Download Online Writing Pre-assessment Package

Grade 8
Online Writing Pre-assessment
Package
Provincial Writing Assessment 2012
Assessment for Learning Program
The Provincial Writing Assessment includes the following components:
•
Division Coordinator Handbook
•
Online Writing Pre-assessment Package
•
Teacher Handbook
•
Online Teacher Questionnaire
•
Student Writing Booklet A or B
•
Online Student Questionnaire
The Ministry of Education has provided this Online Writing Pre-assessment Package
to help support what students have already learned about both expository and narrative
writing formats.
Table of Contents
Introduction ................................................................................................. 1
Language Learning ........................................................................................ 1
What is Writing ............................................................................................ 3
Recommended Language Resources .................................................................... 4
Table of Specifications .................................................................................... 5
The Writing Process ....................................................................................... 11
Forms of Writing........................................................................................... 12
Expository Writing .................................................................................... 12
Narrative Writing ...................................................................................... 13
Pre-assessment Writing Activity 1: Understanding Prompts ....................................... 14
Pre-assessment Writing Activity 2: Using the Writing Process to Respond
to an Expository Prompt ......................................................................... 17
Pre-assessment Writing Activity 3: Using the Writing Process to Respond
to a Narrative Prompt ............................................................................ 20
Tools Used to Evaluate Student Writing ............................................................... 23
Handouts (HO)
HO-1
HO-2
HO-3
HO-4
HO-5
HO-6
HO-7
HO-8
HO-9
HO-10
HO-11
HO-12
HO-13
HO-14
HO-15
HO-16
HO-17
HO-18
A Model of the Writing Process .............................................................. 24
Sample Prompt Deconstruction ............................................................... 25
Expository Brainstorming Web ............................................................... 26
Expository Planning Frame .................................................................... 27
Expository Writing Organizational Chart ................................................... 28
Transition (Signal) Words in Exposition .................................................... 29
Narrative Brainstorming Web ................................................................. 30
Narrative Planning Frame ...................................................................... 31
Narrative Planning Timeline................................................................... 32
Narrative Writing Organizational Chart ..................................................... 33
Transition (Signal) Words in Narration ...................................................... 34
Grade 8 Language Cues and Conventions Checklist....................................... 35
Grade 8 Exposition Revision Checklist ...................................................... 36
Grade 8 Sample Expository Prompt and Essay ............................................. 38
Grade 8 Sample Ways to Start a Report (Expository Essay) ............................. 41
Grade 8 Narration Revision Checklist ....................................................... 42
Grade 8 Sample Narrative Prompt and Essay............................................... 44
Grade 8 Sample Ways to Start a Story (Narrative Essay) ................................ 45
Appendices
A. Provincial Writing Assessment: Conceptual Framework ....................................... 46
B. Holistic Writing Rubric ............................................................................... 49
C. Analytic Scoring Guide ............................................................................... 50
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.
1
Language Learning
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
2
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).
3
Grade 8 (HO-12)* Language Cues and Conventions provide a list of student self-reflection
questions about the use of language cues and conventions. Teachers may choose to use these
self-reflection questions with students to remind them of the cues and conventions.
For more information regarding language cues and conventions, teachers may access English
Language Arts 8 Curriculum, Saskatchewan Ministry of Education (2008) and the language
study resources recommended for each grade level. Sample mini-lessons regarding language
cues and conventions exist in English Language Arts: A Curriculum Guide for Middle Level
(Grades 6–9) (2006).
Recommended Language Resources
Major Integrated Resources
Crossroads 8
Identities 8
Nelson Literacy 8
Sightlines 8
Language Resources
Collins Gage Canadian Intermediate Dictionary
Collins Gage Canadian Intermediate Thesaurus
Nelson Language & Writing 8
Resource Lines 7/8
Student’s Oxford Canadian Dictionary. 2nd ed.
Young Canada Thesaurus
The learning resources identified above represent a starting point. English Language Arts:
Core Learning Resources 8, Saskatchewan Ministry of Education (2008) and English Language
Arts: Additional Learning Resources 8, Saskatchewan Ministry of Education (2009), identify
learning resources 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.
* Refers to Handout-12 (p. 35) of this package.
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Table of Specifications
Tables of specifications for the provincial writing assessment have been devised within the
context of the Broad Areas of Learning (Sense of Self, Community, and Place; Lifelong
Learners; and, Engaged Citizens) and Cross-curricular Competencies (Developing Thinking,
Developing Identity and Interdependence, Developing Literacies, Developing Social
Responsibility).
All areas of study share a common interest in students developing their abilities to
communicate their learning through speaking, writing, and other forms of representing
(Compose and Create Goal). All areas require students to apply their skills and
strategies for viewing, listening, and reading (Comprehend and Respond Goal). All
areas of study require students to develop their abilities to reflect upon their knowledge,
skills, and strategies (Assess and Reflect Goal). Students should have many
opportunities in each area of study to authentically apply what they are learning in
English language arts.
English Language Arts: Grade 1 [2009]
The AFL provincial writing assessment focuses on students’ abilities to compose and revise
their own writing.
The table of specifications that follows links the conceptual framework (Appendix A) of the
provincial writing assessment to the curriculum and to the actual assessment of student writing.
5
Grade 8 English Language Arts Goals, Outcomes and Indicators
from English Language Arts 8 [2008]
ELA Goals
Outcomes
Compose and
Create (CC)
Students will
extend their
abilities to
speak, write,
and use other
forms of
representation
to explore and
present
thoughts,
feelings, and
experiences in
a variety of
forms for a
variety of
purposes and
audiences.
CC8.1 Create
various visual,
oral, written,
and multimedia
(including
digital) texts
that explore
identity (e.g.,
Telling One’s
Life Story),
social
responsibility
(e.g.,
Examining the
Influence of
Popular
Culture), and
efficacy (e.g.,
Creating
Turning Points).
CC8.3 Select
and use the
appropriate
strategies to
communicate
meaning before
(e.g., plan,
organize, and
sequence ideas
to fit purpose,
point of view,
and format),
during (e.g.,
use and
maintain
appropriate
point of view
for audience and
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Indicators
a. Create a variety of texts (i.e., oral presentations, written and
other compositions) that represent experiences, ideas, and
information about identity, social responsibility, and efficacy
with clarity, correctness, and variety.
b. Create speeches, writing, and other representations that
feature the following qualities:
Message Content or Ideas (Meaning): Focuses on main ideas
and information; provides relevant details, examples, and
explanations; is accurate, complete, and uses own words;
shows some individuality or originality in literary texts;
contains ideas and images that create an impact.
Organization and Coherence (Form): Introduces the topic
and purpose; provides some context; sticks to the topic; is easy
to follow with related ideas grouped together and sequenced
logically; uses appropriate connecting words; creates a logical
ending; includes appropriate and required text features (e.g.,
titles, headings, diagrams, illustrations), correctly constructed.
Language Conventions (Style and Language Choices): Uses
clear purpose and language; shows a good sense of audience;
contains description and variety in diction; contains a variety of
sentence lengths and varied sentence beginnings; demonstrates
the use of several different conjunctions; formulates complete,
simple, compound, and complex sentences correctly (avoiding
run-ons and fragments); applies the conventions of oral and
written language, including correct spelling, correct
punctuation (including use of colon, dash, and hyphen), uses
legible cursive handwriting and clear representations which are
visually accurate, legible, and neatly presented.
a. Demonstrate an understanding of the creating process by
preparing (pre-writing), creating drafts, revising, and creating
a final copy or product.
b. Progress through stages/phases of the creating process (i.e.,
before [pre-], during [drafting], and after [revising] presenting)
as needed.
c. Use several strategies before, during, and after representing,
speaking, and writing including:
Before: consider prompt or find a topic and activate prior
knowledge (e.g., consider the variables in the prompt or
assignment including purpose, role, audience, topic, and
focus); consider purpose and audience (e.g., ask questions to
analyze purpose and audience); consider and generate specific
ideas and information that might be included (e.g., formulate
pertinent questions to explore and develop the topic); consider
and choose/adapt a possible form (e.g., consider the best
pattern to present ideas including cause and effect,
purpose), and
after (e.g.,
revise final
drafts and
presentations to
ensure that the
format and
patterns within
that format
contribute to the
effectiveness of
the composition)
speaking,
writing, and
other
representing
activities.
problem/solution, opinion/reason, fact/proof, sharing
experience pattern); collect and focus ideas and information
(e.g., collect details about the topic and plan how to use them;
identify gaps in ideas and information); plan and organize ideas
for drafting (mapping and authoring) (e.g., create a pre-writing
plan as a guide; consider alternative ways to organize and
present ideas); consider qualities of effective communication
and the language to use (e.g., consider the best register and
point of view to use).
During: create draft(s) and experiment with possible product(s)
(e.g., develop main idea with sufficient supporting detail;
change any ideas that are not clear or complete); confer with
others (e.g., use a peer response sheet); use language and its
conventions to construct message (e.g., attend to the tone and
sincerity; communicate in a way that sounds informative and
confident); reflect, clarify, self-monitor, self-correct, and use a
variety of “fix-up” strategies (e.g., use clear transitions to
increase flow and fluency); include sufficient detail;
experiment with communication features and techniques (e.g.,
consider elements of style including tone, humour, imagery,
and dialogue).
After: revise for content and meaning (adding, deleting,
substituting, and rethinking) (e.g., consider the assumptions
and values presented); revise for organization (e.g., check that
the text patterns and features are appropriate to the form of
representation; review for consistent point of view; include a
beginning that attracts the viewer, listener, or reader, a middle
part that supports the focus, and a closing that connects
everything); revise for sentence structure and flow (e.g., use a
variety of sentences that flow smoothly and clearly from one
idea to the next); revise for word choice, spelling, and usage
(e.g., review and revise writing conventions for intended
audience; use vivid verbs, specific subjects, and well-chosen
qualifiers); proofread for mechanics and appearance (e.g.,
check for the rules of punctuation, capitalization, spelling, and
usage); polish, practise, and decide how work will be shared
and published (e.g., enhance for clarity, correctness, variety,
and legibility; use blue or black ink and write neatly; check
margins; use easy-to-read fonts).
7
Note: Italicized
text refers to
those indicators
that are
emphasized at
this grade level.
8
CC8.4 Use
pragmatic (e.g.,
use appropriate
language
register), textual
(e.g., use
artistic devices
such as
figurative
language),
syntactical
(e.g., combine
sentences to
form compound
and complex
sentences for
variety, interest,
and effect),
semantic/lexical
/morphological
(e.g., use words
to capture a
particular aspect
of meaning),
graphophonic
(e.g., correctly
pronounce
words with
proper
emphasis), and
other cues (e.g,
use appropriate
sound effects,
visuals, and
multimedia to
enhance
presentations) to
construct and to
communicate
meaning.
a. Apply consistently the conventions of oral and written
language and the conventions of visual and multimedia texts.
b. Use and apply language cues and conventions to
communicate meaning including:
Pragmatic: Use appropriate language to participate in public
events, occasions, or traditions; explain function and purpose
of texts including informing, persuading, narrating, and
describing; use appropriate language register (i.e., for
audience and purpose); use language that demonstrates respect
for others (including people of different ages, abilities,
genders, cultures); use standard Canadian English that follows
accepted rules of usage; avoid the personal “I/you” in formal
communication; use appropriate register, role, tone, and usage;
ensure voice/tone is appropriate to audience and text type.
Textual: Use structures and features of texts to communicate
understanding including form/genre, artistic devices (e.g.,
personification, figurative language including similes and
metaphors, exaggeration, symbolism), elements (e.g., point of
view, conflict, theme, supporting arguments), and text features
(e.g., credits, headings, diagrams, columns, sidebars, pullquotes); use a range of standard forms for texts including
paragraphs and multi-paragraph compositions; use appropriate
point of view (including third person) for purpose; use
common organizational patterns within texts (e.g.,
chronological, enumerative, problem/solution, cause/effect,
comparison/contrast); craft strong leads and effective
conclusions; maintain focus and ensure unity and coherence in
text from beginning to end; use transition words; include
covering page and list of references.
Syntactical: Ensure that sentences are complete, interesting,
and on topic; use clear sentence structures that contain a verb
and its subject (average spoken sentence length – 10.5 words;
average length of sentences in freewriting – 10.2; in rewriting
– 9.8); combine sentences to form compound and complex
sentences for variety, interest, and effect; use complete
sentences with appropriate subordination and modification; use
subordination to show more precisely the relationship between
ideas (e.g., because, although, when) and to avoid a string of
compound sentences; make sentences more precise by reducing
a main idea (clause) to a subordinate idea (clause); reduce,
when appropriate, subordinate clause to a phrase or single
word; vary sentence beginnings; ensure agreement of subject,
verbs, and pronouns and use correct forms including pronouns
acting as subjects and objects (e.g., “Him and his brother …”);
correctly place qualifiers; employ effective capitalization and
punctuation including periods, commas, semicolons, quotation
marks, colons, dashes, and hyphens.
Semantic/Lexical/Morphological: Use words that are
appropriate for audience, purpose, and context and capture a
particular aspect of intended meaning; use specific words and
synonyms for variety; use common homonyms (e.g.,
whose/who’s) and often confused words (e.g., lend/borrow)
correctly; use reference tools including dictionaries, thesauri,
and handbooks to determine meaning of words, to check
spelling, and to verify usage; recognize and use words
figuratively and for imagery; spell most words correctly using
Canadian spelling; use a variety of strategies and resources to
learn the correct spelling of words; use knowledge of spelling
generalizations.
Note: Italicized
text refers to
those indicators
that are
emphasized at
this grade level.
Graphophonic: Enunciate clearly and carefully, and correctly
pronounce words with proper emphasis; use knowledge of a
range of spelling patterns, including sound-symbol
relationships and rules, to help identify, analyze, and correct
spelling errors.
Other Cues: Use volume and presentation techniques
appropriate to audience and purpose; use appropriate nonverbal cues (including gestures, physical movements, facial
expressions, and body language), sound effects, visuals, and
multimedia aids to enhance presentation; combine print and
visuals; use printing (e.g., for labels on a map) and cursive
writing (e.g., for writing a report) appropriate to purpose;
write legibly with appropriate speed and control; arrange and
balance words and visuals as well as fonts (typefaces/print) in
order to send a coherent and clear message to specific
audiences.
CC8.8 Write to
describe a
landscape scene;
to narrate a
personal story
or anecdote and
an historical
narrative; to
explain and
inform in a
presentation of
findings, a
biography, a
documented
research report,
and a résumé
and covering
letter; and to
persuade in a
mini-debate and
a review.
a. Demonstrate the ability to write effective, coherent multiparagraph (minimum of 5 paragraphs) narrative, descriptive,
expository, and persuasive essays of at least 500 to 800 words
using appropriate before, during, and after strategies.
b. Create narrative texts (e.g., story, anecdote, historical
narrative) as follows: establish a context, plot, and point of
view; use a range of narrative devices (e.g., dialogue, tension,
suspense); make the narrative engaging; develop character;
develop it systematically leading to a climax or conclusion.
c. Create expository, informational, and procedural texts
(e.g., presentation of findings, a biography, a documented
research report, a résumé and covering letter) as follows:
pose relevant questions to limit scope of presentation,
introduce the purpose, and define a thesis; develop topic with
important facts, details, examples, and explanations from
multiple authoritative sources; include several paragraphs or
sections organized in logical sequences; use transitions; offer
conclusion(s).
9
Assess and
Reflect on
Language
Abilities (AR)
Students will
extend their
abilities to
assess and
reflect on their
own language
skills, discuss
the skills of
effective
viewers,
representers,
listeners,
speakers,
readers, and
writers, and set
goals for future
improvement.
10
AR8.2 Appraise
own and others’
work for clarity,
correctness, and
variety.
b. Develop and use criteria for evaluating self, goals, and
projects.
c. Appraise own and others’ work to determine the
appropriateness of resource choices, language use, organization
and communication forms.
d. Assess own and others’ work for clarity, correctness, and
variety.
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).
11
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.
12
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.
13
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 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.
Two other prompts have been included in Sample Prompt Deconstruction (HO-2).
14
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
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
Inquire
Instruct
Investigate
Justify
Rationalize
seek information; ask a question
Report
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
Teach
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
15
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
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
Impart
Offer an
historical
account
Recall
communicate (news, etc.)
Recite
mention in order; enumerate; give a detailed description or account of
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
Record
provide; give an opportunity for the telling of an event or about a time period
recollect; remember
Recount
narrate; tell in detail
Recreate
Relate
Relive
Remember
create over again
narrate or recount (incidents, a story, etc.)
to re-experience in memory; to remember again
Represent
keep in the memory; not forget; bring back into one’s thoughts, call to mind
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
Report
16
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.
17
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.
18
When revising (after having written the first draft), students should review in the following
order for:
•
•
•
•
•
ideas
organization
sentence fluency and punctuation
word choice and usage
capitalization and spelling.
Revising usually requires several attempts and results in more than one draft.
In revising and considering the finished writing as a whole, teachers and students may use
Grade 8 (HO-13) Exposition Revision Checklist. In revising, students should consider the
following:
•
•
•
•
•
•
•
Have I addressed the writing prompt?
Has everything been included? Have I checked for completeness and correctness?
Does the explanation make sense? Have I reviewed for ideas and organization? Did I
say what I wanted to say? Did I organize ideas in a logical way?
Do sentences read smoothly? Do the sentences clearly say what they should say? Have
the right words been used accurately? Have words appropriate to purpose and audience
been chosen?
Have I proofread the final copy for errors in usage as well as for capitalization,
spelling, and agreement?
Did I check for neatness and legibility?
Have I added a strong title?
Grade 8 (HO-14) Sample Expository Essay and Prompt include a model of an expository
essay. Teachers may encourage students to read the essay and use the accompanying Grade 8
(HO-13) Exposition Revision Checklist to evaluate it. What could be done to improve the
essay?
Once students have assessed the writing, teachers may wish to help them determine which level
in the Holistic Writing Rubric (Appendix B) or Analytic Scoring Guide (Appendix C) best
describes the essay.
4. Presenting/Sharing/Publishing
The last step of the writing process is to share the writing product with the intended audience.
Teachers may choose to assess their students’ writing. If this is the case, the Ministry of
Education requests that teachers do not make any marks in the Student Writing Booklet A or B
and Student Questionnaire before submitting them to the Ministry as part of the provincial
Assessment for Learning Program. However, teachers may photocopy the completed Student
Writing Booklet A or B for their own use, if they wish.
19
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).
20
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.
21
Revising: Editing and Proofreading (After First Draft)
Good writers review and revise their writing. When they are sure they have said what they
need to say, and have organized their ideas in an appropriate order, they proofread to make
sure they have clearly communicated their message.
In revising, students should consider the following:
•
•
•
•
•
•
•
Have I addressed the writing prompt?
Has everything been included? Have I checked for completeness and correctness?
Does the explanation make sense? Have I reviewed for ideas and organization? Did I
say what I wanted to say? Did I organize ideas in a logical way?
Do sentences read smoothly? Do the sentences clearly say what they should say? Have
the right words been used accurately? Have words appropriate to purpose and audience
been chosen?
Have I proofread the final copy for errors and usage as well as capitalization, spelling,
agreement?
Did I check for neatness and legibility?
Have I added a strong title?
Teachers may use the Grade 8 (HO-16) Narration Revision Checklist to help students assess
their finished writing as a whole.
Grade 8 (HO-17) Sample Narrative Essay and Prompt include models of narrative writing.
Teachers may encourage students to read the essay at the appropriate grade and use the
accompanying revision checklist to evaluate it. What could be done to improve the essay?
Once students have assessed the writing, teachers may wish to help them determine what level
in the Holistic Writing Rubric (Appendix B) or Analytic Scoring Guide (Appendix C) best
describes the essay.
3. Presenting/Sharing/Publishing
The last step of the writing process is to share the writing product with the intended audience.
Teachers may choose to assess their students’ writing. If this is the case, the Ministry of
Education requests that teachers do not make any marks in the Student Writing Booklet A or B
before submitting them to the Ministry as part of the provincial Assessment for Learning
Program. However, teachers may photocopy the Student Writing Booklet A or B for their own
use, if they wish.
22
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. 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 a holistic and an analytic scoring guide.
23
(HO-1)
24
Source: The diagram above has been adapted from Linda Teneycke’s Creative Writing 20 class in conjunction with the Ministry of Education
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)
25
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)
26
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)
27
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)
28
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
also, and, another, first of all, furthermore, in addition, last of
all, likewise, next, second, too
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
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)
29
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)
30
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)
31
Narrative Planning Timeline
Subject:
______________________________________________________________________
First:
Finally:
(HO-9)
32
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)
33
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)
34
Grade 8 Language Cues and Conventions Checklist
Purpose and Audience
What is my purpose for writing this?
Who will read this?
Does my narrative essay/story focus on one experience? OR
Does my expository essay/report focus on one main idea?
Does my narrative essay/story make the reader want to know what happens next?
OR
Does my expository essay/report inform the reader?
Form and Organization
Does my beginning contain a clear focus statement?
Are my beginning, middle, and ending effective?
Does each middle paragraph begin with a strong topic sentence?
Have I included enough details?
Are the events/ideas arranged in the correct order?
Did I use transitions to connect my thoughts?
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?
Have I used a variety of sentence lengths?
Word Choice
Did I use words that help the reader feel what is happening in the narrative essay or
story? OR
Did I use the right words to explain my ideas in the expository essay or report?
Did I use specific words and good action verbs?
Did I use each word correctly?
Spelling
Did I spell each word correctly?
Other Considerations
Did I indent each paragraph?
Is my handwriting legible?
(HO-12)
35
Grade 8 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?
2. What do you think is the
purpose of this expository
essay/report?
3. Who would be interested in
reading this essay? Why?
Message Quality or Ideas
1. What is the main point of this
essay?
2. What did you learn from this
essay?
3. How do the details make this
essay informative and clear?
Organization and Coherence
1. Which sentence in paragraph
1 gives a focus to this essay?
2. What is the main point of
each of the middle
paragraphs?
36
3. What transition (signal)
words are used 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 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
6. Is the punctuation correct?
___ Yes ___ No
___ Yes ___ No
Final Impression (Use the holistic rubric to rate your expository essay/report.)
1. What level is this expository
essay/report?
2. Why did you make that
choice?
3. Where could the expository
essay/report have been
improved?
(HO-13)
37
Grade 8 Sample Expository Prompt and Essay
Score and Rationale
Overall, the writing is effective and thoughtful. The writing quickly identifies a topic and
attempts to engage reader by identifying similarities to well-known sports. The report is
organized in logical order. Writing demonstrates a strong understanding of the subject. Key
ideas are clearly developed and sequenced. Supporting details are appropriate for the intended
message and create an enthusiastic, informal tone, well-suited for the intended audience.
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.
How do actors appear to fly in movies? How do you build a working engine? How do you set
up a campsite? Play a sport? Play a musical instrument? Write a letter or story? Prepare a
favourite food? Organize or decorate your room? In life it is important to be able explain to
someone else how things work, how to do something, or how to prepare something.
Prompt:
You are a teacher. Write an expository essay, explaining to a Grade 8 classroom how
something works or how a process is performed.
38
39
(HO-14)
40
Grade 8 Sample Ways to Start a Report (Expository Essay)
It is a cold, dreary day in January. An ice storm has hit and the electricity has gone out.
During the next 48 hours you must take action to ensure your own well-being and to
minimize damage and/or loss. What must you do?
Prompt:
You are a Grade 8 student. Write an expository essay to explain to your parents or
guardians the steps that must be taken in order to provide sufficient heat, food storage,
drinkable water, pet and plant care, and to prevent freezing water pipes.
Some ways to start a report/expository essay in response to the preceding could include
the following:
How to Protect Our Home
During the worst Canadian ice storm on record, I knew how to protect our home. First, I made
sure that I got the most current information possible about weather conditions. Then when the
electricity went out, I kept the house as warm as possible. Finally, I got rid of broken tree branches in
the yard and what ice I could reach on the outside of the house…
How to Survive an Ice Storm
If one cannot move to the tropics, there are several measures that can be taken to prevent personal
harm or property damage during an ice storm. Emergency supplies are of paramount importance…
Surviving On My Own
The first and most important step to survival in an ice storm is to be prepared! My parents made a
point of reviewing our emergency plan and preparation several times with the entire family. All the
emergency supplies were stored in the closet under the basement stairs. We had planned for
communication, first aid, food, water, cooking, heat, and light for about 3 days. We also discussed
what steps could be taken to prevent damage to the house and yard…
I Can Handle It
What steps must be taken to ensure my safety and to prevent damage to our home during an ice
storm? First…
Saving the Canary (and Myself)
There are several urgent needs to consider if the electricity goes off during an ice storm. First,
people, pets, and plants need to keep warm. I would need a radio to get up to date weather and
emergency information. Food and water are critical. So is avoiding injury and property damage…
(HO-15)
41
Grade 8 Narration Revision Checklist
Question
First Impression
1. What stood out for you
in this narrative essay?
Student Response
Teacher Response
2. What do you think is
the purpose of this
narrative essay?
3. Who would be
interested in reading
this narrative essay?
Why?
Message Quality or Ideas
1. What is the main point
of this narrative essay?
2. What did you learn
from the narrative
essay?
3. What details make this
narrative essay
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?
42
Who
Where
When
When
Paragraph 2
Paragraph 2
Paragraph 3
Paragraph 3
Paragraph 4 (and others)
Paragraph 4 (and others)
3. 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
___ Yes ___ No
___ Yes ___ No
4. Are all the words used
correctly?
___ Yes ___ No
___ Yes ___ No
5. Are all the words
spelled correctly?
___ Yes ___ No
___ Yes ___ No
___ Yes ___ No
___ Yes ___ No
___ Yes ___ No
___ Yes ___ No
3. Do the word choices
make the narrative
essay clear and capture
the experience?
6. Are capital letters used
where they should be
used?
7. Is the punctuation
correct?
Final Impression (Use the holistic rubric to rate your essay.)
1. What level is this
narrative essay?
2. Why did you make that
choice?
3. Where could this
narrative essay have
been improved?
(HO-16)
43
Grade 8 Sample Narrative Prompt and Essay
Score and Rationale
Overall, the writing is exemplary. The message is fully developed, and appropriate to
purpose, audience, and writing prompt. Supporting details are relevant to purpose. Word
choices are colourful. Coherence is strong. This narrative has a score of 5. See Appendix B
for a Holistic Writing Rubric.
Imagine you have experienced a natural disaster.
Prompt:
Write a narrative for the editors of the book Canadian Disasters, telling the story of
when the disastrous event occurred, what happened, and what was done.
Flash After Flash
I have never been more terrified than the night the Big Storm struck. Flash after flash, the
fork lightning stabbed at the earth and thunder crashed. Heavy rain beat at my window like a
home invader. Then hail began to pound on the roof. My heart thumped so hard I thought it
might pop out of my chest. “It can’t get any worse,” I hoped but I was wrong.
I must have fallen into an uneasy sleep because I jerked awake at the sound of a loud rumble.
What had happened? With a deafening crash, a brilliant flash lit my room. “That was way too
close,” I worried. Another loud boom had me hiding under my blankets. Five bright flashes
lit up the room, one after the other. I began to shiver and the crashes of thunder hurt my ears.
A furry shaking thing jumped on me in the darkness! I recognized my scaredy-cat dog,
Buster. Then I screamed when another earsplitting crash and blinding flash of light, right on
top of the house this time. Mom came charging into the room.
“We have to get to the basement right away!” she yelled all panicky.
Blind in the dark, me and my family stumbled down the stairs, past the living room window.
In a weird flash of light, I saw stuff—big stuff—outside in our yard being thrown around like
toys. Thunder smashed against the house and it shuddered in a really frightening way. “It
can’t get any worse,” I thought.
I was totally wrong. A long flash of lightning outlined a twister spinning toward us. We
practically pushed each other down the rest of the stairs and into the deeper darkness of the
basement. Static electricity made our hair stand on end. Glass smashed. There was a great
groan and screeching then wet wind slapped our faces. It felt like the entire upper floors of the
house were lifting away!
Suddenly, the wind stopped blowing. The house creaked and resettled above us. I squeezed
my eyes shut and wondered if I would get carried away by the wind. The wind started to blow
again, but not as hard. The rain became lighter, then stopped altogether. When morning
finally came, the light seemed as washed out as I felt. Our house and yard were wrecked, but
we were together and alive. I will never forget the night of the Big Storm.
(HO-17)
44
Grade 8 Sample Ways to Start a Story (Narrative Essay)
Prompt:
You are a grade 8 student who has experienced many events during the last year. Write an
interesting and memorable narrative essay relating the details and actions of one of these
events as part of a souvenir album for your parents.
Some ways to start a narrative essay in response to the preceding prompt could include
the following:
Winter Holiday Supreme
Snowflakes settled gently on my toque as steam from the hot tub rose around me. My friend
Stacey and I both had big, happy grins on our faces. Today had been as close to perfect as a winter day
could get. The snow had been untouched, our boards were freshly waxed, and we had perfected a few
new tricks on the slopes…
A Miracle in the City
Who hasn’t heard the old song lyric, “Jingle bells, jingle bells/ Jingle all the way”? In my
neighborhood we joke that “jingle bells” should be changed to “police sirens.” Yeah, I live in a tough
part of town. I guess that’s why this Christmas story about me and you, Mom, really seems like a
miracle…
One Tree at a Time
As soon as the snow starts to melt, I begin longing for the first big spring rain to wash away all the
accumulated winter grime. I breathe in deeply, hoping for a fresh ozone tang and the wet earth aroma
of new beginnings that spring brings to my little town. This spring brought me and my friends the
chance to be part of a very special new beginning, one that could change the world…
My Brother’s Secret
Home made Nanaimo bars are my brother’s favourite dessert. He gets it every year for his
birthday. It’s my favourite, too, but I always get the boring old angel food cake. My brother always
seems to get what he wants. He also gets good grades, plays midget hockey, and might as well be a
scientific miracle of girl magnetism. Everybody loves him. Except me. Not any more. You see, this
week I discovered his secret…
I Really Wasn’t Hunting Bear
No one believed me then. Maybe you will believe me now. It all started when Dad sent me off to
live with Uncle Charlie for the summer. Uncle Charlie is a hunter. It might sound like I’m
exaggerating, but he lives to hunt. There are dead stuffed animals everywhere in his house. The elk
and deer look kind of innocent and noble, but the cougar and the bear were preserved snarling, with
fangs and claws bared. Uncle Charlie saw me eyeing his collection and mistakenly thought I was
interested. Nothing else would do: he would teach me how to hunt…
(HO-18)
45
Appendix A:
Provincial Writing Assessment: Conceptual Framework
The goal of the Saskatchewan Assessment for Learning Program is to raise the level of
learning and achievement for all students in the province. To do this, the Assessment for
Learning Program:
•
•
•
•
•
•
promotes and facilitates the use of data derived from assessments to improve programs,
instruction, and learning;
raises the level of assessment literacy among the education partners;
supports the development and maintenance of professional learning communities;
strengthens the ability of school divisions or school councils to report to the public on
student learning and school effectiveness:
engages education partners in identifying processes for the effective use of assessment
information and in sharing responsibility for learning outcomes; and,
provides school and school division achievement data that are referenced to provincial
curricula.
The Writing Assessment is one component of the Assessment for Learning Program. Crosscurricular data about writing proficiency, processes, and strategic writing behaviours of
Saskatchewan students in grades 5 and 8 will be gathered. It provides teachers of different
subject-disciplines with information for discussion, planning, and action toward effective
instruction and assessment in writing.
Writing is integral to all learning and all areas of study. It serves as a “means of generating
and communicating thought and understanding across all subject areas” (SAIP, 2002, p. 10)
and beyond the classroom. It develops higher-order thinking 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.
46
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 logical way.
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 without preparation. This assessment requires students to explore a topic
linked to a real-life issue or component of curricula that they have experienced. Students will
have opportunity to consider their background knowledge and reflect on what it is they might
say about a topic when given specific prompts that identify the key communication variables of
audience, purpose, role, and format.
This assessment will have three components: a teacher questionnaire; the writing task; and, a
student questionnaire.
The first part of the writing assessment will consist of pre-writing that is intended to establish a
context for the writing and which allows students to consider their background knowledge
related to an assigned prompt. Students will also be given opportunity to acquaint themselves
with the scoring guide that will be used to assess their writing product. The second part will
consist of considering the prompt, focusing on the topic, considering the communication
variables (audience, purpose, format), and producing a first draft. The third part will help
students to revise using a revision checklist (for self-editing) and to review the assessment
rubric. Students will then be asked to reflect on their writing opportunities, skills and habits
(questionnaire).
This assessment focuses on the 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.
An Online Writing Pre-assessment Package to support this assessment is available for use by
teachers and students.
47
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.
48
Appendix B:
Holistic Writing Rubric
In order to facilitate comparisons amongst assessment data from different subject areas
(reading, writing, math, and science), the Assessment for Learning Program reports about
writing will describe student performance according to the following five-level rubric.
Level 5
The composition is exemplary. The product may be insightful or creative. The composition
is well-crafted, fully developed, and appropriate to purpose, audience, and writing prompt.
The student demonstrates confident control of language elements and techniques of
composition. Planning is evident, and the product comes together as a secure whole. The few
errors in mechanics are likely the result of risk-taking.
Level 4
The composition is thoughtful. The product is effective, well developed and appropriate to
purpose, audience, and writing prompt. The student controls language elements and
techniques effectively. Planning is evident, and the product is complete. The few mechanical
errors do not impede communication.
Level 3
The composition is straightforward. The product is clear and adequately developed but
unrefined. It is appropriate to purpose and writing prompt, and shows some awareness of
audience. The student demonstrates a grade-appropriate control of language elements and
techniques of composition. Planning identifies main ideas, and the product addresses the
writing task. Minor errors, though noticeable, do not impede understanding.
Level 2
The composition is rudimentary. The product may be over-generalized and inconsistent or
unclear in its development. It adheres somewhat to purpose and writing prompt, but shows
minimal awareness of audience. The student demonstrates uncertain control over language
elements and techniques of composition (e.g., attempts at complicated or sophisticated
structures and variety result in awkwardness and/or obscured meaning). Planning shows an
awareness of purpose, but is less than adequate. Frequent errors in mechanics impede
understanding somewhat.
Level 1
The composition is unfocused and unclear. The product is difficult to follow. The subject
may be off topic and the purpose is unclear. The writing shows an uncertain grasp of basic
language elements and techniques of composition (e.g., sentences are often incomplete, run-on,
or simple in structure). Evidence of planning is limited. Frequent mechanical and structural
errors impede understanding.
49
Appendix C:
Analytic Scoring Guide
WRITING PROCESS
1. In the pre-writing and drafting, is there evidence of
organization and content (logical sequence or time order in
list(s), bullets, graphic organizer, concept map, plan) AND is
there a draft present?
2. In the draft, how many changes have been made to the
message (e.g., adding, deleting, substituting, or reordering
of ideas/words, sentence structure, flow)?
3. In the draft, how many changes have been made to the
mechanics (e.g., spelling, punctuation, capitalization, verb
tense, pronoun use, subject-verb agreement, gender)?
WRITING PRODUCT
MESSAGE CONTENT AND IDEAS
4. Are ideas consistently related to the writing topic?
5. Is the point of view appropriate and controlled?
6. Which term best describes the overall message of the
composition? * Include consideration of title here.
7. Which term best describes the degree to which ideas have
been developed?
8. Is the correct format (expository/narrative) used consistently
throughout the composition?
ORGANIZATION AND COHERENCE
9. Does the introduction effectively indicate the organizational
structure (thesis statement and indication of organization OR
indication of time order and setting) to follow?
10. In the title and/or introduction, is there an attempt made to
capture the reader’s interest?
11. Is there a conclusion that effectively completes the
composition or captures the main idea from the text?
12. Which term best describes the flow of the composition from
beginning to end (logical order of ideas, appropriate
paragraphing, sentence/phrase/word transitions)?
LANGUAGE CHOICES
13. Which term best describes the composition’s sentences
(structure, purpose, length)?
14. Which term best describes the word choice in the
composition (e.g., connotative or denotative words, specific
details, level of language appropriate for intended audience)?
15. Are sentences correct (e.g., word order,
subordination/coordination, pronoun reference, run-on
sentences, sentence fragments)?
16. Are mechanics correct (e.g., spelling, punctuation,
capitalization, verb tense, subject-verb agreement, gender)?
50
somewhat
yes
none
4 or fewer
more than 4
none
4 or fewer
more than 4
no
somewhat
yes
no
somewhat
yes
unclear
rudimentary
straightforward
thoughtful
limited
somewhat
substantially
fully
no
yes
ineffectively
or none
somewhat
no
yes
ineffectively
or none
somewhat
clearly
skilfully
confusing or
undemonstrated
inconsistent
or choppy
mechanical
seamless
unvaried
somewhat
varied
consistently
varied
limited
generalized
specific
precise/
colourful
occasionally
generally
frequently
almost always
occasionally
generally
frequently
almost always
clearly