Standard (Curriculum)

Instruction and Assessment

Standard 1. The student writes clearly and effectively.

1.1 Develops concept and design.
Ideas and content
* Demonstrates consistent focus; constructs a logical argument
* Writes to own and assigned topic for various audiences and purposes
* Writes in a number of genres and forms
* Demonstrates elaboration through examples, details, facts
* Cites sources when writing reports or technical documents
* Synthesizes information effectively from multiple sources
* Discriminates between essential, intriguing, or useful information and trivia

Organization
* Uses effective organizational structures; constructs sequenced paragraphs using effective transitions
* Organizes text with a clear beginning, middle, and end; writes in logical sequence including problem and solution, cause and effect, analysis and conclusion
* Writes coherent paragraphs
* Writes analytically using basic and clear logic

1.2 Uses style appropriate to the audience and purpose.
Voice
* Chooses voices appropriate to different genres, audiences

Word choice
* Chooses language that is precise, engaging, and well-suited to the topic and audience
* Uses words appropriate to the chosen purpose
* Uses accurate and precise language relevant to content area (e.g., social studies, math, health)
* Experiments with figurative language and sound patterns

Sentence fluency
* Varies sentence length and structure (e.g., simple, compound, complex, participles, appositives)
* Demonstrates rhythm and flow of language

1.3 Applies writing conventions.
* Conventions (see Expected Conventions by Grade Level)
* Uses compound and complex sentences; may use fragments for effect
* Spells correctly except for effect in final draft
* Employs conventional grammar (e.g., subject/verb agreement and verb tense agreement) except for effect
* Applies capitalization and punctuation rules correctly
* Uses paragraphing, stanza division and other textual markers (e.g., title, subtitle, bullets)
* Writes legibly

Instructional Strategies
1.1 - 1.3
* Writing workshop approach to meet the needs of various students
* Writing as Learning strategies
* Required use of references and citations
* Thinking maps
* Read aloud
* Shared writing
* Discussion: voice in writing
* Modeling: use of specialized vocabulary from source material
* Posted standards for conventions in daily work

Assessment
* Multiple samples of student writing in more than one form
* Six trait scoring
* Developmental Stages of Writing

Standard 2. The student writes in a variety of forms for different audiences and purposes.

2.1 Writes for different audiences
* Writes for distant audiences such as pen pals and community members
* Determines and writes for the needs of different audiences

2.2 Writes for different purposes
* Writes for a range of purposes across content areas

- narrative: to express him/herself, to create, to entertain
- expository: to inform others, to create, to explain ideas or procedures, to question
- persuasive: to persuade others, to debate

2.3 Writes in a variety of forms
* Writes in a variety of forms and genres (e.g., narratives, journals, poems, essays, stories, research reports, explanations, memos, directions, various letters, newspaper articles, pamphlets)
* Varies form, detail, and structure of writing in accordance with intended audience and purpose

2.4 Writes for career applications
* Identifies particular forms one might be required to use when writing in career settings (e.g., software programs, research)
* Produces technical and non-technical documents using resources from career settings (e.g., evacuation manuals, consumer spending graphs, demographic tables, news articles, reports)
* Identifies different forms used to cite sources when writing reports or technical documents (e.g., references, footnotes, endnotes)
* Collaborates with a team to create, revise, edit, and/or evaluate writing

Instructional Strategies

2.1 - 2.4
* Read aloud examples of well-written narrative, exposition, and persuasion
* Discussion: why is a piece well-written
* Discuss: author's craft and purpose
* Discussion: matching multiple audiences, purposes, and forms
* Discussion: forms in the work place and in various careers

Assessment
* Student samples
* Learning log
* Portfolios (see grade 7 course description)

Standard 3. The student understands and uses the writing process.

3.1 Prewrites
* Uses a variety of prewriting strategies (e.g., story mapping, graphic organizers, jotting, free writing)
* Uses available tools and technology such as a simple word processor consistently through the writing process
* Gathers information from a variety of sources
* Considers topic, audience, and purpose
* Narrows or expands a topic prior to drafting

3.2 Drafts
* Elaborates on an initial idea
* Drafts independently
* Coordinates ideas and perspectives and takes variables into account
* Constructs a clear narrative or argument
* Considers all writing traits while drafting

3.3 Revises
* Collects input and enhances text and style
* Rereads writing to see if it makes sense; confers with others; evaluates suggestions from others
* Adds, deletes, rearranges, or substitutes appropriate language and/or graphics to enhance text and style

3.4 Edits (see Expected Conventions by Grade Level)
* Uses resources to correct spelling, punctuation, and usage
* Corrects some errors independently
* Adjusts word choice and sentence structure

3.5 Publishes
* Selects from a variety of publishing options (e.g., school newspaper, bulletin boards, multimedia formats, reports, essays, presentations) appropriate for the audience
* Produces a legible, neat, and effective final product
* Uses different technologies to produce an effective product

Instructional Strategies
3.1 Prewrite
* Student select and use an appropriate graphic for the intended topic and organization

3.2 Draft
* Students refer to organizer during drafts

3.3 Revise
* Revision checklists
* Peer conferences
* Teacher conferences

3.4 Edit
* Check known words for spelling
* Model use of references
* Check paper against established standards for conventions in daily writing
* Assistance with editing that is beyond student?s current knowledge

3.5 Publish
* 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
* Student samples
* Set and post standards for conventions in daily writing

Standard 4. The student analyzes and evaluates the effectiveness of written work.

4.1 Assesses own strengths and need for improvement
* Establishes and applies own criteria to improve quality of writing
* Analyzes the works of effective writers and articulates the qualities that make the writing effective
* Analyzes and evaluates own writing process

4.2 Seeks and offers feedback
* Accepts feedback and edits to revise own writing
* Offers feedback, with guidance, on others' writing with regard to: concept and design, style, and conventions
* Asks responsible questions about others' writing