writing survey · 3. do you suppose that this person ever comes to something that she/he doesn’t...

The Writing Process

Follow the Writing Process and support the students as they do each of these steps:

a. Prewrite: Get excited about what you will tell in your essay. Think about what

you want to write – jot down ideas, examples, points you want to make.

b. First Draft: Put ideas down on paper without worrying about correct grammar,

spelling or order of events.

c. Revise: Improve the next draft by thinking about the purpose of the essay, the

audience who will be reading the essay, the format of the essay. Read it out loud

to yourself. Did it make sense? Did it say what you wanted to say? What are the

reactions from my classmates and teacher?

d. Edit: Make corrections from the revisions and feedback/input from my teacher

and fellow students/parents. Continue to revise and edit as much as you

want/need.

e. Publish: Send it in only after the revision and editing process is finished, and

both student and teacher are satisfied. Never send in the first draft for publication

as that is not being fair to the writer/author. Encourage students to always

present their best writing.

HO-1

Writing Survey

1. Who is a good writer you know?

2. What makes this person a good writer?

3. Do you suppose that this person ever comes to something that she/he doesn’t

know how to say in writing?

4. If this happens, what do you think this person does?

5. How do teachers decide what makes someone a good writer?

6. What would YOU like to do better as a writer?

7. Who do you need/like to write for the most? (your audience)

8. What kinds of things do you usually like to writer best, just for yourself or your

friends and family? When you can pick for yourself, how do you decide what to

write?

9. What generally do you not like to write?

HO-2

Social

get out of the house

new friends

Education

my child's

GED

Social

•new friends

•get out of the house

Education

•child ready for school

•get my GED

Career

•get a job

•write a resume

Venn Diagram

Compare/Contrast

Life before FACE Life with FACE

Same

Pre-Writing Ideas

HO-3

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HO

-4

HO - 5

What is “Common Core State Standards”

The Common Core State Standards Initiative is a multi-state initiative coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). Common Core Standards were developed in collaboration with teachers, school administrators and experts to provide a uniform framework to prepare learners for postsecondary education and the workforce. These standards define the knowledge and skills high school graduates need to be able to succeed in credit-bearing college courses and in the workforce. Forty-eight of fifty states have signed on to the Common Core State Standards. The standards (2010 Common Core Standards Initiative):

Align with college and work expectations; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Have been informed by top-performing countries, so that all students are prepared to

succeed in a global economy; and Are evidence or research-based.

Alignment with the Common Core Standards is imperative for all states and for all high school completion programs.

CASAS has aligned the Reading, Math, Speaking & Listening content areas with the Common

Core Standards; however, they are not quite ready for distribution – they will have this ready in

the Fall of 2011.

HO-6

Common Core Standards

English Language Arts Standards » Anchor Standards » College and Career Readiness Anchor Standards for Writing

The grades 6–12 standards on the following pages define what students should understand and be able

to do by the end of each grade span. They correspond to the College and Career Readiness (CCR)

anchor standards below by number. The CCR and grade-specific standards are necessary

complements—the former providing broad standards, the latter providing additional specificity—that

together define the skills and understandings that all students must demonstrate.

Text Types and Purposes1

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning

and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and

accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-

chosen details and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate

to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate

with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating

understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy

of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

HO-7


English Language Arts Standards » Writing » Grade 9-10

The CCR anchor standards and high school grade-specific standards work in tandem to define college

and career readiness expectations—the former providing broad standards, the latter providing additional

specificity.

Text Types and Purposes

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create

an organization that establishes clear relationships among claim(s), counterclaims, reasons, and

evidence.

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the

strengths and limitations of both in a manner that anticipates the audience’s knowledge level and

concerns.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and

clarify the relationships between claim(s) and reasons, between reasons and evidence, and

between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the argument

presented.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of content.

Introduce a topic; organize complex ideas, concepts, and information to make important

connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables),

and multimedia when useful to aiding comprehension.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete

details, quotations, or other information and examples appropriate to the audience’s knowledge of

the topic.

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and

clarify the relationships among complex ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

Establish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or

explanation presented (e.g., articulating implications or the significance of the topic).

W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences.

Engage and orient the reader by setting out a problem, situation, or observation, establishing one

or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth

progression of experiences or events.

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines,

to develop experiences, events, and/or characters.

HO-8

W.9-10.3 ( continued)

Use a variety of techniques to sequence events so that they build on one another to create a

coherent whole.

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of

the experiences, events, setting, and/or characters.

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved

over the course of the narrative.


W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in

standards 1–3 above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products, taking advantage of technology’s capacity to link to other information and to display

information flexibly and dynamically.


W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize

multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the usefulness of each source in answering the research question;

integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and

following a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grades 9–10 Reading standards to literature (e.g., ―Analyze how an author draws on and

transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from

Ovid or the Bible or how a later author draws on a play by Shakespeare]‖).

Apply grades 9–10 Reading standards to literary nonfiction (e.g., ―Delineate and evaluate the

argument and specific claims in a text, assessing whether the reasoning is valid and the evidence

is relevant and sufficient; identify false statements and fallacious reasoning‖).

Range of Writing

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

HO - 9

Guidelines for FACE Parent Essay Submissions

1. Picture. Attach a high quality, high resolution picture of the student as a .jpg file. Do

not embed the picture into the essay, or Word document. Name of the picture file: FACE

Program name-Student first name last name. (example: Blackwater-Jesse Alvarez.jpg)

2. Font and Spacing. Essay is typed as a Microsoft Word document: double-spaced in

12 pt. Times New Roman font.

3. Identification. Put a footer on each page with the Student Name, School Name,

School Year and Adult Education Teacher Name. (example: Jesse Alvarez, Blackwater,

2011 John Fullen) Ensure all are spelled correctly.

4. Mail. By November 18, 2011, send all pictures and essays to Deenie Espinoza at

[email protected].

Teacher Checklist for Each Essay

_____1. Student Name spelled correctly

_____2. Site Name spelled correctly

_____3. Picture attached as a .jpg file. Picture named with site name and student’s

name.

_____4. Essay addresses the topic, “What FACE Means to Me.”

_____5. Essay typed in Times New Roman, 12 pt. font, double-spaced.

_____6. Document has footer that includes student name, school name, school year

and teacher name.

HO-10

mailto:[email protected]

FACE Parent Essay Writing Tips for FACE Staff

Writing FACE Parent Essays is a learning opportunity for adults. As you work with FACE parents writing essays, remember that this is a teaching opportunity.

As soon as parents enroll, take a digital picture of each parent with their child and put it in a file on your computer. That way, you will have all the pictures you need when it is time to send in the essays. Later in the year, when you send in a parent’s essay, send their picture at the same time. Do not put the photo in the essay document (do not embed the photo in a document or a Word file). Send the picture as a separate .jpg file.

Two months prior to the FACE parent essay deadline, focus writing instruction in Adult Education on how to write a successful essay. Parent educators may provide opportunities during FACE Family Circle for home-based parents to learn more about effective writing. Submit essays to NCFL only after the full writing process has occurred and staff has provided feedback, input and editing.

1. Share many lessons on writing prior to introducing the idea of writing for the FACE

Parent Essay book and contest. Begin by asking adults, “When you read, what do you

like to read? Why?” “What keeps you engaged in your reading?” Based on the

responses to these questions, ask “What makes good writing?”

2. Introduce the ideas of rubrics and share the GED rubric with the adults so they can see

how writings can all address the topic, but some do so more than others.

3. Share other rubrics, standards and guides with the students, such as the REEP rubric,

Common Core Standards, Equipped for the Future’s “Convey Ideas in Writing,” etc.

4. The topic of the essay is the same as the title – What FACE Means to Me. This is the

focus of the essay; not their life’s story. That is also a wonderful writing topic, but for the

FACE Parent Essay book, the focus is “what FACE means to me.” As you go through

the entire writing process with the adults, help them pull out parts of the writing that do

not address the topic – what FACE means to me. Remember, a big part of the writing

process is the editing and revising.

5. The Essay: Is it easy to understand? Does the story flow in sequence? Are the

paragraphs in order of when events happened? Are the ideas or sentences repetitive, or

redundant?

6. Encourage enough detail to make the story interesting, so the reader can see in their

heads (visualize) what the author is trying to convey. Encourage limiting the writing to a

length that will keep the reader/listener engaged. (It is possible that other stories may

spring from the writing. If so, pull those ideas out of the essay and save them for another

writing, or story.) Keep the essay to the subject, “What FACE means to me.”

7. When a fact is stated, are there examples to support the statement? (The examples

provide the story people like to learn more about.)

8. Work with the students to follow the Writing Process and support them with each of

these steps.

9. Give yourself and the students a deadline earlier than the NCFL deadline to ensure all

the steps in the writing process happen. So, if the deadline for sending all essays into

NCFL is November 18, then set a deadline at your program for November 11 or 14; this

allows time for the last minute crisis, illnesses, emergency trips, ensuring all essays

were sent to and received at NCFL on time.

HO-11

Common Core Standard – Writing Definitions of the Standards’ Three Text Types Argument Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K–5, the term “opinion” is used to refer to this developing form of argument. Informational/Explanatory Writing Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and precise writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains. Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification.

HO-12

Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence. Narrative Writing Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. In science, students write narrative descriptions of the step-by-step procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. With practice, students expand their repertoire and control of different narrative strategies. Texts that Blend Types Skilled writers many times use a blend of these three text types to accomplish their purposes. For example, The Longitude Prize, included above and in Appendix B, embeds narrative elements within a largely expository structure. Effective student writing can also cross the boundaries of type, as does the grade 12 student sample “Fact vs. Fiction and All the Grey Space In Between” found in Appendix C.

The Special Place of Argument in the Standards While all three text types are important, the Standards put particular emphasis on students’ ability to write sound arguments on substantive topics and issues, as this ability is critical to college and career readiness. English and education professor Gerald Graff (2003) writes that “argument literacy” is fundamental to being educated. The university is largely an “argument culture,” Graff contends; therefore, K–12 schools should “teach the conflicts” so that students are adept at understanding and engaging in argument (both oral and written) when they enter college. He claims that because argument is not standard in most school curricula, only 20 percent of those who enter college are prepared in this respect. Theorist and critic Neil Postman (1997) calls argument the soul of an education because argument forces a writer to evaluate the strengths and weaknesses of multiple perspectives. When teachers ask students to consider two or more perspectives on a topic or issue, something far beyond surface knowledge is required: students must think critically and deeply, assess the validity of their own thinking, and anticipate counterclaims in opposition to their own assertions.

Creative Writing beyond Narrative The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion.

The unique importance of argument in college and careers is asserted eloquently by Joseph M. Williams and Lawrence McEnerney (n.d.) of the University of Chicago Writing Program. As part of their attempt to explain to new college students the major differences between good high school and college writing, Williams and McEnerney define argument not as “wrangling” but as “a serious and focused conversation among people who are intensely interested in getting to the bottom of things cooperatively”:

Those values are also an integral part of your education in college. For four years, you are asked to read, do research, gather data, analyze it, think about it, and then communicate it to readers in a form . . . which enables them to assess it and use it. You are asked to do this not because we expect you all to become professional scholars, but because in just about any profession you pursue, you will do research, think about what you find, make decisions about complex matters, and then explain those decisions—usually in writing—to others who have a stake in your decisions being sound ones. In an Age of Information, what most professionals do is research, think, and make arguments. (And part of the value of doing your own thinking and writing is that it makes you much better at evaluating the thinking and writing of others.) (ch. 1)

In the process of describing the special value of argument in college- and career-ready writing, Williams and McEnerney also establish argument’s close links to research in particular and to knowledge building in general, both of which are also heavily emphasized in the Standards.

Much evidence supports the value of argument generally and its particular importance to college and career readiness. A 2009 ACT national curriculum survey of postsecondary instructors of composition, freshman English, and survey of American literature courses (ACT, Inc., 2009) found that “write to argue or persuade readers” was virtually tied with “write to convey information” as the most important type of writing needed by incoming college students. Other curriculum surveys, including those conducted by the College Board (Milewski, Johnson, Glazer, & Kubota, 2005) and the states of Virginia and Florida6, also found strong support for writing arguments as a key part of instruction. The 2007 writing framework for the National Assessment of Educational Progress (NAEP) (National Assessment Governing Board, 2006) assigns persuasive writing the single largest targeted

allotment of assessment time at grade 12 (40 percent, versus 25 percent for narrative writing and 35 percent for informative writing). (The 2011 prepublication framework [National Assessment Governing Board, 2007] maintains the 40 percent figure for persuasive writing at grade 12, allotting 40 percent to writing to explain and 20 percent to writing to convey experience.) Writing arguments or writing to persuade is also an important element in standards frameworks for numerous high-performing nations. Specific skills central to writing arguments are also highly valued by postsecondary educators. A 2002 survey of instructors of freshman composition and other introductory courses across the curriculum at California’s community colleges, California State University campuses, and University of California campuses (Intersegmental Committee of the Academic Senates of the California Community Colleges, the California State University, and the University of California, 2002) found that among the most important skills expected of incoming students were articulating a clear thesis; identifying, evaluating,

“Argument” and “Persuasion” When writing to persuade, writers employ a variety of persuasive strategies. One common strategy is an appeal to the credibility, character, or authority of the writer (or speaker). When writers establish that they are knowledgeable and trustworthy, audiences are more likely to believe what they say. Another is an appeal to the audience’s self-interest, sense of identity, or emotions, any of which can sway an audience. A logical argument, on the other hand, convinces the audience because of the perceived merit and reasonableness of the claims and proofs offered rather than either the emotions the writing evokes in the audience or the character or credentials of the writer. The Standards place special emphasis on writing logical arguments as a particularly important form of college- and career-ready writing.

and using evidence to support or challenge the thesis; and considering and incorporating counterarguments into their writing. On the 2009 ACT national curriculum survey (ACT, Inc., 2009), postsecondary faculty gave high ratings to such argument-related skills as “develop ideas by using some specific reasons, details, and examples,” “take and maintain a position on an issue,” and “support claims with multiple and appropriate sources of evidence.” The value of effective argument extends well beyond the classroom or workplace, however. As Richard Fulkerson (1996) puts it in Teaching the Argument in Writing, the proper context for thinking about argument is one “in which the goal is not victory but a good decision, one in which all arguers are at risk of needing to alter their views, one in which a participant takes seriously and fairly the views different from his or her own” (pp. 16–17). Such capacities are broadly important for the literate, educated person living in the diverse, information-rich environment of the twenty-first century.

Name of Topic: Language Arts

Name of Lesson: Essay Prewriting Plan

Lesson Plan Instructor: Brenna Kane

Learning Objective(s): What will the students know (content) and be able to do (skills) as a result of the activity?

Students will know the steps to prewriting (planning out) an academic essay, and be able to create a

prewriting plan effectively taking only a few minutes.

Activities:

I will identify a three step plan for planning out a five paragraph essay: brainstorming, prioritizing and

adding details. I will demonstrate this plan, and model how to quickly use it to create a path to the five paragraph

essay. First, I’ll assign a topic (writing prompt). As a class, we will brainstorm every idea we can think of on that

topic. Once we have a decent list, we will move on to step two: prioritizing. I’ll use one of the ideas we came up

with to show them that just because you like an idea, that doesn’t mean that you’ll be able to write effectively

about it. We will walk through the process of deciding which three ideas are the strongest, meaning we have a

great deal to say about them. Once we pick our three ideas (for the three body paragraphs), and decide on what

order to use them, we will jot down all the details we can think of to include in those paragraphs. I will

demonstrate how some of the ideas from our brainstorming list are interrelated, and therefore can be used to beef

up those body paragraphs. We will walk through the prewriting plan several times, with several different topics,

until they become familiar with the process. They will practice completing their plan within 5 minutes.

Content Framework: English/Language Arts

Strand: Writing / Critical Thinking

Standards:

Skill Framework: English/Language Arts

Strand: Writing/ Oral Communication

Standards:

Standards: Assessment:

Informal: observation during class discussion

Formal: collect final prewriting plan after 5 minutes and evaluate for thoroughness and effectiveness

How does this lesson relate to student goals and interests?

A well written essay is an essential component of passing the GED writing exam, in addition to being a

useful skill for job readiness and entrance exams for local colleges.

HO-13

Name of Topic: Language Arts

Name of Lesson: How to Write a GED Essay

Lesson Plan Instructor: Brenna Kane

Learning Objective(s): What will the students know (content) and be able to do (skills) as a result of the activity?

Students will know what the five paragraph GED essay format is, and they will be able to produce one of

their own given an appropriate open-ended prompt.

Activities:

After creating a prewriting plan on a given topic, as a class we will translate that plan into a proper five

paragraph essay. While we work, students will follow along with their own copy of the color coded format.

First, we will create a topic sentence for the introduction using the writing prompt itself. Then, following

the format the students will help me write the introduction sentence by sentence.

Next we will move on to the three body paragraphs. Again we will draft them out together, being sure to

follow the format. As necessary, I’ll stop us and point out any repetitions or low level vocabulary so that we can

enrich our essay as we go.

Lastly, we will focus on the conclusion paragraph. By following the handout, students can see that the

introduction and the conclusion mirror each other. We will create a conclusion paragraph, going sentence by

sentence, while making sure we use appropriate and varied vocabulary.

After the modeling is finished, students will write their own essay following the same format. For the

following class, they can peer edit and proofread their essays.

Content Framework: English / Language Arts

Strand: Writing

Standards:

Skill Framework: English / Language Arts

Strand: Writing

Standards:

Standards: Assessment:

Informal: observation during class discussion

Formal: collect final essays the following class and evaluate for adherence to the format, in addition to

vocabulary usage -

How does this lesson relate to student goals and interests?:

A well written essay is an essential component of passing the GED writing exam, in addition to being a

useful skill for job readiness and entrance exams for local colleges.

HO-14

List 116. Rubrics for Writing – Elementary/Intermediate

Writing Beginning 1

Developing 2

Accomplished 3

Exemplary 4

Topic Key word(s) near beginning

Main idea or topic in first sentence

Good main idea or topic sentence

Interesting, well-stated main

idea/topic sentence

Organization Ideas no ordered

Some order of main idea +

details or sequence

Main idea + details or sequential, as

appropriate

Good flow of ideas from topic sentence

+ details or sequence

Paragraphs One paragraph or text divided

but not by content

Supporting details mostly grouped into appropriate paragraphs

Ideas appropriately divided into

paragraphs with supporting details

Strong paragraphs ordered to develop story or exposition

Sentences Mostly complete

sentences; some

fragments* or run-on*

Complete sentences; few

run-on sentences

Complete sentences; no

run-ons or fragments; some variety in length

and type

No sentence errors; variety in length

and type; sentence types relate to style

of writing

Vocabulary Related words or ideas

mentioned; limited basic vocabulary

Attempts to use new key words in description; goes beyond

basic vocabulary

Uses new key/related words

and ideas correctly; varies language

Use new key/related

words/ideas easily; colorful, interesting words suitable for topic and audience

Grammar Many errors in agreement*,

number, tense*

Some errors in agreement,

number, tense

Few errors in agreement,

number, tense

No errors in agreement,

number, tense

Punctuation & Case

Several punctuation and case*

errors

Few punctuation and

case errors

Minor errors in punctuation and

case; variety used

Correct punctuation and case

throughout; variety used

Spelling Many spelling errors

Some spelling errors

Few spelling errors No spelling errors

The Reading Teacher’s Book of Lists, Fourth Edition, © 2000 by Prentice Hall

*Pre-teach: What do the words mean in this context: fragments, run-on, agreement,

tense, case

HO-15

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deta

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sen

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or

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HO -

16

GED Essay Scoring Rubric

This tool is designed to help readers score an essay. Two readers read the GED essay, each giving a score

between 1 and 4. The average of the two is the final score for the essay portion of the test. The score must be

at least 2 to pass the test. Remember that an essay off of the given topic receives no score.

Effective 4 Adequate 3 Marginal 2 Inadequate 1

Response to

prompt

Presents a clearly

focused main idea

that addresses the

prompt

Uses the writing

prompt to

establish a main

idea

Addresses the

prompt, tough

the focus may

shift

Attempts to address

prompt but with little

or no success in

establishing a focus

Organization Establishes a clear

and logical

organization

Uses an

identifiable

organizational

plan

Shows some

evidence of an

organizational

plan

Fails to organize ideas

Development

and Details

Achieves coherent

development with

specific and

relevant details

and examples

Has focused but

occasion-ally

uneven

development;

incorporates

some specific

detail

Has some

development but

lacks specific

details; may be

limited to a

listing,

repetitions, or

generalizations

Demonstrates little or

no development,

usually lacks details or

examples or presents

irrelevant information

Conventions

of EAE

(Edited

American

English)

Consistently

controls sentence

structure and the

conventions of

EAE

Generally

controls sentence

structure and the

conventions of

EAE

Demonstrates

inconsistent

control of

sentence

structure and

the conventions

of EAE

Exhibits minimal or no

control of sentence

structure and the

conventions of EAE

Word Choice Exhibits varied

and precise word

choice.

Exhibits

appropriate

word choice

Exhibits a

narrow range of

word choice,

often including

inappropriate

selection

Exhibits weak and/or

inappropriate words

HO-17

5151 Murphy Canyon Rd. Ste. 220 • San Diego, CA 92123 • 858-292-2900 • FAX 858-292-2910 • www.casas.org

Basic Skill Level Descriptors for Writing

CASAS Level

NRS Level

Description

A

Beg. ESL Lit.

Pre-Beginning ABE/Pre-Beginning ESL Copies letters and numbers. Copies basic personal identification information onto a form with assistance. Copies lists of familiar words. May not be literate in any language. No writing ability whatsoever.

A

Beg. ABE Lit./ Beg. ESL

Pre-Beginning ABE/Low Beginning ESL Recognizes and writes letters and numbers. Writes and signs own name. Writes own address and date correctly. Fills in basic personal information forms with some assistance. Writes simple lists of familiar items (e.g., telephone numbers, shopping lists). Writes simple phrases based on familiar vocabulary.

A

Beg. ABE Lit./

Beg. ESL

Beginning Literacy ABE/High Beginning ESL Individuals at this level generally can write letters, numbers and a limited number of basic sight words and simple sentences related to immediate needs. Other skills may include: filling in basic personal information on simplified forms including signature and date; writing very simple notes (e.g., writing a note to a co-worker or child’s teacher); making simple entries on a work log form; completing a simple inventory form. Can handle only the most basic written communication in English in routine entry-level jobs in which all tasks can be demonstrated.

B Beg. Basic Ed. &

Low Int. Basic Ed./ Low & High Int.

ESL

Beginning/Int. Basic Skills ABE/Intermediate ESL Individuals at this level generally can write simple notes and messages based on familiar situations. Other skills may include: completing short work orders; filling out forms requiring basic personal information; taking simple phone messages. Can handle jobs or job training that involve some simple written communication.

C

High Int. Basic Ed./

Low Adv. ESL

Advanced Basic Skills ABE/Advanced ESL Individuals at this level generally can write short routine work memos or reports. Other skills may include: writing e-mail messages; filling out basic medical forms and job applications; describing basic work procedures in writing; completing incident report forms; making log entries to document work activities; taking notes and phone messages; writing personal notes or letters. Persons at this level are generally able to begin General Education Development (GED) preparation, and may be able to pass the writing section of the GED test.

D

Low & High Adult Sec./ High Adv.

ESL

Adult Secondary Individuals at this level generally can perform writing tasks, such as most letters, logs, memos, and forms, with reasonable accuracy to meet most personal and employment-related needs. Other skills may include: taking notes from meetings and recorded messages; describing work or training procedures including basic safety directives, job aids, and maintenance instructions; stating personal and employment goals. Persons at this level generally are able to successfully complete the writing section of the Tests of General Educational Development (GED Tests).

© 2006 CASAS

HO - 18

5151 Murphy Canyon Rd. Ste. 220 • San Diego, CA 92123 • 858-292-2900 • FAX 858-292-2910 • www.casas.org

Relationship between CASAS Functional Writing Assessment Picture Task Scale

Score Ranges and NRS Educational Functioning Levels for ESL and ABE

NRS ABE Educational

Functioning Level

NRS ESL Educational

Functioning Level

CASAS Functional Writing Assessment Scale Score Ranges

Beginning ESL Literacy N/A

Low Beginning ESL 136 – 145*

Beginning ABE Literacy

High Beginning ESL 146 - 200

Beginning Basic Education Low Intermediate ESL 201 – 225

Low Intermediate Basic Education High Intermediate ESL 226 - 242

High Intermediate Basic Education Low Advanced ESL 243 - 260

Low Adult Secondary Education High Advanced ESL 261 - 270

High Adult Secondary Education N/A 271+

* Estimated score below the accurate range

HO - 18

HO - 19

HO - 20

FACE Early Childhood Standards: Language and Literacy

LL 4.1 Understands purposes for writing

LL 4.2 Experiments with a variety of writing tools, materials and

surfaces

LL 4.3 Uses scribbles, pictures, and letter-like forms to represent

words or convey ideas

LL 4.4 Tells others about the intended meaning of writings and

pictures.

LL 4.5 Uses a variety of resources to facilitate writing.

Written Language

HO-21

Integration in PACT Time

HighScope Key Developmental Indicators

Language, Literacy, and Communication

♦ Talking with others about personally meaningful experiences

♦ Describing objects, events, and relations

♦ Having fun with language: listening to stories and poems, making up stories

and rhymes

♦ Writing in various ways: drawing, scribbling, letter-like forms, invented

spelling, conventional forms

♦ Reading in various ways: reading storybooks, signs and symbols, one's own

writing

♦ Dictating stories

HO-22


English Language Arts Standards » Writing » Kindergarten

Text Types and Purposes

W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a

reader the topic or the name of the book they are writing about and state an opinion or preference about

the topic or book (e.g., My favorite book is...).

W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in

which they name what they are writing about and supply some information about the topic.

W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely

linked events, tell about the events in the order in which they occurred, and provide a reaction to what

happened.


W.K.4. (Begins in grade 3)

W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add

details to strengthen writing as needed.

W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish

writing, including in collaboration with peers.


W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite

author and express opinions about them).

W.K.8. With guidance and support from adults, recall information from experiences or gather information

from provided sources to answer a question.


Range of Writing


HO-23

writing survey · 3. do you suppose that this person ever comes to something that she/he doesn’t...

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