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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. 7 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). 8 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. 43 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. 44 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. 45 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. 46 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)? 47