Understanding the Georgia H.S. Writing Test (GHSWT)

1. Understanding the Georgia H.S. Writing Test (GHSWT)

2. 3 Part Approach 1) Review important GHSWT details 2) Explore what the GHSWT assesses: • Ideas • Organization • Style • Conventions 3) Putting this knowledge to work: Score/discuss several student papers

3. Part 1: Important GHSWT Details • Domains Assessed • The Score Scale • Weighting of Domains • Calculating the Total Raw Score • Converting Raw Score to Scale Score • Performance Level Descriptors • GPS Information about Persuasive Writing • Understanding the Writing Prompts

4. Georgia High School Writing Test (GPS) Ideas Organization Style Conventions Domains Assessed

5. Georgia High School Writing Test (GPS) Five score points in each scoring domain A score of “5” represents the highest level of competence in each domain. The Score Scale

6. Georgia High School Writing Test (GPS) Weight Ideas 2 Organization 1 Style 1 Conventions 1 How the Domains are WeightedWeighting 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. Weighting of Domains 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.

8. Domain Score to Total Weighted Raw Score Conversion The following table indicates the total weighted raw scores for several domain score combinations. Two raters score each student paper, assigning a score of 1-5 in each of the four domains. The range of total weighted raw scores is 10 – 50.

9. Raw Score to Scale Score Conversion

10. Scale Score Range

11. Performance Level Descriptors for GHSWT

12. Emphasis on Genre: Persuasive Writing • Defining Persuasive Writing • Persuasive Writing in the GPS • What Persuasive Writing Is and Is Not

13. Defining Persuasive Writing Persuasive Writing: Writing that has as its purpose convincing others to accept the writer’s position as valid, adopt a certain point of view, or take some action. Methods: • Provides logical appeals, emotional appeals, facts, statistics, narrative anecdotes, humor, and/or the writer’s personal experiences and knowledge.

14. What Persuasive Writing Is and Is Not

15. What Persuasive Writing Is and Is Not

16. Genre AwarenessThe degree to which the writer selects ideas, an organizational plan, and stylistic devices that are appropriate to the genre of writing.

17. Writing Topics (Prompts) • Sample Writing Topic (Prompt) • Understanding the Writing Topic • Format of the Writing Task • The Writing Checklist

18. Persuasive Writing Topic Writing Situation Many states are increasing the minimum driving age to prevent accidents involving teenage drivers. Some teenagers are worried because they depend on driving to get to work or school activities. Decide what you think about the issue. Directions for Writing Write a letter toyour state representativethat explains why the driving age in Georgia should be raised, lowered, or remain the same. Support your position with specific examples and details. General Topic Context for Topic Writer’s Task: Format, Purpose, Audience

19. The Writing Checklist StudentWriting 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.

20. The Writing Process

21. Part 2: Understanding What the GHSWT Assesses • The GHSWT Rubric Top to Bottom • Overview of Score Points 1 – 5: Five Levels of Competence • The Domains Assessed and the Components of Each • Ideas • Organization • Style • Conventions

22. Using the New GHSWT Scoring Rubric:The Rubric Top to Bottom Domain Title and Overview Domain Components Level of Competence Score Point Descriptions (1-5)

23. Overview of Score Points 1-5Five Levels of Competence Score: 1 Lack of Control (of the elements of the domain) Score: 2 Minimal Control (of the elements of the domain) Score: 3 Sufficient Control (of the elements of the domain) Score: 4 Consistent Control (of the elements of the domain) Score: 5 Full Command (of the elements of the domain) GREEN = The degree to which the writer demonstrates control of the components.

24. Domain 1: Ideas • The Components of Ideas • Controlling Idea • Development of Ideas • Depth of Development • Depth of Development in a Paragraph • Examples of Depth of Development in Score Points 1-5 • The Bottom Line in Ideas

25. The Components of Ideas Ideas: The degree to which the writer establishes a controlling idea and elaborates the main points with examples, illustrations, facts, or details that are appropriate to the assigned genre.

26. 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 persuasive purpose • Helps the reader understand the writer’s purpose: “What is the writer convincing me to think or do?” • May be directly stated or implied

27. Depth of Development: the key to Ideas Controlling Idea Relevant Supporting Ideas Major Details Specific Examples And Elaboration

28. Example of Depth of Developmentin a Paragraph If you really want to reduce accidents, increase driver’s education, not the driving age. Controlling Idea: Sample Body Paragraph The main reason that states are pushing for higher age restrictions is because they claim that 16 year olds lack the capacity to operate a motor vehicle. Wrong. The problem has much more to do with inadequate training. Teens are given a simple driving test and then their license. What teens need instead is in-depth training about how to handle a vehicle in rainy or icy conditions and facts about when and where most accidents occur so they can avoid these places and times. Defensive driving techniques, like staying at least two car lengths behind the vehicle in front of you would be educational. Supporting Idea Major Detail Specific Details and Examples

29. Example of Depth of Development in Score Point 1 All this talk about the driving age makes me sleepy. So, I think I’ll take a nap, bye. ZZZZZZZZZZZZZ. Oh, I just heard an announcement that there are ten minutes remaining. I don’t see what the big deal is, people will always get in accidents. Changing the driving age won’t help. So just eat, drink, and be merry.

30. Example of Depth of Development in Score Point 2 There are some good reasons to raise the driving age. There are also some good reasons to lower it. Or maybe we should just keep it the same. First off, there are some good reasons to raise the driving age.There are a lot of bad teen drivers on the road, they don’t pay attention.They text while driving. They mess around with other teens in the car. That’s it for raising the driving age. Second, there are some good reasons to lower the driving age.Kids need a way to get to work after school. Or some kids have sports practice after school. That’s it for lowering the driving age. Last, we could keep the driving age the same.There don’t seem to be too many bad things happening to teens on the road. Maybe we should just keep things the same. So, there you have it. Some reasons for raising the driving age. Some reasons for lowering the driving age, and some reasons for keeping it the same. Do what you think is best.

31. Example of Depth of Development in Score Point 3 I heard that the state legislature is talking about raising the driving age to eighteen. Please, I’m begging you, talk some sense into your coworkers. It’s not about age. There are plenty of crazy 50 year olds driving. Getting good driver training is what teens need. First off,it is true that teens get into wrecks. Some teens think they know best and drive stupid. They do things that are dangerous and hurt themselves and others. But it is true that older drivers do stupid stuff too. Just last week I saw a grown woman hit a parked car. Man, that’s sad. Secondly, I think the problem has more to do with not enough training. All drivers are given a simple driving test and then their license. No wonder there are so many accidents. Why not just give a person their license? To reduce accidents, people need more training. They need to know when to be careful and when to take chances behind the wheel. Lastly, if you really want to be careful, give teens some restrictions. There is no way teens should drive with other teens in the car, all kinds of bad things can happen.Also, kids should not be allowed to drive at night.I believe that if these mandates were set in place, accidents would go down. More so than raising the driving age. So please talk to your coworkers at the state legislature. It’s not the age that matters. It’s the amount of training people get. Plus, if your really concerned about teens driving, just give them more restrictions.

32. Example of Depth of Development in Score Point 4 In some states, the state legislature is increasing the minimum driving age form 16 to 17. This decision came about because of the number of teen-related accidents that have been a constant problem in recent years. Although the raise has somewhat decreased the amount of accidents, it has also greatly hindered teens trying to get from school and work without fear. There is a growing problem of teen related accidents and fatalities in recent years. Careless teens who believe they are invincible carelessly drive and cause many accidents. Although this problem purportedly has to do with age and experience, then how is it that there are some teens that drive better than adults? I believe that the driving age isn’t the problem. The problem is the lack of required driving courses, passenger restrictions, and time restrictions in many states.The teens that get into bad wrecks and get hurt more than likely have one or more other teenagers in the car. Also, the majority of these accidents occur in the wee hours of the morning. I believe that if these mandates were set in place, they would have a far greater impact on teen drivers than raised driving ages. No matter how old you are when you start driving, you always start with the same amount of experience: 0. The main reason that states are pushing for higher age restrictions is because they claim that 16 year olds lack the capacity to operate a motor vehicle. Wrong. The problem has much more to do with inadequate training. Teens are given a simple driving test and then their license. What teens need instead is in-depth training about how to handle a vehicle in rainy or icy conditions and facts about when and where most accidents occur so they can avoid these places and times. Overall, I believe this is a very bad idea. It doesn’t help the new driver out at all; in fact, it actually hurts them. What we need are state sponsored mandatory driving programs for teenagers and minor limitations on driving. That would make a real difference.

33. Example of Depth of Development in Score Point 5 In some states, the state legislature is increasing the minimum driving age form 16 to 17. This decision came about because of the number of teen-related accidents that have been a constant problem in recent years. Although the raise has somewhat decreased the amount of accidents, it has also greatly hindered teens trying to get from school and work without fear. There is a growing problem of teen related accidents and fatalities in recent years. Careless teens who believe they are invincible carelessly drive and cause many accidents. How many times do you read about a fatal wreck caused by some kid who was trying to text while driving?Although this problem purportedly has to do with age and experience, then how is it that there are some teens that drive better than adults? I believe that the driving age isn’t the problem. The problem is the lack of required driving courses, passenger restrictions, and time restrictions in many states.The teens that get into bad wrecks and get hurt more than likely have one or more other teenagers in the car. Also, the majority of these accidents occur in the wee hours of the morning. I believe that if these mandates were set in place, they would have a far greater impact on teen drivers than raised driving ages. No matter how old you are when you start driving, you always start with the same amount of experience: 0. Therefore, everyone should have to take at least 40 hours of driver’s education, and teens under 18 should not be allowed to drive with other teens or to drive past the hour of midnight. The main reason that states are pushing for higher age restrictions is because they claim that 16 year olds lack the capacity to operate a motor vehicle. Wrong. The problem has much more to do with inadequate training. Teens are given a simple driving test and then their license. What teens need instead is in-depth training about how to handle a vehicle in rainy or icy conditions and facts about when and where most accidents occur so they can avoid these places and times. Defensive driving techniques, like staying at least two car lengths behind the vehicle in front of you would be educational. Overall, I believe this is a very bad idea. It doesn’t help the new driver out at all; in fact, it actually hurts them. What we need are state sponsored mandatory driving programs for teenagers and minor limitations on driving. That would make a real difference.

34. 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: Lastly, if you really want to be careful, give teens some restrictions. There is no way teens should drive with other teens in the car, all kinds of bad things can happen.Also, kids should not be allowed to drive at night.I believe that if these mandates were set in place, accidents would go down. More so than raising the driving age Brainstorm with your students: highlight sentences that could use some more specific elaboration (e.g., what kinds of bad things can happen?). Work together to make these ideas more specific. Practicing this technique again and again as a class will pay dividends. This exercise is one I have used with my comp. students at UGA.

35. Domain 2: Organization • The Components of Organization • Types of Organizational Patterns • Persuasive Organizing Strategies • Introduction-Body-Conclusion • Sequencing of Ideas • Grouping of Ideas • Transitions • Formulaic Writing • Sample of Formulaic Writing • The Bottom Line in Organization

36. The Components of Organization Organization: The degree to which a writer’s ideas are arranged in a clear order and the overall structure of the response is consistent with the assigned genre.

37. 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

38. Persuasive Organizing Strategies Introduction Supporting ideas Conclusion Argument Address counter-argument Conclusion Introduction Both sides of the issue Conclusion Introduction Anecdote illustrating position Conclusion

39. Introduction-Body-Conclusion: The Overall Plan 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

40. Related Ideas Grouped Together First off, it is true that teens get into wrecks. Some teens think they know best and drive stupid. They do things that are dangerous and hurt themselves and others. But it is true that older drivers do stupid stuff too. Just last week I saw a grown woman hit a parked car. Man, that’s sad.(All ideas relate to the fact that drivers of all ages get into accidents) Secondly, I think the problem has more to do with not enough training. All drivers are given a simple driving test and then their license. No wonder there are so many accidents. Why not just give a person their license? To reduce accidents, people need more training. They need to know when to be careful and when to take chances behind the wheel. (All ideas relate to the need for more driver’s education.) Lastly, if you really want to be careful, give teens some restrictions. There is no way teens should drive with other teens in the car, all kinds of bad things can happen. Also, kids should not be allowed to drive at night. I believe that if these mandates were set in place, accidents would go down. More so than raising the driving age. (All ideas relate to the need for tighter restrictions on teen drivers.)

41. 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.

42. Ineffective Sequencing One way we could help reduce accidents is to increase driver’s education. We need to impose more restrictions on teen driving Make insurance costs for teens high so that only serious teen drivers will drive. Plus lots of teens text while driving. What about the teens who get lower than a 2.0 grade point average?

43. Effective Sequencing The main reason that states are pushing for higher age restrictions is because they claim that 16 year olds lack the capacity to operate a motor vehicle. Wrong. The problem has much more to do with inadequate training. Teens are given a simple driving test and then their license. What teens need instead is in-depth training about how to handle a vehicle in rainy or icy conditions and facts about when and where most accidents occur so they can avoid these places and times. Defensive driving techniques, like staying at least two car lengths behind the vehicle in front of you would be educational.

44. 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 explicitor 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

45. Transitions in Action There is a growing problem of teen related accidents and fatalities in recent years. Careless teens who believe they are invincible carelessly drive and cause many accidents.  How many times do you read about a fatal wreck caused by some kid who was trying to text while driving? Although this problem purportedly has to do with age and experience, then how is it that there are some teens that drive better than adults?  I believe that the driving age isn’t the problem.  The problem is the lack of required driving courses, passenger restrictions, and time restrictions in many states. The teens that get into bad wrecks and get hurt more than likely have one or more other teenagers in the car. Moreover, the majority of these accidents occur in the wee hours of the morning. I believe that if these mandates were set in place, they would have a far greater impact on teen drivers than raised driving ages. That’s because no matter how old you are when you start driving, you always start with the same amount of experience: 0. Therefore, everyone should have to take at least 40 hours of driver’s education, and teens under 18 should not be allowed to drive with other teens or to drive past the hour of midnight.

46. 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 supporting idea 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 repeated verbatim from the introduction, used as topic sentences in each of the body paragraphs, and repeated in the conclusion.

47. Sample of Formulaic Writing There are some good reasons to raise the driving age. There are also some good reasons to lower it. Or maybe we should just keep it the same. First off, there are some good reasons to raise the driving age. There are a lot of bad teen drivers on the road, they don’t pay attention. They text while driving. They mess around with other teens in the car. That’s it for raising the driving age. Second, there are some good reasons to lower the driving age. Kids need a way to get to work after school. Or some kids have sports practice after school. That’s it for lowering the driving age. Last, we could keep the driving age the same. There don’t seem to be too many bad things happening to teens on the road. Maybe we should just keep things the same. So, there you have it. Some reasons for raising the driving age. Some reasons for lowering the driving age, and some reasons for keeping it the same. Do what you think is best.

48. Repetition in Formulaic Writing There are some good reasons to raise the driving age. There are also some good reasons to lower it. Or maybe we should just keep it the same. First off, there are some good reasons to raise the driving age. There are a lot of bad teen drivers on the road, they don’t pay attention. They text while driving. They mess around with other teens in the car. That’s it for raising the driving age. Second, there are some good reasons to lower the driving age. Kids need a way to get to work after school. Or some kids have sports practice after school. That’s it for lowering the driving age. Last, we could keep the driving age the same. There don’t seem to be too many bad things happening to teens on the road. Maybe we should just keep things the same. So, there you have it. Some reasons for raising the driving age. Some reasons for lowering the driving age, and some reasons for keeping it the same. Do what you think is best.

49. 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. • The following slides (50-67) offer tips on helping students control the components of Organization more effectively.

50. Trouble with Grouping? Try this Drill…highlight all related ideas in a common color. Then, have students group the ideas that are coded the same color in a single paragraph. Step 2 There are many ways to get to and from school. You can take a bus, ride in a car, or walk or ride a bike. Each kind of transportation has advantages and disadvantages. The first kind of transportation is the ever popular bus. Buses can be cheaper than driving. Buses are also good for the environment because it’s like a big car pool. The bad thing about the school bus is also crowded and cluttered. The buses also run on a schedule, and you would probably miss your bus if you got there late. Cars can be a fantastic way of getting to school. They are private, so you don’t have to worry about a person you despise sitting next to you. There are some bad things, though.Car riding can also be inconvenient to your parents though or whoever you ride with. Some parents have to be at work at the time school starts and ends and they just can’t drive you there and back. Riding a bike or walking can be good too. Walking and biking are cheaper than driving.A bike isn’t too expensive, and walking is free. Bike riding or walking can also be inconvenient though. For example, what happens when it rains? Who wants to ride a bike or walk through bad weather? All these transportation can be a great way to get to school or home from school, but can also be difficult. Maybe someday there will be better means of transportation.