Understanding the Georgia H.S. Writing Test (GHSWT)

Understanding the Georgia H.S. Writing Test (GHSWT)

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3 Part Approach

1) Review important GHSWT details

2) Explore what the GHSWT assesses:

• Ideas• Organization• Style• Conventions

3) Putting this knowledge to work: Score/discuss several student papers

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Part 1: Important GHSWT Details

1. Domains Assessed2. The Score Scale3. Weighting of Domains4. Calculating the Total Raw Score5. Converting Raw Score to Scale Score6. Performance Level Descriptors7. GPS Information about Persuasive Writing8. Understanding the Writing Prompts

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Domains Assessed

Georgia High

School Writing Test (GPS)

• Ideas• Organization• Style• Conventions

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The Score Scale

Georgia High School Writing Test (GPS)

• Five score points in each scoring domain

• A score of “5” represents the highest level of competence in each domain.

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How the Domains are Weighted Weighting means that the scores in some writing domains will be given more

weight than others in determining the total score that a student receives.

Georgia High School Writing Test (GPS)

WeightIdeas 2

Organization 1

Style 1

Conventions 1

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Weighting of Domains Weighting means that the scores in some writing domains will be given more

weight than others in determining the total score that a student receives.

Scoring Domain

Domain Weight % of total score

Ideas 2 x raters’ scores 40%

Organization 1 x raters’ scores 20%

Style 1 x raters’ scores 20%

Conventions 1 x raters’ scores 20%

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Domain Score to Total Weighted Raw Score Conversion

Domain ScoresTotal

WeightedRaw Score

Ideas(x 2)

Org.(x 1)

Style(x 1)

Conv.(x 1)

Rater 1Rater 2

11

11

11

11

10

Rater 1Rater 2

22

22

22

22

20

Rater 1Rater 2

33

33

33

33

30

Rater 1Rater 2

44

44

44

44

40

Rater 1Rater 2

55

55

55

55

50

The following table indicates the total weighted raw scores for several domain score combinations. Two raters score each student paper, assigning a score of 1-5 in each of the four domains. The range of total weighted raw scores is 10 – 50.

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Raw Score to Scale Score Conversion

Raw Scores Scale Scores

10 100

11

12

13

14

15

45

46

47

48

49

50 350

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Scale Score Range

Scale Score Performance Level

100 – 199 Does Not Meet Standard

200 – 249 Meets the Standard

250 – 350 Exceeds the Standard

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Performance Level Descriptors for GHSWTDoes NotMeet theStandard

(100 – 199)

• Writing samples that do not meet the standard demonstrate limited focus on the assigned topic or persuasive purpose and may lack an introduction or conclusion. The writer’s position may be unclear. Development is minimal, and ideas are listed rather than developed. Ideas may not be grouped appropriately, and transitions may be limited. The writing shows little awareness of audience or reader concerns. Word choice and sentences are simple and/or repetitive. The writer’s voice is inconsistent or not apparent. Frequent errors in sentence formation, usage, and mechanics may interfere with or obscure meaning. Demonstration of competence may be limited by the brevity of the response.

Meets theStandard

(200 – 249)

• Writing samples that meet the standard are generally focused on the assigned topic and persuasive purpose and contain a clear introduction, body, and conclusion. The writer’s position is clear and sufficiently developed. Supporting ideas are developed with some examples and details, and the writer addresses some reader concerns. Supporting ideas are presented in a generally clear sequence. Related ideas are grouped together and connected with some transitions. Word choice is generally engaging, and there is some variation in sentence length and structure. The writer’s voice is clear, and the writing shows awareness of the audience. Sentence formation, usage, and mechanics are generally correct, and errors do not interfere with meaning. The text is of sufficient length to demonstrate effective writing skills.

Exceeds theStandard

(250-350)

• Writing samples that exceed the standard are consistently focused on the assigned topic, persuasive purpose, and audience, and have an effective introduction, body, and conclusion. The writer’s position is well developed, and the validity of the writer’s position is established. Supporting ideas are fully elaborated with specific examples and details that fully address readers’ concerns and/or counterarguments. The main points of the argument are logically grouped and sequenced within paragraphs and across parts of the paper. Varied transitional elements are used to connect ideas. Word choice is varied and precise throughout the response, and sentences are varied in length and structure. The writer’s voice is distinctive, and the writer demonstrates sustained attention to the audience in the introduction, body, and conclusion. Sentence formation, usage, and mechanics are consistently correct in a variety of contexts. Errors are minor and infrequent. The text is of sufficient length to demonstrate effective writing skills in a variety of contexts.

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Emphasis on Genre: Persuasive Writing

1. Defining Persuasive Writing

2. Persuasive Writing in the GPS

3. What Persuasive Writing Is and Is Not

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Defining Persuasive Writing

Persuasive Writing: Writing that has as its purpose convincing others to accept the writer’s position as valid, adopt a certain point of view, or take some action.

Methods:• Provides logical appeals, emotional appeals,

facts, statistics, narrative anecdotes, humor, and/or the writer’s personal experiences and knowledge.

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What Persuasive Writing Is and Is Not

An effective persuasive composition . . . An effective persuasive composition is NOT:

Clearly establishes a position on the issue and fully develops an argument with specific details and examples

Formulaic writing or a repetitive, standard five-paragraph formula that repeats the writer’s position and supporting reasons

Defends the writer’s position with relevant evidence that is appropriate for the audience identified in the writing topic

A list of irrelevant ideas or supporting ideas that are inappropriate for the audience identified in the writing topic

Demonstrates that the writer can anticipate and counter the audience’s position on the issue

Writing that fails to consider the audience’s position on an issue

Uses specific facts, personal experience and knowledge, and/or statistics to support the writer’s position

A list of facts, a story, and/or personal anecdotes that are unrelated to the writer’s position

Includes appeals to logic and/or emotion A chance for the writer to simply vent about a topic

Contains an organizational structure appropriate for persuasion

Writing in which ideas are presented in an illogical or confusing order

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What Persuasive Writing Is and Is Not

An effective persuasive composition . . . An effective persuasive composition is NOT:

Is multi-paragraph writing that supports a specific side of an issue

A single paragraph

Uses appropriate writing voice to engage the reader

Flat, uninteresting writing

Uses precise language and varied sentences An essay that contains imprecise language and little sentence variety

Introduces the reader to the issue, fully develops a position, and provides a sense of closure

Writing that presents ideas without introducing, developing, and/or providing closure

May contain a short narrative in the introduction or a skillful extended narrative that supports the writer’s position

A story that does not address the persuasive purpose of the topic

Contains correct sentences, usage, grammar, and spelling that make the writer's ideas understandable

Incorrect sentences, usage, grammar, and spelling that distract the reader from the writer's ideas

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Genre AwarenessThe degree to which the writer selects ideas, an organizational plan,

and stylistic devices that are appropriate to the genre of writing.

Organization Style

Ideas

Genre

Awareness

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Writing Topics (Prompts)

1. Sample Writing Topic (Prompt)

2. Understanding the Writing Topic

3. Format of the Writing Task

4. The Writing Checklist

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Persuasive Writing Topic

Writing SituationMany states are increasing the minimum driving age to prevent accidents involving teenage drivers. Some teenagers are worried because they depend on driving to get to work or school activities. Decide what you think about the issue.

Directions for WritingWrite a letter to your state representative that explains why the driving age in Georgia should be raised, lowered, or remain the same. Support your position with specific examples and details.

General Topic

Context for Topic

Writer’s Task:Format,

Purpose, Audience

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The Writing Checklist Student Writing Checklist for Persuasive Writing

Prepare Yourself to Write• Read the Writing Situation and Directions for Writing carefully.• Brainstorm for ideas.• Consider how to address your audience.• Decide what ideas to include and how to organize them.• Write only in English.Make Your Paper Meaningful• Use your knowledge and/or personal experiences that are related to the topic.• Express a clear point of view.• Fully support your position with specific details, examples, and convincing reasons.• Include an appeal to logic and/or emotions.• Organize your ideas in a clear and logical order.• Write a persuasive paper and stay on topic.Make Your Paper Interesting to Read• Use examples and details that would be convincing to your audience.• Use appropriate voice that shows your interest in the topic.• Use precise, descriptive, vivid words. • Vary the type, structure, and length of your sentences.• Use effective transitions.Edit and Revise Your Paper• Consider rearranging your ideas and changing words to make your paper better.• Add additional information or details to make your paper complete.• Proofread your paper for usage, punctuation, capitalization, and spelling.

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Drafting

Proofread/

Publish

Planning/

Prewriting

Revising &

Editing

Final

Draft

The Writing

Process

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Part 2: Understanding What the GHSWT Assesses

1. The GHSWT Rubric Top to Bottom2. Overview of Score Points 1 – 5: Five Levels of

Competence3. The Domains Assessed and the Components

of Each• Ideas• Organization• Style• Conventions

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Using the New GHSWT Scoring Rubric: The Rubric Top to Bottom

Domain Components

Level of Competence

Domain Title and Overview

Score Point Descriptions (1-5)

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Overview of Score Points 1-5Five Levels of Competence

Score: 1

Lack of Control

(of the elements of the domain)

Score: 2

Minimal Control


Score: 3

Sufficient Control


Score: 4

Consistent Control


Score: 5

Full Command


GREEN = The degree to which the writer demonstrates control of the

components.

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Domain 1: Ideas

1. The Components of Ideas

2. Controlling Idea

3. Development of Ideas

4. Depth of Development• Depth of Development in a Paragraph• Examples of Depth of Development in Score

Points 1-5

5. The Bottom Line in Ideas

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The Components of Ideas

IDEAS

Controlling Idea

Supporting Ideas

Relevance of Detail

Awareness ofPersuasive

Purpose

Sense ofCompleteness

Depth of Development

Ideas: The degree to which the writer establishes a controlling idea and elaborates the main points with examples, illustrations, facts, or details that are appropriate to the assigned genre.

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Controlling Idea

An effective controlling idea:• Serves as the focus of the paper• Ties all of the information in the paper to

the assigned writing topic and persuasive purpose

• Helps the reader understand the writer’s purpose: “What is the writer convincing me to think or do?”

• May be directly stated or implied

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Depth of Development: the key to Ideas

Controlling Idea

Relevant Supporting Ideas

Major Details

Specific Examples

And Elaboration

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Example of Depth of Developmentin a Paragraph

Sample Body ParagraphThe main reason that states are pushing for higher age restrictions is because they claim that 16 year olds lack the capacity to operate a motor vehicle. Wrong. The problem has much more to do with inadequate training. Teens are given a simple driving test and then their license. What teens need instead is in-depth training about how to handle a vehicle in rainy or icy conditions and facts about when and where most accidents occur so they can avoid these places and times. Defensive driving techniques, like staying at least two car lengths behind the vehicle in front of you would be educational.

Supporting Idea

Major Detail

Specific Details and Examples

Controlling Idea: If you really want to reduce accidents, increase driver’s education, not the driving age.

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Example of Depth of Development in Score Point 1

All this talk about the driving age makes me sleepy. So, I think I’ll take a nap, bye. ZZZZZZZZZZZZZ.

Oh, I just heard an announcement that there are ten minutes remaining. I don’t see what the big deal is, people will always get in accidents. Changing the driving age won’t help. So just eat, drink, and be merry.

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There are some good reasons to raise the driving age. There are also some good reasons to lower it. Or maybe we should just keep it the same.

First off, there are some good reasons to raise the driving age. There are a lot of bad teen drivers on the road, they don’t pay attention. They text while driving. They mess around with other teens in the car. That’s it for raising the driving age.

Second, there are some good reasons to lower the driving age. Kids need a way to get to work after school. Or some kids have sports practice after school. That’s it for lowering the driving age.

Last, we could keep the driving age the same. There don’t seem to be too many bad things happening to teens on the road. Maybe we should just keep things the same.

So, there you have it. Some reasons for raising the driving age. Some reasons for lowering the driving age, and some reasons for keeping it the same. Do what you think is best.

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I heard that the state legislature is talking about raising the driving age to eighteen. Please, I’m begging you, talk some sense into your coworkers. It’s not about age. There are plenty of crazy 50 year olds driving. Getting good driver training is what teens need.

First off, it is true that teens get into wrecks. Some teens think they know best and drive stupid. They do things that are dangerous and hurt themselves and others. But it is true that older drivers do stupid stuff too. Just last week I saw a grown woman hit a parked car. Man, that’s sad.

Secondly, I think the problem has more to do with not enough training. All drivers are given a simple driving test and then their license. No wonder there are so many accidents. Why not just give a person their license? To reduce accidents, people need more training. They need to know when to be careful and when to take chances behind the wheel.

Lastly, if you really want to be careful, give teens some restrictions. There is no way teens should drive with other teens in the car, all kinds of bad things can happen. Also, kids should not be allowed to drive at night. I believe that if these mandates were set in place, accidents would go down. More so than raising the driving age.

So please talk to your coworkers at the state legislature. It’s not the age that matters. It’s the amount of training people get. Plus, if your really concerned about teens driving, just give them more restrictions.

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In some states, the state legislature is increasing the minimum driving age form 16 to 17. This decision came about because of the number of teen-related accidents that have been a constant problem in recent years. Although the raise has somewhat decreased the amount of accidents, it has also greatly hindered teens trying to get from school and work without fear.

There is a growing problem of teen related accidents and fatalities in recent years. Careless teens who believe they are invincible carelessly drive and cause many accidents. Although this problem purportedly has to do with age and experience, then how is it that there are some teens that drive better than adults?

I believe that the driving age isn’t the problem. The problem is the lack of required driving courses, passenger restrictions, and time restrictions in many states. The teens that get into bad wrecks and get hurt more than likely have one or more other teenagers in the car. Also, the majority of these accidents occur in the wee hours of the morning. I believe that if these mandates were set in place, they would have a far greater impact on teen drivers than raised driving ages. No matter how old you are when you start driving, you always start with the same amount of experience: 0.

The main reason that states are pushing for higher age restrictions is because they claim that 16 year olds lack the capacity to operate a motor vehicle. Wrong. The problem has much more to do with inadequate training. Teens are given a simple driving test and then their license. What teens need instead is in-depth training about how to handle a vehicle in rainy or icy conditions and facts about when and where most accidents occur so they can avoid these places and times.

Overall, I believe this is a very bad idea. It doesn’t help the new driver out at all; in fact, it actually hurts them. What we need are state sponsored mandatory driving programs for teenagers and minor limitations on driving. That would make a real difference.

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Example of Depth of Development in Score Point 5In some states, the state legislature is increasing the minimum driving age form 16 to

17. This decision came about because of the number of teen-related accidents that have been a constant problem in recent years. Although the raise has somewhat decreased the amount of accidents, it has also greatly hindered teens trying to get from school and work without fear.

There is a growing problem of teen related accidents and fatalities in recent years. Careless teens who believe they are invincible carelessly drive and cause many accidents. How many times do you read about a fatal wreck caused by some kid who was trying to text while driving? Although this problem purportedly has to do with age and experience, then how is it that there are some teens that drive better than adults?

I believe that the driving age isn’t the problem. The problem is the lack of required driving courses, passenger restrictions, and time restrictions in many states. The teens that get into bad wrecks and get hurt more than likely have one or more other teenagers in the car. Also, the majority of these accidents occur in the wee hours of the morning. I believe that if these mandates were set in place, they would have a far greater impact on teen drivers than raised driving ages. No matter how old you are when you start driving, you always start with the same amount of experience: 0. Therefore, everyone should have to take at least 40 hours of driver’s education, and teens under 18 should not be allowed to drive with other teens or to drive past the hour of midnight.

The main reason that states are pushing for higher age restrictions is because they claim that 16 year olds lack the capacity to operate a motor vehicle. Wrong. The problem has much more to do with inadequate training. Teens are given a simple driving test and then their license. What teens need instead is in-depth training about how to handle a vehicle in rainy or icy conditions and facts about when and where most accidents occur so they can avoid these places and times. Defensive driving techniques, like staying at least two car lengths behind the vehicle in front of you would be educational.

Overall, I believe this is a very bad idea. It doesn’t help the new driver out at all; in fact, it actually hurts them. What we need are state sponsored mandatory driving programs for teenagers and minor limitations on driving. That would make a real difference.

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The Bottom Line in Ideas

• The more SPECIFIC the development, the better.• Specificity is a phenomena that few college students and adults

exhibit.• Like anything, getting specific takes practice. Here’s a simple drill:

Put this paragraph (or any paragraph lacking in development) on an overhead projector:

Lastly, if you really want to be careful, give teens some restrictions. There is no way teens should drive with other teens in the car, all kinds of bad things can happen. Also, kids should not be allowed to drive at night. I believe that if these mandates were set in place, accidents would go down. More so than raising the driving age

Brainstorm with your students: highlight sentences that could use some more specific elaboration (e.g., what kinds of bad things can happen?). Work together to make these ideas more specific. Practicing this technique again and again as a class will pay dividends. This exercise is one I have used with my comp. students at UGA.

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Domain 2: Organization

1. The Components of Organization2. Types of Organizational Patterns3. Persuasive Organizing Strategies4. Introduction-Body-Conclusion5. Sequencing of Ideas6. Grouping of Ideas7. Transitions8. Formulaic Writing

• Sample of Formulaic Writing9. The Bottom Line in Organization

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The Components of Organization

ORGANIZATION

OverallPlan

IntroductionBody

Conclusion

Sequence Of

IdeasTransitioning

PersuasiveOrganizingStrategies

Grouping Of

Ideas

Organization: The degree to which a writer’s ideas are arranged in a clear order and the overall structure of the response is consistent with the assigned genre.

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Types of Organizational Patterns

• Chronological Order of Events • Comparison/Contrast • Spatial Order• Order of Importance of Ideas• Problem/Solution • Cause/Effect Order• Classification Order• Definition/Description

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Persuasive Organizing Strategies

Introduction Supporting ideas Conclusion

Argument Address counter-argument Conclusion

Introduction Both sides of the issue Conclusion

Introduction Anecdote illustrating position Conclusion

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Introduction-Body-Conclusion: The Overall Plan

Introduction: Sets the stage for the development of the writer’s ideas and is consistent with the purpose of the paper

Body: Includes details and examples that support the controlling idea

Conclusion: Signals the reader that the paper is coming to a close

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Related Ideas Grouped Together

First off, it is true that teens get into wrecks. Some teens think they know best and drive stupid. They do things that are dangerous and hurt themselves and others. But it is true that older drivers do stupid stuff too. Just last week I saw a grown woman hit a parked car. Man, that’s sad. (All ideas relate to the fact that drivers of all ages get into accidents)

Secondly, I think the problem has more to do with not enough training. All drivers are given a simple driving test and then their license. No wonder there are so many accidents. Why not just give a person their license? To reduce accidents, people need more training. They need to know when to be careful and when to take chances behind the wheel. (All ideas relate to the need for more driver’s education.)

Lastly, if you really want to be careful, give teens some restrictions. There is no way teens should drive with other teens in the car, all kinds of bad things can happen. Also, kids should not be allowed to drive at night. I believe that if these mandates were set in place, accidents would go down. More so than raising the driving age. (All ideas relate to the need for tighter restrictions on teen drivers.)

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Sequencing of Ideas

Sequencing: The way the writer orders the ideas of the paper to implement the overall plan. Clear sequencing helps the reader understand the writer’s ideas.

Effective sequencing: Ideas build logically on one another and lead the reader through the paper.

Ineffective sequencing: The ideas may have little relationship to one another and could be presented in any order.

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Ineffective Sequencing

One way we could help reduce accidents is to increase driver’s education. We need to impose more restrictions on teen driving Make insurance costs for teens high so that only serious teen drivers will drive. Plus lots of teens text while driving. What about the teens who get lower than a 2.0 grade point average?

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Effective Sequencing

The main reason that states are pushing for higher age restrictions is because they claim that 16 year olds lack the capacity to operate a motor vehicle. Wrong. The problem has much more to do with inadequate training. Teens are given a simple driving test and then their license. What teens need instead is in-depth training about how to handle a vehicle in rainy or icy conditions and facts about when and where most accidents occur so they can avoid these places and times. Defensive driving techniques, like staying at least two car lengths behind the vehicle in front of you would be educational.

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TransitionsMaking Connections Between Ideas

• Transitions lead the reader through the paper by linking parts of the paper and ideas within paragraphs.

• Transitions are used between sentences, between paragraphs, and within sentences and within paragraphs

• Transitions can signal the type of relationships between ideas

• May be explicit or implicit– May be a single word, a pronoun, a phrase, or a logical linking of

ideas– Explicit transitional words: for instance, consequently– Implicit transitional devices: synonym and pronoun substitution,

moving from general to specific or from specific to general

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Transitions in ActionThere is a growing problem of teen related accidents and fatalities

in recent years. Careless teens who believe they are invincible carelessly drive and cause many accidents. How many times do you read about a fatal wreck caused by some kid who was trying to text while driving? Although this problem purportedly has to do with age and experience, then how is it that there are some teens that drive better than adults?

I believe that the driving age isn’t the problem. The problem is the lack of required driving courses, passenger restrictions, and time restrictions in many states. The teens that get into bad wrecks and get hurt more than likely have one or more other teenagers in the car. Moreover, the majority of these accidents occur in the wee hours of the morning. I believe that if these mandates were set in place, they would have a far greater impact on teen drivers than raised driving ages. That’s because no matter how old you are when you start driving, you always start with the same amount of experience: 0. Therefore, everyone should have to take at least 40 hours of driver’s education, and teens under 18 should not be allowed to drive with other teens or to drive past the hour of midnight.

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Formulaic Writing

Characteristics of A Formulaic Paper

1. The writer announces his or her thesis and three supporting ideas in the opening paragraph.

2. The writer restates one supporting idea to begin each of the three body paragraphs.

3. The writer repeats or restates his/her controlling idea and supporting points in the final paragraph.

4. Entire sentences may be repeated verbatim from the introduction, used as topic sentences in each of the body paragraphs, and repeated in the conclusion.

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Sample of Formulaic Writing






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Repetition in Formulaic Writing






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The Bottom Line in Organization

• An overall formulaic plan is inappropriate because of repetition.

• Formulaic elements are not the same as an overall formulaic plan, but better writers do not use them at all.

• The following slides (50-67) offer tips on helping students control the components of Organization more effectively.

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Trouble with Grouping? Try this Drill…highlight all related ideas in a common color. Then, have students group the

ideas that are coded the same color in a single paragraph.

Step 2

There are many ways to get to and from school. You can take a bus, ride in a car, or walk or ride a bike. Each kind of transportation has advantages and disadvantages.

The first kind of transportation is the ever popular bus. Buses can be cheaper than driving. Buses are also good for the environment because it’s like a big car pool. The bad thing about the school bus is also crowded and cluttered. The buses also run on a schedule, and you would probably miss your bus if you got there late.

Cars can be a fantastic way of getting to school. They are private, so you don’t have to worry about a person you despise sitting next to you. There are some bad things, though. Car riding can also be inconvenient to your parents though or whoever you ride with. Some parents have to be at work at the time school starts and ends and they just can’t drive you there and back.

Riding a bike or walking can be good too. Walking and biking are cheaper than driving. A bike isn’t too expensive, and walking is free. Bike riding or walking can also be inconvenient though. For example, what happens when it rains? Who wants to ride a bike or walk through bad weather?

All these transportation can be a great way to get to school or home from school, but can also be difficult. Maybe someday there will be better means of transportation.

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Trouble with Sequencing? Try this Drill…take a well sequenced paragraph and jumble it up. Then, brainstorm with

students about putting the ideas back in the proper sequence.

Step 1: Take a well sequenced paragraph Although they have some drawbacks, cars are a

preferred method of transportation. Cars are private, and you probably won’t be bothered. For example, you don’t have to worry about some intense coffee drinker breathing down your neck or a person you despise sitting next to you. You can also travel in the comfort of your own seat with the A/C set at your ideal temperature. Unfortunately, there are some problems with cars. They are very expensive and with gas prices at $3 a gallon, it quickly becomes unaffordable. Car riding can also be inconvenient to your parents or whomever you ride with. Some parents must be at work at the time school starts and ends and they just can’t drive you there and back?

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Step 2: Jumble it up Although they have some drawbacks, cars are a

preferred method of transportation. Cars are private, and you probably won’t be bothered. They are very expensive and with gas prices at $3 a gallon, it quickly becomes unaffordable. Car riding can also be inconvenient to your parents or whomever you ride with. Some parents must be at work at the time school starts and ends and they just can’t drive you there and back? Unfortunately, there are some problems with cars. For example, you don’t have to worry about some intense coffee drinker breathing down your neck or a person you despise sitting next to you.

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Step 3: Work together to put the ideas back in the proper sequence

Although they have some drawbacks, cars are a preferred method of transportation. Cars are private, and you probably won’t be bothered. For example, you don’t have to worry about some intense coffee drinker breathing down your neck or a person you despise sitting next to you. You can also travel in the comfort of your own seat with the A/C set at your ideal temperature. Unfortunately, there are some problems with cars. They are very expensive and with gas prices at $3 a gallon, it quickly becomes unaffordable. Car riding can also be inconvenient to your parents or whomever you ride with. Some parents must be at work at the time school starts and ends and they just can’t drive you there and back?

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Less effective Introductions are those that:

Repeat or barely paraphrase the writing topic. “The school system are considering uniforms for the students to wear.”

Have a lengthy (1-1 ½ page) narrative that prevents both writerand reader from getting to the point. “The struggle to figure out what to write about and finally getting the assignment done.”

Have a formula thesis and three supporting points that gives awayall the writer’s ideas and requires the writer to be able torestate the thesis and major supporting points in order tomove beyond score point 2. “We should not have to wear uniforms at school for three reasons. The first reason is because uniforms…

The second reason is because uniforms…The third reason is because uniforms…”

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Types of Introductions That Invite the Reader In and/or Provide a Preview

A. Thought-provoking Questions

B. Description that Makes the Reader Wonder What’s Coming Next

C. Directly Addressing the Reader

D. Moving from the Broad Topic to the Writer’s Subject

E. Brief personal narrative (anecdote)

F. Compelling Statement

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Sample Introduction: A Lead that Invites the Reader In

A. Thought-Provoking Questions

How would you feel if your best friend suddenly lost his life in a tragic car accident? Well, I can tell you that it feels terrible because I lost my best friend on January 23, 2007. Kids are too young to drive at age 16. The state needs to raise the driving age to 18.

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B. Description that Makes the Reader Wonder What’s Coming Next

There is a loud squeal of tires across the pavement and then glass goes flying everywhere. Sirens start blazing. A crowd of people gather round. This scene could have been avoided. The state needs to raise the driving age.

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C. Directly Addressing the Reader

Representative Smith, I know that you worked your way through school. Think about the many students who have jobs to earn money for school. Or the students who practice football after school in hopes of getting a scholarship. These students need a way to get home. The state needs to keep the driving age exactly where it is.

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D. Moving from the Broad Topic to the Writer’s Subject.Many adults feel that teens are careless and irresponsible. This is a gross over-generalization. One specific way that adults view teens in this way relates to driving. Not all teens are reckless behind the wheel. We cannot let the mistakes of a few undermine the privileges of so many careful teen drivers. Let me attemt to show you why.

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E. Brief Narrative Related to the IssueWhitney woke up like she did everyday at 3:00 to begin work in a bakery across town. She stated work at 4:00 but had to wake up earlier because she had to walk to work. She wished she could get an extra 30 minutes of sleep everyday. “If only I had my license,” she would say to herself. Whitney is one of many teenagers who would benefit from a lower driving age. Let me give you some more examples.

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Sample Introduction:A Lead that Invites the Reader In

F. Compelling Statement

There were over 11,000 motor vehicle accidents in Georgia in 2007. 2,321 resulted in death, and of these, 1,834 involved a driver under the age of 18. From these statistics, it is clear that we need to raise the driving age in Georgia. Let me elaborate because someone’s life is too precious to waste.

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Types of Conclusions:An Ending that Provides Closure

A. Compelling Statement

B. Summary of Key Points without Repetition

C. Reminder of Personal Connections the Reader Has to the Topic

D. Questions for the Reader to Think About

E. New but Related Issues for the Reader to Think About

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Sample ConclusionAn Ending that Provides Closure

A. Compelling Statement

Think about those 1,834 kids who lost their lives. Think of their parents. Think of the other people involved in the accidents. These facts are real. Therefore, we need a real solution to this problem. We need to raise the driving age to 18.

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B. Summary of Key Points without RepetitionI hope it is clear to you now that we need to keep the driving age the same. So many kids have jobs after work. It is very difficult for them to get there any other way than driving themselves. The same is true for kids who have activities after school. Thank you for your careful consideration.

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C. Reminder of Personal Connections

the Reader Has to the Topic

Representative Smith, I know you have teenage children. Think about what could happen to them on Georgia’s highways. There are too many irresponsible teens out there. Don’t let your children or others’ children be victims. Raise the driving age to 18.

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D. Questions for the Reader to Think AboutWould you want the death of Georgia teenagers on your conscience, knowing that you could have prevented these tragedies? That would be hard to live with, wouldn’t it? I have faith that you will make the right decision.

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E. New but Related Issues for the Reader to Think AboutIf we raise the driving age, who knows what other freedoms teens will lose next? Maybe we won’t be able to go to R-rated movies or stay out past 10:00 at night. You can’t protect us forever. We need to experience the world for ourselves so we can learn how to live as adults. Please keep the driving age the same.

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Domain 3: Style

1. The Components of Style2. Word Choice

• Types of Language

3. Audience Awareness and Tone4. Sentence Variety5. Style in Action6. A Style Drill7. The Bottom Line in Style

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The Components of Style

STYLE

Word ChoiceAudience

AwarenessVoice

SentenceVariety

Style: The degree to which the writer controls language to engage the reader.

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Word Choice

• Effective word choice is determined on the basis of subject matter (topic), audience, and purpose.

• Word choice establishes the tone of a piece of writing.

• Word choice involves more than the “correct” dictionary meaning of a word (denotation).

• Word choice goes beyond precision to include the connotations (the associations, meanings, or emotions a word suggests) of words.

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Types of Language (described in the Grade 11 Scoring Rubric)

• Descriptive: uses details that appeal to the senses and enables the reader to see, hear, and/or feel what the writer recounts

• Figurative: figures of speech or phrases that suggest meanings different from their literal meanings (hyperbole, metaphor, simile, irony)

• Technical: precise terms and phrases used to clarify or explain a particular subject matter or process

• Carefully crafted phrases: the purposeful selection of vivid words and phrases to create a sustained tone and engage the reader; groups of words that convey a clear meaning and serve a particular rhetorical purpose

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Audience Awareness

To What Extent Does the Writer Attempt to Engage the Reader?

• Emotional Appeals• Figurative Language• Language with Strong Connotative Meanings• Evocative Voice• Rhetorical Questions; “How would you feel if..”• Addressing the reader: “You should” or “We all

should”

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Tone

• Tone refers to the attitude a writer expresses toward the reader, the subject, and sometimes himself/herself.

– To be effective, tone must be consistent with the writer’s purpose.

– Tone is established through choice of words and details.

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Sentence Variety

How Sentences Vary:1. Length

• The number of words• Word length

2. Structure• Simple• Complex• Compound• Compound-complex

3. Type• Declarative• Interrogative• Imperative

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Style in actionLevel Example

Effective Word Choice

Voice

Appeal to Emotion

The main reason that states are pushing for higher age restrictions is because they claim that 16 year olds lack the capacity to operate a motor vehicle. Wrong. The problem has much more to do with inadequate training. Teens are given a simple driving test and then their license. What teens need instead is in-depth training about how to handle a vehicle in rainy or icy conditions and facts about when and where most accidents occur so they can avoid these places and times.

[Good sentence variety and a serious tone.]

Simple and Ordinary:

There are lots of reasons we should keep the driving age the same. One reason is kids are not bad at driving. They just need good training. Good training would help a lot. Kids will get better at driving.

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A Good Style Drill

Take a paper from a previous year that has stylistic deficiencies.

Work together as a group to improve it.

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The Bottom Line in Style

• Word choice is key.

• Regular drills (e.g., slide 58) will pay-off.

• You can emphasize different components when doing these drills: word choice, tone, audience awareness

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Domain 4: Conventions

1. The Components and Elements of Conventions

2. Overview of Score Points 1-5

3. Balancing Strengths and Weaknesses in the Components and Elements

4. Determining Competence in Conventions

5. Conventions Pie Chart

6. Some Notes About Sentence Formation

7. The Bottom Line in Conventions

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The Components and Elements of Conventions

CONVENTIONS

SentenceFormation

Usage Mechanics

Correctness, Clarity of

Meaning, Complexity,

End Punctuation

Subject/Verb Agreement,

Standard Word Forms,

Verb Tenses

Internal Punctuation,

Spelling, Paragraph Breaks,

Capitalization

Domain

Components

Elements

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Balancing Strengths/Weaknesses in the Components and Elements of Conventions

Score Point 5• Correct and varied in all elements of Sentence Formation, Usage, and Mechanics• Requires a variety of compound and complex sentences.

Score Point 4• Correct in most elements of Sentence Formation, Usage, and Mechanics• Some elements may be weak, missing, or lack variety• Requires both compound and complex sentences.

Score Point 3• Correct in majority of elements of Sentence Formation, Usage, and Mechanics, but there

may be some errors in each element.• Correct in two components but one component may be weak.• Requires either compound or complex sentences.

Score Point 2• Minimal control in all three components or one component may be strong while the other

two are weak

Score Point 1• Overall lack of control in all three components although some elements may demonstrate

strengths

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Overview of Score Points 1-5Levels of Competence in Conventions

Score: 1

Lack of Control

Score: 2

Minimal Control

Score: 3

Sufficient Control

Score: 4

Consistent Control

Score: 5

Full Command

GREEN = The degree to which the writer demonstrates control of the

components of Conventions.

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Conventions: High School

Sentence Correctness

Sentence Clarity

Sentence Complexity

End Punctuation

Subject-Verb Agreement

Word Forms

Verb Tenses

Internal Punctuation

Spelling

Paragraph Breaks

Capitalization

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Some Notes About Sentence Formation

• Coordination (compound sentence) occurs when the writer joins two independent clauses with a coordinating conjunction (FANBOYS):

“Adding any classes is great, but there are some classes that we will benefit from after graduating high school.”

Note too that the state considers sentences that begin with a coordinating conjunctions fragments.

• Subordination (complex sentence) is the merging of an independent clause (can stand alone) and a dependent clause (can’t stand alone):

“As you decide on what classes to integrate next year, please be mindful of my request.”

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The Bottom Line in Conventions Make a push toward more advanced sentence structure (but if your students struggle with forming simple sentences, some remedial work will be necessary first).

• Back to daily drills:

Rewrite a paragraph using more compound and complex sentences:There are lots of reasons we should keep the driving age the same. One reason is kids are not bad at driving. They just need good training. Good training would help a lot. Kids will get better at driving.

The logic behind this drill is that writers who use more advanced sentence structure show more competence in usage and mechanics; longer sentences require greater control of usage and more internal punctuation.

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Part 3: Scoring Student Writing Samples

1. Applying the Analytic Scoring Guidelines

2. Scoring Cautions

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Applying the Analytic Scoring Guidelines

1. Keep the on-demand testing context in mind. These student responses are essentially first drafts constructed with no resources.

2. Read through the entire writing sample.3. Use the scoring rubric to make a tentative score range decision:

• Score point 1 or 2 • Score point 2 or 3• Score point 3 or 4• Score point 4 or 5

4. Reread the entire writing sample to collect evidence to determine the score.

5. Assign domain scores for Ideas and Organization.6. Repeat the process for Style and Conventions domains.

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Scoring Cautions

1. Do not base the score on the single most noticeable aspect of a paper.

2. Withhold judgment until you have read the entire response.3. Do not allow the score you assign in one domain to influence the

scores you assign in the other three domains.4. Avoid making judgments based on neatness, novelty, or length.5. Base each scoring decision on the assessment sample the writer

has produced, not what you think the student’s potential competence in writing may be.

6. Do not allow your personal opinions to affect the score the writer receives. Whether you agree or disagree with the writer’s ideas should not influence your score.

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Part XII. Writing Instruction Resources The following resources were recommended by Georgia educators.

Author/Publisher Title

Janet Allen Tools for Teaching Content Literacy

Jim Burke Writing Reminders

Ross Burkhardt Writing for Real: Strategies for Engaging Adolescent Writers

Ruth Culham 6+1 Traits of Writing The Complete Guide Grades 3 and Up

Nancy Dean Voice Lessons: Classroom Activities to Teach Diction, Detail, Imagery, Syntax, and Tone

Sharon Hamilton Solving Common Writing Problems

Ralph Fletcher A Writer's Notebook: Unlocking the Writer Within You

Ralph Fletcher How Writer’s Work: Finding a Process that Works for You

Ralph Fletcher Live Writing: Breathing Life into Your Words

Ralph Fletcher Poetry Matters: Writing a Poem from the Inside Out

R. Fletcher & J. Portalupi Writing Workshop - The Essential Guide

Great Source Write for College

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Writing Instruction Resources

Author/Publisher Title

Brock Haussamen Grammar Alive!

Jane Bell Kiester Blowing Away The State Writing Assessment Test

Barry Lane After the End: Teaching and Learning Creative Revision

Linda Rief 100 Quickwrites

Tom Romano Blending Genre, Altering Style

Tom Romano Writing with Passion

A. Ruggers & G. Chrisenbury Writing on Demand

Edgar H. Schuster Breaking the Rules: Liberating Writers through Innovative Grammar Instruction

V. Spandel & J. Hicks Write Traits: Advanced

P. Sebranek, V. Meyer, &D. Kemper

Write for College

Constance Weaver Teaching Grammar in Context

Alan Ziegler The Writing Workshop Vols. 1 and 2

William Zinsser On Writing Well

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Writing Websites

Website URL

Colorado State Universities Online Writing Lab www.writing.colostate.edu

Exemplars: Developing Writers www.exemplars.com/materials/rwr/index.html

Learning-Focused Writing Assignments K-12 www.learningfocused.com

Purdue University's Online Writing Lab www.owl.english.purdue.edu

ReadWriteThink www.readwritethink.org

Write Source www.thewritesource.com

The Writing Site www.thewritingsite.org

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Keep in Touch!

Kevin Raczynski

• [email protected]

• 888.392.8977 (toll-free)

• 706.542.5063 (local direct)

Documents

Understanding the Georgia H.S. Writing Test (GHSWT)