Writing Workshop Nov. 14, 2013

1. Writing WorkshopNov. 14, 2013 Presented by: Carrie Curry Cheryl Lidsky

2. TESTING DATES • APRIL 1: Revising, Editing, One Composition • April 2: Revising, Editing, One Composition

3. Performance Level Descriptors • Three Levels of Performance • Level I: Unsatisfactory • Level II: Satisfactory • Level III Advanced

4. 3 T Chart for Narrative and Expository Writing • Two Distinct Styles of Writing

5. Narrative Writing Process • Brainstorm • Magnify Once • Magnify Twice • Story Web/Story Map/Story Outline • Rough Draft • Revise/Edit • Final Copy • Reread for Accuracy (Make Corrections!)

6. Distinctive Writing • Primary “Causes” • Character Development • Higher Level Insight • Object Placement • Story Twists/Surprises • Roller Coaster of Emotions • At least one “starred” paragraph

7. Distinctive Writing • “Secondary Causes” • Unique Transitions • Awesome Vocabulary • Elaborate Descriptions • Poignant Conversation

8. Distinctive Writing • “Symptoms” • Legible Handwriting • Consistent/Correct Spelling of Common Words • Effective Grammatical Concepts • Incredible Introductions/Conclusions • Catchy Title

9. Expository Writing • Informative • Informative & Why* • Procedural How To • Masked Procedural • Classificatory

10. Expository Writing Process • Brainstorm • “The Big I” or I-Write Plan • Rough Draft • Revise/Edit • Final Copy • Reread for Accuracy (Make Corrections!)

11. The I-Write Plan“The Big I” • The planning tool for expository writing

12. How & Why CAFE • Strategies to improve expository writing • Brief “splashes”, not “swimming” • How • Why • Caution • Anecdote • Fact • Example

13. Following Slides taken from TEPSA Presentation by: Victoria Young Director of Reading, Writing, and Social Studies Assessments Texas Education Agency

14. In a Nutshell—Lower Score Range Typical Problems • Wrong or weakly matched organizational structure/form for purpose • personal narrative instead of expository • fantasy instead of personal narrative • expository instead of personal narrative • Weak, evolving, or nonexistent central idea • negatively affects focus and coherence; causes the writer to “jump” from idea or idea or exclude extraneous information

15. In a Nutshell—Lower Score Range Typical Problems • Wasted space: repetition, wordiness, looping/ meandering, meaningless introductions and conclusions, development that does not contribute (e.g., the “bed-to-bed” approach) • Inclusion of too many different ideas for one page (26 lines) • General/vague/imprecise use of language • Essay poorly crafted • Weak written language conventions (errors evident in spelling, capitalization, punctuation, grammar, and usage; lack of sentence boundaries)

16. In a Nutshell—Higher Score Range Typical Strengths • Strong match between structure/form and purpose • Explicit central (controlling) idea and sustained focus • “Narrow and deep” development with no wasted words or space Think QualityoverQuantity Both planning and revision absolutely essential since students don’t have the space to “write their way into” a better piece.

17. In a Nutshell—Higher Score Range Typical Strengths • Introduction and conclusion short but effective • Specific use of language • Essay well crafted • Strong written language conventions Remember: “Strong” doesn’t mean “perfect”!

18. Thank you for coming!