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The California State University
Task Force on Expository Reading and Writing
EXPOSITORY READING AND WRITING COURSE
This assignment sequence was designed for an Advanced English Language Development Course. This
sequence exposes ELD students to 9/10 ELA standards.
This sequence draws upon materials found in the GUHSD curriculum adoption for ELD instruction:
Edge by Hampton Brown.
Edge Level C, Texts from Unit 6.1:
“Driver’s ed, not age, is key to road safety” by Fred Bayles
“Because immaturity fuels fatal crashes, Georgia should raise driving age to 17 and permit age to 16” by
Maureen Downey
Essential Questions:
How can we balance everyone’s rights?
Should the driving age be raised?
READING RHETORICALLY
PREREADING
READING
POSTREADING
Prereading
Getting Ready to Read
Introducing Key Concepts and Vocabulary
Surveying the Text
Making Predictions and Asking Questions
English-Language
Arts (ELA)
Listening and Speaking Strategies Comprehension 1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence.
Getting Ready to Read
The Edge provides a guiding Essential Question on page 532: How can we balance everyone’s
rights? Examine this question, along with the quotations provided, on page 532 of the Edge
level C text. Assess the meaning and evaluate the message of each quotation.
As a whole group, students will respond to the Essential Question by contributing to a
bubble cluster.
Students will read-think-pair-share the meaning and message of each quotation.
The Edge also provides very useful discussion guides on page 534 that will help students talk
about the issues surrounding individual vs. group rights. Guide students through the discussion
activities on this page.
ELA Standards:
Word Analysis,
Fluency, and Sys-
tematic Vocabulary
Development
1.0 .Students apply
their knowlEdge of
Introducing Key Concepts and Vocabulary
The key vocabulary provided in the Edge curriculum for these selections is not completely ideal
for understanding the main argument and purpose of each selection. Rather than using the
vocabulary terms the text pre-selects, the following vocabulary terms are needed in order to read
for purpose and argument:
Assignment Template Version 1.1
2 The California State University
word origins to determine the meaning of new words encountered in reading materials and use those words accurately. Vocabulary and Concept Development 1.2. Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.
“Driver’s ed, not age, is key to
road safety” by Fred Bayles
“Because immaturity fuels fatal crashes, Georgia
should raise driving age to 17 and permit age to 16”
by Maureen Downey
Terms:
public outcry
legislation
legal
activism
driver’s ed
governmental intrusion
Terms:
judgment
immaturity
proficiency
frontal cortex
Students will be reading both selections. Before reading each selection, students will create a
Key Vocabulary Chart (see handouts) for the selection’s key vocabulary.
After creating a Key Vocabulary Chart, students will also Scan for Vocabulary (see handout).
The purpose of the Key Vocabulary Chart is for the teacher to pre-identify the vocabulary that
students will need in order to understand the concepts of each selection. The purpose of Scan for
Vocabulary is for students to identify and define any other words in the selection that are
unfamiliar. Scanning for vocabulary will help students understand more of the text and it will
serve to increase personal vocabulary.
This process, Key Vocabulary Chart and Scan for Vocabulary,
is repeated for each selection.
The same is true for most of the items described in this sequence.
ELA Standard:
Reading
Comprehension 2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.
Surveying the Text
Each selection has nonfiction text features. Students will survey each text and identify text
features such as titles, by-lines, bulleted lists, graphics, captions, and side bars.
In pairs students will complete the Prereading a Textbook (see handouts) activity and share their
findings.
ELA Standards:
Reading
Comprehension 2.3 Generate relevant questions about readings on issues that can be researched.
Making Predictions and Asking Questions
Students will work in pairs to complete the Prereading: Previewing and Predicting (see
handouts) activity. Each student should have access to the selection and a computer (in order to
find out information about the author and publisher of the selection). This activity will happen
before ach selection.
Assignment Template Version 1.1
Reading
First Reading
Rereading the Text
Considering the Structure of the Text
ELA Standards:
Reading
Comprehension 2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.
First Reading
Students number the paragraphs and read the article. As students read they will:
circle the key vocabulary terms based on our work above
take out their Scan for Vocabulary
ELA Standard:
Writing Strategies 2.2 Write responses to literature: a. Demonstrate a comprehensive grasp of the significant ideas of literary works.
ELA Standard:
Reading
Comprehension 2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. 2.8 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of
the text .
Rereading the Text
Students will now reread the text and write summary sentences. Students will write summary
sentences by identifying details from each paragraph and then using those details to write the
main idea of each paragraph. Students will use the Details/Main Ideas Chart (see handouts) for
this. After developing summary sentences, students will add their summary sentences to their
Reading Pyramids (see handouts). They will record their summary sentence by completing Step
1 of the Reading Pyramid.
After students have added summary sentences to their Reading Pyramids, they will generate a
hypothesis as to the author’s main argument (Step 2 of the Reading Pyramid). Students will then
identify two quotations from the text that support the main argument (Step 3 of the Reading
Pyramid).
Assignment Template Version 1.1
4 The California State University
ELA Standards:
Reading
Comprehension
2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings. 2.8 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material).
Considering the Structure of the Text
Students will now read the text again in order to identify what the author is saying/doing
throughout the text. In order to facilitate a Say/Do Chart (see handouts) the teacher needs to
break up the article into chunks. Below you will find our suggestion as to how one selection can
be broken into chunks. The alternative approach is to complete a Say/Do Chart for each
paragraph, as shown for the second article below:
“Driver’s ed, not age, is key to road
safety” by Fred Bayles
“Because immaturity fuels fatal crashes,
Georgia should raise driving age to 17
and permit age to 16” by Maureen
Downey
Section Say Do
Par. 1
Par. 2-4
Par. 5-8
Par. 9-10
Par. 11-12
Par. Say Do
1
2
3
4
5
6
7
8
9
10
11
12
Students need to be encouraged to refer to both the text and their Reading Pyramids to complete
this activity. Before creating the Say/Do Chart, the teacher needs to model one or two sections
and provide students with a list of charting verbs (see handout). After each article, students
should share out their thoughts on what the author is doing in each section of the text.
Encourage students to use the charting verbs.
Post-reading Activities
Summarizing and Responding
Thinking Critically
Prerequisite 7th Grade
ELA Standard: Writing
Applications
2.5 Write summaries of
reading materials:
a. Include the main ideas and
most significant details.
b. Use the student's own
words, except for quotations.
c. Reflect underlying
meaning, not just the
superficial details.
Summarizing and Responding
Students will use the Academic Summary Template (see handout) as well as their Say/Do
Charts, and their Reading Pyramids to write an academic summary of each article.
Assignment Template Version 1.1
ELA Standards: Reading
Comprehension
2.4 Make warranted and
reasonable assertions about
the author’s arguments by
using elements of the text to
defend and clarify
interpretations.
2.5 Analyze an author’s
implicit and explicit
philosophical assumptions
and beliefs about a subject.
2.6 Critique the power,
validity, and truthfulness of
arguments set forth in public
documents; their appeal to
both friendly and hostile
audiences; and the extent to
which the arguments
anticipate and address reader
concerns and counterclaims
(e.g., appeal to reason, to
authority, to pathos and
emotion).
Thinking Critically
Students will Investigate an Argument (see handouts) for each article. The
students’ goal is to identify how the author presents and supports his/her
argument. This will prepare students for responding to the prompt later.
Additional Standards
Literary Response and Analysis 3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. College Expectations: These questions are also designed to develop the kinds of skills
assessed by college placement exams such as the English Placement Test and the UC
Analytical Writing Placement Exam. Students should be able to
Identify important ideas.
Understand direct statements.
Draw inferences and conclusions.
Detect underlying assumptions.
Recognize word meanings in context.
Respond to tone and connotation.
CONNECTING READING TO WRITING
USING THE WORDS OF OTHERS
ELA Standard:
Reading
Comprehension
2.4 Synthesize the
content from several
sources or works by a
single author dealing
with a single issue;
paraphrase the ideas
and connect them to
other sources and
related topics to
demonstrate
comprehension.
Using the Words of Others
The work completed during reading the texts will help facilitate responses to the prompt, which
requires using the words/ideas of others. As additional support for this skill, students will
practice Introducing and Integrating Sources (see handouts, there are two, one for introducing
and one for integrating).
Additional Standards
Grade ELA Standards: Writing Strategies
1.5 Synthesize information from multiple sources and identify complexities and discrepancies
in the information and the different perspectives found in each medium (e.g., almanacs,
microfiches, news sources, in-depth field studies, speeches, journals, technical documents).
1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas.
1.7 Use appropriate conventions for documentations in the text, notes, and bibliographies by
adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chi-
cago Manual of Style).
Assignment Template Version 1.1
6 The California State University
WRITING RHETORICALLY
PREWRITING
WRITING
REVISING AND EDITING
EVALUATING AND RESPONDING
Prewriting
Reading the Assignment
Getting Ready to Write
Formulating a Working Thesis
Reading Comprehension 2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.
Reading the Assignment
Students will Analyze the Prompt (see handout).
The Prompt:
The constitution of the United States guarantees rights to
people. However, sometimes different people's rights can be
in conflict. In order to make our world as fair as possible, it is
important to balance the rights and responsibilities of all
people. This way, one group's rights do not impede the rights
of other groups. One example of this the current debate over
what the legal driving age in the U.S. should be.
According to the texts you have read on this topic, what are
the arguments for and against raising the legal driving age to
18? Identify each author's argument as well as the evidence
each author uses as support. Also, show how each authors'
intended audience impacts the purposes of their writing.
After you have articulated the perspectives of each author,
present your own thoughts. Offer your own position on this
issue as well as evidence from your reading that supports
your position. Be sure to address the readers' bias as well as
any potential misunderstandings.
ELA Standard:
Writing Strategies
1.0Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates
Getting Ready to Write
Students will Analyze Source Material (see handouts) for each article. Students will use this
analysis as well as the Academic Summaries they completed earlier to help add substance to
their response to the prompt.
Assignment Template Version 1.1
students’ awareness of the audience and purpose. Students progress through the stages of the writing process as needed.
ELA Standard:
Writing Strategies 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
Formulating a Working Thesis
Much of the substance of the students’ writing is going to be summarizing the thoughts of
others. However, the prompt does ask students to offer their own perspective on this issue.
Writing
Composing a Draft
Organizing the Essay
Developing the Content
ELA Standard:
Writing Strategies
2.0Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting
strategies outlined in Writing Standard 1.0
Composing a Draft
Students will respond to the prompt. Student responses, because of the structure of the prompt,
will probably have five sections: Introduction, Presentation of Ideas from Article 1, Presentation
of Ideas from Article 2, The Student’s Own Perspective, and Conclusion. Each section will
probably be one paragraph.
Assignment Template Version 1.1
8 The California State University
ELA Standard:
Writing Strategies
1.0
Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose. Students progress through the stages of the writing process as
needed.
Organizing the Essay
The prompt analysis (see above) will offer guidance as to how to organize the essay.
ELA Standard:
Writing Strategies
2.0 Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting
strategies outlined in Writing Standard 1.0.
Developing the Content
Students will draw on the work from reading the articles I order to develop content for
responses to the prompt. We will stress the relationship between critical reading and preparation
for writing.
Assignment Template Version 1.1
Revising and Editing
Revising the Draft
Editing the Draft
Reflecting on the Writing
9th and 10th Grade
ELA Standard:
Writing Strategies
1.9 Revise writing to
improve the logic and
coherence of the or-
ganization and con-
trolling perspective,
the precision of word
choice, and the tone by
taking into considera-
tion the audience, pur-
pose, and formality of
the context.
Revising the Draft
After turning in a rough draft response, students will receive their essays back with a scored
rubric (see handouts). Students will use this scored rubric as well as responses to their writing
from peers in order to revise the content of responses.
9th and 10th Grade
ELA Standards:
Written and Oral
English Language
Conventions
1.1 Identify and cor-
rectly use clauses (e.g.,
main and subordinate),
and phrases (e.g., ger-
und, infinitive, and
participial), and me-
chanics of punctuation
(e.g., semicolons,
colons, ellipses,
hyphens).
1.2 Understand sen-
tence construction
(e.g., parallel structure,
subordination, proper
placement of modifi-
ers) and proper Eng-
lish usage (e.g., con-
sistency of verb
tenses).
1.3 Demonstrate an
understanding of
proper English usage
and control of gram-
mar, paragraph and
sentence structure,
diction, and syntax.
Editing the Draft
After turning in a rough draft response, students will receive their essays back with a scored
rubric (see handouts). Student rough drafts will also contain editing marks. Students will use
this scored rubric as well as editing marks provided by the teacher to edit the grammar and
punctuation of responses.
Additional Standards
ELA Standards: Written and Oral English Language Conventions
1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and an
understanding of English usage.
1.2 Produce legible work that shows accurate spelling and correct punctuation and
capitalization.
1.3 Reflect appropriate manuscript requirements in writing.
Assignment Template Version 1.1
10 The California State University
Evaluating and Responding
Responding to Student Writing
Using Portfolios
Responding to Student Writing
We will use the Rubric (see handouts) to respond to student writing. We will also use editing
marks to respond to student writing.
Using Portfolios
We have been using Google sites to showcase student learning and student work. Students will
add their final draft to their Online Portfolios.
http://www.LiteracyTA.com - ELD Cafe - Scan for Vocabulary - Copyright 2011
Introducing Key Vocabulary Chart
Teachers should use the table below to explicitly teach key vocabulary that students will need to know before entering a text.
Key Term Part of Speech
Translation Example Visual Representation
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Vocabulary Tracker for Limited English Proficient Students
Before reading a text, scan for unfamiliar vocabulary and use the table below to record and translate words you don’t know. Use teacher provided synonyms to check for correct translations.
Par #Pg #
Unknown Words(other than key vocabulary)
Translations(in primary language)
English Synonyms (easier English)
Before you read, engage in the following prereading exercises. Answer all relevant questions.
1.) Survey the text, noting all available reading aids (bolded words, footnotes, chapter summa-ries, visuals, etc.) and get a feel for the overall length of the text.
What reading aids, if any, are available? What is the overall length of the text? About how many paragraphs does the text have? How is the text structured? Are their headings and subheadings?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2.) Scan the title (and/ or subtitles) and make a prediction about the topic.
What will this text be about? What do you know about the topic?
______________________________________________________________________________
______________________________________________________________________________
3.) Study visuals (like maps, diagrams, charts, and photos) and make a new prediction.
What new information did you learn from studying the visuals?
______________________________________________________________________________
______________________________________________________________________________
4.) Identify the learning outcomes or chapter thesis for the section or unit.
Write the learning outcomes or chapter thesis in this box.
http://www.LiteracyTA.com - Prereading a Text - Copyright 2010
Prereading a Textbook
Before you read, engage in the following prereading exercises. Answer all relevant questions.
1.) Survey the text, noting all available reading aids (bolded words, footnotes, chapter summa-ries, visuals, etc.) and get a feel for the overall length of the text.
What reading aids, if any, are available? What is the overall length of the text? About how many paragraphs does the text have? How is the text structured? Are their headings and subheadings?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2.) Scan the title (and/ or subtitles) and make a prediction about the topic.
What will this text be about? What do you know about the topic?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3.) Read the first and last paragraphs.
What new information did you learn from reading the first and last paragraphs? Was your first prediction accurate?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4.) Study the author and publication information.Who is the author? What are his or her professional and academic experiences? When was the text published? What do we know about the publisher? What is your final prediction?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
http://www.LiteracyTA.com - Prereading a Text - Copyright 2010
Prereading: Previewing and Predicting
List the Main Ideas Summarize the Main Ideas
In this box, list the main ideas in the para-graph or section:
•
•
•
•
•
•
•
Paragraph/ Section # ______
Combine the main ideas on the left into one or two complete sentences.
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
In this box, list the main ideas in the para-graph or section:
•
•
•
•
•
•
•
Paragraph/ Section # ______
Combine the main ideas on the left into one or two complete sentences.
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
http://www.LiteracyTA.com - Academic Summary - Copyright 2010
Summarizing the Main Ideas
Title of Text: __________________________________________________________________
The main point/argument.
A quotation from the text that supports the main point/argument.
Summary sentences.
One or two summary sentences for each
paragraph of the text.
Another quotation from the text that supports the main
point/argument.
Reading Pyramid a graphic organizer to increase reading comprehension, identify the primary argument,
and identify support for that argument
Step 1
Step 2
Step 3
SAY DO
Use this column to record your summary sentences. Use the following questions to guide your summaries.
What is the paragraph(s) about?What does the writer say?What is the main idea(s)?
Include the paragraph number(s) as you summarize and chart.
In this column, record your charting statements. Use the following questions to guide your charting.
What does the writer do in the paragraph?What choices has the writer made?
Begin your statements with a verb. The writer might...
• report on an event.• interpret data.• cite sources.• define a term.
Paragraph/(s)#______
Paragraph/(s)#______
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Charting a Text: Say/ Do Table
Title of Text: __________________________________________________________________
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Charting Verbs
Use the list of words below to help you accurately describe what an author is “doing” in a text.
for Informational Texts
for Scientific and Technical Texts
for Fictional Texts
• accounts• analyzes• argues• asserts• challenges• cites• claims• criticizes• defines• describes• details• explains• explores• evaluates• lists• illustrates• illuminates• interprets• interviews• investigates• names• narrates• offers• outlines• qualifies• questions• quotes• reports• reasons• researches• reviews• sequences• states• summarizes• supports• urges
• accounts• analyzes• categorizes• compares• connects• defines• demonstrates• describes• details• discovers• establishes• examines• explains• explores• hypothesizes• illustrates• interprets• labels• lists• measures• names• organizes• outlines• predicts• produces• proves• provides• questions• reports• researches• reviews• sequences• solves• studies• summarizes• tests
• analyzes• argues• builds• creates• characterizes• comments• connects• contradicts• describes• details• develops• dramatizes• elaborates• establishes• exaggerates• focuses• foils• imagines• introduces• juxtaposes• lists• names• narrates• parallels• repeats• sequences• tests• utilizes
Add your own verbs, here.______________________
______________________
______________________
Use the following five directives below to help you summarize an expository text.
Part 1: Identify the source, the author, and any relevant source information.
In the article ___________________________, _________________, (author’s name) ___________________________________________(provide details about the author), …
Note: Part 1 and Part 2 can be combined into one sentence.
Part 2: Craft an argument statement (use template A) that accounts for the author’s central claim, or write a statement describing the main idea of the article (use template B).
A.) Argument Template___________________ (author’s name) ____________ (use a verb like argues, asserts, claims, or contends) that…
B.) Main Idea Template
___________________ (author’s name) ____________ (use a verb like describes, defines, examines, details, summarizes, or reports) that…
Part 3: Describe important evidence or essential information that the author uses to advance the ideas in the text.
The author ____________ (verb) __________________________________ (describe the type of evidence the author uses in the text). Then s/he ______________________________.
Part 4: Explain the author’s purpose for writing this text.
The author’s purpose is to ______________ (inform, educate, evaluate, make sense of something, investigate, examine, persuade, criticize, or do something else not listed here)…
Part 5: Evaluate the significance of the article. Why might readers care about this text?
___________________ (author’s name) work is important because…___________________ (author’s name) work _____________ (verb like illustrates, challenges, extends, clarifies, or does some other work)…Readers (or use a broader audience) should care…
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Summarizing a Source
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Paraphrasing Source Material
Title of Text: ____________________________________________________________________
Source Material Paraphrasing Source Material
Use this column to record source material that is directly quoted from the text.
Guidelines for writing a good paraphrase:• Carefully read the passage you intend to
use in your paper• Define words that are unfamiliar to your
reader and replace esoteric language with more familiar terms
• Clarify complex ideas and provide exam-ples to explain difficult concepts
• Avoid using the same sentence structure as the original
• Reread the paraphrase to ensure it is accurate
Paragraph # ______
Readers will paraphrase source material in the margins of a text in order to...• think through and comprehend a difficult concept or idea.• interpret what has been written.• account for main ideas.
Writers will paraphrase source material in order to...• reduce the amount of quoted material in a paper.• state only the essential information.• simplify complex ideas.
Source Material Paraphrasing Source Material
Use this column to record source material that is directly quoted from the text.
Use this column to paraphrase the source material.
Paragraph # ______
Paragraph # ______
Paragraph # ______
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Investigating an Argument
Title of Text: ____________________________________________________________________
Investigative Question Your Response
Write your investigative question in this space and cite the page or paragraph that you are questioning.
Paragraph # ______
Use this column to record your answer or response.
Competent readers will pause while reading in order to question, clarify, or connect ideas in a text. “Investigative Reading” provides a list of questions that students can use to develop this skill. While reading a text, pull from the list of questions below to help develop your ability to pause and connect ideas in a text. Feel free to ask your own questions as you become more comfortable with this reading strategy.
When reading an argument, ask...
• What do I understand so far? What do I still need to know?• How is the author using language to communicate his or her message?• How does this paragraph(s) connect to previous paragraphs?• What is the author doing in this paragraph?• How does the author support his or her claim?• What types of evidence does the author use?• What rhetorical devices does the author use?• Where do we see the author’s experiences/ viewpoints in this passage?• What problem does the author introduce?• What is the author’s central argument?• What assumptions has the author made about his or her audience?
Investigating an Argument
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Investigative Question Your Response
Write your investigative question in this space and cite the page or paragraph that you are questioning.
Paragraph # ______
Use this column to record your answer or response.
Paragraph # ______
Paragraph # ______
Paragraph # ______
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Templates for Introducing Sources
Use the following templates to help you introduce sources in your writing.
Template 1: Introducing an Author’s Ideas
__________________ (author’s name) ___________ (verb) _____________________________
______________________________________ (summarize or paraphrase what the author says).
Template 2: Citing a Source
According to ___________________ (name the source) ________________________________
________________________________________________ (describe what the source says).
Template 3: Introducing a Text and the Author
In the article __________________________ (title) ___________________ (author’s name)
argues that ____________________________________________________________________.
Template 4: Analyzing and Interpreting a Visual
The visual (graph, chart, or photo) _________ (verb) __________________________________
___________________________________________ (interpret, analyze, or describe the visual).
Template 5: Referencing a Visual in a Text
We can conclude from the visual that _______________________________________________
___________________________________________ (interpret, analyze, or describe the visual).
Template 6: Referencing Data in a Text
The data from ______________________ (name the source) ___________ (verb) ___________
___________________________________________ (interpret or analyze the data).
Template for Integrating What Research Says
According to _________________________________, (name of research organization) __________
__________________________________________, (provide a fact about the research organization)
____________________________________________________________(provide relevant findings).
The research shows _________________________________________________________________.
This research is valuable because _____________________________________________________.
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Integrating Sources
When integrating sources into the flow of ideas in a paper, we want to...
1. name the source and provide any relevant source information like an author’s credentials or publication information;
2. provide a direct quotation, paraphrase, or summary of the source material;
3. interpret the source material; and
4. evaluate the source material and connect it back to the topic or purpose of the paper.
Template for Integrating What an Author Says
In the text _________________________________, ________________________, (author’s name)
____________________________________________, (include a relevant fact about the source)
_____________ (verb) ______________________________________ (provide the source material).
________________ (author’s last name) argument ________________________________________
_____________________________. His/ her position is important because _____________________
_____________________________________________________________.
The following questions should be used to analyze and mark a writing prompt. A sample prompt has been provided below.
1.) What is the prompt asking me to do?• Circle directive words in the prompt like analyze, describe, argue, etc., and underline
what you’re being asked to do. • Sometimes prompts include questions. These questions should be turned into statements.
Begin your statements with a verb like analyze, evaluate, or apply. Be sure to circle the verb and underline what you’re being asked to do. See the examples below.
Possible Questions Turning Questions into Statements
What is the author’s attitude toward the subject? Analyze the author’s attitude toward the subject.
Does the author provide credible evidence? Evaluate the credibility of the evidence.
2.) How can I use the prompt to help organize my paper?• Number the different topics or ideas you are asked to write about in an order that makes
sense to you and your reader.
3.) Who is my intended audience?• Intended audiences are either stated or suggested. Place a box around the intended
audience if it is stated directly. If the intended audience is suggested, write the intended audience in the margin and place a box around it. If the prompt does not specify an audience, ask your teacher for guidance or write to a general academic audience.
4.) What sources (if any) am I being asked to use?• Write the name of the source(s) next to the prompt.
Example
Melissa Healy offers a perspective on social media that challenges a common assumption among
adults that constant “electronic chatter” produces teens who are socially underdeveloped and
withdrawn. Write an essay for a parent magazine explaining how you and your friends use
social networking. Using your own experiences and the research in Melissa Healy’s article,
construct an argument for social media sites. Make clear for parents how teens could benefit
from spending their time in the “digital world.”
http://www.LiteracyTA.com - Analyzing a Prompt - Copyright 2010
Analyzing and Marking Prompts
Source: Melissa Healy’s textPersonal experience
1
2
3
The following questions should be used to analyze a writing prompt. Use the spaces below to record your thoughts and responses.
1.) Is this a take home or in-class writing assignment? What do I know about this type of writing? Think about the writing situation. How much time do I have? How should I prepare? What are the expectations?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2.) What is the prompt asking me to do?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3.) How can I use the prompt to help organize my paper? What should I do first, second, and third?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4.) Who is my intended audience? If the audience is not explicitly stated and it cannot be inferred, ask for more direction. If this is a timed writing task, you may need to write to a general academic audience.
______________________________________________________________________________
5.) What sources (if any) am I being asked to use?
______________________________________________________________________________
______________________________________________________________________________
http://www.LiteracyTA.com - Analyzing a Prompt - Copyright 2010
Analyzing a Prompt: Five Critical Questions
12
-2-1
1
Rub
ric
for
the
Intr
oduc
tion
Par
agra
ph o
f th
e P
ersu
asiv
e E
ssay
, El C
ajon
Val
ley
Hig
h Sc
hool
, EL
D
1 B
elow
St
anda
rd
2 A
ppro
achi
ng
Stan
dard
3 M
eets
St
anda
rd
Sc
ore
Content
___
Do
es n
ot g
rab
rea
der
’s
atte
ntio
n
___
Do
es n
ot in
clu
de b
ackg
roun
d
info
rmat
ion
on
the
topi
c _
__D
oes
not
tran
sitio
n to
the
the
sis
stat
emen
t _
__T
hes
is s
tate
men
t do
es
not
ad
dres
s th
e pr
om
pt
___
Atte
mp
ts t
o gr
ab r
ead
er’s
atte
ntio
n
___
Incl
udes
lim
ited
bac
kgro
un
d in
form
atio
n on
the
top
ic
___
Atte
mp
ts t
o tr
ansi
tion
to th
e th
esis
st
atem
ent
___
Th
esis
sta
tem
ent f
ails
to c
om
plet
ely
add
ress
the
pro
mpt
___
Effe
ctiv
ely
grab
s th
e re
ade
r’s
atte
ntio
n
___
Incl
udes
ba
ckgr
oun
d in
form
atio
n on
th
e to
pic
_
__T
ran
sitio
ns
to t
he t
hesi
s st
atem
ent
___
Th
esis
sta
tem
ent a
ddr
esse
s th
e p
rom
pt
Language Conventions
___
Inco
mp
lete
sen
ten
ces
___
Do
es n
ot u
se f
orm
al la
ngu
age
_
__D
oes
not
use
co
rrec
t ve
rb te
nse
an
d su
bje
ct-v
erb
agr
eem
ent
___
Mos
tly i
nco
rrec
t gr
am
mar
u
sage
_
__ M
ost
ly
inco
rrec
t pu
nctu
atio
n
___
Mo
stly
in
corr
ect s
pe
lling
_
__C
itatio
ns m
issi
ng
___
Wo
rks
cite
d m
issi
ng
___
Err
ors
inte
rfer
e w
ith
und
erst
andi
ng
the
essa
y
___
Inco
nsi
sten
t use
of c
om
plet
e se
nten
ces
(fra
gmen
ts a
nd
ru
n-o
ns)
_
__In
con
sist
ent u
se o
f 3rd p
erso
n P
OV
an
d fo
rmal
lan
gua
ge
___
Inco
nsi
sten
t ver
b te
nse
and
su
bje
ct-
verb
agr
eem
ent
___
Inco
nsi
sten
t gr
am
mar
usa
ge
___
Inco
nsi
sten
t pu
nctu
atio
n
___
Inco
nsi
sten
t sp
ellin
g _
__C
itatio
ns in
com
ple
te
___
Wo
rks
cite
d fo
rmat
inco
rre
ct
___
Err
ors
ma
y ca
use
dis
trac
tion
___
Mo
stly
co
mp
lete
sen
tenc
es
___
Mai
ntai
ns 3rd
per
son
PO
V a
nd
form
al
lan
gua
ge
___
Mo
stly
co
nsi
sten
t ver
b te
nse
and
su
bje
ct-v
erb
agr
eem
ent
___
Min
or
erro
rs in
gra
mm
ar u
sage
_
__M
ino
r er
rors
in p
unct
uat
ion
___
Sp
ells
maj
ority
of w
ord
s co
rrec
tly
___
Cita
tions
co
rrec
t/mo
stly
co
mp
lete
_
__W
ork
s ci
ted
co
rre
ctly
form
atte
d
___
Err
ors
do
no
t in
terf
ere
with
u
nder
stan
din
g th
e es
say
T
OT
AL
SC
OR
E
Bel
ow S
tand
ard
2 =
F (
55%
) 3
= D
(65
%)
App
roac
hing
Sta
ndar
d 4
= C
(75
%)
Mee
ts S
tand
ard
5 =
B (
85%
) 6
= A
(10
0%)
12
-2-1
1
Rub
ric
for
the
Aca
dem
ic S
umm
ary
Par
agra
ph(s
) of
the
Per
suas
ive
Ess
ay, E
l Caj
on V
alle
y H
igh
Scho
ol, E
LD
1
Bel
ow
Stan
dard
2 A
ppro
achi
ng
Stan
dard
3 M
eets
St
anda
rd
Sc
ore
Content
___
Do
es n
ot in
tro
duc
e th
e au
thor
, tit
le,
and
mai
n a
rgum
ent
of t
he t
ext
___
Do
es n
ot a
ccu
rate
ly id
entif
y th
e au
thor
’s c
laim
s _
__D
oes
not
art
icu
late
th
e ev
iden
ce th
e au
tho
r us
es t
o su
pp
ort
his
/her
cla
ims
___
Do
es n
ot tr
ansi
tion
effe
ctiv
ely
use
d be
twee
n c
laim
s an
d e
vide
nce
_
__D
oes
not
pro
per
ly c
ite t
he
text
_
__C
on
clud
ing
sent
ence
not
ev
iden
t
___
Do
es n
ot
com
ple
tely
intr
od
uce
the
auth
or,
titl
e, a
nd
mai
n ar
gum
ent
of t
he
text
_
__A
ccur
atel
y id
entif
ies
som
e of
th
e au
tho
r’s c
laim
s _
__A
rtic
ula
tes
som
e o
f the
evi
den
ce th
e au
tho
r u
ses
to s
up
port
his
/her
cla
ims
___
So
me
tran
sitio
ns
use
d be
twee
n c
laim
s an
d e
vid
ence
_
__A
ttem
pts
to
cite
the
text
_
__C
onc
lud
ing
sent
ence
not
effe
ctiv
e
___
Intr
odu
ces
the
auth
or,
title
, an
d m
ain
ar
gum
ent o
f th
e te
xt
___
Acc
urat
ely
iden
tifie
s th
e au
tho
r’s
clai
ms
___
Art
icu
late
s th
e ev
ide
nce
the
auth
or
use
s to
sup
por
t his
/her
cla
ims
___
Tra
nsi
tion
s ef
fect
ivel
y u
sed
bet
wee
n
clai
ms
and
evid
ence
_
__P
rop
erl
y ci
tes
the
text
_
__C
onc
lud
ing
sent
ence
effe
ctiv
e
Language Conventions
___
Inco
mp
lete
sen
ten
ces
___
Do
es n
ot u
se f
orm
al la
ngu
age
_
__D
oes
not
use
co
rrec
t ve
rb te
nse
an
d su
bje
ct-v
erb
agr
eem
ent
___
Mos
tly i
nco
rrec
t gr
am
mar
u
sage
_
__ M
ost
ly
inco
rrec
t pu
nctu
atio
n
___
Mo
stly
in
corr
ect s
pe
lling
_
__C
itatio
ns m
issi
ng
___
Wo
rks
cite
d m
issi
ng
___
Err
ors
inte
rfer
e w
ith
und
erst
andi
ng
the
essa
y
___
Inco
nsi
sten
t use
of c
om
plet
e se
nten
ces
(fra
gmen
ts a
nd
ru
n-o
ns)
_
__In
con
sist
ent u
se o
f 3rd p
erso
n P
OV
an
d fo
rmal
lan
gua
ge
___
Inco
nsi
sten
t ver
b te
nse
and
su
bje
ct-
verb
agr
eem
ent
___
Inco
nsi
sten
t gr
am
mar
usa
ge
___
Inco
nsi
sten
t pu
nctu
atio
n
___
Inco
nsi
sten
t sp
ellin
g _
__C
itatio
ns in
com
ple
te
___
Wo
rks
cite
d fo
rmat
inco
rre
ct
___
Err
ors
ma
y ca
use
dis
trac
tion
___
Mo
stly
co
mp
lete
sen
tenc
es
___
Mai
ntai
ns 3rd
per
son
PO
V a
nd
form
al
lan
gua
ge
___
Mo
stly
co
nsi
sten
t ver
b te
nse
and
su
bje
ct-v
erb
agr
eem
ent
___
Min
or
erro
rs in
gra
mm
ar u
sage
_
__M
ino
r er
rors
in p
unct
uat
ion
___
Sp
ells
maj
ority
of w
ord
s co
rrec
tly
___
Cita
tions
co
rrec
t/mo
stly
co
mp
lete
_
__W
ork
s ci
ted
co
rre
ctly
form
atte
d
___
Err
ors
do
no
t in
terf
ere
with
u
nder
stan
din
g th
e es
say
T
OT
AL
SC
OR
E
Bel
ow S
tand
ard
2 =
F (
55%
) 3
= D
(65
%)
App
roac
hing
Sta
ndar
d 4
= C
(75
%)
Mee
ts S
tand
ard
5 =
B (
85%
) 6
= A
(10
0%)
Rubric for the Persuasive Elem
ent of the Persuasive Essay, El Cajon Valley H
igh School, ELD
1Below
Standard
2A
pproachingStandard
3M
eets/ExceedsStandard
ScoreContent
___Does not articulate a clear
position (thesis statement) on the
topic___D
oes not offer evidence to support the position___D
oes not explain why the
evidence supports the position the student adopts___D
oes not address the bias/counterargum
ents to the position the student adopts___D
oes not transition effectively betw
een claims and evidence
___Does not properly
cite/reference the ideas of others___Concluding sentence not evident
___The position (thesis statement) on
the topic us unfocused/unclear___O
ffers limited evidence to support the
position___Explanation of w
hy the evidence supports the position the student adopts is ineffective___A
ddressing of the bias/ counterargum
ents to the position the student adopts is ineffective___Som
e transitions used between claim
s and evidence; som
e are ineffective___Citation/reference of the ideas of others is ineffective___Concluding sentence ineffective
___Articulates a clear position (thesis
statement) on the topic
___Offers evidence to support the
position___Effectively explains w
hy the evidence supports the position the student adopts___A
ddresses the bias/counterarguments
to the position the student adopts___Transitions effectively used betw
een claim
s and evidence___Properly cites/references the ideas of others___Concluding sentence effective
Language Conventions
___Incomplete sentences
___Does not use form
al language
___Does not use correct verb
tense and subject-verb agreement
___Mostly incorrect gram
mar
usage___ M
ostly incorrect punctuation___ M
ostly incorrect spelling___Citations m
issing___W
orks cited missing
___Errors interfere with
understanding the essay
___Inconsistent use of complete
sentences (fragments and run-ons)
___Inconsistent use of 3rd person PO
V
and formal language
___Inconsistent verb tense and subject-verb agreem
ent___Inconsistent gram
mar usage
___Inconsistent punctuation___Inconsistent spelling___Citations incom
plete___W
orks cited format incorrect
___Errors may cause distraction
___Mostly com
plete sentences
___Maintains 3
rd person POV
and formal
language___M
ostly consistent verb tense and subject-verb agreem
ent___M
inor errors in gramm
ar usage
___Minor errors in punctuation
___Spells majority of w
ords correctly___Citations correct/m
ostly complete
___Works cited correctly form
atted___Errors do not interfere w
ith understanding the essay
TOTA
L SC
OR
E
Below Standard
2 = F (55%)
3 = D (65%
)
Approaching Standard
4 = C (75%
)M
eets Standard5 = B (85%
)6 = A (100%
)
12-2-11
