Standards-Based Writing Outcomes GENRE: Expository
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STANDARD #1:
STANDARD #3:
Information & Understanding
Critical Analysis & Evaluation
ESSENTIAL SKILLS & CONCEPTS: Establish topic, audience, audience, and purpose by conducting conducting research and and accessing technological resources; by responding responding to an article, article, graph, or prompt; and/or by drawing from personal experience Discriminate between relevant relevant and irrelevant irrelevant details & facts facts and opinions, as well as discern the quality and reliability reliability of information information sources Engage the reader reader by establishing a context context and using an appropriate appropriate tone based on an awareness awareness of the audience and the purpose purpose Formulate Formulate and maintain a controlling idea or thesis, thesis, making the topic topic and purpose clear to the reader and and conveying an individual individual perspective or insight into the topic Choose an appropriate appropriate organizational structure given the topic, audience, and purpose (e.g., thesis/support, compare/contrast, compare/contrast, cause/effect, cause/effect, parts/whole, deductive/inductive) & organize organize ideas into well-developed paragraphs (e.g., claim, evidence, interpretation) Analyze, interpret, synthesize, and incorporate carefully carefully chosen examples, facts, reasons, descriptions, descriptions, definitions, and/or anecdotes in support of the controlling idea Distinguish between, and effectively employ, employ, paraphrasing paraphrasing and the use of direct quotations quotations from various various sources Employ correct correct bibliographic bibliographic format format to cite sources of information information Utilize vivid and precise precise language with an awareness of the denotative, connotative, figurative, figurative, and symbolic meaning of words words Utilize sentence structures and transitional devices devices that are are suited to the writer’s writer’s topic, topic, audience, and purpose Include an appropriate appropriate conclusion (e.g., summary/synthesis, implication/consequence, projection/prediction) Evaluate the clarity and cohesiveness cohesiveness of the written piece using models and agreed upon upon criteria & use those those judgments to further revise and and improve the piece Demonstrate control over the conventions conventions of of standard standard English
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WRITING TASKS Research report • Cause/effect essay Classification essay • Reflective essay Contrast description • Biographical report Memoir • Definition essay Autobiographical Phase • Deposition Personal credo • Explanation of process essay Newspaper article
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‘ S St t e w e a w ar r d e d sse s’ e i s t he l ong e es t E ng l l i is h w or d d t ha t t i s t y y pe d d w i i t th onl y y t he l e ef f t t ha nd .
Standards-Based Writing Outcomes GENRE: Literary Analysis
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STANDARD #2:
STANDARD #3:
Literary Response & Expression
Critical Analysis & Evaluation
ESSENTIAL SKILLS & CONCEPTS: Establish topic, audience, and purpose in response response to one or more literary literary texts of various various genres using prompts provided by the teacher and prompts that students generate Engage the reader reader by establishing a context and using an appropriate appropriate tone based on an awareness awareness of the audience and the purpose purpose Extrapolate, generalize, generalize, and transfer transfer concepts and and themes from literature to observations about about culture, society, society, and humanity Formulate Formulate and maintain a controlling idea or thesis thesis that establishes a critical stance and/or offers an interpretation of the text(s) based on on the principal features of the genre(s) Analyze, interpret, and synthesize carefully carefully chosen textual evidence beyond a literal level and in support support of the controlling controlling idea Incorporate explications explications of the literary elements and techniques employed by the author(s) and explain their effect on the work(s) work(s) as a whole Choose an appropriate organizational organizational structure structure given the topic, audience, and purpose Organize ideas into well-developed paragraphs (e.g., claim, evidence, interpretation) interpretation) Employ transitional transitional devices within and among among paragraphs paragraphs that are suited suited to the writer’s topic, audience, and and purpose Include an appropriate conclusion conclusion that extends the insights offered offered in the controlling controlling idea Utilize vivid and precise precise language with an awareness of the denotative, connotative, figurative, figurative, and symbolic meaning of words words to control tone and reveal the writer’s voice Vary sentence patterns to establish emphasis, to control pacing, and and to reveal reveal the writer’s voice Evaluate the insight, evidence, and fluency fluency of the literary literary analysis using models and agreed upon upon criteria & use those those judgments to further revise and improve the piece Demonstrate control over the conventions conventions of of standard standard English
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WRITING TASKS Analysis of multiple works or or genres from one or more time periods (e.g., (e.g., poetry & prose, fiction & nonfiction, print & non-print non-print media) Analysis of literary elements & devices in one or more more literary works (e.g., setting, characterization, conflict, diction/tone, diction/tone, symbolism, structure/form, imagery, symbolism, theme) Response Response to litera literary ry criticism criticism or a critical critical review review of a work work Crit Critic ical al lens lens essa essayy Critical Critical stance essay essay (e.g., gender, gender, historic historical, al, sociologic sociological, al, mythical, mythical, psychologica psychological)l) Critical Critical review of a literary literary text/perform text/performance ance (e.g., (e.g., book review, review, movie review, review, theater theater review) review) Persona ersonall respo response nse to liter literary ary text text
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Standards-Based Writing Outcomes GENRE: Persuasion STANDARD ST ANDARD #3: #3 :
Critical Analysis & Evaluation
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ESSENTIAL SKILLS & CONCEPTS: Establish topic, audience, and purpose by analyzing an issue or or subject from from various perspectives Discriminate between facts and opinions related related to the topic and evaluate their their respective relevance relevance given the audience and purpose purpose Engage the reader reader by establishing a context and using an appropriate appropriate tone based on an awareness awareness of the audience and the purpose purpose Develop a controlling idea that takes a clear and knowledgeable knowledgeable position on the topic Choose an appropriate appropriate organizational structure given the topic, audience, and purpose purpose (e.g., thesis/support, compare/contrast compare/contrast,, cause/effect, cause/effect, problem/solution, deductive/inductive) & organize ideas into well-developed paragraphs (e.g., claim, evidence, interpretation) Synthesize and incorporate incorporate carefully chosen chosen evidence, facts, reasons, examples, and/or definitions from from one or more sources sources in support of the controlling idea Recognize and refute standard propagandistic devices Choose and employ employ specific rhetorical devices to support assertions and strengthen persuasiveness persuasiveness of the argument (e.g., appeal to logic, emotion, or commonly held beliefs; expert opinions; anecdotes) based on the topic, audience, and purpose Anticipate and address reader concerns and/or refute refute counter arguments arguments Utilize vivid and precise precise language with an awareness of the denotative, connotative, figurative, figurative, and symbolic meaning of words words Utilize sentence structures and transitional devices devices that are are suited to the writer’s writer’s topic, topic, audience, and purpose Include an appropriate conclusion (e.g., (e.g., summary, summary, appeal, call for action) Evaluate the persuasiveness of of the argument argument using models and and agreed upon criteria & use those those judgments to further revise and and improve the argument Demonstrate control over the conventions conventions of standard standard English
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WRITING TASKS Position paper • Proposal Editorial • Letter of complaint Problem/solution es e ssay • Recommendation/review Evaluate product/policy • Award nomination Argumentative essay • Charity essay Social issue essay • Advertisement (critique/construct)
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Standards-Based Writing Outcomes GENRE: Creative & Expression
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STANDARD #2:
STANDARD #4:
Literary Response & Expression
Social Interaction
ESSENTIAL SKILLS & CONCEPTS: Choose a creative or expressive form form suited to the topic, audience, or purpose: - Narrative Narrative form: form: short short story story,, fable, fable, myth, script - Poetic form: form: free free verse, verse, sonnet, sonnet, lyric, narra narrative, tive, ode, ode, sestina sestina - Letter Letter form: persona personall letter, letter, thank you letter letter,, emai, recommend recommendation ationll - Speech form: form: commemor commemoration ation,, dedicatio dedication, n, encomium encomium,, eulogy eulogy Engage the reader reader by establishing a context, context, using an appropriate tone, conveying a mood, and revealing the author’s author’s distinct voice voice based on an awareness of audience, topic, and purpose Choose an appropriate organizational organizational structure or format format based on on the principal literary elements of the genre Employ literary techniques techniques suited to the genre and to the writer’s purpose (e.g., diction, figurative figurative language, symbolism, irony, irony, etc.) Utilize vivid and precise precise language with an awareness of the denotative, connotative, figurative, figurative, and symbolic meaning of words Vary sentence structures for deliberate stylistic effects effects Employ transitional transitional devices that are suited to the writer’s topic, audience, and purpose Evaluate the creativity and/or expressiveness expressiveness of the product using models models and agreed upon criteria & use those judgments to further revise and improve the piece Demonstrate control over the conventions conventions of of standard standard English
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WRITING TASKS Poetry oetry (fr (free ee ver verse se,, sonn sonnet et,, lyric lyric,, narra narrati tive ve,, ode, ode, ses sesti tina na)) • Perso ersona na wri writi ting ng (eul (eulog ogie ies, s, dia diary ry entr entrie ies, s, lett letter ers, s, narr narrat ativives es)) Narr Narrat ativivee (1st (1st pers person on,, 3rd 3rd pers person on,, inte interirior or mono monolo logu gue) e) • Spee Speech ches es (comm (commem emor orat atio ion, n, dedi dedica cati tion on,, enco encomi mium um,, eulo eulogy) gy) Dramatic script • Personal letters & correspondence Fable, myth, and folk tale • Character sketch Satire & parody • Historical persona Advertisement (critique/construct) • Personal statement (college essay)
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Writing Process Graphic Organizer STEP IN THE PROCESS
WHAT THIS STEP INVOLVES
• Begin by genera generating ting a list of everythin everythingg you know about about the topic topic If the topic is in response to something you have have read, return return to the text to identify interesting or relevant passages given your topic • Consider Consider using using a mind map or a web web to show the the relationshi relationshipp among ideas ideas
Prewriting & • Brainstorming
Organizing
Drafting
Revising
• Begin to narrow narrow the focus focus of your paper by selecting the most relevant details given your topic, audience, audience, and purpose • Put Put ideas into into an orde orderr that makes makes sense sense to you • In words words and phrases, phrases, map out your your paper so that you get a sense of how you will develop your ideas
• Even before before you begin writing, writing, talk with others about your paper; explain the ideas and organization organization and let them ask clarifying questions • If your paper will will have a thesis thesis statement, you might want to draft this first first so that you can build your paper around it • Try using the the claim, evidence, interpretation interpretation strategy to to develop ideas using evidence and your your own analysis • Write in whatever whatever order makes makes sense to you; some people people like to write the body paragraphs paragraphs first and the introintroduction last
• Before Before revising, revising, show show your draft draft to a friend or teacher teacher to get their input input • Use specific strategies to improve your your paper; these could include expanding expanding your explanations to make ideas clear for the reader, varying word choice and sentence structure, moving ideas around so that they are more clear, incorporating incorporating transitions to strengthen the connections among ideas, strengthening the c onclusion so that it leaves an impact on the reader (your teacher can help you with these and other strategies)
Editing
Publishing
• Carefully reread reread your paper and correct correct mistakes to punctuation, spelling, grammar, grammar, or usage usage • If you struggle with specific editing skills, such as as spelling or using commas, commas, seek out someone who is an expert in this area and ask them to read your paper • Use this this Language Language Resource Resource Guide Guide for help help wih editing editing skills
• Before producing a final copy, copy, seek out the input of another another reader to make sure that your ideas make make sense, that your explanations are clear, and that you haven’t left out important ideas or information • Produce a polished final final copy that can be shared with others (typed is preferred) • Consider a source source for publishing your your work such as the school literary magazine, the newspaper, newspaper, or a magazine that is suited to your paper’s topic
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Outlining
An outline can be an effective prewriting strategy. strategy. As you can see in the following model, the main i deas of a subject take Roman numerals. Sub-points under each main idea take capital letters and are indented. Sub-points under the capital letters, if any, take numbers and are further indented.
Based on MLA style, here is a tentative outline for a paper on the effects of El Niño:
I. MAIN IDEA A. Supporting idea to I 1. sub-point to A 2. sub-point to A B. Supporting idea to I 1. sub-point to B 2. sub-point to B C. Supporting idea to I 1. sub-point to C 2. sub-point to C a. sub-point to 2 b. sub-point to 2
II. MAIN IDEA A. Supporting idea to II B. Supporting idea to II C. Supporting idea to II
III. MAIN IDEA A. Supporting idea to III B. Supporting idea to III 1. sub-point to B 2. sub-point to B
IV. MAIN IDEA A. B.
Supporting ididea to to IV IV Supporting ididea to to IV IV
A. December Ice Storm in Maine I. Disastrous Weather Weather Effects
1. huge power outage 2. schools out 2 wks B. Rains in CA 1. mudslides 2. highways ripped apart C. Weather in FL 1. Killer tornadoes 2. freeze in March a. dead oranges b. costs of other fruits
A. Mild winter in New England II. Not so bad effects
B. Flowers in Death Valley Desert C. Skiing conditions in CO
A. Power lines go underground III. Long-term effects B. Landscape 1. trees 2. ????
A. Sense of powerlessness p owerlessness
IV. Really important effects B. Fear of next winter
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