open response and technical writing teresa rogers butler county atc summer 2012 ...
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Open Response Open Response and and
Technical Writing Technical Writing Teresa Rogers
Butler County ATCSummer 2012
ObjectivesObjectives
At the end of today’s session, you will be ableAt the end of today’s session, you will be ableto:to:• Describe the 3 different types of writing Describe the 3 different types of writing • Construct effective open response questionsConstruct effective open response questions• Describe various forms of on-demand / technical Describe various forms of on-demand / technical
writingwriting• Identify and use the six traits of writing to develop Identify and use the six traits of writing to develop
teacher friendly rubricsteacher friendly rubrics• Apply Best Practices in your classroom to Apply Best Practices in your classroom to
improve student writingimprove student writing
Types of WritingTypes of Writing
• Writing to LearnWriting to Learn– Journals, learning logs, summaries, essays, research Journals, learning logs, summaries, essays, research
papers, etc.papers, etc.
• Writing to Demonstrate LearningWriting to Demonstrate Learning– Open responseOpen response
• Writing for a Real World AudienceWriting for a Real World Audience– Forms of writing you would see in the real world, Forms of writing you would see in the real world,
letters, editorials, articles, speeches, etc.letters, editorials, articles, speeches, etc.
Writing ComparisonWriting Comparison
Open ResponseOpen Response• Written in response to a Written in response to a
specific prompt or questionspecific prompt or question
• Not assessed on writing Not assessed on writing skills, but on depth of skills, but on depth of content knowledgecontent knowledge
• Students must both Students must both demonstratedemonstrate and and applyapply the the content knowledge in the content knowledge in the given taskgiven task
• Limited to 1-2 pagesLimited to 1-2 pages
• Answers can be in Answers can be in paragraph form, bullets, lists, paragraph form, bullets, lists, drawings, etc.drawings, etc.
On-Demand / Technical On-Demand / Technical WritingWriting
• May be given as on demand or May be given as on demand or a planned assignmenta planned assignment
• Assessed on Assessed on writing skillswriting skills
• Forms include:Forms include:• Editorials and persuasive Editorials and persuasive
paperspapers• LettersLetters• ArticlesArticles• SpeechSpeech
• Length varies based on Length varies based on assignment and length of timeassignment and length of time
Open ResponseOpen Response
TypesTypes
Writing a Good PromptWriting a Good Prompt
Writing a Good RubricWriting a Good Rubric
ScaffoldScaffold• Have multiple parts, with each question or direction is Have multiple parts, with each question or direction is
labeled separately (A, B, C).labeled separately (A, B, C).• Arranged so that each successive question depends Arranged so that each successive question depends
upon the response to the previous.upon the response to the previous.• Often becomes more difficult or complex.Often becomes more difficult or complex.
In 1987, the US Congress passed the Omnibus Budget Reconciliation In 1987, the US Congress passed the Omnibus Budget Reconciliation Act (OBRA).Act (OBRA).
A. Explain one purpose of this act.A. Explain one purpose of this act. B. List three rights given to residents because of this act B. List three rights given to residents because of this act and explain how these demonstrate the purpose of the act. and explain how these demonstrate the purpose of the act.
(Note: answering part b of this question requires that the student be (Note: answering part b of this question requires that the student be able to explain the purpose of the act in part a.)able to explain the purpose of the act in part a.)
Single DimensionSingle Dimension
• Asks a straight forward question which requires Asks a straight forward question which requires explanation, examples, description, or evidence as explanation, examples, description, or evidence as support.support.
Residents in nursing center are guaranteed certain rights Residents in nursing center are guaranteed certain rights as part of the Omnibus Reconciliation Act. as part of the Omnibus Reconciliation Act.
Describe 3 of these rights and explain how these would Describe 3 of these rights and explain how these would help to ensure a resident’s quality of life.help to ensure a resident’s quality of life.
Two or More Two or More Relatively Independent ComponentsRelatively Independent Components
• Are signaled by A, B, C parts.Are signaled by A, B, C parts.• The parts may be about the same prompt but have little The parts may be about the same prompt but have little
relation to each other in that one question is not relation to each other in that one question is not dependent upon the response to the other questions.dependent upon the response to the other questions.
In 1987, the US Congress passed the Omnibus BudgetIn 1987, the US Congress passed the Omnibus BudgetReconciliation Act (OBRA). Reconciliation Act (OBRA). A. Explain one purpose of this act.A. Explain one purpose of this act. B. List and explain three rights given to residents because of this B. List and explain three rights given to residents because of this act.act.
Note: Answering part b of this question does not require that the student Note: Answering part b of this question does not require that the student be able to explain the purpose of the act in part a.)be able to explain the purpose of the act in part a.)
Topics / Options ProvidedTopics / Options Provided• Students are provided with topics or options that force Students are provided with topics or options that force
them to choose from the selection.them to choose from the selection.• Provide more opportunities for students to Provide more opportunities for students to
demonstrate their individual learning, but may provide demonstrate their individual learning, but may provide more “difficulty” scoring because of the many “correct more “difficulty” scoring because of the many “correct answers.”answers.”
In 1987, the US Congress passed the Omnibus BudgetIn 1987, the US Congress passed the Omnibus BudgetReconciliation Act (OBRA) which guaranteed the Resident’s Bill of Reconciliation Act (OBRA) which guaranteed the Resident’s Bill of
Rights.Rights. Privacy / Confidentiality Quality of Life Activities Privacy / Confidentiality Quality of Life Activities
A.A. Choose TWO rights from the list. Explain how nursing assistants Choose TWO rights from the list. Explain how nursing assistants play a vital role in making sure these rights are followed.play a vital role in making sure these rights are followed.
Response to Provided InformationResponse to Provided Information
Students must be able to manipulate raw materials such as Students must be able to manipulate raw materials such as data, readings, or graphics in order to respond to specific data, readings, or graphics in order to respond to specific questions.questions.
Note:Note: Students were required to read a text passage before completing Students were required to read a text passage before completing this question.this question.
In the article, “Pennsylvania Nursing Home Workers In the article, “Pennsylvania Nursing Home Workers Caught Abusing Woman on Hidden Camera,” Ms. Caught Abusing Woman on Hidden Camera,” Ms. McCallister is shown being abused by the nursing home McCallister is shown being abused by the nursing home staff.staff.
A.A. Describe THREE resident rights that were violated.Describe THREE resident rights that were violated.B.B. Explain how EACH of these violations affected her Explain how EACH of these violations affected her quality of life.quality of life.
Writing a Good PromptWriting a Good Prompt
• Decide which Decide which standardsstandards you wish to address. you wish to address.• Identify the Identify the major conceptmajor concept within the standard within the standard
that you wish to assess.that you wish to assess.• Decide how Decide how deeplydeeply you wish to assess the you wish to assess the
concept.concept.• Choose the Choose the most appropriate questionmost appropriate question type type
from the five possible choices.from the five possible choices.• Establish the Establish the situationsituation by writing a question by writing a question
prompt.prompt.• Design Design directionsdirections that tell the student how to that tell the student how to
demonstrate the knowledge.demonstrate the knowledge.
Key Points for QuestionsKey Points for Questions• The question should required The question should required applicationapplication of of
knowledge and not merely recall.knowledge and not merely recall.
• Specify Specify exactlyexactly what you want students to answer what you want students to answer..
• Give specific Give specific numbersnumbers of responses of responses..
• Use simple, Use simple, basic vocabularybasic vocabulary when appropriate, and when appropriate, and technical vocabularytechnical vocabulary when you are assessing the when you are assessing the students’ knowledge of the meaning of the technical students’ knowledge of the meaning of the technical word/phrase.word/phrase.
• If the item asks students to generate a certain number If the item asks students to generate a certain number of ideas with having a graphic or text to consult, there of ideas with having a graphic or text to consult, there should be at least should be at least twice that numbertwice that number of possible of possible answersanswers..
Practice / DiscussionPractice / Discussion
Using the handout, “The Five Open Using the handout, “The Five Open Response Question Types,” as a guide, Response Question Types,” as a guide, write an open response question related to write an open response question related to your content area.your content area.
Define a Good RubricDefine a Good Rubric
• Writing the rubric Writing the rubric after you write the questionafter you write the question will allow you to identify potential problems.will allow you to identify potential problems.
• Include a Include a clear explanationclear explanation of what is expected of what is expected in a quality student response.in a quality student response.
• Define the Define the various levelsvarious levels of possible student of possible student responses and place a value on each level.responses and place a value on each level.
• Enable scoring to be Enable scoring to be consistent, accurate, consistent, accurate, and as objectiveand as objective as possible. as possible.
• Use simple language and repeat significant Use simple language and repeat significant descriptive words used in the question.descriptive words used in the question.
• Ensure that what is required for a top-level Ensure that what is required for a top-level response is clearly indicated in the response is clearly indicated in the description.description.
Establishing ParametersEstablishing Parameters• Determine what a Determine what a top-level responsetop-level response would would
say.say.
• Write descriptions of each of the other levels Write descriptions of each of the other levels using appropriate and using appropriate and sequential differencessequential differences between the levels.between the levels.
• Number of responses should not be the only Number of responses should not be the only difference between levels, difference between levels, quality of workquality of work must must also be considered.also be considered.
Language for Writing Language for Writing Rubric Level DistinctionsRubric Level Distinctions
Responses may be distinguished by:Responses may be distinguished by:
44 – – effective, thorough, complete, successful, insightful, in-effective, thorough, complete, successful, insightful, in-depth, efficient, sophisticateddepth, efficient, sophisticated
33 – – adequate, satisfactory, understanding of major adequate, satisfactory, understanding of major concepts, completes most, clearconcepts, completes most, clear
22 – – gaps, leaps, incomplete, some important points, gaps, leaps, incomplete, some important points, demonstrates basic understanding, some errorsdemonstrates basic understanding, some errors
11- - minimal, completes only small part, little understanding, minimal, completes only small part, little understanding, not logical, unclear, major errorsnot logical, unclear, major errors
Grading Friendly RubricGrading Friendly Rubric
ScoreScore CriteriaCriteria PointsPoints
44 Correctly identifies two individuals and thoroughly explains, Correctly identifies two individuals and thoroughly explains, using details, the impact of each individuals contributions. using details, the impact of each individuals contributions.
100100
33 Correctly identifies two individuals and adequately Correctly identifies two individuals and adequately
explains the impact of each individuals contributions.explains the impact of each individuals contributions.8585
22 Identifies one or two individuals Identifies one or two individuals
and explains the impact of each individuals contributions. and explains the impact of each individuals contributions. The answer may contain minor factual errors.The answer may contain minor factual errors.
7070
11 Student demonstrates Student demonstrates
minimal understanding (e.g. student identifies minimal understanding (e.g. student identifies
one or two individuals and provides no explanation). one or two individuals and provides no explanation).
6060
00Student’s response is totally incorrect or irrelevant.Student’s response is totally incorrect or irrelevant.
00
Common MisconceptionsCommon Misconceptions
• It is not necessary to It is not necessary to restate a question and does restate a question and does not gain any additional not gain any additional points.points.
• Answers do not have to be Answers do not have to be in paragraph form. Bullets, in paragraph form. Bullets, diagrams, and equations diagrams, and equations may be used to give may be used to give supporting information.supporting information.
• Restating the Restating the question is question is mandatory.mandatory.
• Answers have to Answers have to be in paragraph be in paragraph form.form.
Common MisconceptionsCommon Misconceptions
• Doing more than Doing more than required by the required by the prompt will score prompt will score a 4.a 4.
• Must use Must use content specific content specific vocabulary to vocabulary to score a 4.score a 4.
• Answering more than Answering more than required does not always required does not always mean a higher score.mean a higher score.
• Only required if the Only required if the question specifically asks question specifically asks for it and the question can for it and the question can be answered adequately be answered adequately without its’ use.without its’ use.
Practice / DiscussionPractice / Discussion
Using the handout, “Developing an Effective Using the handout, “Developing an Effective Rubric for Open Response Items,” create Rubric for Open Response Items,” create a rubric for the question you wrote earlier.a rubric for the question you wrote earlier.
Best Practices for Best Practices for Student SuccessStudent Success
• Knowledge of contentKnowledge of content is core to success is core to success
• FrequentlyFrequently include open responses in include open responses in assessmentassessment
• Use of Use of acronymsacronyms to make sure students answer to make sure students answer all parts of the questionall parts of the question
• Teacher modelingTeacher modeling. . – Classroom instructional activity targeted at improving Classroom instructional activity targeted at improving
student responses.student responses.
Teacher Modeling ActivityTeacher Modeling Activity
• Choose an open response from a current unit.Choose an open response from a current unit.
• Read and discuss the question.Read and discuss the question.
• Discuss the wording and ask the students what it Discuss the wording and ask the students what it actually requires them to do. actually requires them to do.
• Model your thinking as you do the same.Model your thinking as you do the same.
• Brainstorm answers and list on the boardBrainstorm answers and list on the board..
• Review answers and cross off those that are Review answers and cross off those that are not relevant to the questions. Explain why.not relevant to the questions. Explain why.
• Discuss rubric with the class.Discuss rubric with the class.
• Have students write a response.Have students write a response.
• Review student responses and choose Review student responses and choose several that includes both high-scoring several that includes both high-scoring example and those that need improvement.example and those that need improvement.
• Make anonymous copies to share with Make anonymous copies to share with students. (paper / transparency / computer)students. (paper / transparency / computer)
• Read a chosen response with class.Read a chosen response with class.
• Allow students to score it according to the Allow students to score it according to the rubric.rubric.
• Review students responses.Review students responses.
• Discuss how to improve the answer.Discuss how to improve the answer.
• Refer frequently to the rubric.Refer frequently to the rubric.
Peer Review ActivityPeer Review Activity
• With students working in groups of 3-5, have students With students working in groups of 3-5, have students read the responses of other students in the group.read the responses of other students in the group.
• Allow them to use Allow them to use highlighters to highlight answershighlighters to highlight answers..
• Instruct them to Instruct them to underline supporting detailsunderline supporting details for the for the correct answer. correct answer.
• Explain that this is what often moves a 3 response to a Explain that this is what often moves a 3 response to a 4.4.
• Have them to make suggestions (not corrections) in the Have them to make suggestions (not corrections) in the margin or on post-it notes.margin or on post-it notes.
Writing CuesWriting CuesRR Restate the question Restate the question AA Answer all of the parts Answer all of the parts SS Support from the text Support from the text PP Personal connection, opinion, extension Personal connection, opinion, extension
RR Read the question Read the questionUU Underline directions Underline directionsNN Number paper for response Number paper for response
Technical WritingTechnical WritingOn Demand / Portfolio Appropriate PiecesOn Demand / Portfolio Appropriate Pieces
TypesTypes
ScoringScoring
Practical GuidelinesPractical Guidelines
Best PracticesBest Practices
Technical WritingTechnical Writing
• Assessed on writing skillsAssessed on writing skills• May be given as May be given as on demandon demand or a or a planned planned
assignmentassignment• Forms include:Forms include:
• Editorials and persuasive papersEditorials and persuasive papers• LettersLetters• ArticlesArticles• SpeechSpeech
• Length varies based on assignment and length Length varies based on assignment and length of timeof time
On DemandOn Demand
• Written in response to text, issue, problem, etc.Written in response to text, issue, problem, etc.
• TimedTimed
• Prompt is givenPrompt is given
• No student choice of topic, opinion, form.No student choice of topic, opinion, form.
• Scored on student’s ability to communicate Scored on student’s ability to communicate effectively through writing.effectively through writing.
Portfolio Appropriate PiecesPortfolio Appropriate Pieces
• Writing that is taken through the writing process Writing that is taken through the writing process over a length of timeover a length of time– PrewritingPrewriting– DraftingDrafting– Revising / EditingRevising / Editing– ProofreadingProofreading
• Not a cookie-cutter assignmentNot a cookie-cutter assignment• Students choose topicStudents choose topic• May be on the same subject area but with a May be on the same subject area but with a
different angledifferent angle
Types Types
of of
Technical WritingTechnical Writing
Personal LettersPersonal Letters
• Written to people we know on a personal basis Written to people we know on a personal basis • The voice is more casual and friendly The voice is more casual and friendly • Contains 5 parts:Contains 5 parts:
– HeadingHeading -contains the return address with the third line as the date -contains the return address with the third line as the date
– GreetingGreeting - “Dear ___,” Usually all of the words are capitalized and - “Dear ___,” Usually all of the words are capitalized and are followed by a commaare followed by a comma
– BodyBody - main message of the letter - main message of the letter• Paragraphs may or may not be indented…just follow the same Paragraphs may or may not be indented…just follow the same
format throughout.format throughout.
– ClosingClosing – a short, polite closing such as, Sincerely, Yours truly, etc. – a short, polite closing such as, Sincerely, Yours truly, etc.
– SignatureSignature - tells who wrote the letter. - tells who wrote the letter.
Business LettersBusiness Letters
• Use a more formal voice and for a variety of purposesUse a more formal voice and for a variety of purposes• Usually contains 6 parts:Usually contains 6 parts:
– HeadingHeading - the return address with the date on the last line - the return address with the date on the last line
– Inside addressInside address - the address to which you are sending your letter - the address to which you are sending your letter
– GreetingGreeting - or salutation - usually begins with the word “Dear” - or salutation - usually begins with the word “Dear”
– BodyBody - what you have to say - what you have to say
– ClosingClosing - a short, polite closing such as, Sincerely, Yours truly, etc. - a short, polite closing such as, Sincerely, Yours truly, etc.
– SignatureSignature - tells who wrote the letter - tells who wrote the letter
Feature Article TypesFeature Article Types
• Human Interest Feature ArticleHuman Interest Feature Article– describes the unusual aspect of an ordinary person’s life that makes him/her describes the unusual aspect of an ordinary person’s life that makes him/her
interestinginteresting
• Personality Feature ArticlePersonality Feature Article– focuses on the personality of the person you are writing aboutfocuses on the personality of the person you are writing about– Ex. a person who is shy becomes a paramedicEx. a person who is shy becomes a paramedic
• How-to Feature ArticleHow-to Feature Article– focuses on a do it yourself approachfocuses on a do it yourself approach– Ex. how to perform CPREx. how to perform CPR
• Past Events Feature ArticlePast Events Feature Article– focuses on historical events and the human-interest story focuses on historical events and the human-interest story – Ex. a nurse in the Vietnam War recalls her story Ex. a nurse in the Vietnam War recalls her story
• News Feature ArticleNews Feature Article– focuses on the human interest story of some late breaking newsfocuses on the human interest story of some late breaking news– Ex. a family struggles with a diagnosis of Alzheimer’s Ex. a family struggles with a diagnosis of Alzheimer’s
Feature ArticleFeature Article
• Feature articles give information of human Feature articles give information of human interest that deals with real events and interest that deals with real events and issues. issues.
• Based on facts, but the emphasis is on Based on facts, but the emphasis is on people by people by answeringanswering questions which questions which interest a interest a specificspecific group of people, just as group of people, just as one would find in interest specific one would find in interest specific magazines (health, hunting, auto, etc.).magazines (health, hunting, auto, etc.).
Purpose of Feature ArticlesPurpose of Feature Articles• PersuadePersuade
– Cause the reader to Cause the reader to changechange their thinking about your their thinking about your point of viewpoint of view
• InformInform– Provide information for readers about a specific topicProvide information for readers about a specific topic
• Respond to a textRespond to a text– Use a given passage to communicate a specific Use a given passage to communicate a specific
purposepurpose
• Narrate an event for a purposeNarrate an event for a purpose– Use a personal story to communicate a specific Use a personal story to communicate a specific
lesson, point of view, or other informationlesson, point of view, or other information
• EntertainEntertain
Editorials or Persuasive PapersEditorials or Persuasive Papers
• Usually written for a newspaper.Usually written for a newspaper.
• The writer writes to state his or her opinionThe writer writes to state his or her opinion
about a current event to persuade theabout a current event to persuade the
reader to agree with them.reader to agree with them.
• Most follow a specific format.Most follow a specific format.
Scoring On Scoring On Demand and Demand and
Technical WritingTechnical Writing
Scoring CriteriaScoring Criteria
• Based on the Kentucky Scoring Guide which Based on the Kentucky Scoring Guide which assesses the six traits of writingassesses the six traits of writing
• May be adapted to meet classroom or May be adapted to meet classroom or assignment goalsassignment goals
• Addresses:Addresses:– Content Content
• Purpose / Audience / Idea Development / SupportPurpose / Audience / Idea Development / Support
– StructureStructure• Organization / Sentence StructureOrganization / Sentence Structure
– ConventionsConventions• Language / CorrectnessLanguage / Correctness
Scoring Criteria for ContentScoring Criteria for Content22 33 44
The writing:The writing:Attempts to establish and Attempts to establish and maintain a narrowed maintain a narrowed purpose; some lapses in purpose; some lapses in focusfocus
Indicates some awareness Indicates some awareness of audience’s needs; makes of audience’s needs; makes some attempt to some attempt to communicate with an communicate with an audience; may demonstrate audience; may demonstrate some voice and/or tone some voice and/or tone
Demonstrates some idea Demonstrates some idea development with details; development with details; support may be irrelevant, support may be irrelevant, unelaborated, and/or unelaborated, and/or repetitiousrepetitious
The writing:The writing:Establishes and maintains Establishes and maintains an authentic focused an authentic focused purpose throughoutpurpose throughout
Indicates an awareness of Indicates an awareness of audience’s needs; audience’s needs; communicates adequately communicates adequately with audiencewith audience; conveys ; conveys voice and/or appropriate voice and/or appropriate tonetone
Demonstrates depth of Demonstrates depth of idea idea development with specificdevelopment with specific, , sufficient details/supportsufficient details/support; ; applies characteristics of the applies characteristics of the genregenre
The writing:The writing:Establishes and maintains Establishes and maintains an authentic and insightful an authentic and insightful focused purpose focused purpose throughout throughout
Indicates a strong Indicates a strong awareness of audience’s awareness of audience’s needs; communicates needs; communicates effectively with audience; effectively with audience; sustains distinctive voice sustains distinctive voice and/or appropriate toneand/or appropriate tone
Demonstrates reflective, Demonstrates reflective, analytical and/or insightful analytical and/or insightful idea development; idea development; provides specific, thorough provides specific, thorough support; skillfully applies support; skillfully applies characteristics of the genrecharacteristics of the genre
Scoring Criteria for StructureScoring Criteria for Structure
22 33 44The writing:The writing: Demonstrates logical Demonstrates logical
organization with lapses in organization with lapses in coherencecoherence
Demonstrates some Demonstrates some effective transitional effective transitional elementselements
Demonstrates simple Demonstrates simple sentences; may attempt sentences; may attempt more complex sentences more complex sentences but lacks control of but lacks control of sentence structuresentence structure
The writing:The writing: Demonstrates Demonstrates logical, logical,
coherent organizationcoherent organization
Demonstrates logical, Demonstrates logical, effective transitional effective transitional elements throughoutelements throughout
Demonstrates control Demonstrates control and variety in and variety in sentence structuresentence structure
The writing:The writing: Demonstrates careful Demonstrates careful
and/or subtle and/or subtle organization that organization that enhances the purposeenhances the purpose
Demonstrates varied and Demonstrates varied and subtle transitional subtle transitional elements throughoutelements throughout
Demonstrates control, Demonstrates control, variety and complexity in variety and complexity in sentence structure to sentence structure to enhance meaning enhance meaning
Scoring Criteria Scoring Criteria forfor Correctness Correctness
22 33 44
The writing:The writing: Demonstrates some Demonstrates some
control of grammar and control of grammar and usage with some errors usage with some errors that do not interfere that do not interfere with communicationwith communication
Demonstrates Demonstrates simplistic and/or simplistic and/or imprecise word choiceimprecise word choice
Demonstrates some Demonstrates some control of correctness control of correctness with some errors that with some errors that do not interfere with do not interfere with communicationcommunication
The writing:The writing: Demonstrates Demonstrates control of control of
grammargrammar and usage and usage relative to length and relative to length and complexitycomplexity
Demonstrates Demonstrates acceptable acceptable word choiceword choice appropriate for audienceappropriate for audience and purposeand purpose
Demonstrates Demonstrates control of control of correctnesscorrectness relative to relative to length and complexity length and complexity
The writing:The writing: Demonstrates control of Demonstrates control of
grammar and usage to grammar and usage to enhance meaningenhance meaning
Demonstrates accurate, Demonstrates accurate, rich and/or precise word rich and/or precise word choice appropriate for choice appropriate for audience and purposeaudience and purpose
Demonstrates control of Demonstrates control of correctness to enhance correctness to enhance communicationcommunication
ScoringScoringContent, Structure, and ConventionsContent, Structure, and Conventions
– Scored separatelyScored separately– Score determined by meeting 2 or 3 descriptors in each Score determined by meeting 2 or 3 descriptors in each – Example: Example:
• ContentContent – 2 checks in 2 column and 1 in the 3 column – 2 checks in 2 column and 1 in the 3 column • Score 2 in ContentScore 2 in Content
Overall ScoreOverall Score • Determined by earning 2 or more of the same area scoresDetermined by earning 2 or more of the same area scores
• ExampleExample::– Content – 2 Content – 2 – Structure – 3 Structure – 3 – Correctness – 3 Correctness – 3 – Overall ScoreOverall Score - 3 - 3
Developing a RubricDeveloping a Rubric
• May use the Ky. Holistic Scoring GuideMay use the Ky. Holistic Scoring Guide
• May use the scoring criteria to develop ones for May use the scoring criteria to develop ones for individual assignmentsindividual assignments– AdvantagesAdvantages::
• Students on the edge between of two scores can Students on the edge between of two scores can receive full creditreceive full credit
• Can be tailored to meets the individual needs of Can be tailored to meets the individual needs of your classyour class
Sample RubricsSample RubricsEditorial RubricEditorial Rubric
_____Follows correct format_____Follows correct format_____Introduction_____Introduction_____Logical organization_____Logical organization_____Three supporting reasons_____Three supporting reasons_____Depth of Ideas_____Depth of Ideas_____Addresses opposite view_____Addresses opposite view_____Conclusion_____Conclusion_____Grammar_____Grammar_____Appropriate word choice_____Appropriate word choice_____Correctness_____Correctness
_____Total_____Total
Medical Research RubricMedical Research Rubric
Purpose - 8ptsPurpose - 8pts____Maintains a focused purpose ____Maintains a focused purpose
Summary - 7pts eachSummary - 7pts each____Defines & explains disease or ____Defines & explains disease or
conditioncondition____Describes symptoms, ____Describes symptoms,
complications, etc.complications, etc.____Treatment, prevention, relevant ____Treatment, prevention, relevant
information, etc.information, etc.____Correct use of terminology____Correct use of terminology____Organization____Organization____Grammar & correctness____Grammar & correctness
____TOTAL - 50 points____TOTAL - 50 points
Practical Guidelines Practical Guidelines for Generating for Generating Student WritingStudent Writing
Slice the PieSlice the Pie• Useful tool to help students narrow the topicUseful tool to help students narrow the topic• Avoids “cookie cutter” assignmentsAvoids “cookie cutter” assignments• Allows for student choiceAllows for student choice
•Start with your topic______
•Brainstorm different parts of the topic or questions a reader might have
•Students choose a topic to research
Create an AngleCreate an Angle
• Use Use real-world examplesreal-world examples and allow and allow students to find the angle / purposestudents to find the angle / purpose
• Help students brainstorm angles or ideas Help students brainstorm angles or ideas for writingfor writing
• Use the titleUse the title to communicate that angle to to communicate that angle to the readerthe reader
General Article TopicsGeneral Article Topics
• DIY – Do It Yourself articlesDIY – Do It Yourself articles
• Consumer Reports – Review a product or Consumer Reports – Review a product or service service
• Maintenance / Prevention articlesMaintenance / Prevention articles
Technical Writing OrganizerTechnical Writing OrganizerTopicTopic______________________________________________________________________________________________AudienceAudience________________________________________________________________________________________PurposePurpose__________________________________________________________________________________________
Background InformationBackground Information (What, why, where, who, when of the problem} (What, why, where, who, when of the problem}
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
SolutionSolution
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Precautions / Tips Precautions / Tips
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Sample Topics / RoofingSample Topics / Roofing
• Leaky Roofs: When to Call a ProfessionalLeaky Roofs: When to Call a Professional
• Choosing the Roofing Option Your HomeChoosing the Roofing Option Your Home
• Do It Yourself: Using a Roofing Safety Do It Yourself: Using a Roofing Safety HarnessHarness
• How to Avoid Roofing ScamsHow to Avoid Roofing Scams
PrewritingPrewriting
• Use an Use an organizerorganizer or or outlineoutline to help direct to help direct student research and writingstudent research and writing
• Allows you to Allows you to quicklyquickly see if a student has see if a student has enough information enough information
• Helps students to organize their ideas Helps students to organize their ideas
• Can help prevent copying and pastingCan help prevent copying and pasting
DraftingDrafting
• Using information from the organizer, Using information from the organizer, allow students write their first draftallow students write their first draft
• Encourage the use of headings, questions, Encourage the use of headings, questions, etc. etc.
• Provide samples of leads, conclusions, Provide samples of leads, conclusions, transitions, etc.transitions, etc.
RevisingRevising
• Think purpose, organization, and content Think purpose, organization, and content firstfirst– Is the purpose clear and maintained throughoutIs the purpose clear and maintained throughout– Is there enough information to answer the readers’ Is there enough information to answer the readers’
questionsquestions– Is it organized logicallyIs it organized logically
• Provide checklists & visual prompts for students Provide checklists & visual prompts for students to useto use
• ProofreadingProofreading– Allow students to work in groups to proofread papersAllow students to work in groups to proofread papers
ProofreadingProofreading
• Correcting punctuation, grammar, Correcting punctuation, grammar, languagelanguage
• Provide checklists for students to useProvide checklists for students to use
• Allow students to work in groups to Allow students to work in groups to proofread papersproofread papers
Writing to LearnWriting to Learn
• Writing done as part of the learning process. Writing done as part of the learning process. • Typically is not scored for content or correctness.Typically is not scored for content or correctness.
– JournalsJournals– Learning logs Learning logs – SummariesSummaries– EssaysEssays– Research papersResearch papers– Post it notes Post it notes – Work logsWork logs– Class notebookClass notebook
Date What I Know About What I’ll Learn What I Learned
Best Practices Best Practices
for for
Student SuccessStudent Success
Establish a Positive AtmosphereEstablish a Positive Atmosphere
• An inviting classroomAn inviting classroom
• Respect for and among studentsRespect for and among students
• Teacher as writerTeacher as writer
• Routines and expectationsRoutines and expectations
Organize for WritingOrganize for Writing
• Time for reading and response to readingTime for reading and response to reading
• Mini-lessonsMini-lessons based on students’ needs based on students’ needs
• Guidance in using appropriate resourcesGuidance in using appropriate resources
• Time for inquiryTime for inquiry
• Reflection and assessmentReflection and assessment
• Use of a writer’s notebook or journalUse of a writer’s notebook or journal
ResearchResearch
• Allow students time to research topicsAllow students time to research topics
• Help students collect needed information Help students collect needed information by:by:– Using an organizerUsing an organizer– Creating a flip bookCreating a flip book– Creating a PowerPoint or posterCreating a PowerPoint or poster
• Be specific on what information they needBe specific on what information they need
Arrange for Meaningful Arrange for Meaningful Reasons to WriteReasons to Write
• Student choice and ownershipStudent choice and ownership– Provide opportunities for students to write Provide opportunities for students to write
abut issues, needs, problems or subjects they abut issues, needs, problems or subjects they find relevant to their lives.find relevant to their lives.
• Authentic writing and publishingAuthentic writing and publishing– Provide opportunities for “publishing”Provide opportunities for “publishing”
• Bulletin boards, class books or brochures, Bulletin boards, class books or brochures, newspapers, webpages, etc.newspapers, webpages, etc.
Arrange for Students to Read and Arrange for Students to Read and Respond to a Variety of MaterialsRespond to a Variety of Materials
• Give reading a role in the classroomGive reading a role in the classroom
• Use reading materials to model writingUse reading materials to model writing
• Provide a diversity of reading materialsProvide a diversity of reading materials
Write RegularlyWrite Regularly
• Make writing a regular activityMake writing a regular activity– Learning logsLearning logs– Response journals Response journals – Quick writesQuick writes– Essays, reports, letters, articles, etc.Essays, reports, letters, articles, etc.
Constructive ResponseConstructive Response
• Can be given by student or teacherCan be given by student or teacher
• Set your goal as “growing the writer”, not Set your goal as “growing the writer”, not just correcting errorsjust correcting errors
• Can be given to the class as a wholeCan be given to the class as a whole
Provide Opportunities for Provide Opportunities for Students to CollaborateStudents to Collaborate
• Arrange classroom so students can work Arrange classroom so students can work togethertogether
• Model & discuss effective methods of Model & discuss effective methods of collaborationcollaboration
• Provide checklists and forms to guide studentsProvide checklists and forms to guide students
• Arrange for students to share and discuss draftsArrange for students to share and discuss drafts
Conduct Conduct Mini-Lessons on WritingMini-Lessons on Writing
• Choose subjects based on student needsChoose subjects based on student needs
• Should follow logical path in the writing processShould follow logical path in the writing process• PrewritingPrewriting• DraftingDrafting• RevisingRevising• Proofreading Proofreading • Publishing Publishing