The Language of Language Arts AEPA test-prep project Arizona State University

& Diné CollegeSpring 2012

• Checklist rubrics• Scoring scale rubrics (ex: AEPA)• Descriptive rubrics (ex: Six traits)• Holistic scoring guides• Structured observation guides

I. RUBRICS

• Scoring scale• Scoring criteria:• Purpose• Subject matter knowledge• Support• Rationale

AEPA writing rubric

• Purpose: demonstrate depth of understanding of the content area through an ability to apply knowledge and skills rather than merely recite factual information.

AEPA writing rubric

• “4” response: reflects thorough knowledge and understanding.• Purpose is fully achieved.• Substantial, accurate, and appropriate

application of subject matter knowledge.• Supporting evidence is adequate.• Reflects comprehensive understanding.

AEPA writing rubric

• Ideas/content• Organization• Voice• Word choice• Sentence fluency• Conventions

Six traits writing rubric

• Ideas/content: “This trait addresses the writer’s theme [or purpose] along with supporting details… Ideas should be clear, complete, and well-developed. One clear focus should be apparent… Details should be thorough, balanced, and suited to audience and purpose.”

Six traits writing rubric

• Organization: “A well thought-out order of ideas should be apparent... with a consciously planned opening and closing, each paragraph specific to one central idea, and transitions that tie the details together.”

Six traits writing rubric

• Conventions: “This trait addresses the mechanics of writing, spelling, capitalization, punctuation, and paragraph breaks.” • http://www.azed.gov/standards-devel

opment-assessment/six-traits/

Six traits writing rubric

1. Missing comma after introductory element

5. Missing comma(s) with a nonrestrictive element

9. Missing or misplaced possessive apostrophe

13. Wrong tense or verb form

17. Unneces-sary comma(s) with a restrictive element

2. Vague pronoun reference

6. Wrong or missing very ending

10. Unneces-sary shift in tense

14. Lack of subject-verb agreement

18. Fused sentence

3. Missing comma in a compound sentence

7. Wrong or missing preposition

11. Unneces-sary shift in pronoun

15. Missing comma in a series

19. Misplaced or dangling modifier

4. Wrong word 8. Comma splice

12. Sentence fragment

16. Lack of agreement bet-ween pronoun and antecedent

20. Its/It’s confusion

II. CONVENTIONS

Language Arts – The Content of Writing

III. STRATEGIES

Expository: writing to inform Persuasive: writing to present an opinion or

convince an audience Functional: writing for a practical purpose Narrative: writing to tell a story

A personal narrative or memoir is a true form of narrative

Fiction is a form of narrative that is not true

Genre

In school settings, the lower grades tend to use the word non-fiction to

describe expository texts.

Genre – common usage

Can you match the writing product with its genre?

Genre

Genre: What kind of writing is it?Purpose: Why am I writing it?Audience: Who will read it and what

do they expect or what?

Creating a piece of writing

Writing Instruction –Applying the Content of

Language Arts to Student Writing

III. STRATEGIES, cont.

Narrow the topic to something specific, focused, and appropriate for the length of the given assignment

Use important, interesting details (select the strongest examples and information)

Present ideas clearly (the writer anticipates and answers the reader’s questions)

Ideas and content

Follow conventions of organization for a given genre Works of non-fiction and essays have a clear

introduction and conclusion Works of fiction go in chronological order

Order ideas in a logical and effective manner Place supporting appropriately to develop ideas Write a beginning or introduction is clear and grabs the

reader’s interest Write a conclusion or ending provides a sense of

closure

Organization

Use words correctly Use specific (rather than vague or general words

and phrases) Use language that is appropriate for your audience Use powerful action verbs Use language that is natural and not overdone Be precise in choosing words that convey your

meaning – find the right word! Avoid repetition, slang, and clichés

Word choice

Write a variety of sentences Begin sentences with a variety of words Use a variety of sentence length Vary syntax (word order) and structure

Use effective transitions that are appropriate for the genre you are writing

Use sentences that have a natural cadence and phrasing

Sentence fluency

Write with a sense of audience – tailor your writing to the people who will be reading it

Tailor your writing tone and style to the form (e.g. research paper, memoir, editorial) or genre in which you are writing

Convey an appropriate sense of distance (more or less formal depending on the genre and audience)

Show that you are interested in what your writing (show emotion, opinion, or interest about the story or information being presented)

Find ways to let your own personality and voice shine through – your writing doesn’t just sound like everyone else

Write in an original or creative manner

Voice

Use correct punctuation, spelling, and grammar

Reinforce good organization with good paragraphing (paragraphs have unity and are focused on a clear topic)

Mechanics & conventions

Writing Instruction –Applying the Writing Process

Approach

III. STRATEGIES, cont.

Purpose: to generate, develop, and organize ideas for writing.

Process: there are many strategies for the Pre-Writing stage of the writing process. Brainstorming Lists Webs or semantic maps Genre-specific graphic organizers

Step 1: Pre-writing

Outlining Strategies for conducting and organizing

research: Paraphrasing and citing Selecting sources and evaluating them for

quality and bias Developing research questions and

organizing collected research (e.g. notecards)

Pre-writing for upper grades

Purpose: to generate, develop, and organize ideas for writing.

Process: there are many strategies for the Pre-Writing stage of the writing process. Brainstorming Lists Webs or semantic maps Genre-specific graphic organizers

Step 2: Drafting

Purpose: to make substantive changes to the first draft in order to increase the effectiveness of a piece, both in terms of its content (what it says) and language (how it says it).

Process: Teach “cutting and pasting” to rearrange sections,

delete confusing or repetitive sections, or add ideas. Model revision with a focus on audience (“What else

would my audience want to know? Would anything be confusing for my reader?”)

Step 3: Revising

Purpose: to ensure that rules of writing mechanics are followed in the piece (the specific rules vary depending on grade level and what content has been taught).

Process: Show students how to use a checklist to identify

errors in a written piece. Teach structures for peer editing and feedback. Provide extensive practice editing both in context

and out of context.

Step 4: Editing

Purpose: to share best work with an audience.Process: Teach how to copy work in best handwriting. Provide opportunities to publish in a variety of

formats, including digital formats such as PowerPoint.

Provide authentic contexts for sharing and celebrating writing.

Step 5: Publishing

Purpose: to share best work with an audience.Process: Teach how to copy work in best handwriting. Provide opportunities to publish in a variety of

formats, including digital formats such as PowerPoint.

Provide authentic contexts for sharing and celebrating writing.

Step 5: Publishing

Formats for writing instruction: gradual release of responsibility

ExplicitlyTaught

Modeled Shared Guided Independent

Helps students become confident in the writing process

Help students understand and gain confidence with writing in a variety of genres

Both help with the specific project at hand and build writing skills that students will take with them over time

Lessons in writing do many things

Mini-lesson (10-15 min.): Teacher presents a specific step, technique or strategy by

Guided Practice (5-10 min): Students apply the mini-lesson to their writing in a guided setting Modeling writing (and thinking aloud while writing) Using a mentor text (text by another author that student can study

learn a specific writing technique) Using student exemplars/ works in progress to teach or model a

specific objective Independent Practice (15 + minutes) students write with

the lesson objective in mind and share their progress at the end of independent practice.

Common writing lesson format

The genre you are writing. For example, persuasive texts require different sorts of transitions than information reports

The 6-traits rubric. For example, students needs strategies for revising to make sure they use a variety of sentence beginnings

Mentor texts. For example, students can learn how to use powerful sensory details that help their audience visualize by studying the text “Fireflies” by lie Brinkloe.

Examining student writing. For example, you assess the personal narrative your class wrote and notice that many students are confused about how to begin new paragraphs.

Finding a focus to improve student writing

A planning template

Identify the text featuresFind model textsFigure out which order they need to be taught in, and how they align with the steps of the writing process. Create daily objectives that scaffold the process and lead to the final product.