longing for the first big spring rain to wash away all the accumulated winter grime. I breathe in deeply, hoping for a fresh ozone tang and the wet earth aroma of new beginnings that spring brings to my little town. This spring brought me and my friends the chance to be part of a very special new beginning, one that could change the world My Brothers Secret Home made Nanaimo bars are my brothers favourite dessert. He gets it every year for his birthday. Its my favourite, too, but I always get the boring old angel food cake. My brother always seems to get what he wants. He also gets good grades, plays midget hockey, and might as well be a scientific miracle of girl magnetism. Everybody loves him. Except me. Not any more. You see, this week I discovered his secret I Really Wasnt Hunting Bear No one believed me then. Maybe you will believe me now. It all started when Dad sent me off to live with Uncle Charlie for the summer. Uncle Charlie is a hunter. It might sound like Im exaggerating, but he lives to hunt. There are dead stuffed animals everywhere in his house. The elk and deer look kind of innocent and noble, but the cougar and the bear were preserved snarling, with fangs and claws bared. Uncle Charlie saw me eyeing his collection and mistakenly thought I was interested. Nothing else would do: he would teach me how to hunt
(HO-18)
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Appendix A:
Provincial Writing Assessment: Conceptual Framework
The goal of the Saskatchewan Assessment for Learning Program is to raise the level of learning and achievement for all students in the province. To do this, the Assessment for Learning Program: promotes and facilitates the use of data derived from assessments to improve programs, instruction, and learning; raises the level of assessment literacy among the education partners; supports the development and maintenance of professional learning communities; strengthens the ability of school divisions or school councils to report to the public on student learning and school effectiveness: engages education partners in identifying processes for the effective use of assessment information and in sharing responsibility for learning outcomes; and, provides school and school division achievement data that are referenced to provincial curricula.
The Writing Assessment is one component of the Assessment for Learning Program. Crosscurricular data about writing proficiency, processes, and strategic writing behaviours of Saskatchewan students in grades 5 and 8 will be gathered. It provides teachers of different subject-disciplines with information for discussion, planning, and action toward effective instruction and assessment in writing. Writing is integral to all learning and all areas of study. It serves as a means of generating and communicating thought and understanding across all subject areas (SAIP, 2002, p. 10) and beyond the classroom. It develops higher-order thinking skillsanalyzing, synthesizing, evaluating, and interpreting (Emig, 1983). Writing requires students to process knowledge, theorize, make connections, draw conclusions, imagine, support or refute claims, apply knowledge, and reflect on their own understanding. Students need to be able to write the text forms used in various subject areas, in the workplace, and in life. Writing is a complex process that includes drawing on prior knowledge and experience; developing and organizing ideas, choosing and shaping the form of presentation associated with a specific purpose; selecting the words, syntax, and stylistic devices, and applying the rules (conventions) of language accurately and purposefully (SAIP, 2002, p. 10). It requires attention to both process and product, both form and content (Hillocks, 1995, pp. 99110). Writing takes place within a specified context or situation. Therefore, the situation, purpose, and intended audience form the framework that governs how all writing elements function within the text (SAIP, 2002, p. 10). This assessment will consider the writers strategies and the writers skill in integrating such elements as the choice and development of ideas, organization, stylistic features employed, and language conventions and usage used in carrying out a specific purpose.
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Writing in todays world requires students to produce a range of texts for a variety of purposes. Although all writing has its roots in what James Britton refers to as the expressive using language that is close to the self and verbalizes the writers consciousness (Britton, 1972, p. 96), most public writing comes in two main directionstoward the transactional and towards the poetic (Britton, 1972, p. 110). Informational or transactional (efferent in Rosenblatts, 1983, terms) writing informs, persuades, and instructs, and is always concerned with an end outside itself such as explaining in logical way. Imaginative, literary, or poetic (aesthetic in Rosenblatts, 1983, terms) writing is a verbal construct, an object made out of language and explores the inner world of an experience and often focuses on a good, believable story or narrative and includes poetry, scripts, and stories.
Writing is rarely done without preparation. This assessment requires students to explore a topic linked to a real-life issue or component of curricula that they have experienced. Students will have opportunity to consider their background knowledge and reflect on what it is they might say about a topic when given specific prompts that identify the key communication variables of audience, purpose, role, and format. This assessment will have three components: a teacher questionnaire; the writing task; and, a student questionnaire. The first part of the writing assessment will consist of pre-writing that is intended to establish a context for the writing and which allows students to consider their background knowledge related to an assigned prompt. Students will also be given opportunity to acquaint themselves with the scoring guide that will be used to assess their writing product. The second part will consist of considering the prompt, focusing on the topic, considering the communication variables (audience, purpose, format), and producing a first draft. The third part will help students to revise using a revision checklist (for self-editing) and to review the assessment rubric. Students will then be asked to reflect on their writing opportunities, skills and habits (questionnaire). This assessment focuses on the students ability to use effective writing strategies to produce both informational (expository) and literary (narrative) texts for a specific purpose and audience in a specific context. Students will be expected to use pre-writing (before), drafting (during), and revising (after) strategies and to attend to the conventions of written language including organizing and paragraphing, structuring sentences effectively, selecting and using words and expressions correctly and effectively, and adhering to appropriate spelling, punctuation, and capitalization. An Online Writing Pre-assessment Package to support this assessment is available for use by teachers and students.
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References: Britton, J. (1972). Writing to Learn and Learning to Write. In Prospect and Retrospect: Selected essays of James Britton, ed. G. M Pradl (pp. 94-11). Upper Montclair, NJ: Boynton Cook. Council of Ministers of Education, Canada. (2003). Report on Writing Assessment III: SAIP 2002. Toronto, ON; Council of Ministers of Education, Canada. Emig, J. (1983). The Web of Meaning: Essays on Writing, Teaching, Learning, and Thinking. Portsmouth, NH: Boynton/Cook. Hillocks, G. Jr. (1995). Teaching Writing as Reflective Practice. New York: Teachers College Press. MacArthur, C. A., Graham, S., and Fitzgerald, J. (2006). Handbook of Writing Research. New York: The Guilford Press. Rosenblatt, L. (1983). Literature as Exploration (4th ed.). New York, NY: Modern Language Association. Tompkins, Gail E. (2000). Teaching Writing: Balancing Process and Product (3rd ed.). Upper Saddle River, New Jersey. Prentice-Hall, Inc. White, Edward M. (1985). Teaching and Assessing Writing: Recent Advances in Understanding, Evaluating, and Improving Student Performance. San Francisco, CA: Jossey-Bass Inc.
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Appendix B:
Holistic Writing Rubric
In order to facilitate comparisons amongst assessment data from different subject areas (reading, writing, math, and science), the Assessment for Learning Program reports about writing will describe student performance according to the following five-level rubric. Level 5 The composition is exemplary. The product may be insightful or creative. The composition is well-crafted, fully developed, and appropriate to purpose, audience, and writing prompt. The student demonstrates confident control of language elements and techniques of composition. Planning is evident, and the product comes together as a secure whole. The few errors in mechanics are likely the result of risk-taking. Level 4 The composition is thoughtful. The product is effective, well developed and appropriate to purpose, audience, and writing prompt. The student controls language elements and techniques effectively. Planning is evident, and the product is complete. The few mechanical errors do not impede communication. Level 3 The composition is straightforward. The product is clear and adequately developed but unrefined. It is appropriate to purpose and writing prompt, and shows some awareness of audience. The student demonstrates a grade-appropriate control of language elements and techniques of composition. Planning identifies main ideas, and the product addresses the writing task. Minor errors, though noticeable, do not impede understanding. Level 2 The composition is rudimentary. The product may be over-generalized and inconsistent or unclear in its development. It adheres somewhat to purpose and writing prompt, but shows minimal awareness of audience. The student demonstrates uncertain control over language elements and techniques of composition (e.g., attempts at complicated or sophisticated structures and variety result in awkwardness and/or obscured meaning). Planning shows an awareness of purpose, but is less than adequate. Frequent errors in mechanics impede understanding somewhat. Level 1 The composition is unfocused and unclear. The product is difficult to follow. The subject may be off topic and the purpose is unclear. The writing shows an uncertain grasp of basic language elements and techniques of composition (e.g., sentences are often incomplete, run-on, or simple in structure). Evidence of planning is limited. Frequent mechanical and structural errors impede understanding.
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Appendix C:
Analytic Scoring Guide
WRITING PROCESS 1. In the pre-writing and drafting, is there evidence of organization and content (logical sequence or time order in list(s), bullets, graphic organizer, concept map, plan) AND is there a draft present? 2. In the draft, how many changes have been made to the message (e.g., adding, deleting, substituting, or reordering of ideas/words, sentence structure, flow)? 3. In the draft, how many changes have been made to the mechanics (e.g., spelling, punctuation, capitalization, verb tense, pronoun use, subject-verb agreement, gender)? WRITING PRODUCT MESSAGE CONTENT AND IDEAS 4. Are ideas consistently related to the writing topic? 5. Is the point of view appropriate and controlled? 6. Which term best describes the overall message of the composition? * Include consideration of title here. 7. Which term best describes the degree to which ideas have been developed? 8. Is the correct format (expository/narrative) used consistently throughout the composition? ORGANIZATION AND COHERENCE 9. Does the introduction effectively indicate the organizational structure (thesis statement and indication of organization OR indication of time order and setting) to follow? 10. In the title and/or introduction, is there an attempt made to capture the readers interest?
11. Is there a conclusion that effectively completes the
somewhat
yes
none
4 or fewer
more than 4
none
4 or fewer
more than 4
no no unclear limited no
somewhat
clearly
yes
somewhat
clearly
skilfully
beginning to end (logical order of ideas, appropriate paragraphing, sentence/phrase/word transitions)? LANGUAGE CHOICES 13. Which term best describes the compositions sentences (structure, purpose, length)? 14. Which term best describes the word choice in the composition (e.g., connotative or denotative words, specific details, level of language appropriate for intended audience)? 15. Are sentences correct (e.g., word order, subordination/coordination, pronoun reference, run-on sentences, sentence fragments)?
16. Are mechanics correct (e.g., spelling, punctuation,
inconsistent or choppy
mechanical
seamless
unvaried
limited
occasionally
generally
frequently
almost always
occasionally
generally
frequently
almost always
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