5 stages:PrewritingDraftingRevisingEditingPublishing
Four Types of writing› Narrative› Informational› Persuasive › Response to Literature› *At least one sample from each
should be collected/scored› 3 performance levels:
Does not meet, Meets, and Exceeds
Letter to the teacher persuading her to allow a popcorn party on Friday
In the prewriting stage the writer chooses a topic, considers the purpose, the audience, the form, and then creates a graphic organizer.
Tompkins, G.E. (2008). Teaching children to write. Teaching a writing balancing process and product. Upper Saddle, NJ: Pearson.
Whole class/large group instruction:› Instructional time, modeling, and
practice activities for each stage of the writing process (effective use of time, zone of proximal development, scaffolding, building schema)
Independent instruction: During assessment activities for each stage of the writing process (ownership, individuality)
Developmental: pairing with a partner, depending on severity, the student may still need one-on-one assistance
Cultural: groups are sensitive to the fact that some may know more about the Underground railroad, these students are dispersed and encouraged to share what they know
Linguistic: peer helper, “the 3 rule”, one-on-one restating
Persuasive Writing› Augmentative- also known as› Point- how you feel about the topic
(support or do not support)› Reasoning- why you feel this way
about the topic› Audience- who you are writing to
and trying to convince (persuade) them to feel the way you do about the topic
Topic: Choose a topic that you know a lot about, brainstorm to elaborate
Purpose: Decide why you are writing the text (to persuade/convince)
Audience: Who you are writing to, who will read your text (appropriate language)
Form: The type of text you write (letter, journal, report)
Graphic Organizer: Put your thoughts down on paper to arrange your thoughts
Name ____________________ My letter is to:______________ I think that Harriet Tubman was an
important person because:
1.________________________________________
________________________________________
2.________________________________________ ________________________________________ 3.________________________________________ ________________________________________ 4. ________________________________________ ______________________________________
Megow, C. (2008). Persuasive Letter Organizer. Unpublished Manuscript. Valdosta State University, Valdosta, GA.
Practice Activity
Students fill in their persuasive letter organizers
Trying to persuade the teacher that Harriet Tubman was an important person
Checklist is provided to help
Prewriting Persuasive Letter Checklist Name____________________Date______________
Did you Remember: 1. The audience? 2. The right form? (Letter) 3. To stay on topic? (Harriet Tubman)
4. To persuade your audience?
5. To state your opinion?
6. To give the reasons you felt this way?
Megow, C. (2008). Prewriting persuasive letter checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA.
Meets Standards 2
Needs Improvement 1
Does not meet Standard 0
Stated Opinion
Student stated what their opinion was on the topic
Student did not state their opinion on the topic
Completion Student wrote at least 3 supportive reasons
Student wrote 1-2 supportive reasons
Student wrote no supportive reasons
Meets Standards 2
Needs Improvement 1
Does not meet Standard 0
Wrote to the audience
Student wrote the letter to the correct person and kept him/her in mind
Student wrote to correct person, but did not use appropriate language for that person
Student did not write to correct person and did not keep them in mind
Persuasive Student wrote to persuade the audience
Student partially wrote to persuade the audience
Student did not write to persuade the audience
Megow, C. (2008). Prewriting persuasive letter rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA
Developmental Needs:› More time› Peer helpers› One-on-one (teacher)› Task analysis › Additional practice before assessment
Cultural Needs:› Notebook for difficult words› One-on-one teacher assistance
Linguistic Needs:› ESOL student-assistive technology
(translator)› Peer helper› 3 rule
In the Drafting stage the writer begins a rough draft by using the information gathered in the prewriting stage.
Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.
Use information from organizers Add more details Write on every other line Not final draft
› Don’t worry about…. Spelling errors Handwriting
Use information from organizers First draft of persuasive letter to the
teacher Why Harriet Tubman was an important
person › At least 3 reasons
Did you Remember:
1. The audience? (Mrs. Megow)
2. To write the correct date?
3. To use all the information from the graphic organizer? 4. To stay on topic? (Harriet Tubman)
5. To skip every other line?
Did You Remember Cont.
6. To persuade your audience?
7. To state your opinion?
8. To give the reasons you felt this way?
9. Write your name at the bottom?
Megow, C. (2008). Persuasive letter checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA
Meets Standards 2
Needs Improvement 1
Does not Meet Standard 0
Stated opinion Student stated what their opinion was on the topic
Student did not state their opinion on the topic
Completion Student wrote at least 3 supportive reasons
Student wrote 1-2 supportive reasons
Student wrote no supportive reasons
Wrote to the audience
Student wrote the letter to the correct person and kept him/her in mind
Student wrote to correct person, but did not use appropriate language for that person
Student did not write to correct person and did not keep them in mind
Meets Standards 2
Needs Improvement 1
Does not Meet Standard 0
Persuasive Student wrote to persuade the audience
Student partially wrote to persuade the audience
Student did not write to persuade the audience
Lines Skipped every other line
Skipped and then stopped
Did not skip every other line
Sign Name Yes No
Megow, C. (2008). Prewriting persuasive letter rubric. Unpublished manuscript.
Valdosta State University, Valdosta, GA
During this stage, the writer rereads the rough draft, shares the rough draft in a writing group, and revises on the basis of feedback received from the writing group (Tompkins, 2004, p. 18).
Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.
Read through your drafts to:› Rearrange, change, add, or delete
text/ideas› Improve your thoughts/order› Do not worry about grammar› Or spelling mistakes YET!
Independently revise own drafts Encouraged to
› Change, delete, rearrange, and improve Reminded not to focus on spelling and
grammar at this time Peer Revising
Did you remember to:
Read through your draft
Rearrange wording to make better sense
Add ideas or details that needed to be added
Delete ideas or details that needed to be deleted
Did you remember to (cont.)
Consider the changes from peer revision
Make appropriate changes from peer revision
Megow, C. (2008). Revising persuasive checklist. Unpublished manuscript.
Valdosta State University, Valdosta, GA
Elements Exceeds Criteria
3
Meets Criteria2
Partially Meets Criteria
1
Does not meet Criteria
0
Rearranged Wording to make better sense
Rearranged all ideas/details that needed to be rearranged throughout draft
Rearranged most ideas/details that needed to be rearranged
Somewhat or incorrectly rearranged ideas/details
No ideas or details were rearranged
Added ideas or details
Correctly added in all ideas and details where needed
Added in ideas and details where appropriate; more can be added
Added 1-2 ideas or details; more are needed
No ideas or details were added
Elements Exceeds Criteria
3
Meets Criteria2
Partially Meets Criteria
1
Does not meet Criteria
0
Deleted ideas or details
Deleted all ideas/details that were irrelevant or not needed
Deleted most ideas/details that were irrelevant or not needed
Somewhat or incorrectly deleted ideas/details; deleted important information
No ideas or details were deleted
Changed ideas or details
Changed all ideas/details that needed to be changed throughout draft
Changed most ideas/details that needed to be changed
Somewhat or incorrectly changed ideas/details
No ideas/details were changed
Megow, C. (2008). Revising rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA
During this stage, the writer sets the composition aside for a while, proofreads to locate errors, and corrects errors (Tompkins, 2004, p. 22).
Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.
Grammatical Errors Correct Spelling Correct Punctuation Correct Capitalization Proofreader’s marks
Assessed on individually editing his/her persuasive letter to the teacher using proofreader’s marks and making appropriate corrections.
Did I remember to:
Correct all misspelled words?
Capitalize first letters in first word of each sentence?
Capitalize first letter in all proper nouns?
Put a period in all telling sentences?
Put a question mark in all asking sentences?
Did I remember to (Continued)
Put an exclamation point in all excited sentences?
Write in complete sentences?
Use correct proofreaders marks?
Megow, C. (2008). Editing checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA
Elements Exceeds Criteria
3
Meets Criteria
2
Partially Meets Criteria
1
Does not meet Criteria
0
Spelling Corrects all misspelled words except 1
Corrects all misspelled words except 2
Corrects all misspelled words except 3-4
Has more than 4 misspelled words
Capitalization Corrects all capitalization errors except 1
Corrects all capitalization errors except 2
Corrects all capitalization errors except 3-4
Has more than 4 capitalization errors
Punctuation Corrects all punctuation errors except 1
Corrects all punctuation errors except 2
Corrects all punctuation errors except 3-4
Has more than 4 punctuation errors
Elements Exceeds Criteria
3
Meets Criteria
2
Partially Meets Criteria
1
Does not meet Criteria
0
Proofreader’s marks
Correctly uses proofreader’s marks most of the time
Correctly uses proofreader’s marks some of the time
Incorrectly used the marks throughout
Does not use the proofreader’s marks
Complete Sentences
Wrote in complete sentences throughout
Had one incomplete sentence
Had 2 incomplete sentences
Had 3 or more incomplete sentences
Megow, C. (2008). Editing rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA
During this stage, the writer publishes his/her work. This may be done in several fashions. It may be published by making a book for it to go in, submitting it to the local newspaper or magazine, share it a puppet show, or etc (Tompkins, 2004, p. 25-26, 28).
Tompkins, G.E. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.
Write your final product Nicest handwriting Create illustrations Share your work (send letter)
Publish letter by:› Writing final copy in nicest handwriting› gathering materials to illustrate
Markers, colored pencils, etc.
Send the letter
Element Student Partially met
PublishingStandard
(2)
Student Did Not Meet publishingStandard
(1)
Student Meets PublishingStandard
(0)
Final draft written
Final draft completely written
Final draft partially written
Student makes no attempt to write final draft
Illustration Student has illustrations that pertain to the story
Student has illustrations that partially pertain to story
Student made no attempt to illustrate.
Handwriting Student wrote legibly throughout the text (1 or fewer mistakes)
Student partially wrote legibly (2-4 mistakes)
Student made no attempt to write legibly
Megow, C. (2008). Publishing rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA.