Download Online Writing Pre-assessment Package

Grade 5
Online Writing Pre-assessment
Package
Provincial Writing Assessment 2010
Assessment for Learning Program
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.
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
Table of Contents
Introduction ................................................................................................. 2
Language Learning ........................................................................................ 2
What is Writing ............................................................................................ 4
Recommended Language Resources .................................................................... 5
Tables of Specifications ................................................................................... 6
The Writing Process ....................................................................................... 9
Forms of Writing........................................................................................... 10
Expository Writing .................................................................................... 10
Narrative Writing...................................................................................... 11
Pre-assessment Writing Activity 1: Understanding Prompts ...................................... 12
Pre-assessment Writing Activity 2: Using the Writing Process to Respond
to an Expository Prompt ......................................................................... 15
Pre-assessment Writing Activity 3: Using the Writing Process to Respond
to a Narrative Prompt ............................................................................ 18
Tools Used to Evaluate Student Writing ............................................................... 21
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 .............................................................. 21
Sample Prompt Deconstruction ............................................................... 22
Expository Brainstorming Web ............................................................... 23
Expository Planning Frame .................................................................... 24
Expository Writing Organizational Chart ................................................... 25
Transition (Signal) Words in Exposition .................................................... 26
Narrative Brainstorming Web ................................................................. 27
Narrative Planning Frame...................................................................... 28
Narrative Planning Timeline................................................................... 29
Narrative Writing Organizational Chart ..................................................... 30
Transition (Signal) Words in Narration ...................................................... 31
Grade 5 Language Cues and Conventions Checklist....................................... 32
Grade 5 Exposition Revision Checklist ...................................................... 33
Grade 5 Sample Expository Prompt and Essay ............................................. 35
Grade 5 Sample Ways to Start a Report (Expository Essay) ............................. 36
Grade 5 Narration Revision Checklist........................................................ 37
Grade 5 Sample Narrative Prompt and Essay............................................... 39
Grade 5 Sample Ways to Start a Story (Narrative Essay) ................................ 41
Appendices
A. Provincial Writing Assessment: Conceptual Framework...................................... 43
B. Holistic Writing Rubric .............................................................................. 46
C. Analytic Scoring Guide .............................................................................. 47
i
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 6–9) (2006), illustrates the relationships among
writing, the other language strands, and the language cues and conventions.
2
Language Learning
OBJECTIVES/OUTCOMES
ASSESSING and EVALUATING
LANGUAGE CUES
AND
CONVENTIONS
LANGUAGE ARTS
STRANDS
Pragmatic
Whole
Textual
To
Part
Viewing
Listening
Syntactical
Reading
Semantic/
Lexical/
Morphological
Representing
REPORTING
Before/During/After
Speaking
Graphophonic
Writing
Other
Part
To
Whole
REPORTING
3
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 5 (HO-12) Language Cues and Conventions provides 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.
4
Sample mini-lessons for the cues and conventions may be found in recent English Language
Arts curricula. For more information regarding language cues and conventions, teachers may
access the language study resources recommended for each grade level.
Recommended Language Resources
Collins Gage Canadian Intermediate Dictionary
Collins Gage Canadian Intermediate Thesaurus
Nelson Spelling 5
The Writing Project, Level B (Grade 5)
Write on Track: A Handbook for Young Writers, Thinkers, and Learners,
Canadian Edition
The learning resources identified above represent a starting point. A Selective Listing of
Learning Resources, Ministry of Education (2006), identifies learning resources recently
evaluated by Saskatchewan educators and through the Western and Northern Canadian
Protocol (WNCP) arrangement for English Language Arts. The distributors (publishers), their
addresses, and the most recent prices are also included in the annotations.
5
Tables of Specifications
Tables of specifications for the provincial writing assessment have been devised within the
context of the Broad Areas of Learning (Lifelong Learners; Sense of Self, Community, and
Place; 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 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.
Grade 5 English Language Arts Writing Objectives
from English Language Arts: A Curriculum Guide for the Elementary Level, Grades 1-5
[2002]
Foundational Objectives
Learning Objectives
Students will express thoughts,
Write narratives, explanations, instructions,
feelings, and experiences in a
descriptions, stories, short biographies, researched
variety of forms (oral, written,
reports, letters, poems, and journal entries with
and representational) for a variety increasing confidence, clarity, and fluency.
of purposes and audiences.
Before Writing:
Students will learn about and
practise the skills and strategies of  Focus a topic
effective writers (including using  Choose a form for audience and purpose
the pragmatic, textual,
 Formulate general and specific questions to identify
syntactical,
information needs
semantic/lexical/morphological,
 Organize ideas and information
graphophonic, and other language During Writing:
cues and conventions).*
 Write single and multiple-paragraph compositions
 Provide sufficient details to support main point
 Demonstrate an understanding of written language
conventions
After Writing:


Revise for content, organization, and clarity
Check for complete and clear sentences, interesting
and precise words, correct spelling, punctuation,
capitalization, and legible writing
6
*Most students in Grade 5 are expected to understand the following concepts about
language cues and conventions.
Pragmatic Cues and Conventions

Demonstrate sensitivity to appropriate language use when communicating.

Convey ideas clearly considering audience, purpose, time, and place.

Use appropriate language for audience, purpose, time, and place.

Engage the audience.

Select and use language appropriate in form and tone to recognize and honour people and events.
Textual Cues and Conventions

Choose forms appropriate to purpose and audience.

Write clear and focused paragraphs with ideas in an effective sequence.

Develop topic with facts, details, examples, and explanations.

Clarify and support ideas with sufficient evidence and details.

Organize ideas in ways that clarify and shape understanding.

Use transitional expressions to link ideas.

Defend opinions with supporting details and reasons.

Write multi-paragraph compositions with clear introductions, sufficient supporting details to support point
of view, and logical conclusions.

Paraphrase and summarize information sources and cite author, title, and dates of sources.

Recognize and use favourite forms of self-expression.
Syntactical Cues and Conventions

Recognize the role of word order and punctuation in communicating meaning.

Vary word order (i.e., Subject + Verb, Subject + Verb + Object, Subject + Linking Verb +
Completer).

Keep compositions in one tense.

Use clear, complete, and well-formed sentences that express complete thoughts.

Use conjunctions to connect ideas.

Eliminate fragments and run-on sentences.

Vary sentences in length and type (i.e., telling, exclaiming, questioning).

Experiment with more complex sentences to create interest and variety.

Use strong and vivid verbs and effective adjectives and adverbs.

Use verbs, qualifiers, and pronouns correctly.

Use conjunctions to connect ideas.

Use a colon to separate hours and minutes, to introduce a list, use quotation marks around the exact words
of a speaker and titles of poems, songs, stories, and so forth. Use apostrophes and commas in series.

Use correct capitalization.
Semantic Cues and Conventions

Find expressions or terms that serve purpose and suit audience.

Use words accurately according to context.

Eliminate unnecessary repetition and synonyms or pronouns to ensure coherence and clarity in texts.

Use descriptive and figurative language in appropriate context.

Select words for appropriate connotation.

Know and apply Canadian spelling conventions using a variety of strategies and resources when writing
and proofreading.

Experiment with words to create interest and variety.
Graphophonic Cues and Conventions

Know and apply Canadian spelling conventions and strategies (such as structural analysis, syllabication,…)
and spelling patterns when writing and proofreading.

Use dictionaries and other spelling aids.
Other Cues and Conventions

Write legibly in cursive using correct letter formation and consistent size and spacing.
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The Writing Process
Effective writers begin with (1) a pre-writing (before) phase in which they clarify the purpose
for their writing, review their own role as the writer, and determine the audience for whom
they are writing. Then they begin to gather ideas to include in the writing. In the (2) drafting
(during) phase, they review the audience and purpose, begin to put ideas together and arrange
the text into a written piece suited to the format chosen. After drafting, good writers review
the draft and usually begin the process of meaningful (3) revision (after), which includes both
editing and proofreading. This may take several passes and result in many versions before
the writer is satisfied that the product is the best he/she can offer. Finally, the most polished
version of the writing is made ready (4) to present to/share with/publish for the intended
audience. For the purposes of the provincial assessment, the present/share/publish aspect of
the process goes only as far as submitting a legible, final copy.
The following diagram illustrates the four distinct phases of the writing process.
Prewriting (Before)


Exploring, focusing,
planning, and rehearsing
Choosing a purpose,
audience, and format
Presenting/Sharing/
Publishing

Sharing with the intended
audience
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, if…then, 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.
9
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
reader’s 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.
10
Pre-assessment Writing Activity 1: Understanding Prompts
Good writers spend time thinking about the task, the purpose and the
audience, and possible formats and ideas. The following pre-writing
activities are designed to assist students in thinking about types of
prompts or tasks, possible purposes and audiences, and forms that will
be used in the provincial writing assessment.
In the provincial writing assessment, students will be given a prompt or task that asks them to
consider the following writing variables:





Role: Students will also be asked to write as themselves, or as if they were a particular
person or persona.
Intended Audience: They will be given a specific purpose and audience for whom to
write.
Form: They will be asked to write either a narrative or expository essay.
Topic or subject: Students will be provided with a particular topic or subject to write
about.
Strong Verb: The prompt will include a verb that will direct the students’ action in
writing.
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.
11
Two other prompts have been included in Sample Prompt Deconstruction (HO-2).
The following chart may be used to deconstruct ROLE, AUDIENCE, FORM, TOPIC, and
STRONG VERB in each prompt:
Variables
ROLE
Expository Prompt
Narrative Prompt
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.
Other Strong Verbs Used in Preparing Expository Prompts
STRONG VERB
Advise
Analyze
Announce
Compare
Direct
Distill
Explore
Extrapolate
Identify
Inform
Inquire
Instruct
Investigate
Justify
Rationalize
Report
Teach
Action
recommend; offer as advice; inform, notify; consult
examine in detail the constitution or structure; examine critically in order to bring out
essential elements or structure
make publicly known
to express similarities in; liken; estimate the similarity or dissimilarity of; assess the
relation between
to give authoritative instructions which will guide performance or regulate and control
activities; to manage
extract the essential meaning or implications of (an idea)
inquire into; investigate thoroughly
infer more widely from a limited range of known facts; predict on the basis of known
facts or observed events
establish the identity of; recognize; establish or select by consideration or analysis of
the circumstances
to instruct; to communicate knowledge and expertise
seek information; ask a question
teach; direct; command; inform of a fact; give information
inquire into; examine; study carefully; make a systematic inquiry or search
demonstrate the correctness of (an assertion); provide adequate grounds for
make logical and consistent; explain or explain away rationally
to furnish information or data
give systematic information to (a person) about (a subject or skill); enable (a person) to
do something by instruction or training; communicate; instruct in
12
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.
Other Strong Verbs Used in Preparing Narrative Prompts
STRONG VERB
Chronicle
Communicate
Impart
Action
record (events) in the order of their occurrence
transmit or pass on (information) by speaking, writing, or other means; succeed in
conveying information, evoking understanding
communicate (news, etc.)
Offer an
historical
account
Recall
provide; give an opportunity for the telling of an event or about a time period
Recite
Record
mention in order; enumerate; give a detailed description or account of
Recount
Recreate
Relate
Relive
Remember
Report
recollect; remember
set down in writing or some other permanent form for later reference, especially as an
official record; establish or constitute a historical or other record of
narrate; tell in detail
create over again
narrate or recount (incidents, a story, etc.)
to re-experience in memory; to remember again
keep in the memory; not forget; bring back into one’s thoughts, call to mind
Represent
bring back or give an account of; state as fact or news, narrate or describe or repeat,
especially as an eyewitness or hearer, etc.; an account given or opinion formally
expressed after investigation or consideration
call up in the mind by description or portrayal or imagination
Reveal
display, show, or expose; disclose, divulge, or betray
13
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.
14
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 reader’s 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.
15
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 5 (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 5 (HO-14) Sample Expository Essay and Prompt includes a model of an expository
essay. Teachers may encourage students to read the essay and use the accompanying Grade 5
(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 Student Writing
Booklet A or B for their own use, if they wish.
16
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).
17
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 reader’s 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.
18
3. 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 5 (HO-16) Narration Revision Checklist to help students assess
their finished writing as a whole.
Grade 5 (HO-17) Sample Narrative Essay and Prompt includes 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 Writing Rubric (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
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.
19
Tools Used to Evaluate Student Writing
Scoring of writing in Student Writing Booklet A or B, completed as part of the provincial
writing assessment, will be guided by rubrics. Rubrics communicate expectations to students
prior to completion of the task. They aid the teacher and scorers in consistently and
objectively distinguishing between levels of student performance. Rubrics provide detailed
feedback on what students know and can do. Rubrics provide a scale of descriptors of
performance.
Rubrics are holistic or analytic. They represent two very different approaches to assessment.
“To proceed holistically is to see things as units, as complete, as wholes, and to do so is to
oppose the dominant tendency of our time, the analytic spirit, which breaks things down into
constituent parts in order to see how they work” (White, 1985, p. 18). “Most classroom
teachers of writing tend to use a loose form of analytic scoring when they respond to student
papers” (White, 1985, p. 121). “Teachers may unknowingly place too much emphasis on
mechanical correctness – particularly spelling . . . usage, and handwriting – and therefore bias
their assessment” (Tompkins, 2000, p. 153).
Holistic rubrics use general, qualitative descriptors to assign a level of performance on an
entire task by assessing performance across multiple criteria as a whole. “Every aspect of the
composition, both content and mechanical consideration, affects the teacher’s response, but
none of them are [sic] specifically identified or directly addressed [by] using a checklist.
Instead, the focus is on overall writing performance” (Tompkins, 2000, p. 152). Holistic
rubrics “generally assume a positive attitude by rewarding the writing for what is done well,
and allow for as much criterion referencing” as desired (White, 1985, p. 125). They
recognize that performances such as reading and writing “are not describable through an
inventory of their parts” (White, 1985, p. 32). As a result, the holistic approach deliberately
avoids easy comparison of results with an analytic score. “Even-number scales are favored so
there is no middle number for average compositions” (Tompkins, 2000, p. 152). Holistic
rubrics provide a successful method of scoring writing in quantity because they facilitate a
quick judgement of student writing without the necessity of disentangling one element of
performance from another.
Analytic rubrics provide meaningful diagnostic information and are “used when teachers want
to assess how well children have used a particular writing form or applied specific writing
skills in a composition” (Tompkins, 2000, p. 152). They assume that writing can be seen and
evaluated as a sum of its parts. Analytic rubrics subdivide performance into multiple criteria
and assess each criterion separately. They allow criteria to be weighted in importance and are
“most appropriate when teachers want to compare children’s writing to a standard of
excellence” (Tompkins, 2000, p. 154). Although often perceived as evidence-based, “analytic
scoring is subjective” (Tompkins, 2000, p. 155) and requires complicated, well-considered
evaluation, which leads to slow scoring.
Information gathered by both holistic and analytic approaches is valuable in
providing a clear and reliable assessment of student writing. The rubrics
included as part of the provincial writing assessment are not intended to be
converted to a percentage score. Appendices B and C include both holistic and
analytic rubrics.
20
(HO-1)
21
Source: The diagram above has been adapted from Linda Teneycke’s Creative Writing 20 class in conjunction with Saskatchewan Learning
Sample Prompt Deconstruction
Here are two prompts to deconstruct.
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.
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
him or her about an experience that taught you
an important lesson about life.
Use the following chart to identify the variables, ROLE, AUDIENCE, FORM, TOPIC, and
STRONG VERB in each prompt.
Variables
Expository Prompt
Narrative Prompt
ROLE
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)
22
Expository Brainstorming Web
Who will
read this?
What do I
know about my
audience?
Why am I
writing this?
How will I
start?
What is important
for my audience
to know or learn
from this?
Topic:
________
How will each
of the middle
paragraphs
continue the
explanation?
What is the
main focus
of my
explanation?
What is my plan
and what do I need
to include?
How will
the ending
paragraph
finish the
explanation?
(HO-3)
23
Expository Planning Frame
Subject/Title:
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?
(HO-4)
24
Expository Writing Organizational Chart
Paragraphs
Key point
The beginning
paragraph
introduces my
topic and the
main point
(thesis) I want
to make.
Paragraph 1
Important Details to Support the Key Point
(Who, What, When, Where, Why, and How
Details)
Paragraph 2
Each of the
middle
paragraphs
makes one key
point about the
main point I
want to make.
Paragraph 3
Paragraph 4 (and
others)
The ending
paragraph
reminds the
reader of the
essay’s main
point and
suggests the
importance of
the topic.
Paragraph 5
(HO-5)
25
Transition (Signal) Words in Exposition
The following is not a definitive list of transition words.
Purpose
Words that show order
Some Signal Words
first, next, now, then, until, while
Words that show
important thoughts are
coming
Words that show more is
on the way
a key feature, a primary concern, especially, above all, most of
all, most importantly, remember, a major event
Words that show
examples are on the way
for example, for instance, in the same ways as, much like,
similar to, such as, to illustrate, the following, that is
Words that are used to
add information
again, also, another, and, beside, for example, for instance,
next, finally, as well, along with
Words that can emphasize
or clarify a point
again, for this reason, in fact, that is, for instance, in other
words, to emphasize
Words that compare or
contrast two things or
ideas (similarities and
differences)
Words that provide
explanations or reasons
for phenomena (cause and
effect)
Words that identify
problems and pose
solutions
Words that conclude or
summarize
also, another way, both, and, but, either, however, like,
nevertheless, opposite, in the same way, on the other hand,
otherwise, or, rather, similarly, still, then, while, yet
also, and, another, first of all, furthermore, in addition, last of
all, likewise, next, second, too
because, as a result, since, hence, thus, so that, if…then,
therefore, nevertheless, due to, this led to, as a result,
then…so, for this reason, on account of, consequently
propose, conclude, a solution, the problem or the question,
research shows, the evidence is, a reason for
as a result, therefore, finally, lastly, in conclusion, in
summary, to sum up, all in all, in brief, in other words, in
short, to conclude
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)
26
Narrative Brainstorming Web
Who will
read this?
What do I
know about my
audience?
Why am I
writing this?
How will I
start?
What is my
plan?
Topic:
_______
What will
happen?
What and when
will it take
place?
Who will be the
main characters in
this narrative?
How will
I end my
narrative?
(HO-7)
27
Narrative Planning Frame
Focus of your essay:
Who?
Beginning
Where and When?
What is the first
incident you are
going to share with
your reader?
What happens
next?
Middle
What happens
next?
End
What happens
next?
How will you
bring the incident
to a conclusion?
(HO-8)
28
Narrative Planning Timeline
Subject:
______________________________________________________________________
First:
Finally:
(HO-9)
29
Narrative Writing Organizational Chart
Setting
Characters
The problem or challenge facing the main 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)
30
Transition (Signal) Words in Narration
The following is not a definitive list of transition words.
Purpose
Words that show location
(where)
Some Signal Words
above, across, around, against, along, among, behind, below,
beneath, beside, by, beyond, down, east, far, here, in front of,
in the background, inside, near, next to, on top of, outside,
over, right, left, there, throughout, under
Words that show time
(when)
after, afterward, as soon as, before, during, finally, first, in the
end, immediately, later, meanwhile, next, now, second, soon,
still, then, to begin, to conclude, to continue, today, tomorrow,
until, yet
Words that show order
before, after, during, earlier, first, later, next, now, o’clock,
then, until, while
Words that show quick
changes of thoughts or
action
although, but, conversely, despite, different from, on the
contrary, rather, the opposite, yet, nevertheless
Words that conclude or
end
finally, at last, in the end, eventually
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)
31
Grade 5 Language Cues and Conventions Checklist
Purpose and Audience
What is my purpose for writing this?
Who will read this?
Form and Organization
Did I write a story (narrative essay)? OR
Did I write an explanation (expository essay)?
Have I written an effective beginning?
Have I included enough details?
Have I told everything in the right order?
Do I have a good conclusion?
Sentences
Are my sentences smooth and easy to read?
Did I use a capital at the beginning of each sentence and the right punctuation at the
end of each sentence?
Word Choice
Did I use words that help the reader feel what is happening in the story (narrative
essay)? OR
Did I use the right words to explain my ideas in the report (expository essay)?
Did I use each word correctly?
Spelling
Did I spell each word correctly?
Other Considerations
Did I indent each paragraph?
Is my handwriting neat?
(HO-12)
32
Grade 5 Exposition Revision Checklist
Question
Student Response
Teacher Response
Paragraph 2
Paragraph 2
Paragraph 3
Paragraph 3
Paragraph 4 (and others)
Paragraph 4 (and others)
First Impression
1. What stood out for you in
this essay/report?
2. What do you think is the
purpose of this
essay/report?
3. Who would be interested
in reading this
essay/report? Why?
Message Quality or Ideas
1. What is the main point of
this essay/report?
2. What did you learn from
this essay/report?
3. How do the details make
this essay/report
informative and clear?
Organization and Coherence
1. Which sentence in
paragraph 1 gives a focus
to this essay/report?
2. What is the main point of
each of the middle
paragraphs?
33
3. What transition (signal)
words did you use in each
paragraph?
Paragraph 1
Paragraph 1
Paragraph 2
Paragraph 2
Paragraph 3
Paragraph 3
Paragraph 4
Paragraph 4
Paragraph 5
Paragraph 5
4. How did you create an
effective ending?
Language Choices
1. Are the sentences clear
and complete?
___ Yes ___ No
___ Yes ___ No
2. Do the sentences flow
smoothly?
___ Yes ___ No
___ Yes ___ No
3. Do the word choices make
the essay/report clear?
___ Yes ___ No
___ Yes ___ No
4. Are all the words spelled
correctly?
___ Yes ___ No
___ Yes ___ No
5. Are capital letters used
where they should be
used?
___ Yes ___ No
___ Yes ___ No
___ Yes ___ No
___ Yes ___ No
6. Is the punctuation correct?
Final Impression (Use the holistic rubric to rate your essay/report.)
1. What level from the
holistic rubric is this
essay/report?
2. Why did you make that
choice?
3. Where could the
essay/report have been
improved?
(HO-13)
34
Grade 5 Sample Expository Prompt and Essay
Score and Rationale
Overall, the writing is effective and thoughtful. The writing quickly identifies a focus on a particular football
player. The report is organized in loose time order. Writing demonstrates a good understanding of the subject.
Key ideas are clearly developed and sequenced. Supporting details are appropriate for the intended message,
though the flow of ideas in the first paragraph might be improved. The student’s perspective is clear. The report
uses a consistently positive tone. Spelling and usage errors do not hamper meaning. Considered as a whole, this
writing has a score of 5. See Appendix B for a Holistic Writing Rubric.
Have you ever been curious about other people’s lives? Did they win a medal, save a life, write a
book, invent something, or become rich and famous? We are often interested in, and sometimes
surprised by the accomplishments of others.
Prompt:
You are a Grade Five student. Write an essay to your teacher identifying an individual who has
accomplished something that you found surprising or interesting, one of her/his accomplishments,
and an explanation of how he/she achieved it.
(HO-14)
35
Grade 5 Sample Ways to Start a Report (Expository Essay)
Do you find extreme types of weather frightening or fascinating? Have you heard of a particular
example of extreme weather such as heat waves, droughts, floods, hail storms, thunderstorms, ice
storms, blizzards, or tornados? The editor of The Extreme Weather Trivia Book hopes that many
Saskatchewan readers will find interesting information in it about the effects of extreme weather on
people, plants, and animals.
Prompt:
You are a Grade 5 student. Explain in report form to the editor of The Extreme Weather
Trivia Book one interesting example of extreme weather. Include information about how and
when it occurred and the effects it had on the people, plants, or animals.
Some ways to start a report (expository text) in response to the preceding prompt could
include the following.
Severe Floods in Southwest Saskatchewan
In spring, 1997 floods in Southwest Saskatchewan caused many problems. Heavy rain and high
spring runoffs forced many people to move out of their homes. Large areas of crop land went
unseeded, and erosion often made fields dangerous for farmers. Community pastures in the area were
closed due to wet conditions…
Wind Damage
June 15, 1995 was a disastrous day for many Fillmore, Saskatchewan people. A plough wind
caused many sorts of damage. The wind blew the roof off the grain elevator, broke a radio tower,
knocked down the chimney on a church, and damaged dozens of buildings. Rain puddles as deep as
50 mm formed within minutes…
Rainfall Record
What Saskatchewan town holds the Canadian record for most intense rainfall? At Buffalo Gap
on May 30, 1961, 250 millimeters of rain fell in under 60 minutes. This unusual thunderstorm caused
hail and wind damage but no deaths and only a few injuries…
Blizzard Survival
A severe 10-day blizzard in the winter of 1947 blocked Saskatchewan roads and rail lines. The
snow was so deep that prairie residents had to do many unusual things to keep themselves alive. People
had to make snow tunnels to reach people, animals, and other buildings. One farmer cut a hole in his
barn’s roof to get in to feed his cows…
Kamsack Tornado
The Kamsack tornado was deadly. By the time it was over, it killed three people and destroyed
75 percent of the town’s homes and all the businesses. The Kamsack tornado happened on August 9,
1944…
(HO-15)
36
Grade 5 Narration Revision Checklist
Question
First Impression
1. What stood out for you
in this narrative
essay/story?
2. What do you think is
the purpose of this
narrative essay/story?
3. Who would be
interested in reading
this narrative
essay/story? Why?
Message Quality or Ideas
1. What is the main point
of this narrative essay/
story?
Student Response
Teacher Response
2. What did you learn
from the narrative
essay/story?
3. What details make this
narrative essay/story
interesting?
Organization and Coherence
1. Does the beginning
Who
paragraph tell you who,
where, and when?
Where
2. What is the main event
in each of the middle
paragraphs?
Who
Where
When
When
Paragraph 2
Paragraph 2
Paragraph 3
Paragraph 3
Paragraph 4
Paragraph 4
37
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/story clear and
capture the experience?
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 narrative essay/story.)
1. What level is this
narrative essay/story?
2. Why did you make that
choice?
3. Where could the
narrative essay/story
have been improved?
(HO-16)
38
Grade 5 Sample Narrative Prompt and Essay
Score and Rationale
Overall, the writing is effective and thoughtful. The story has a clear beginning, middle, and end. Reader
interest is engaged through the use of foreshadowing in the introductory paragraph. First-person point of view
and many specific words are employed. Sentences are varied in structure. Spelling, punctuation, and
capitalization are correct. Sentence and usage errors appear to be the result of risk-taking. Considered as a
whole, this writing has a score of 5. See Appendix B for a Holistic Writing Rubric.
Have you ever woken up feeling like something is going to go wrong? Have you then spent the rest
of the day looking over your shoulder, expecting something bad to happen? Then, when something
bad finally does happen, do you say, “I knew I shouldn’t have gotten out of bed today?”
Prompt:
You are a Grade Five student. Narrate the story of a day that you should have stayed in bed
to one of your friends.
39
(HO-17)
40
Grade 5 Sample Ways to Start a Story (Narrative Essay)
You woke up one morning and learned that overnight there had been a record snow fall. Roads
were blocked. School was closed for the day. Suddenly you realize that you had time to take a
break from the usual routine and to do what you wanted to do. What chances for fun, creativity,
time alone, or time with your family did the snow provide?
Prompt:
You are a Grade 5 student. Write a story about a snow day to your classmates. Give enough
details in your story to show what you did and how wonderful the day was.
Some ways to start a story (narrative essay) in response to the preceding prompt could
include the following.
My Medieval Snow Feast
It was a dream come true. The radio announcer said that all schools had been closed
due to record snowfall. Yoopee! Now I had a whole extra day to finish my Math homework. What
could I do with a whole day to myself? I couldn’t go to play at anyone’s house because snow blocked
the front door. I would have to keep myself busy some other way.
I began looking through the pile of stuff in the corner of my bedroom. I have always been
interested in knights and castles, so there were tons of books and movies about medieval times. I could
make a suit of armour! Naw, I didn’t have any metal. I could make a castle. I already have about six
castles made out of Lego. My stomach rumbled. I decided to cook a medieval feast! …
Snow Sculpture Day
Mom and Dad left for work as usual. I waited for the bus as usual. I waited and I waited.
I waited some more. The bus did not come. I turned on the radio. School was cancelled due to the
heavy snowfall! Now I could make the snow sculpture my friends and I had set up in the yard. The
big chunk of snow had sat there for over two weeks. We hadn’t had the time to do anything with it.
Now I had a whole day to do it! Would Dad and Mom ever be surprised when they got home tonight
and saw a sculpture instead of a big chunk of snow…
World Record Snow Man
Me and my brother Jake were happy when we heard that our school would not be open today,
but Dad wasn’t. He said that if he was stuck at home with us, he needed to get some work done. We
had to go outside to play. “Go play in the snow,” he told us, “and don’t come back until lunchtime!”
When we went outside, I had an idea…
41
A Snow-Everything Day
My Mom always has funny ideas. When she heard on the radio that school was cancelled
because of the snow, she got that look on her face again. “We should celebrate!” she exclaimed.
“What can we make that looks like snow?” asked my Mom. “Mashed potatoes?” suggested my little
brother. I joked, “How about cauliflower and onions with cream cheese on top?” Mom smiled when
my kid brother exclaimed, “No way! How about snow cones or ice cream sandwiches?” Normally, I
wouldn’t agree with my brother about anything, but I liked where he was going with this. We all
started calling out ideas at the same time. “Rice Crispie cake! Marshmallow surprise! Snowflake
sandwiches! Coconut sprinkle cookies! White chocolate muffins! Cream cheese! Salad dressing!
Cheese cake!” This is the story of how we cooked snow…
(HO-18)
42
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. Cross-curricular
data about writing proficiency, processes, and strategic writing behaviours of Saskatchewan students in
grades 5, 8, and 11 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 skills—analyzing, 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. 99–110). “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 writer’s strategies and the writer’s 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.
Writing in today’s 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 writer’s consciousness (Britton, 1972, p. 96), most public
writing “comes in two main directions—toward the transactional and towards the poetic” (Britton,
1972, p. 110).
 Informational or transactional (efferent in Rosenblatt’s, 1983, terms) writing informs,
persuades, and instructs, and is always concerned with an end outside itself such as explaining
in a logical way.
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
Imaginative, literary, or poetic (aesthetic in Rosenblatt’s, 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 extemporaneously or 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 the opportunity to consider, through reading, discussing, and reflecting on several texts and
their background knowledge, what it is they might say about a specific 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.
In the writing task, the first part of the assessment will consist of pre-writing that is intended to
establish a context for the writing and to build and extend background knowledge of the students. The
second part will consist of considering the prompts, focusing the topic, considering the communication
variables (audience, purpose, format), considering the assessment rubric, and the production of 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 and writing habits
(questionnaire).
This assessment focuses on the student’s 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. Standards of performance will be
determined by a diverse group of standard setters.
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, science), the Assessment for Learning Unit reports on student
achievement in writing will convey data according to the following five level rubric.
Level 5
The composition is exemplary. The product is thoughtful and may be insightful. 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 limited. The product is rudimentary or 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 somewhat
impede understanding.
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 absent. Frequent mechanical and structural
errors impede understanding.
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Appendix C: Analytic Scoring Guide
WRITING PROCESS
Prewriting and Drafting
Is there evidence of the organization that will be followed and the content that
will be included (logical sequence or time order in list(s), bullets, graphic
organizer, concept map, draft)?
Revising
How many changes have been made to the message (e.g., adding, deleting,
substituting, or reordering of the word choice, sentence structure, and flow)?
How many changes have been made to the mechanics (e.g., spelling,
punctuation, capitalization, verb tense, pronoun use, subject-verb agreement,
gender)?
not engaged
empty
yes
somewhat
no
more than 4
4 or fewer
none
more than 4
4 or fewer
none
not engaged
empty
yes
somewhat
no
yes
somewhat
no
thoughtful
straightforward
unclear
fully
adequately
limited
yes
somewhat
no
clearly
somewhat
no
clearly
somewhat
no
clearly
somewhat
no
clearly
somewhat
no
yes
somewhat
no
varied
basic
repetitive/
incorrect
precise/
colourful
generalized
limited
consistently
occasionally
rarely
consistently
occasionally
rarely
WRITING PRODUCT
MESSAGE CONTENT AND IDEAS
Focus
Are ideas related to the writing prompt?
Does the author control point of view?
Understanding and Support
Which term best describes the message of the composition?
Which term best describes the degree to which ideas have been developed?
Format
Is the correct format (expository/narrative) used consistently throughout the
composition?
ORGANIZATION AND COHERENCE
Introduction
Does the introduction state the subject of the composition?
Does the introduction indicate the organizational structure (indication of time
order/setting or thesis statement) to follow?
Is there an attempt made to capture the reader’s interest?
Conclusion
Is there a conclusion that completes the composition or captures key ideas from
the text?
Coherence
Does the composition flow (appropriate paragraphing, sentence/phrase/word
transitions) in a clear and logical order from beginning to end?
LANGUAGE CHOICES
Use of Language and Word Choice
Which term best describes the composition’s style (sentence structure, purpose,
length)?
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)?
Syntax and Mechanics
Are sentences correct (e.g., word order, subordination/coordination, pronoun
reference, run-on sentences, sentence fragments)?
Are mechanics correct (e.g., spelling, punctuation, capitalization, verb tense,
pronoun use, subject-verb agreement, gender)?
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