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November 2011
1
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
November 2011
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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 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.
November 2011
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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
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.
November 2011
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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
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
November 2011
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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
#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?”
November 2011
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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
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):
Supporting Detail (Elaboration):
Supporting Detail (Elaboration):
Box #3: Body Paragraph
Transition Word or Phrase
Supporting Idea (Topic Sentence)
Supporting Detail (Elaboration):
Supporting Detail (Elaboration):
Supporting Detail (Elaboration):
Box #4: Body Paragraph
Transition Word or Phrase
Supporting Idea (Topic Sentence)
Supporting Detail (Elaboration):
Supporting Detail (Elaboration):
Supporting Detail (Elaboration):
Box #5: Conclusion
Transition Word or Phrase
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)
November 2011
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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
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.
Box #2: Body Paragraph
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
Box #3: Body Paragraph
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
Box #4: Body Paragraph
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
November 2011
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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
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
November 2011
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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
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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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
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?
November 2011
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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
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
________________________________________________________________________________________________________________________________________________________________________________________________
November 2011
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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
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.
November 2011
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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
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)
November 2011
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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
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)
November 2011
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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
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.
November 2011
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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
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.
November 2011
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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
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
November 2011
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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
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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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
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.
November 2011
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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
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.
November 2011
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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
Suffolk Public Schools’ middle school English teachers use the following rubrics when assessing formal writings.
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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
Name ___________________________ Date __________________________
Formal Research Writing Rubric Grade
Do
main
s
Items to look for:
Exceptional
all points earned
Admirable
-2 points
Developing
-4 points
Needs Improvement
-6 points
Co
mp
os
ing
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
Wri
tte
n E
xp
ress
ion
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
Usa
ge/
Mec
han
ics
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)
Easy to read (Three or four types of errors)
Confusing to read (Five or six types of errors)
Difficult to read (Seven or more types 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
November 2011
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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
Name ___________________________ Date _____________________
Formal Persuasive Writing Rubric Grade
Do
main
s
Items to look for:
Exceptional
all points earned
Admirable
-2 points
Developing
-4 points
Needs Improvement
-6 points
Co
mp
osin
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
Wri
tte
n E
xp
ress
ion
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
All paragraphs include sentences that vary in length, beginnings, and structure
Almost all paragraphs include sentences that vary in length, beginning, and structure
Few sentences vary in length, beginning, and structure
Sentences rarely 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
Usa
ge/
Mec
han
ics 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)
Easy to read (Three or four types of errors)
Confusing to read (Five or six types of errors)
Difficult to read (Seven or more types errors)
November 2011
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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
Name ___________________________ Date _____________________ Formal Explanation/Expository Writing Rubric Grade
Do
main
s
Items to look for:
Exceptional
all points earned
Admirable
-2 points
Developing
-4 points
Needs Improvement
-6 points
Co
mp
osin
g
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
Wri
tte
n E
xp
ress
ion
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
All paragraphs include sentences that vary in length, beginnings, and structure
Almost all paragraphs include sentences that vary in length, beginning, and structure
Few 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 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
Usa
ge/
Mec
han
ics Usage 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)
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)
November 2011
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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
Name _________________________ Date ______________________ Formal Narrative Writing Rubric Grade
Do
main
s
Items to look for:
Exceptional
all points earned
Admirable
-2 points
Developing
-4 points
Needs Improvement
-6 points
Co
mp
osin
g
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
Wri
tte
n E
xp
ress
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
All paragraphs include sentences that vary in length, beginnings, and structure
Almost all paragraphs include sentences that vary in length, beginning, and structure
Few sentences vary in length, beginning, and structure
Sentences rarely vary in length, beginning, and structure
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
ics 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)
Easy to read (Three or four types of errors)
Confusing to read (Five or six types of errors)
Difficult to read (Seven or more types errors)
November 2011
26
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
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
November 2011
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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
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
November 2011
28
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
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/
November 2011
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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
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.