November 2011 English 8 Review Notes for Parents &...

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Katrina S. Cary, Middle School Lead Teacher (English and Social Studies) Lisa M. Brooks, High School Lead Teacher (English and Social Studies) Suffolk Public Schools

English 8 Review Notes for

Parents & Students

(Writing) 2011-2012

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English 8 Writing Content Review Notes

2011-2012

This resource is intended to be a guide for parents and students to improve content knowledge and understanding. The information below is detailed information about the Standards of Learning taught during the school year and comes from the English 8 Standards of Learning Curriculum Frameworks issued by the Virginia Department of Education. The Curriculum Frameworks in their entirety can be found at the following websites:

Grade 8 http://www.doe.virginia.gov/testing/sol/frameworks/english_framewks/2002/framewks_english8.pdf

In addition to the Virginia Department of Education (VDOE) English Curriculum Frameworks, resource books and various websites have been used to compose this document. Specific notes have also been included in this document to assist students in understanding the concepts. A “ ” section has also been developed to provide students with the opportunity to check their understanding of the content.

http://www.doe.virginia.gov/testing/sol/frameworks/english_framewks/2002/framewks_english8.pdf

http://www.doe.virginia.gov/testing/sol/frameworks/english_framewks/2002/framewks_english8.pdf

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8.7 a-e The student will write in a variety of forms, including narrative, expository, persuasive, and informational (research). a) Use prewriting strategies to generate and organize ideas. b) Organize details to elaborate the central idea. c) Select specific vocabulary and information. d) Revise writing for word choice, sentence variety, and transitions among paragraphs. e) Use available technology.

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Each nine weeks, students must complete two assigned writings: one informal writing and one formal writing. Types of writing for 8th grade level include: Research (Informational), Persuasive (Persuades someone to do something a certain way), Expository (Explains), and Narrative (Tells a story). Types of assigned writings for each grade level are listed below.

1st Nine Weeks

2nd Nine Weeks

3rd Nine Weeks

4th Nine Weeks

8th Research

(Informational)

Persuasive

Expository

Narrative

Writing topics are selected by teachers. Informal writings provide students the opportunity to learn and practice each type of writing. During the process, teachers not only teach the students the components of quality writing, but assist them throughout the actual writing process. For the formal writing, students have the opportunity to review their assessed informal writing to help them reflect upon their strengths and weaknesses. Students will then use this information to improve the informal writing and resubmit it as the formal writing.

STEP 1: Pre-Writing

Read the prompt! How do I read the writing prompt?

Format: A single paragraph? A multi-paragraph? Am I asked to write a letter?

AUDIENCE: Who is my audience?

TOPIC: What am I writing about?

PURPOSE: Is my purpose to tell a story (narrative)? to persuade (persuasive)? or to

explain or give reasons (expository)? Sample Prompt: Write an essay about a time you went out of your way to help someone in need.

F: Essay

A: Readers (friends, parents, teachers, etc.)

T: A time when I went out of my way to help someone

P: To tell a story

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#1 You have made a discovery that will make you famous. Write a narrative in which you tell about your discovery and how you made it.

F:

A:

T:

P:

#2 You have been on many field trips while at school. Choose one and tell a story about what happened on that trip.

F:

A:

T:

P:

Brainstorm Using Pre-writing Methods!

What is Prewriting?

Prewriting is anything that is done BEFORE the actual drafting of the writing. This can include the four-square method. Here are some tips to follow:

Just get your thoughts on paper. You can change your ideas. Don’t worry about spelling, punctuation, or grammar at this stage. Keep asking the question – “Am I staying on topic?”

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How about the Four-Square Writing Method?

4-Square Format

Box #2: Body Paragraph

Transition Word or Phrase

Supporting Idea (Topic Sentence)

Supporting Detail (Elaboration):















Box #5: Conclusion


Wrap up Statement ______________ _____________________________________________ _____________________________________________

Important Main Ideas_____________ ________________________________________ ________________________________________

Personal/Reflective Statement _____ _______________________________________ ______________________________________________

Box #1: Introduction

Thesis Statement (Descriptive, Expository, Persuasive Writing)

OR Who, What, When, Where, and Why?

(Narrative Writing)

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Sample Completed Four-Square

Narrative Prompt: What is your favorite holiday? Write a well-developed essay explaining why the holiday is your favorite time of year.


First and foremost

Family comes together

Grandparents come from New York

best, loving

Aunt and Uncle from New Jersey come to our house

Funny, entertaining, wacky

My cousins also come

Younger, energetic, annoying


Second

Lots of scrumptious food

Making cookies from family recipes

Fun, marathon

Mom makes pies

Sweet, melt in your mouth, fragrant

Meal on Thanksgiving Day

Delicious, sleep-inducing


Most important

Football

Pre-game trash-talking

loud,sarcastic

Playing the family football game competitive, rowdy, fun

Watching an NFL game

noisy, mocking

Box #5: Conclusion

Thanksgiving makes me happier than a kid at the Macy’s Thanksgiving Day Parade. I get to spend time with relatives I have not seen in a while, as well as feast on a delicious Thanksgiving Dinner. Playing a “friendly” game of family football is the icing on the cake! Thanksgiving is a wonderful time of year because of family, food, and football!

Box #1: Introduction

Who? Me, My Family

What? Thanksgiving Where? My House

When? November

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Now It’s Time to Write!

Responses on the Suffolk Public Schools Direct Writing Prompts and the English 8 Virginia SOL Writing Test are scored in three domains: composing, written expression, and usage-mechanics.

Domain #1 Composing is the engine that drives the train!

The composing stage is the “blueprint” for your essay. This stage includes the focus, structure, and elaboration that a writer needs to construct an effective message for the reader. When your essay is scored, here are the following items the evaluator looks for:

Central idea (Thesis statement) Elaboration (Major/minor details) Unity (Do my ideas relate to the central idea?) Organization (Prewriting, outline/four square, organizational patterns)

Domain #2

Written Expression-Show, Don’t Tell Written expression includes the writer’s ability to shape and control language to affect readers. The writer should create voice in his or her writing by using vivid and specific words. When your essay is scored, here are the following items the evaluator looks for:

Sentence variety Strong verbs Vivid vocabulary Tone Voice

Domain #3

Usage and Mechanics-Write in Standard American English! Usage and Mechanics does not include informal language. In other words, don’t write the way you speak to your friends. Use formal language. This includes sentence formation, capitalization, spelling, and punctuation. When your essay is scored, here are the following items the evaluator looks for:

Sentence formation Subject/verb agreement Spelling Capitalization Punctuation

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STEP 2: Drafting

What is a Rough Draft? A rough draft is your first attempt at composting a paper or an essay. Use the pre-writing/brainstorming activity (four-square, web, outline, etc.) as a blueprint for composing the rough draft. During this stage of the writing process, focus on composing writings that are focused, easy to follow, and interesting.

The Introduction

Hook Your Reader!

Writing an essay without an introduction is like driving a car in the dark without headlights. Neither the reader of the essay nor the driver of the car has a clear sense of direction (Davis). Just as the driver of the car needs headlights to help him guide his vehicle, the reader needs the introduction to provide focus and direction for the essay. Remember, the focus for the essay comes in the last sentence of the introduction-the thesis statement.

PURPOSE OF INTRODUCTION PARAGRAPH It captures the reader’s attention. It lures the reader into your topic. It provides the reader with brief background information that leads the

reader into the essay. Most importantly, it gives a sense of direction-the thesis statement.

You start with a broad statement or an idea that is familiar to your audience, and then you begin to narrow it down a bit.

Here are some ways to HOOK your reader: Ask a question- Have you ever changed schools before? I have, and it was fun, scary, and sad. Use sound (onomatopoeia)- Crash! Ka-blam! These loud, thunderous sounds came from the basements. “Snap! Pop!” That was what I heard when I broke my arm.

Begin with a broad statement- Strange incidents occur in school. The best things sometimes come in small packages.

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Dialogue- “Touchdown! The New Orleans Saints win the Super Bowl again!”

Flight 1023 in from St. Paul arriving at gate thirteen,” said the lady at the front desk. I had

been waiting almost an hour for that announcement and never once thought about what I was to do next.

A short scenario- Imagine that you and your friends are on a field trip to zoo. As you are visiting the animals,

you notice the most bizarre looking animal you have ever seen. You are very curious and cannot resist going over to the cage to get a closer look. When you get to the cage, the animal seems friendly and reaches out to touch your hand. You extend your hand out to the animal. Suddenly you are swept of your feet and go flying into the cage.

What is a thesis statement?

A THESIS STATEMENT is the “mother” of your essay while the topic sentences are the “children.” The THESIS STATEMENT controls the entire paper. It contains the topic and focus for the entire essay. Furthermore, the THESIS STATEMENT enables the reader to ANTICIPATE the content of your essay.

STRATEGIES FOR WRITING A THESIS STATEMENT Use your prewriting to determine your focus. State your topic and focus. Change your thesis statement if you need to. Use your thesis statement to guide your writing. Write one sentence with one main idea. Inspires the reader to ask How? Why? Does not include details from the essay.

Here are some examples. Topic: Bold Focus: Italicized

A good thesis statement is short and simple. It should be no longer than one sentence, regardless of essay length. Thesis Statement: Success is a result of doing the right things consistently.

Think Aloud: How will consistently doing the right thing lead to success?

Thesis Statement: Modern technology benefits the world. Think Aloud: How does modern technology benefit the world?

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A good thesis statement is a declarative sentence with no clarifiers (might, maybe, perhaps, etc.): Thesis Statement: Lebron James' ability to score, pass, and rebound make him the league's most valuable player.

Think Aloud: How does Lebron James’ ability to score, pass, and rebound make him the league’s most valuable player?

Thesis Statement: One of the longest running comedies, The Simpsons represents the greatest animated show in the history of television. Think Aloud: Why is The Simpsons the greatest animated show in the history of television?

How do I know my thesis statement is effective? Do I answer the question? Is my thesis statement specific enough? Does my essay answer my thesis statement? Does my thesis statement answer the How? and Why test?

Where is my thesis statement located? Your thesis statement is the LAST SENTENCE in your introduction.

Think about the strategies for writing thesis statements. Keeping those strategies in mind, construct thesis statements for the following topics: Suffolk Public Schools going to year-round school

________________________________________________________________________________________________________________________________________________________________________________________________

Protecting the Environment

________________________________________________________________________________________________________________________________________________________________________________________________

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What is a topic sentence?

While the thesis statement controls the entire essay, the topic sentence is responsible for the paragraph. Just like its “mother,” it has a topic and a focus.

STRATEGIES FOR WRITING A TOPIC SENTENCE Must have a topic and a focus. Generally should be a simple sentence. Should not contain any supporting details. Should not begin with “There is” or “There are.” Does my topic sentence answer the How? and Why test?

Examples:

#1. Little league sports can be very stressful. Remember Think Aloud: How can little league sports be very stressful?

#2. Useful study skills will help prepare me for college. Remember Think Aloud: How can study skills prepare someone for college?

Think about the strategies for writing topic sentences. Keeping those strategies in mind, construct topic sentences for the following:

The importance of being healthy

________________________________________________________________________________________________________________________________________________________________________________________________

The importance of following rules

________________________________________________________________________________________________________________________________________________________________________________________________

Where is my topic sentence located? Your topic sentence is the usually the FIRST SENTENCE in each

paragraph.

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The Body

The body paragraph is typically the largest part of your essay. It gives you the opportunity to explain, describe, or argue the topic you have chosen.

STRATEGIES FOR WRITING BODY PARAGRAPHS

Each paragraph has a topic (main idea) that supports the thesis statement. Each topic sentence (main idea) should be supported by two or three sentences of evidence

or examples. Transitional words and pharses should be used to link the passage to the one that follows.

Samples of transitional words and pharses include: first, next, in addition to, after, therfore, etc.

Sample Body Paragraphs

Essay Title: Dogs Make Better Pets than Cats

Thesis statement (from introduction): While feline pets may be easier to raise and manage in with people’s modern lifestyles, dogs make better pets than the cats.

Body Paragraph 1 Cats are becoming a popular choice when it comes to choosing a pet because of the convenience associated with the small space requirement, their independent nature, and the cheaper costs associated with raising them. Unlike dogs, cats manage their daily routines rather independently. They relieve their owner from responsibilities associated with raising a dog, such as walking them and providing enough exercise. Since they consume small quantities of food, the costs associated with a cat’s food bill will be far less than that of raising a large dog.

Body Paragraph 2 Additionally, canine loyalty can be seen in how dogs fail to adjust to new homes and owners as adult animals, while cats are more opportunistic. Many cats leave their homes if they feel they are being badly treated and manage to find new homes and owners even as mature animals. They also cope rather well with the loss of their owners. However, there are many pet dogs that even die by going on hunger strikes at the loss of their loved ones.

Body Paragraph 3 Finally, there are also health aspects associated with raising a pet, especially in a family setting. While dogs carry the much-feared threat of rabies if bitten by an infected animal, a majority of pet owners nowadays are responsible enough to get their dogs vaccinated. However, the health hazards associated with cats are mainly related to the bacterial infections transmitted by their feces. Pregnant women and infants who are exposed to cat feces are at the highest risk of being affected by bacteria. Cats’ fine hair is also a known cause of asthma attacks for some individuals. Thus, pet cats pose greater health hazards than dogs. Body paragraphs adapted from Custom Essay Blog (Free Middle School Essays)

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The Conclusion

HOW DO I END? While the introduction prepares the reader for the writing experience, the conclusion brings closure to the essay. It ties everything together. A good conclusion leaves the reader with a lasting impression of your paper. So, give the reader something to think about!

PURPOSE OF CONCLUSION PARAGRAPH It reminds the reader of the central idea (thesis statement). It helps the reader focus on important aspects raised in the paper. It leaves the reader with a final thought.

STRATEGIES FOR WRITING A CONCLUSION PARAGRAPH Summarize key ideas discussed in the essay. Do not introduce new ideas. Include transition at the beginning of the conclusion paragraph to bridge the

final body paragraph to it. Have a minimum of three sentences

Here’s an example:

The first sentence should somehow restate the thesis statement-not word for word! In conclusion, it is apparent that dogs are a better choice of a pet than cats

because of their temperament, loyalty, faithfulness, intelligence, cleanliness, and sociability.

Next, you want to broaden it up a bit, and highlight some ideas from your essay without being repetitive. These attributes add value to the relationship between the pet and its owner,

and outweigh the convenience and economic benefits associated with raising a cat. A person who raises a puppy with love and care in its tender age will stand to benefit from unwavering loyalty and affection which the dogs tend to offer “till death do they part.”

End with a statement that leaves that lasting impression on the reader. In a world where people fail to offer emotionally rewarding relationships to each

other, a lesson can be learned from dogs, which make better pets than cats.

Conclusion paragraph adapted from Custom Essay Blog (Free Middle School Essays)

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STEP 3: Revising and Editing

Revising

Once you write a complete draft of your essay, you revise it. Revision means looking again. To revise your draft means that you are looking at it to see how it can be improved. This is done by adding material, deleting material, and making corrections. Revision is NOT EDITING!!

WHEN I REVISE, I… use vivid vocabulary words. Make words like nice, pretty, fun, etc. more interesting. include transitions to move my reader from one thought to the next. use concrete nouns. Be specific (girl, Alexis; drink, Mountain Dew; game, Xbox). use a variety of sentence beginnings. use strong verbs. incorporate compound and complex sentences. place my thesis statement as the last sentence in the introduction. use active voice versus passive voice. Passive voice: The boy was hit by the baseball. Active

voice: The force of the 150 mph baseball knocked the boy into outer space! check to make sure I have an introduction and conclusion. Also, are they effective? place my pre-write next to my draft to make sure I included all the details. add details or delete details as needed. ask myself “Did I say what I am wanted to say?” close my eyes during the writing process and take a short break.

Editing

Editing begins after you have finished revising. Editing is the process of correcting grammar, spelling, & punctuation in your writing. This is the final step before publication or final draft.

WHEN I EDIT I … check for misspelled words. make sure there’s punctuation at the end of all sentences. make sure to indent all paragraphs. eliminate run-on sentences, comma splices, and fragments. have capital letters at the beginning of all sentences and proper nouns. check punctuation.

http://www.vinson-alleman.com/editing%20page.htm

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STEP 4: Final Draft

What is a Final Draft? The final draft is the copy that is ready to be submitted. It should be error free. Depending on your teacher’s requirements, it can be written in pen, pencil, or typed. Rough drafts and pre-writes (4-Square, webs, lists, etc.) should be submitted with the final draft. For Suffolk Pubilc Schools’, formal writings and supporting documents should be stapled in the following order: final draft, rough draft. During state assessments, directions will be given regarding submission of materials. Before submitting the final draft, it is always a good idea to conduct a “self-check” to ensure that you have done everything possible to have a great essay. An example of a writer’s checklist is below.

Checklist for Writers _____ I planned my paper before writing it. _____ I revised my paper to be sure that _____the introduction captures the reader’s attention; _____the central idea is supported with specific information and examples that will be interesting to the reader; _____the content relates to my central idea; _____ideas are organized in a logical manner; _____my sentences are varied in length; _____my sentences are varied in the way that they begin; _____the conclusion brings my ideas together. _____I edited my paper to be sure that _____correct grammar is used; _____words are capitalized when appropriate; _____sentences are punctuated correctly; _____words are spelled correctly; and _____paragraphs are clearly indicated.

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Transitional words and phrases provide the glue that holds ideas together in a writing. They help the reader and writer understand the relationship between ideas. Transitional words and phrases are most often found between body paragraphs. Words that can be used to show location: above behind by near throughout across below down off to the right against beneath in back of onto under along beside in front of on top of among between inside outside around beyond into over

Words that can be used to show time: while first meanwhile soon then after second today later next at third tomorrow afterward as soon as before now next week about when suddenly during until yesterday finally

Word that can be used to compare two things: likewise also while in the same way like as similarly

Words that can be used to contrast two things: but still although on the other hand however yet otherwise even though

Words that can be used to emphasize a point: again truly especially for this reason to repeat in fact to emphasize

Words that can be used to conclude or summarize: finally as a result to sum up in conclusion lastly therefore all in all because

Words that can be used to add information: again another for instance for example also and moreover additionally as well besides along with other next finally in addition

Words that can be used to clarify: that is for instance in other words

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Follow the writing tips when composing informal, formal, and state-assessed (8th grade only) writings. These steps will help you become a successful writer.

10. When you read the writing prompt, identify what type of writing is required. Is it narrative, descriptive, persuasive, or expository? Plan your paper according to what type of writing it is.

9. Create a brainstorming list that includes everything you know about

the topic on which you are writing. This is what you will use to fill in your four-square.

8. Develop a four-square—use the ideas from your brainstorm list to fill

in main ideas, details, and elaboration. Be sure that everything you write explains the central idea of your paper.

7. Write the rough draft from the four-square. Go back and read what

you’ve written. Do you have 5 paragraphs? Do your paragraphs focus on a main idea that supports your central idea? Does your paper have a beginning, middle, and end?

6. Go back to your introduction paragraph. Does it grab the reader’s

attention? Does it tell the reader what you will be writing about? Does it mention some main points in your paper? YOUR INTRODUCTION SHOULD NOT BEGIN “HI, TODAY I’M GOING TO WRITE ABOUT______.”

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5. Look at your conclusion. The conclusion is the most important part of your paper. It is the last thing the reader will remember about your paper. Does your paper end with a “punch?” Try using a question, giving an instruction, or making a bold opinion statement at the end of your paper. Humor helps too, if it is appropriate.

4. Go back and look at the words you’ve chosen to describe your points in the paper. Did you use vivid vocabulary? If you have any tired, every day words, replace them with words that have impact. Remember, you may use a dictionary.

3. How are your sentences? Do you have some short and some long? Did you use some clauses in your writing? Remember, you do not want to sound like a robot. Try this: read your paper from the last line, up. Read the last line. Be sure it’s a complete sentence. Read the next to the last line…have you written a complete sentence? Read the second to the last line and so on—all the way to the beginning of your paper. This will help you check for run-ons, fragments and sentence variety.

2. Look for mechanical errors. Be sure you’ve indented every paragraph. Check spelling as best as you can. Check your punctuation. Did you capitalize where necessary?

1. Write your final draft only after you’ve reread your paper and made

the necessary changes. Reread your final draft too. It’s possible to make a mistake when you’re copying from the rough draft.

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Sample practice prompts for each type of writing are listed below. Students can use these prompts to practice for the designated nine weeks formal writing or in preparation for the VA Direct Writing Test (8th only). NARRATIVE WRITING PROMPTS Write about the worst day of your life. Write about a time when you did not give in to peer pressure. Write about a time when you taught someone how to do something.

DESCRIPTIVE WRITING PROMPTS Use sensory details (sight, smell, sound, touch, etc.) to describe a favorite

activity that you enjoy. Describe a special event that you attended (concert, carnival, fair, game).

Include sensory details that make the reader feel that he or she is there with you.

PERSUASIVE WRITING PROMPTS Should smoking be allowed in public places? Convince your parents to raise your weekly allowance. Should boys and girls play on the same sports team? Does television have real educational value?

EXPOSITORY/INFORMATIONAL WRITING PROMPTS Do you think families are important? Explain why or why not. Write an essay explaining why honesty is important to friendship. Explain how disappointments can have a good side. Explain how you have changed since beginning middle school.

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Suffolk Public Schools’ middle school English teachers use the following rubrics when assessing formal writings.

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Name ___________________________ Date __________________________

Formal Research Writing Rubric Grade

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Items to look for:

Exceptional

all points earned

Admirable

-2 points

Developing

-4 points

Needs Improvement

-6 points

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Central Idea/ Unity

Clearly stated and appropriately focused thesis or objective

Clearly stated thesis or objective but the focus could have been sharper

Thesis or objective stated but not appropriately focused

No statement of thesis or objective for research

Organization Information is very organized with all paragraphs well-constructed

Information is organized with most paragraphs well-constructed

Information is mostly organized but few paragraphs are well-constructed

Paragraphs are not well-constructed The information appears to be disorganized

Elaboration

Factual, credible evidence clearly supports the thesis

Factual evidence clearly supports the thesis

Factual evidence insufficiently supports the thesis

Limited or unrelated evidence; Evidence insufficiently supports the thesis

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Sentence Variety

All paragraphs include sentences that vary in length, beginnings, and structure

Almost all paragraphs include sentences that vary in length, beginning, and structure

Some sentences vary in length, beginning, and structure

Sentences rarely vary in length, beginning, and structure

Word Choice

Vivid, precise words and phrases are used for the clarity and engagement of reader Obviously the writer’s own words

Vivid words and phrases are used for clarity Obviously the writer’s own words

Lacks variety or flair Some phrases are not adequately paraphrased

Limited vocabulary that does not communicate clearly Many phrases are not paraphrased

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Usage Exceptionally easy to read (One or two types of errors)

Easy to read (Three or four types of errors)

Confusing to read (Five or six types errors)

Difficult to read (Seven or more types errors)

Mechanics

Exceptionally easy to read (One or two types of errors)


Confusing to read (Five or six types of errors)


Sources 3 or more credible sources are used and are accurately documented using MLA format

2 credible sources are used and are accurately documented using MLA format

1 credible sources are used and are accurately documented using MLA format

None of the sources are credible or accurately documented using MLA format

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Name ___________________________ Date _____________________

Formal Persuasive Writing Rubric Grade

Do

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Items to look for:

Exceptional

all points earned

Admirable

-2 points

Developing

-4 points

Needs Improvement

-6 points

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g

Central Idea/ Unity

Position is clearly stated Consistent, clear, and essential reasons strongly support the position

Position is stated Consistent, clear reasons support the position

Position is implied or stated but is not maintained consistently Unclear or unimportant reasons given for support

Position or reasons are not stated or cannot be determined

Organization States the position in introduction Reasons are given and fully developed in each body paragraph Exposes weak counterpoints Clearly restates the position in conclusion

States the position in introduction Reasons are given and developed in each body paragraph Restates the position in conclusion

Position can be implied or stated in introduction Reasons are given but not fully developed in separate paragraphs Position is implied but not clearly restated in conclusion

Disorganized essay Reasons are missing or confusing Position is not restated in conclusion

Elaboration Convincing evidence clearly supports the position

Convincing evidence supports the position

Evidence insufficiently supports the position

Limited or unrelated evidence supports the position

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Voice/Tone

Reasons delivered with flair show why the reader should care or want to know more about the topic

Reasons show why the reader should care or want to know more about the topic

Attempts to show why the reader should care or want to know more about the topic

No attempt to show why the reader should care or want to know more about the topic

Sentence Variety



Few sentences vary in length, beginning, and structure


Word Choice

Vivid, precise words and phrases strongly influence the reader’s mind Avoids vague words

Vivid words and phrases influence the reader’s mind Some vague words

Uses words that communicate clearly, but the writing does not influence the reader Bland or imprecise words

Limited vocabulary that does not influence the reader Imprecise, bland, repetitive words

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read (One or two types of errors)




Mechanics Exceptionally easy to read (One or two types of errors)




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Name ___________________________ Date _____________________ Formal Explanation/Expository Writing Rubric Grade

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Items to look for:

Exceptional

all points earned

Admirable

-2 points

Developing

-4 points

Needs Improvement

-6 points

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Central Idea/ Unity

Clearly stated purpose Thoughtful transitions connect ideas

Clearly stated purpose Transitions connect ideas

Unclear or unstated purpose Some transitions connect ideas or repetitive transitions

Lack of purpose or off topic Unclear or nonexistent transitions

Organization Logically sequenced with smooth transitions Clearly stated purpose Strong introduction, body, and conclusion

Logically sequenced Clearly stated purpose Basic introduction, body, and conclusion

Details may be out of order Weak organization including undeveloped introduction, body, or conclusion Vague Purpose

No sense of organization Essential parts missing Lacks purpose

Elaboration Specific, dynamic details and examples clearly explain topic No questions are left unanswered

General details and examples clearly explain topic Reader is left with a few questions to be answered

Vague details and examples are used to explain topic Reader is left with several questions to be answered

Missing or questionable details Reader is left with numerous questions to be answered

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Voice/Tone

Engages reader by including lively examples, anticipating the reader’s questions and answering them

Engages reader by including examples Anticipates the reader’s questions yet does not fully answer them

Reader is seldom engaged by examples

Reader is not engaged

Sentence Variety





Word Choice

Vivid, precise words and phrases are used for engagement of the reader and clarity Avoids vague words

Vivid words and phrases are used for clarity Some vague words

Lacks variety or flair Bland or imprecise words

Limited vocabulary that does not communicate clearly Imprecise, bland, repetitive words

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read (About one or two minor errors) No major errors

Easy to read (About three to five errors)

Confusing to read (About six or seven errors)

Difficult to read (About seven or more errors)

Mechanics Exceptionally easy to read (About one or two minor errors) No major errors

Easy to read (About three to five errors)

Confusing to read (About six or seven errors)

Difficult to read (About seven or more errors)

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Name _________________________ Date ______________________ Formal Narrative Writing Rubric Grade

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Items to look for:

Exceptional

all points earned

Admirable

-2 points

Developing

-4 points

Needs Improvement

-6 points

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Central Idea/ Unity

Consistent point of view Clearly stated main idea Meaningful transitions connect ideas

Consistent point of view Clearly stated main idea Transitions connect ideas

Shift in point of view Unclear main idea Some transitions connect ideas or repetitive transitions

Shifts in point of view Lacking main idea or off topic Unclear or nonexistent transitions

Organization Logically sequenced with smooth transitions Inviting introduction, developed body, and strong conclusion

Logically sequenced Basic introduction, body, and conclusion

Details may be out of order Weak organization including undeveloped introduction, body, or conclusion

No sense of organization Tends to ramble Essential parts missing

Elaboration Details in sentences Illustrations, examples, and reasons beyond the obvious are within paragraphs

Details and examples are relevant Part of the story is unsupported

Few details are given or a list of general underdeveloped statements

Details are missing, unclear, or not related to topic

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ion

Voice/Tone

Personality is consistently evident throughout Tone is appropriate for topic Seems to be written from experience

Personality and tone are reasonably evident throughout Seems to be written from experience

Relates some personality and experience, but adds nothing extra to the topic Tone is inconsistent

Personality and experience are not evident Tone is inappropriate

Sentence Variety





Word Choice

Vivid, precise words and phrases draw pictures in the reader’s mind Avoids vague words

Vivid words and phrases draw pictures in the reader’s mind Some vague words

Uses words that communicate clearly, but the writing lacks variety or flair Bland or imprecise words

Limited vocabulary that does not communicate strongly Imprecise, bland, repetitive words

Usa

ge/

Mec

han


read (One or two types of errors)




Mechanics Exceptionally easy to read (One or two types of errors)




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Understanding Scoring Service To learn more about the Virginia SOL Writing Assessments, visit the Pearson Perspective’s Understanding Scoring Service Website. The service provides teachers, parents and students the opportunity to learn how state assessments are scored, the opportunity to view sample papers of all scoring ranges, and the opportunity to practice scoring sample papers.

http://perspective.pearsonaccess.com/perspective/appmanager/va/educator

http://perspective.pearsonaccess.com/perspective/appmanager/va/educator

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Writing Review Notes, the appendix, a direct link to Pearson Perspective’s Understanding Scoring Service, and other helpful English resources are available on the SPS Middle School Instructional webpage. http://www.spsk12.net/departments/middle/english.htm

http://www.spsk12.net/departments/middle/english.htm

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STAR (Students Teaching Activities Resources) Suffolk Public Schools STAR resource webpage contains resources that assist students in enhancing their comprehension of the Virginia Standards of Learning. Resources include but are not limited to activities, games, power points, web quests, and websites that address Standards of Learning objectives in each content area in grades K-12.

http://www.spsk12.net/departments/STAR/

http://www.spsk12.net/departments/STAR/

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References Bright Hub. Write a Good Five Paragraph Essay, 2010. Web. October 5, 2010

Book Rags. How to Write a Five Paragraph Essay, 2010. Web. October 8, 2010. Buzzle.com. Middle School Writing Prompts, 2010. Custom Essay Blog. Free Middle School Sample Essays, 2010. Web. November 3, 2010.

Gould, J.S and Evan Jay. Four-Square Writing Method: A Unique Approach to Teaching Writing Skills. Chicago: Teaching and Learning Company, 1999. Print. Jefferson County Schools. Transition Words. Web. November 6, 2010. Perry, Carolyn. Let’s Score 24!

Suite 101. Editing and Revising Checklist, 2010. Web. October 8, 2010 The Daedalus Group, Inc. Resources: Ten Narrative Prompts, (1998-2009). Web. October 8, 2010. Virginia Department of Education. Testing and Standards of Learning, 2010. Web. October 5, 2010.

November 2011 English 8 Review Notes for Parents &...

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