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Standard 1. The student
writes clearly and effectively.
1.1 Develops concept and
design
Ideas and content
*
Maintains a sharp focus throughout the work; focuses text clearly
to hold a reader's attention, to make a point, to tell a story,
and/or describe a process or phenomenon
* Approaches a topic in
an individualized and purposeful way
* Develops a topic,
theme, or central metaphor with carefully chosen and focused detail
and content
Organization
* Controls emphasis,
sequencing, focus, and transitions in a variety of genres such as
poetry, technical, or narrative
* Develops analysis,
synthesis, persuasion, and exposition logically; demonstrates
advanced logic
1.2 Uses style
appropriate to the audience and purpose
Voice
* Recognizes voice;
strengthens and modifies own voice as appropriate
Word Choice
* Chooses words to
convey intended message in a precise, interesting, and natural
way
* Uses specialized
vocabulary relevant to a specific content area
* Uses figurative
language and sound patterns effectively
* Considers connotation
and denotation when choosing words
Sentence fluency
* Varies the complexity
of sentence structure and cadence for effect
- Grammar/usage
- Capitalization
- Punctuation
- Spelling
* Uses paragraphing and
stanza division to reinforce text?s organizational structure
* Writes
legibly
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Instructional Strategies
1.1 - 1.3
* Writing workshop approach to meet the needs of students
* Thinking maps
* Demonstration: various citation styles for references
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Writing as Learning strategies
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Modeling: use of specialized vocabulary from source material
* Posted standards for conventions including in daily writing
practice
* Create scoring guides
Assessment
*
Multiple samples of student writing in more than one form (See 10A
course description)
* Six trait
scoring
* State focused
holistic scoring
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Standard 2. The student
writes in a variety of forms for different audiences and
purposes.
2.1 Writes for
different audiences
* Identifies, analyzes, describes, and meets the needs of chosen
audience
* Shows sense of how
particular audience may interpret a text
2.2 Writes for
different purposes
* Writes for a broad range of purposes
including:
- To reflect upon own experiences
- To experiment with language
- To make inferences or draw conclusions
- To present an analytical response to literature
- To apply for jobs
- To communicate research findings
- To convey technical information
2.3 Writes in a
variety of forms
* Writes in a variety of forms and genres (tall tales, myths,
fables, reports, experiments, directions, dramas, narratives,
journals, poems, essays, stories, etc.)
* Interweaves elements
of exposition, argumentation, narration, figurative, and rhythmic
language as needed according to audience and
purpose
2.4 Writes for career
applications
* Identifies particular writing skills required for
occupational/career areas of interest
* Produces technical and
non-technical documents for career audiences such as a homepage,
research report, or blueprint
* Understands the
importance of using reference style consistently when writing
reports or technical documents
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Instructional Strategies
2.1 - 2.4
* Read aloud many
examples of well-written narrative, exposition, and
persuasion
* Discussion: what constitutes "well-written"
* Discussion: author's
purpose and craft
* Modeling: multiple
audiences, purposes, and forms
* Discussion:
appropriate forms for purposes, especially those used in the work
place and in various careers
Assessment
*
Multiple samples of student writing in more than one form (See 10A
course description)
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Standard 3. The
student understands and uses the steps of the writing
process.
3.1
Prewrites
* Generates ideas and
plans writing independently (e.g., extensive planning, defining and
choosing an appropriate mode of expression)
* Uses available tools
and technology such as a simple word processor consistently through
the writing process
* Analyzes and
synthesizes information from a variety of sources (e.g.,
interviews, multimedia, books, periodicals)
3.2
Drafts
3.3
Revises
* Confers with others
to improve text; incorporates suggestions from others
* Investigates
additional information sources to improve text; uses language to
enrich text and enhance styles
3.4
Edits
3.5
Publishes
* Identifies viable
markets and forums for specific writing
* Produces a legible,
professional-looking final product
* Uses a variety of
technological resources to produce a final
product
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Instructional
Strategies
3.1 Prewrite
* Students select and use an appropriate graphic for the intended
topic and organization
3.2 Drafts
* Students use organizer to do first draft
3.3 Revises
* Peer conferences
* Teacher
conferences
* Revision
checklists
3.4 Edits
* Check known words for spelling
* References
* Check paper against
established standards for conventions in daily writing (see
below)
* Assist students with
editing that is beyond their current knowledge during writing
conferences
3.5 Publishes
* Students select and produce an appropriate publication form for
various pieces of writing
* Display work that has been revised and edited OR that has been
labeled as unedited for a reason.
Assessment
* Multiple samples of
student writing in more than one form (See 10A
course description)
* Set and post
standards for conventions in daily writing
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Standard 4. The student
analyzes and evaluates the effectiveness of written
work
4.1 Assesses own
strengths and need for improvement
* Articulates own and
established criteria to improve writing; defends choices to deviate
from established criteria
* Assesses own strengths
and developmental needs as a writer
* Demonstrates knowledge
of the qualities that make a piece of writing
effective
4.2 Seeks and offers
feedback
* Seeks, evaluates,
accepts, and applies feedback; holds to one?s own vision
* Independently offers specific feedback on others' writing with
regard to: concept and design, style, and
conventions
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Instructional Strategies
4.1 - 4.2
* Students look at own work and analyze for strengths and
weaknesses
* Six trait
scoring
* State focused holistic scoring
* Peer discussions
* Teacher conferences
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