The Georgia Writing Assessments

1. The Georgia Writing Assessments Introductions: Briefly introduce yourself and ask participants to introduce themselves, including their school and grade taught (if the group is not too large). Explain purpose of program: To introduce the new Georgia Grade 3 Writing Assessment To deepen understanding of the scoring standards and rubrics for grade 3 writing by applying them to actual student papers Explain that these materials are available for download on the Georgia Department of Education Website and can be downloaded as a whole or in smaller sections. Introductions: Briefly introduce yourself and ask participants to introduce themselves, including their school and grade taught (if the group is not too large). Explain purpose of program: To introduce the new Georgia Grade 3 Writing Assessment To deepen understanding of the scoring standards and rubrics for grade 3 writing by applying them to actual student papers Explain that these materials are available for download on the Georgia Department of Education Website and can be downloaded as a whole or in smaller sections.

2. 2 Why are the writing assessments in Georgia changing? When the Quality Core Curriculum was replaced by the Georgia Performance Standards, it became necessary to review all the statewide assessments in order to align them with the new performance standards. In March 2005, Georgia Department of Education (GaDOE) held focus groups with educators from around the state to discuss what they liked/disliked in the current writing assessment program. Educators made recommendations about all aspects of the current assessment. One of the recommendations was more consistency in the writing assessments across grades 3, 5, 8, and 11. Teachers from every part of the state came together to develop the scoring rubrics, the writing topics, the administration conditions, and the performance levels for the new assessment based on the Georgia Performance Standards. The statewide writing assessments for grades 5, 8, and 11 are also being realigned to the new Georgia Performance Standards. The statewide writing assessments for grades 5, 8, and 11 are also being realigned to the new Georgia Performance Standards.

3. 3 Major Changes to the Georgia Writing Assessment Analytic Scoring Preparation for the new Grade 3 Writing Assessment should begin at the beginning of the school year. All grade 3 teachers should be made aware of these changes in order to incorporate the types of writing into their instructional planning.Preparation for the new Grade 3 Writing Assessment should begin at the beginning of the school year. All grade 3 teachers should be made aware of these changes in order to incorporate the types of writing into their instructional planning.

4. Introduction: Scoring Information 4 Changes in How the Writing Assessments are Scored: The Score Scale Previous Writing Assessments Grade 3: teacher scored; one score for entire portfolio Grade 5: rater scored; one score for entire paper Grades 8 and 11: rater scored; multiple scores for each paper (analytic) Current Writing Assessments Grade 3: teacher scored; each paper in the portfolio is given a score in Ideas, Organization, Style and Conventions. Grades 5, 8, 11: rater scored; each paper is given a score in Ideas, Organization, Style and Conventions. The scoring scale is a continuum representing a range of quality. Each score point represents a range of competency or quality. A 5 is not perfect writing. It is the highest score possible on this scale. You may want to assign a score of 7 or 10 to some exceptional papers, but they must also receive a score of 5. Do not let the brilliant responses become the standard for a 5.The scoring scale is a continuum representing a range of quality. Each score point represents a range of competency or quality. A 5 is not perfect writing. It is the highest score possible on this scale. You may want to assign a score of 7 or 10 to some exceptional papers, but they must also receive a score of 5. Do not let the brilliant responses become the standard for a 5.

5. Introduction: Scoring Information 5 Weighting of Domains (except grade 3) Weighting means that the scores in some writing domains will be given more weight than others in determining the total score that a student receives. 5th, 8th, and 11th Grade Writing Assessments Weight Ideas 2 Organization 1 Style 1 Conventions 1

6. Introduction: Scoring Information 6 Weighting of Domain Scores Weighting means that the scores in some writing domains will be given more weight than others in determining the total score that a student receives.

7. Introduction: Scoring Information 7 Domain Score to Total Weighted Raw Score Conversion The total weighted raw scores range from 10(1�s in all four domains) to 50(5�s in all four domains). The total raw scores are scaled to adjust for small differences in prompt difficulty. By converting raw scores to scaled scores, adjustments may be made for small differences between the various test editions, making it possible to equate scores from different versions of the test. The total weighted raw scores range from 10(1�s in all four domains) to 50(5�s in all four domains). The total raw scores are scaled to adjust for small differences in prompt difficulty. By converting raw scores to scaled scores, adjustments may be made for small differences between the various test editions, making it possible to equate scores from different versions of the test.

8. 8 Raw Score to Scale Score Conversion

9. 9 Scale Score Range

10. Introduction: Scoring Information 10 Performance Level Descriptors for GHSWT

11. 11 The Rubrics (the details for which your students are held accountable) The Rubric: Top to Bottom Overview of Score Points 1 � 5: Five Levels of Competence There are two forms of the new Grade 5 rubric. A vertical format follows on the next page. The landscaped (or horizontal format) of the rubric is useful for determining how each element is represented at each score point.There are two forms of the new Grade 5 rubric. A vertical format follows on the next page. The landscaped (or horizontal format) of the rubric is useful for determining how each element is represented at each score point.

12. Rubrics 12 Using the New Scoring Rubric: The Rubric Top to Bottom Domain Title and Overview Domain Components Level of Competence Score Point Descriptions (1-5) The Overview Statement has two parts: what is being evaluated and to what degree. The levels of competence are consistent and parallel across all four scoring domains. A �1� in every domain will represent a �lack of control� of the elements of that domain. A �2� in every domain will represent a �minimal control� of the elements of that domain. A �3� in every domain will represent a �sufficient control� of the elements of that domain. A �4� in every domain will represent a �consistent control� of the elements of that domain. A �5� in every domain will represent a �full command� of the elements of that domain. Few papers perfectly match every bulleted descriptive statement. Often papers have qualities of more than one score point in the rubric. The second bolded statement is a reminder that not every bulleted description applies to every paper. The same rubric is used for scoring Persuasive, Informational, and Narrative writing samples. The Overview Statement has two parts: what is being evaluated and to what degree. The levels of competence are consistent and parallel across all four scoring domains. A �1� in every domain will represent a �lack of control� of the elements of that domain. A �2� in every domain will represent a �minimal control� of the elements of that domain. A �3� in every domain will represent a �sufficient control� of the elements of that domain. A �4� in every domain will represent a �consistent control� of the elements of that domain. A �5� in every domain will represent a �full command� of the elements of that domain. Few papers perfectly match every bulleted descriptive statement. Often papers have qualities of more than one score point in the rubric. The second bolded statement is a reminder that not every bulleted description applies to every paper. The same rubric is used for scoring Persuasive, Informational, and Narrative writing samples.

13. Ideas 13 Genre AwarenessThe degree to which the writer selects ideas, an organizational plan, and stylistic devices that are appropriate to the genre of writing. Genre Awareness is a component of several scoring domains. It plays a part in the effective development of Ideas, Organization, and Style. Genre Awareness is not a component of the Conventions domain. In terms of the Georgia High School Writing Test, genre awareness means the extent to which the writer�s Ideas, Organization, and Style fit the Persuasive purpose of the assigned prompt. Genre Awareness is a component of several scoring domains. It plays a part in the effective development of Ideas, Organization, and Style. Genre Awareness is not a component of the Conventions domain. In terms of the Georgia High School Writing Test, genre awareness means the extent to which the writer�s Ideas, Organization, and Style fit the Persuasive purpose of the assigned prompt.

14. Rubrics 14 Overview of Score Points 1-5Five Levels of Competence Lack of control: the writer demonstrates control of the components in less than 50% of the paper. Minimal Control: The writer demonstrates control of the components in approximately 50% of the paper. Sufficient control: The writer demonstrates control of the components in approximately 65%-75% (2/3) of the paper. Consistent Control: The writer demonstrates control of the components in approximately 80% of the paper. Full Command: The writer demonstrates control of the components in approximately 90% or more of the paper. Red areas indicate the percentage of the paper in which the writer does not demonstrate control of the components. The degree of control is also determined by the length of a paper. A paper may demonstrate strengths in the components, but not contain enough instances of those strengths to earn more than minimal competence. Lack of control: the writer demonstrates control of the components in less than 50% of the paper. Minimal Control: The writer demonstrates control of the components in approximately 50% of the paper. Sufficient control: The writer demonstrates control of the components in approximately 65%-75% (2/3) of the paper. Consistent Control: The writer demonstrates control of the components in approximately 80% of the paper. Full Command: The writer demonstrates control of the components in approximately 90% or more of the paper. Red areas indicate the percentage of the paper in which the writer does not demonstrate control of the components. The degree of control is also determined by the length of a paper. A paper may demonstrate strengths in the components, but not contain enough instances of those strengths to earn more than minimal competence.

15. 15 Writing Topics (Prompts) Sample Writing Topic (Prompt) Understanding the Writing Topic Planning tips 1.The slides in Part 3 can assist teachers in preparing students for the Georgia High School Writing Test.1.The slides in Part 3 can assist teachers in preparing students for the Georgia High School Writing Test.

16. 16 Persuasive Writing Topic Writing Situation Your teacher just posted the sign below. What animal do you think would be the best classroom pet? Why? Directions for Writing Write a letter to persuade your teacher to buy the pet of your choice for the classroom. In order for participants to gain confidence in assessing student writing samples, it is essential that they have multiple opportunities to apply the new Georgia Grade 5 Writing Rubric. Remind participants that they aren�t looking for an exact match with the rubric description; they are looking for a best fit. A student paper may demonstrate characteristics of two adjacent score points.In order for participants to gain confidence in assessing student writing samples, it is essential that they have multiple opportunities to apply the new Georgia Grade 5 Writing Rubric. Remind participants that they aren�t looking for an exact match with the rubric description; they are looking for a best fit. A student paper may demonstrate characteristics of two adjacent score points.

17. Writing Topics 17 The Writing Checklist  Student Writing Checklist for Persuasive Writing Prepare Yourself to Write Read the Writing Situation and Directions for Writing carefully. Brainstorm for ideas. Consider how to address your audience. Decide what ideas to include and how to organize them. Write only in English. Make Your Paper Meaningful Use your knowledge and/or personal experiences that are related to the topic. Express a clear point of view. Fully support your position with specific details, examples, and convincing reasons. Include an appeal to logic and/or emotions. Organize your ideas in a clear and logical order. Write a persuasive paper and stay on topic. Make Your Paper Interesting to Read Use examples and details that would be convincing to your audience. Use appropriate voice that shows your interest in the topic. Use precise, descriptive, vivid words. Vary the type, structure, and length of your sentences. Use effective transitions. Edit and Revise Your Paper Consider rearranging your ideas and changing words to make your paper better. Add additional information or details to make your paper complete. Proofread your paper for usage, punctuation, capitalization, and spelling. The Writing Checklist is now located on the Writing Topic Page in the GHSWT student test document. Students should be familiar with the terminology of the checklist before the testing period. This ends Part Three. Ask the participants if they have questions about the changes to the Writing Topic and/or Writing Checklist. The Writing Checklist is now located on the Writing Topic Page in the GHSWT student test document. Students should be familiar with the terminology of the checklist before the testing period. This ends Part Three. Ask the participants if they have questions about the changes to the Writing Topic and/or Writing Checklist.

18. 18 Planning = Focus = Success 1) Animals I am most interested in:_______ (pick one) 2) Reasons I think it would make a good classroom pet:_______________ (pick a few of the best reasons) 3) Why these are good reasons?

19. 19 For Example (during planning/prewriting) 1) --Hamster --Dog --Snake --Rabbit --Parrott --Piranha 2) Reasons it would make a good class pet: --They are so cool --They are easy to care for --They don�t make much noise --They don�t stink Why are these good reasons? --They are so cool because they: tear creatures twice their size to shreds; they have huge teeth that stick out of their mouths, making them look so scary; their fins and scales have amazing colors and patterns. --It�s important that they don�t stink because stinky animals could be a real distraction: when we�re trying to learn; when we�re taking a test; when we�re eating a birthday snack on someone�s birthday.

20. 20 Ideas The Components of Ideas Controlling Idea Depth of Development Five Levels of Development Sense of Completeness Reader Concerns

21. Ideas 21 The Components of Ideas A component is a feature of writing within a particular domain. An element is a feature of writing within a particular component.A component is a feature of writing within a particular domain. An element is a feature of writing within a particular component.

22. Ideas 22 Controlling Idea An effective controlling idea: Serves as the focus of the paper Ties all of the information in the paper to the assigned writing topic and genre Helps the reader understand the writer�s purpose: Informational: �What is the writer describing or explaining?� Persuasive: �What is the writer convincing me to think or do?� Narrative: �What story is the writer telling?� Response to Literature: �How is the writer making connections between the text / him or herself / the world? May be directly stated but is usually implied A controlling idea is more than a thesis statement. A thesis statement directly states a writer�s intentions but does not guarantee that these intentions are realized in the student paper. A thesis statement is not required for a controlling idea to be clear to the intended reader. Even when the paper contains a direct statement, the actual controlling idea may differ because the writer fails to maintain focus.A controlling idea is more than a thesis statement. A thesis statement directly states a writer�s intentions but does not guarantee that these intentions are realized in the student paper. A thesis statement is not required for a controlling idea to be clear to the intended reader. Even when the paper contains a direct statement, the actual controlling idea may differ because the writer fails to maintain focus.

23. Ideas 23 Depth of Development: the key to Ideas The controlling idea serves as the focus for all the other layers of details in a persuasive piece. The supporting ideas are the claims the writer is making about the issue in the assigned writing prompt. Major Details are the evidence used to elaborate or support each claim made by the writer. Specific examples, anecdotes, facts, and statistics are used to fully develop each of the major details. Students who receive minimal scores in Ideas on the Georgia High School Writing Test often fail to develop their arguments (positions) beyond Level Two, that is, making broad general claims about an issue without providing the details to support them. An effective graphic organizer for persuasive writing would include all four levels of development. The student papers in this guide may be used to model recognizing levels of development in persuasive writing. Together the class may analyze and discuss each idea in the model papers to determine which level of development it represents. The controlling idea serves as the focus for all the other layers of details in a persuasive piece. The supporting ideas are the claims the writer is making about the issue in the assigned writing prompt. Major Details are the evidence used to elaborate or support each claim made by the writer. Specific examples, anecdotes, facts, and statistics are used to fully develop each of the major details. Students who receive minimal scores in Ideas on the Georgia High School Writing Test often fail to develop their arguments (positions) beyond Level Two, that is, making broad general claims about an issue without providing the details to support them. An effective graphic organizer for persuasive writing would include all four levels of development. The student papers in this guide may be used to model recognizing levels of development in persuasive writing. Together the class may analyze and discuss each idea in the model papers to determine which level of development it represents.

24. Ideas 24 Example of Depth of Developmentin a Paragraph (Persuasive) Sample Body Paragraph Piranhas are the coolest fish in the world. They are amazing eaters. They can tear animals twice their size to shreds. I once saw a show on the Discovery Channel. It showed how this bird was sitting on top of the water and about a zillion piranhas attacked its feet, took it underwater and devoured it. Wow! They also have these neat features. Their teeth stick out of their mouth, and their scales and fins have a greenish grey design. Every kid in the class would want to sit and look at our piranha for hours. You could let the kids who had good attendance and homework grades spend extra time with it. This portion of a student paper has been color coded to illustrate the four levels of development. In the classroom, students can use different colored highlighters to analyze model papers until they can recognize the layers of development and reproduce them in their own persuasive writing.This portion of a student paper has been color coded to illustrate the four levels of development. In the classroom, students can use different colored highlighters to analyze model papers until they can recognize the layers of development and reproduce them in their own persuasive writing.

25. Ideas 25 Examples of Depth of Development: Score Points 1 & 2: Persuasive Writing Ideas Score 2 Topic: Class Pet Piranhas would make good class pets for many reasons. Let me tell you why. They are so cool. They have huge teeth. They have neat colors and fins. Everyone will want to look at it. Also, they aren�t that hard to take care of. We just need to feed it and change its water. We could take turns doing these things. They aren�t that expensive. We can all donate some money and pay for it with no problem. They don�t smell. Smelly animals are a problem. We could name him Fred. Everyone would love him. I think we should ask Dr. Phelps if we can get one. Ideas Score 1 Topic: Class Pet Piranhas would make good class pets. They are so cool. They aren�t that hard to take care of. They aren�t that expensive. They don�t smell. We could name him Fred. Everyone would love him.

26. Ideas 26 Example of Depth of Development in Score Point 3: Persuasive Writing Ideas Score 3 Topic: Class Pet Piranhas would make good class pets for many reasons. Let me tell you why. They are so cool. Did you know they have huge teeth? Yeah, they stick out of their mouths. They have neat colors and fins. Their scales are grey and green. Everyone will want to look at it. Also, they aren�t that hard to take care of. We just need to feed it and change its water. They eat worms, which are not expensive. We could take turns buying the worms. You could assign different students to feed it every day and change its water once a month. They aren�t that expensive. We can all donate some money and pay for it with no problem. They don�t smell. Smelly animals are a problem. Nobody wants to have a stinky classroom. It would be hard to learn if we were distracted by an animal. So we shouldn�t get a hamster or a bird, we should get a piranha instead. We could name him Fred. Everyone would love him. I think we should ask Dr. Phelps if we can get one.

27. Ideas 27 Example of Depth of Development in Score Point 4: Persuasive Writing Ideas Score 3 Topic: Class Pet I know that you�re interested in getting a class pet. There are a bunch of different choices, but I think I have one everybody can agree on. We have studied piranhas in science class, and you know how everyone thought they were amazing. Piranhas would make good class pets for many reasons. Let me tell you why. They are so cool. Did you know they have huge teeth? Yeah, they have four of them that stick out of their mouths. Because piranhas are carnivores, these huge teeth help them devour their prey. They also have neat colors and fins. Their scales are grey and green. Everyone will want to look at it. Also, they aren�t that hard to take care of. We just need to feed it and change its water. They eat worms, which are not expensive. The pet store by my house sells worms for a penny a piece, so feeding our piranha will be cheap. They eat about ten per day. Ten cents per day is nothing. We could take turns buying the worms. A different students each week could buy them and bring them in. They don�t smell. Smelly animals are a problem. Nobody wants to have a stinky classroom. Think about the times when we have to take a test. Everyone will fail if they keep getting whiffs of hamster chips or bird droppings. Therefore, we should get a piranha instead. We could name him Fred. Everyone would love him. I think we should ask Dr. Phelps if we can get one.

28. Ideas 28 Example of Depth of Developmentin Score Point 5: Persuasive Writing Ideas Score: 5 Topic: Class Pet I know that you�re interested in getting a class pet. There are a bunch of different choices, but I think I have one everybody can agree on. We have studied piranhas in science class, and you know how everyone thought they were amazing. Piranhas would make good class pets for many reasons. Let me tell you why. Piranhas are the coolest fish in the world. They are amazing eaters. They can tear animals twice their size to shreds. I once saw a show on the Discovery Channel. It showed how this bird was sitting on top of the water and about ten piranhas attacked its feet, took it underwater and devoured it. Wow! Not only that; they also have these neat features. Their teeth stick out of their mouth, and their scales and fins have a greenish grey design. Every kid in the class would want to sit and look at our piranha for hours. You could let the kids who had good attendance and homework grades spend extra time with it. Also, they aren�t that hard to take care of. We just need to feed it and change its water. They eat worms, which are not expensive. The pet store by my house sells worms for a penny a piece, so feeding our piranha will be cheap. They eat about ten per day. Ten cents per day is nothing. We could take turns buying the worms. A different students each week could buy them and bring them in. The student who buys the worms gets to feed the piranha. Did I mention that they don�t smell. Smelly animals are a problem. Nobody wants to have a stinky classroom. It would be hard to learn if we were distracted by an animal. Think about when we�re trying to take a test. Everyone would fail. They would be too annoyed by the foul aroma of hamster chips or bird droppings. The class pet should be a joy, not an aggravation. We could name him Fred, or we could take a class vote. Everyone would love him. I think we should ask Dr. Phelps if we can get one. He may say that piranhas are dangerous, but if we got our parents� permission, there should be no problem. We would be the coolest class in the school. 1. Ask audience to identify (or point out to audience) the differences between the level 5 paper and the level 4 paper in terms of development. 1. Ask audience to identify (or point out to audience) the differences between the level 5 paper and the level 4 paper in terms of development.

29. Ideas 29 The Bottom Line in Ideas The more SPECIFIC the development, the better. Specificity is a phenomena that few college students and adults exhibit. Like anything, getting specific takes practice. Here�s a simple drill: Put this paragraph (or any paragraph lacking in development) on an overhead projector, Smart Board, etc: They don�t smell. Smelly animals are a problem. Nobody wants to have a stinky classroom. It would be hard to learn if we were distracted by an animal. So we shouldn�t get a hamster or a bird, we should get a piranha instead. Brainstorm with your students: how could these ideas be developed more specifically? A controlling idea is more than a thesis statement. A thesis statement directly states a writer�s intentions but does not guarantee that these intentions are realized in the student paper. A thesis statement is not required for a controlling idea to be clear to the intended reader. Even when the paper contains a direct statement, the actual controlling idea may differ because the writer fails to maintain focus.A controlling idea is more than a thesis statement. A thesis statement directly states a writer�s intentions but does not guarantee that these intentions are realized in the student paper. A thesis statement is not required for a controlling idea to be clear to the intended reader. Even when the paper contains a direct statement, the actual controlling idea may differ because the writer fails to maintain focus.

30. 30 Organization The Components of Organization Types of Organizational Patterns Effective Organization Introduction-Body-Conclusion Sequencing of Ideas Grouping of Ideas Transitions Genre Specific Organizational Strategies Formulaic Writing Sample of Formulaic Writing 10. Organization Drills

31. Organization 31 The Components of Organization Organization refers to the order and logical relationships between the writer�s ideas. The quality of the details are evaluated in Ideas. The organizational structure should not be so visible as to overwhelm the writer�s ideas. Organization refers to the order and logical relationships between the writer�s ideas. The quality of the details are evaluated in Ideas. The organizational structure should not be so visible as to overwhelm the writer�s ideas.

32. Organization 32 Types of Organizational Patterns Chronological Order of Events Comparison/Contrast Spatial Order Order of Importance of Ideas Problem/Solution Cause/Effect Order Classification Order Definition/Description

33. Organization 33 Effective Organization The organizing strategy is appropriate to the writer�s topic and genre and guides the reader through the text. Ideas are sequenced and grouped appropriately and logically. The introduction sets the stage for the writer�s controlling idea. The conclusion provides a sense of closure without repetition. Transitioning is used to connect ideas within paragraphs and across parts of the paper.

34. Organization 34 Introduction-Body-Conclusion Introduction: Sets the stage for the development of the writer�s ideas and is consistent with the purpose of the paper. Body: Includes details and examples that support the controlling idea Conclusion: Signals the reader that the paper is coming to a close An effective introduction and conclusion do more than simply repeat what is in the body of the paper. The writer can effectively prepare the reader for what is to follow without providing a detailed roadmap to the entire paper. See Persuasive Paper 9 in the Sample Paper Section for an example of an effective introduction and conclusion See Persuasive Paper 3 in the Sample Paper Section for an example of an ineffective introduction and conclusion Types of conclusions: summaries, opinions about the topic, questions to generate further thinking or research.An effective introduction and conclusion do more than simply repeat what is in the body of the paper. The writer can effectively prepare the reader for what is to follow without providing a detailed roadmap to the entire paper. See Persuasive Paper 9 in the Sample Paper Section for an example of an effective introduction and conclusion See Persuasive Paper 3 in the Sample Paper Section for an example of an ineffective introduction and conclusion Types of conclusions: summaries, opinions about the topic, questions to generate further thinking or research.

35. Organization 35 Grouping of Ideas In order to effectively group ideas in a piece of writing, the writer must first understand the logical relationships between the ideas that support the controlling idea. Grouping ideas within paragraphs is not the same as formatting paragraphs. Grouping involves the logical presentation of ideas rather than simply indenting to indicate the beginning of a paragraph. Even if a writer fails to correctly format paragraphs, ideas may still be grouped logically.

36. Organization 36 Ideas Grouped Logically I think we should have a hamster as our class pet. A hamster will make a good pet because they are cute, they won�t cause any trouble, and they are easy to take care of. I hope you will let us have a hamster as a pet. We should have a hamster is because they are cute. All the kids will like playing with a cute hamster. They aren�t scary like a spider or a snake. The have soft fur that makes them cuddly. Everyone will want to hold it. Hamsters also won�t cause any trouble. We can keep it in its cage while we are doing our work. We won�t hear it at all. It�s not like it barks like a dog or makes a lot of noise. Finally, they are easy to take care of. You just give it some food and water each day, and clean its cage once a month. We can make a schedule of people to do these jobs. I think everyone will want to help. I hope you agree with my reasons for having a hamster as a class pet. In this formulaic paper, the writer�s position (we should have a hamster as a class pet) and three supporting ideas (hamsters are cute, they won�t cause trouble, they are easy to take care of) are announced in the introduction. The first sentence of each body paragraph repeats one of the supporting ideas The last sentence in each body paragraph restates the supporting idea again. In the conclusion, the writer restates his/her position and the three supporting ideas. There is very little development of the supporting ideas within the body paragraphs; the majority of the paper consists of the repetition of the supporting ideas. The writer also uses repetitive transitions to begin a new paragraph (�The first reason, the second reason, the third reason�). This paper is an extreme example of formulaic writing with extensive repetition and formulaic transition words. There are varying degrees of formulaic papers that may demonstrate some or all of the following characteristics: announcing the position and supporting ideas in the introduction, repeating the supporting ideas to begin and end body paragraphs, repeating the position and supporting ideas in the conclusion, repetitive transition words. In this formulaic paper, the writer�s position (we should have a hamster as a class pet) and three supporting ideas (hamsters are cute, they won�t cause trouble, they are easy to take care of) are announced in the introduction. The first sentence of each body paragraph repeats one of the supporting ideas The last sentence in each body paragraph restates the supporting idea again. In the conclusion, the writer restates his/her position and the three supporting ideas. There is very little development of the supporting ideas within the body paragraphs; the majority of the paper consists of the repetition of the supporting ideas. The writer also uses repetitive transitions to begin a new paragraph (�The first reason, the second reason, the third reason�). This paper is an extreme example of formulaic writing with extensive repetition and formulaic transition words. There are varying degrees of formulaic papers that may demonstrate some or all of the following characteristics: announcing the position and supporting ideas in the introduction, repeating the supporting ideas to begin and end body paragraphs, repeating the position and supporting ideas in the conclusion, repetitive transition words.

37. Organization 37 Sequencing of Ideas Sequencing: The way the writer orders the ideas of the paper to implement the overall plan. Clear sequencing helps the reader understand the writer�s ideas. Effective sequencing: Ideas build logically on one another and lead the reader through the paper. Ineffective sequencing: The ideas may have little relationship to one another and could be presented in any order.

38. 38 Ineffective Sequencing Piranhas are so cool. They have huge teeth. Their cool green scales and fins are awesome. The swim around at incredible speeds. Their big teeth are useful for devouring their prey. I think we should name him Fred.

39. 39 Effective Sequencing Piranhas are the coolest fish in the world. They are amazing eaters. They can tear animals twice their size to shreds. I once saw a show on the Discovery Channel. It showed how this bird was sitting on top of the water and about ten piranhas attacked its feet, took it underwater and devoured it. Wow! They also have these neat features. Their teeth stick out of their mouth, and their scales and fins have a greenish grey design. Every kid in the class would want to sit and look at our piranha for hours. You could let the kids who had good attendance and homework grades spend extra time with it. (Persuasive).

40. Organization 40 TransitionsMaking Connections Between Ideas Transitions lead the reader through the paper by linking parts of the paper and ideas within paragraphs. Transitions are used between sentences, between paragraphs, and within sentences and within paragraphs Transitions can signal the type of relationships between ideas May be explicit or implicit May be a single word, a pronoun, a phrase, or a logical linking of ideas Explicit transitional words: for instance, consequently Implicit transitional devices: synonym and pronoun substitution, moving from general to specific or from specific to general Writers sometimes use ideas or phrases from the previous paragraph to begin a new paragraph. This is called transitioning. See Persuasive Paper 9 in the Sample Paper Section for example of varied transitions. See Persuasive Paper 2 in the Sample Paper Section for an example of a paper with limited use of transitions. This ends Part Six of the presentation. Ask participants if they have questions about the terms in the Organization Rubric. Allow 5-10 minutes for discussion. Writers sometimes use ideas or phrases from the previous paragraph to begin a new paragraph. This is called transitioning. See Persuasive Paper 9 in the Sample Paper Section for example of varied transitions. See Persuasive Paper 2 in the Sample Paper Section for an example of a paper with limited use of transitions. This ends Part Six of the presentation. Ask participants if they have questions about the terms in the Organization Rubric. Allow 5-10 minutes for discussion.

41. Organization 41 Transitions in Action Piranhas are the coolest fish in the world. They are amazing eaters. They can tear animals twice their size to shreds. I once saw a show on the Discovery Channel. It showed how this bird was sitting on top of the water and about ten piranhas attacked its feet, took it underwater and devoured it. Wow! Not only that; they also have these neat features. Their teeth stick out of their mouth, and their scales and fins have a greenish grey design. Every kid in the class would want to sit and look at our piranha for hours. You could let the kids who had good attendance and homework grades spend extra time with it. In this formulaic paper, the writer�s position (we should have a hamster as a class pet) and three supporting ideas (hamsters are cute, they won�t cause trouble, they are easy to take care of) are announced in the introduction. The first sentence of each body paragraph repeats one of the supporting ideas The last sentence in each body paragraph restates the supporting idea again. In the conclusion, the writer restates his/her position and the three supporting ideas. There is very little development of the supporting ideas within the body paragraphs; the majority of the paper consists of the repetition of the supporting ideas. The writer also uses repetitive transitions to begin a new paragraph (�The first reason, the second reason, the third reason�). This paper is an extreme example of formulaic writing with extensive repetition and formulaic transition words. There are varying degrees of formulaic papers that may demonstrate some or all of the following characteristics: announcing the position and supporting ideas in the introduction, repeating the supporting ideas to begin and end body paragraphs, repeating the position and supporting ideas in the conclusion, repetitive transition words. In this formulaic paper, the writer�s position (we should have a hamster as a class pet) and three supporting ideas (hamsters are cute, they won�t cause trouble, they are easy to take care of) are announced in the introduction. The first sentence of each body paragraph repeats one of the supporting ideas The last sentence in each body paragraph restates the supporting idea again. In the conclusion, the writer restates his/her position and the three supporting ideas. There is very little development of the supporting ideas within the body paragraphs; the majority of the paper consists of the repetition of the supporting ideas. The writer also uses repetitive transitions to begin a new paragraph (�The first reason, the second reason, the third reason�). This paper is an extreme example of formulaic writing with extensive repetition and formulaic transition words. There are varying degrees of formulaic papers that may demonstrate some or all of the following characteristics: announcing the position and supporting ideas in the introduction, repeating the supporting ideas to begin and end body paragraphs, repeating the position and supporting ideas in the conclusion, repetitive transition words.

42. Organization 42 Genre-Specific Organizational Strategies This slide provides some examples of organizational strategies for each genre of writing. There are many other possible strategies. This list is not intended to be exhaustive.This slide provides some examples of organizational strategies for each genre of writing. There are many other possible strategies. This list is not intended to be exhaustive.

43. Organization 43 Formulaic Writing Characteristics of A Formulaic Paper The writer announces his or her thesis and three supporting ideas in the opening paragraph The writer restates one of the supporting ideas to begin each of the three body paragraphs The writer repeats or restates his/her controlling idea and supporting points in the final paragraph. Entire sentences may be copied verbatim from the introduction, used as topic sentences in each of the body paragraphs, and repeated in the conclusion.

44. Ideas 44 Example of Formulaic Writing in Persuasive Writing Organization Score: 2 Topic: Class Pet Piranhas would make good class pets for many reasons. First, they are cool. Second, they aren�t hard to take care of. Third, they aren�t expensive. Finally, they don�t smell. The first reason piranhas would make class pets is because they are cool. They have huge teeth that stick out of their mouths. They have neat colors and fins. Their scales are grey and green. As you can see, piranhas are cool. The second reason piranhas would make good class pets is because they aren�t that hard to take care of. We just need to feed it and change its water. They eat worms, which are not expensive. We could take turns buying the worms. Taking care of it will be is easy. The third reason piranhas would make good class pets is because they aren�t that expensive. We can all donate some money and pay for it with no problem. It won�t be expensive having a piranha. The final reason piranhas would make a good class pet is because don�t smell. Nobody wants to have a stinky classroom. It would be hard to learn if we were distracted by an animal. So, we should get a piranha because they don�t smell. In conclusion, piranhas would make good class pets for many reasons. First, they are cool. Second, they aren�t hard to take care of. Third, they aren�t expensive. Finally, they don�t smell. Thanks for listening. Bye! .

45. Ideas 45 Repetition in Formulaic Writing Organization Score: 2 Topic: Class Pet Piranhas would make good class pets for many reasons. First, they are cool. Second, they aren�t hard to take care of. Third, they aren�t expensive. Finally, they don�t smell. The first reason piranhas would make class pets is because they are cool. They have huge teeth that stick out of their mouths. They have neat colors and fins. Their scales are grey and green. As you can see, piranhas are cool. The second reason piranhas would make good class pets is because they aren�t that hard to take care of. We just need to feed it and change its water. They eat worms, which are not expensive. We could take turns buying the worms. Taking care of it will be is easy. The third reason piranhas would make good class pets is because they aren�t that expensive. We can all donate some money and pay for it with no problem. It won�t be expensive having a piranha. The final reason piranhas would make a good class pet is because don�t smell. Nobody wants to have a stinky classroom. It would be hard to learn if we were distracted by an animal. So, we should get a piranha because they don�t smell. In conclusion, piranhas would make good class pets for many reasons. First, they are cool. Second, they aren�t hard to take care of. Third, they aren�t expensive. Finally, they don�t smell. Thanks for listening. Bye! .

46. Ideas 46 Formulaic Elements but better Organization Score: 3 Topic: Class Pet Piranhas would make good class pets for many reasons. First, they are cool. Second, they aren�t hard to take care of. Third, they aren�t expensive. Finally, they don�t smell. They are so cool. Did you know they have huge teeth? Yeah, they stick out of their mouths. They have neat colors and fins. Their scales are grey and green. Everyone will want to look at it. Also, they aren�t that hard to take care of. We just need to feed it and change its water. They eat worms, which are not expensive. We could take turns buying the worms. You could assign different students to feed it every day and change its water once a month. They aren�t that expensive. We can all donate some money and pay for it with no problem. They don�t smell. Smelly animals are a problem. Nobody wants to have a stinky classroom. It would be hard to learn if we were distracted by an animal. So we shouldn�t get a hamster or a bird, we should get a piranha instead. In conclusion, piranhas would make good class pets. We could name him Fred. I�m sure Dr. Phelps would approve if we got our parents� permission. Thanks for listening. Bye! .

47. Ideas 47 The Bottom Line in Organization An overall formulaic plan is inappropriate because of repetition. Formulaic elements are not the same as an overall formulaic plan, but better writers do not use them at all. A great technique to use to help writers eliminate repetition is to have them write the body of the paper first. Then, they can write the introduction and the conclusion, but they cannot say anything in the introduction and the conclusion that was said in the body of the paper. A controlling idea is more than a thesis statement. A thesis statement directly states a writer�s intentions but does not guarantee that these intentions are realized in the student paper. A thesis statement is not required for a controlling idea to be clear to the intended reader. Even when the paper contains a direct statement, the actual controlling idea may differ because the writer fails to maintain focus.A controlling idea is more than a thesis statement. A thesis statement directly states a writer�s intentions but does not guarantee that these intentions are realized in the student paper. A thesis statement is not required for a controlling idea to be clear to the intended reader. Even when the paper contains a direct statement, the actual controlling idea may differ because the writer fails to maintain focus.

48. 48 Try the Org. Drill Have student write the body of the paper first. Then, they can write the intro and conclusion, trying out the strategies covered in the next several slides.

49. 49 Introductions: What NOT to do Repeat or barely paraphrase the writing topic. �Everyone is good at something even if it�s school, sports, games, or things at home.� Formula thesis and three supporting points that gives away all the writer�s ideas and requires the writer to be able to restate the thesis and major supporting points in order to move beyond score point 2. �If I was given a choice to live in the past or present, I would have to pick present. The first reason I would live in the present is because we have cars to get around in. the second reason I would choose the present is because we have electronics. The third reason I would pick the present is because we have better entertainment.�

50. 50 Types of Introductions That Invite the Reader In and/or Provide a Preview Thought-provoking Questions Description that Makes the Reader Wonder What�s Coming Next Directly Addressing the Reader Moving from the Broad Topic to the Writer�s Subject Brief personal narrative (anecdote) F. Compelling Statement

51. 51 Sample Introduction: A Lead that Invites the Reader In A. Thought-Provoking Questions �Can you imagine what it was like not to have indoor plumbing or electricity?� �Have you ever wondered what your parents or your teacher looked like when they were kids?� �Have you ever wanted to learn something new?� �Have you ever been the President for a day?�

52. 52 Sample Introduction: A Lead that Invites the Reader In B. Description that Makes the Reader Wonder What�s Coming Next �Close your eyes and imagine life without a t.v., computer, phone, or i-pod. Now open them quick. That was scary. But think if that was your life everyday.� �Beep! Boom! Honk! The city is filled with ear shaking noises and sounds.�

53. 53 Sample Introduction: A Lead that Invites the Reader In C. Directly Addressing the Reader �Would you rather live in the present or the past?� �Help! Help me! I�m getting sucked into the past.� �What would you wear back in time?� �To know how to snorkel you need to know how to swim. So I�m going to tell you how to do them both.� �Are you wondering what I�m good at? Well, you�ve come to the right pencil.�

54. 54 Sample Introduction: A Lead that Invites the Reader In D. Moving from the Broad Topic to the Writer�s Subject. �Everyone has a plan for their life. Some people plan to be writers. Some people plan to go to college. Some people want to be athletes. Some people plan to be doctors. It all depends on what they�re good at. I�m good at a lot of things. My main talent is dancing. I got all of my talents from my brother.�

55. 55 Sample Introduction: A Lead that Invites the Reader In E. Brief Narrative Related to the Topic �I was three when I started kicking a soccer ball and running up and down a field. Well, it didn�t exactly work out for me. I was too good of a listener. The coach would tell me to stand somewhere and my feet were glued to that spot the whole entire game. I didn�t even budge or kick the ball, even if it was right in front of me.� (topic: Something you do well)

56. 56 Sample Introduction:A Lead that Invites the Reader In F. Compelling Statement �I know I love being able to flip a switch and have a light come on instead of lighting a candle, or get into a car and turn a key and be off instead of hitching a horse and buggy.�

57. 57 Types of Conclusions:An Ending that Provides Closure Compelling Statement Summary of Key Points without Repetition Reminder of Personal Connections the Reader Has to the Topic Questions for the Reader to Think About New but Related Issues for the Reader to Think About Plan for the Future

58. 58 Sample ConclusionAn Ending that Provides Closure Compelling Statement �In the present, you also don�t have big wars that might destroy your house or worse, destroy you.� �In the present, we are more modern, unique, and civilized.�

59. 59 Sample ConclusionAn Ending that Provides Closure B. Summary of Key Points without Repetition �That is how I learned to play soccer. It is a challenging and exciting sport. Learning how to play was fun, but now that I know how to play soccer, it is way more fun. Even though I am not a beginner anymore, I still like the clunk of the cones being put down at soccer practice and the swoosh of the soccer balls flying over my head. Learning soccer was a great experience.�

60. 60 Sample ConclusionAn Ending that Provides Closure C. Reminder of Personal Connections the Reader Has to the Topic �Make sure you charge your video game overnight. That�s how it gets its energy. But that doesn�t mean you should charge it every second. Also you might want to get some kinds of covers or shields so the game doesn�t get scratched if it falls. That way it can be safe. Enjoy your games!

61. 61 Sample ConclusionAn Ending that Provides Closure D. Questions for the Reader to Think About �Would you like to live in a sod house or a nice beautiful stone house? In the sod house you would get snakes, bugs, and more bugs.�

62. 62 Sample ConclusionAn Ending that Provides Closure E. New but Related Issues for the Reader to Think About �I�d rather live in the present than the past, but the future might be great too. The technology will probably keep improving and getting smaller. What seems brand new today may be old in 10 years. We may be able to go to the moon for summer vacation. We may have cars that fly. We may not have to go to school to learn. That would be better than the present!�

63. 63 Sample Conclusion An Ending that Provides Closure F. Plan for the Future �My dream is to join the Major League Baseball Association. To do that, I�ll have to try out in about 11 years. Boy, I have a lot of time! Until then, I�ll just keep practicing until I�m like Chipper Jones or Alex Rodriguez. Practice makes perfect!�

64. 64 Style The Components of Style Word Choice Levels of Language Types of Language Audience Awareness and Tone Voice Sentence Variety Genre Appropriate Strategies

65. Style 65 The Components of Style

66. Style 66 Word Choice Effective word choice is determined on the basis of subject matter (topic), audience, and purpose. Word choice establishes the tone and voice of a piece of writing. Word choice involves more than the �correct� dictionary meaning of a word. Word choice goes beyond precision to include the connotations (the associations, meanings, or emotions a word suggests) of words. Connotation: An association called up by a word that goes beyond its dictionary definition. The attitude and emotional feelings associated with a word. Denotation: The dictionary definition of a word.Connotation: An association called up by a word that goes beyond its dictionary definition. The attitude and emotional feelings associated with a word. Denotation: The dictionary definition of a word.

67. 67 Persuasive Writing Topic Writing Situation Your teacher just posted the sign below. What animal do you think would be the best classroom pet? Why? Directions for Writing Write a letter to persuade your teacher (audience) to buy the pet of your choice for the classroom (topic / purpose). In order for participants to gain confidence in assessing student writing samples, it is essential that they have multiple opportunities to apply the new Georgia Grade 5 Writing Rubric. Remind participants that they aren�t looking for an exact match with the rubric description; they are looking for a best fit. A student paper may demonstrate characteristics of two adjacent score points.In order for participants to gain confidence in assessing student writing samples, it is essential that they have multiple opportunities to apply the new Georgia Grade 5 Writing Rubric. Remind participants that they aren�t looking for an exact match with the rubric description; they are looking for a best fit. A student paper may demonstrate characteristics of two adjacent score points.

68. Style 68 Genre Appropriate Strategies A report doesn�t have to sound like an encyclopedia or a dictionary; the writer can be personal even in informational writing. Descriptive details appeal to the writer�s senses: seeing, hearing, feeling, smelling, tasting. Rhetorical questions are questions that are asked to provoke thought, without expectation of an answer. The person asking the question provides the answer, or the answer to the question is obvious. Informational papers may not have the same type of word choice and tone as persuasive papers. Students may use technical language. In informational pieces, students may adopt an authoritative tone as if they are an expert on the topic/subject. Persuasive prompts may yield more engaging language and concerned or emotional tones, but these are no more or less effective than the technical language and authoritative tones used in informational writing. This is the end of Part Seven. Ask participants if they have questions about the terms in the Style rubric. Allow 5-10 minutes for discussion.A report doesn�t have to sound like an encyclopedia or a dictionary; the writer can be personal even in informational writing. Descriptive details appeal to the writer�s senses: seeing, hearing, feeling, smelling, tasting. Rhetorical questions are questions that are asked to provoke thought, without expectation of an answer. The person asking the question provides the answer, or the answer to the question is obvious. Informational papers may not have the same type of word choice and tone as persuasive papers. Students may use technical language. In informational pieces, students may adopt an authoritative tone as if they are an expert on the topic/subject. Persuasive prompts may yield more engaging language and concerned or emotional tones, but these are no more or less effective than the technical language and authoritative tones used in informational writing. This is the end of Part Seven. Ask participants if they have questions about the terms in the Style rubric. Allow 5-10 minutes for discussion.

69. Style 69 Levels of Language

70. Style 70 Voice A writer establishes a clear voice through effective, engaging word choice. A paper that demonstrates voice conveys a strong sense of the person behind the words and the person�s attitude toward the topic: Did I mention that they don�t smell. Smelly animals are a problem. Nobody wants to have a stinky classroom. It would be hard to learn if we were distracted by an animal. Think about when we�re trying to take a test. Everyone would fail. They would be too annoyed by the foul aroma of hamster chips or bird droppings. The class pet should be a joy, not an aggravation. Mature writers may be able to manipulate the voice depending on the purpose of the piece of writing: for example, the writer may adopt the voice of a scientific expert in an informational piece or an infomercial pitchman in a persuasive piece. See Informational Paper 10 for an example of effective voice in informational writing. See Persuasive Paper 9 for an example of effective voice in persuasive writing. See Narrative Paper 9 for an example of effective voice in narrative writing. Mature writers may be able to manipulate the voice depending on the purpose of the piece of writing: for example, the writer may adopt the voice of a scientific expert in an informational piece or an infomercial pitchman in a persuasive piece. See Informational Paper 10 for an example of effective voice in informational writing. See Persuasive Paper 9 for an example of effective voice in persuasive writing. See Narrative Paper 9 for an example of effective voice in narrative writing.

71. Style 71 Audience Awareness and Tone Audience Awareness refers to the ways a writer can make an impression on or engage the reader. Because a piece of writing is created to be read, an effective writer attempts to create a relationship with his or her audience. The effective writer anticipates what the audience will find interesting or engaging. Tone refers to the attitude a writer expresses toward the reader, the subject, and sometimes himself/herself. It reveals how the writer feels about what he or she is saying. To be effective, tone must be consistent with the writer�s purpose. Tone is established through choice of words and details. Some of the techniques used to engage the audience vary by genre, but all pieces of writing have a tone. I know that you�re interested in getting a class pet. There are a bunch of different choices, but I think I have one everybody can agree on. We have studied piranhas in science class, and you know how everyone thought they were amazing. Piranhas would make good class pets for many reasons. Let me tell you why.  Addressing the audience directly or with a rhetorical question. Tone is established through choice of words and details. Regardless of the audience stated in the prompt, students are required to demonstrate language appropriate in a formal test setting. Slang is not appropriate in a formal test setting.Addressing the audience directly or with a rhetorical question. Tone is established through choice of words and details. Regardless of the audience stated in the prompt, students are required to demonstrate language appropriate in a formal test setting. Slang is not appropriate in a formal test setting.

72. Style 72 Sentence Variety How Sentences Vary: Length The number of words Word length Structure Simple Complex Compound Compound-complex Type Declarative Interrogative Imperative Sentence variety contributes to maintaining reader interest by stimulating and appealing to the reader�s �ear.� A very short sentence or functional fragment gains impact if it is the response to a preceding series of elaborate lengthy questions. Repetition of similar sentences throughout an entire piece of writing numbs the reader�s �ear.� Occasional repetition (as in parallelism), however, adds to the style of a piece of writing. Remind audience that correctness of sentences is evaluated in conventions. Sentence variety contributes to maintaining reader interest by stimulating and appealing to the reader�s �ear.� A very short sentence or functional fragment gains impact if it is the response to a preceding series of elaborate lengthy questions. Repetition of similar sentences throughout an entire piece of writing numbs the reader�s �ear.� Occasional repetition (as in parallelism), however, adds to the style of a piece of writing. Remind audience that correctness of sentences is evaluated in conventions.

73. 73 Make it better in Style Turtles don�t eat much food. You won�t have to feed it often. You won�t have to waste much money on food. Also you don�t have to go to the pet store to buy food often. A pet that doesn�t eat that much food is a turtle.

74. Ideas 74 The Bottom Line in Style Word choice is key because it affects Voice, Tone and Audience Awareness. Doing daily drills (e.g., slide 74) will pay-off, particularly if you emphasize task, purpose, and audience. You can emphasize different components when doing these drills: word choice, tone, audience awareness, etc. A controlling idea is more than a thesis statement. A thesis statement directly states a writer�s intentions but does not guarantee that these intentions are realized in the student paper. A thesis statement is not required for a controlling idea to be clear to the intended reader. Even when the paper contains a direct statement, the actual controlling idea may differ because the writer fails to maintain focus.A controlling idea is more than a thesis statement. A thesis statement directly states a writer�s intentions but does not guarantee that these intentions are realized in the student paper. A thesis statement is not required for a controlling idea to be clear to the intended reader. Even when the paper contains a direct statement, the actual controlling idea may differ because the writer fails to maintain focus.

75. 75 Conventions The Components and Elements of Conventions The Elements of Sentence Formation The Elements of Usage The Elements of Mechanics Overview of Score Points 1-5 Balancing Strengths and Weaknesses in the Components and Elements Determining Competence in Conventions

76. Conventions 76 The Components and Elements of Conventions In the Domain of Conventions, there are three main components: Sentence Formation, Usage, and Mechanics. Within each component, there are several specific elements. In general, the components of Sentence Formation and Usage are weighted more heavily in determining the overall Conventions score. Using the scoring rubrics appropriately requires reading for Competence. This means looking for a demonstration of the writer�s ability to control the components, not tallying errors. In the Domain of Conventions, there are three main components: Sentence Formation, Usage, and Mechanics. Within each component, there are several specific elements. In general, the components of Sentence Formation and Usage are weighted more heavily in determining the overall Conventions score. Using the scoring rubrics appropriately requires reading for Competence. This means looking for a demonstration of the writer�s ability to control the components, not tallying errors.

77. 77

78. Conventions 78 Overview of Score Points 1-5Levels of Competence in Conventions Lack of control: the writer demonstrates control of the components in less than 50% of the paper. Minimal Control: The writer demonstrates control of the components in approximately 50% of the paper. Sufficient control: The writer demonstrates control of the components in approximately 65%-75% (2/3) of the paper. Consistent Control: The writer demonstrates control of the components in approximately 80% of the paper. Full Command: The writer demonstrates control of the components in approximately 90% or more of the paper. Red areas indicate the percentage of the paper in which the writer does not demonstrate control of the components. The degree of control is also determined by the length of a paper. A paper may demonstrate strengths in the components, but not contain enough instances of those strengths to earn more than minimal competence. A paper may contain few errors but be limited to simple forms of the components of Conventions (e.g., simple sentences, easy-to-spell words, simple subject-verb forms). In addition to looking for correctness, the sophistication and variety of what is attempted should be evaluated. Remember that the levels of control include the degree of correctness in each component that is being evaluated. Even a �5� level paper may have some errors in sentence formation, usage, and mechanics. Lack of control: the writer demonstrates control of the components in less than 50% of the paper. Minimal Control: The writer demonstrates control of the components in approximately 50% of the paper. Sufficient control: The writer demonstrates control of the components in approximately 65%-75% (2/3) of the paper. Consistent Control: The writer demonstrates control of the components in approximately 80% of the paper. Full Command: The writer demonstrates control of the components in approximately 90% or more of the paper. Red areas indicate the percentage of the paper in which the writer does not demonstrate control of the components. The degree of control is also determined by the length of a paper. A paper may demonstrate strengths in the components, but not contain enough instances of those strengths to earn more than minimal competence. A paper may contain few errors but be limited to simple forms of the components of Conventions (e.g., simple sentences, easy-to-spell words, simple subject-verb forms). In addition to looking for correctness, the sophistication and variety of what is attempted should be evaluated. Remember that the levels of control include the degree of correctness in each component that is being evaluated. Even a �5� level paper may have some errors in sentence formation, usage, and mechanics.

79. Conventions 79 Balancing Strengths/Weaknesses in the Components and Elements of Conventions Score Point 5 Correct and varied in all nearly all elements of Sentence Formation, Usage, and Mechanics. Errors are infrequent and minor. Score Point 4 Correct in most elements of Sentence Formation, Usage, and Mechanics Some elements may be weak, missing, or lack variety Score Point 3 Correct in a majority of the elements of Sentence Formation, Usage, and Mechanics, but there may be some errors in each element. Correct in two components but one component may be weak. Score Point 2 Minimal control in all three components or one component may be strong while the other two are weak Score Point 1 Overall lack of control in all three components although some elements may demonstrate strengths A student paper might demonstrate strengths in sentences, or usage, or mechanics, or any combination of these. In evaluating a student paper in Conventions, the first question to ask is, �How much of (to which degree is) this paper is correct?� The second question to ask is, �Is there any variety or complexity demonstrated in the paper?� As with all scoring domains, a writer may receive a score of �1� for an extremely brief paper. A student paper might demonstrate strengths in sentences, or usage, or mechanics, or any combination of these. In evaluating a student paper in Conventions, the first question to ask is, �How much of (to which degree is) this paper is correct?� The second question to ask is, �Is there any variety or complexity demonstrated in the paper?� As with all scoring domains, a writer may receive a score of �1� for an extremely brief paper.

80. Conventions 80 Conventions: some points to consider Raters don�t tally errors. They are looking for the degree to which the writer controls the components of Conventions. Nearly every student paper contains errors, even papers that receive score point 5. Spelling is one of the most noticeable element of Conventions, but it actually makes-up only about 8% of the total score. Students do not have access to dictionaries, so they are not penalized much for attempting more advanced vocabulary that they may not know how to spell. You will notice that a big difference between score point 5 and score point 4 is the amount of variety demonstrated in each component. Making the same specific error multiple times throughout the entire paper (e.g., the same word misspelled several times) counts as only one error. A writer may misspell the same word several times but still correctly spell all the other words in the paper. In this case, the writer still demonstrates control of the element of spelling. Making multiple errors in one element (e.g., misspelling many different words) counts as more than one error and prevents the writer from demonstrating competence in that element. For example, if none of the subjects and verbs in a paper agree, this counts as multiple errors and prevents the writer from demonstrating competence in the element of subject/verb agreement. Making the same specific error multiple times throughout the entire paper (e.g., the same word misspelled several times) counts as only one error. A writer may misspell the same word several times but still correctly spell all the other words in the paper. In this case, the writer still demonstrates control of the element of spelling. Making multiple errors in one element (e.g., misspelling many different words) counts as more than one error and prevents the writer from demonstrating competence in that element. For example, if none of the subjects and verbs in a paper agree, this counts as multiple errors and prevents the writer from demonstrating competence in the element of subject/verb agreement.

81. 81 Drive Toward More Complex Sentences Turtles don�t eat much food. You won�t have to feed it often. You won�t have to waste much money on food. Also you don�t have to go to the pet store to buy food often. A pet that doesn�t eat that much food is a turtle. Model, then practice forming compound and complex sentences

82. Ideas 82 The Bottom Line in Conventions Make a push toward more advanced sentence structure. Back to daily drills: Rewrite a paragraph using more compound and complex sentences (e.g., slide 90) The logic behind this drill is that writers who use more advanced sentence structure show more competence in usage and mechanics; longer sentences require greater control of usage and more internal punctuation. A controlling idea is more than a thesis statement. A thesis statement directly states a writer�s intentions but does not guarantee that these intentions are realized in the student paper. A thesis statement is not required for a controlling idea to be clear to the intended reader. Even when the paper contains a direct statement, the actual controlling idea may differ because the writer fails to maintain focus.A controlling idea is more than a thesis statement. A thesis statement directly states a writer�s intentions but does not guarantee that these intentions are realized in the student paper. A thesis statement is not required for a controlling idea to be clear to the intended reader. Even when the paper contains a direct statement, the actual controlling idea may differ because the writer fails to maintain focus.

83. 83 Keep in touch! kraczyns@uga.edu 888.392.8977