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Alabama Direct AssessmentAlabama Direct Assessment

Of Writing: Grade 10Of Writing: Grade 10

Holly Michaels, Scottsboro High School

Freel, B., Holmes, H., & Struder, M. (2004). Mastering the Alabama Direct Assessment of Writing: Grade 10. Woodstock, GA: American Book Company.

To demonstrate mastery of the competencies for the writing assessment, you will be asked to produce one piece of extended writing that will demonstrate end-of-tenth-grade writing capability.

In particular, your writing will need to:

• Indicate a thorough understanding of the prompt (which mode you will use)

• Display strong author control

• Introduce the topic and develop it thoroughly with examples, facts, statistics, anecdotes, and or details; whatever is required to fulfill the objective of the prompt.

• Display a strong organizational plan or strategy

• Present clear ideas so they flow smoothly and logically from one to the next with clarity and coherence, using effective transitions.

• Use vivid and precise vocabulary

• Use description to enhance the development of the essay

• Display limited number of minor errors in grammar, usage, and mechanics

• Use one clear controlling idea – don’t wander!

You will get one prompt, which will reflect one of the three modes of writing: narrative, expository, or persuasive (random assignment)

Successful response to your prompt will clearly present a sequence of events, precisely presented reasons, explanations, or steps in a process; or precisely state a position and limit it appropriately.

You will need to write four or five paragraphs in order to permit an evaluation of your writing.

You only have one hour, so do not write more than five paragraphs!

Quality is better than quantity!!!!

Paragraph Construction

Paragraph Structure

• A paragraph is a series of related sentences that make a single point about one subject.

1. Choose one subject

2. Make a single point

a. Topic Sentence

3. Relate other sentences to the topic sentence.

a. Supporting details

b. Concluding sentence

The Topic Sentence

1. The subject of the paragraph

2. What the author wants the reader to know about the subject.

It states the subject of the paragraph and what the author wants the reader to know about that subject.

• What is the subject of the paragraph?

• What do I want the reader to know about that subject?

• The topic sentence states the subject of the paragraph and what the writer wants the reader to know about that subject.

Example:Subject - fuel-efficient cars

Want Reader to know - help the environment

Sentence - Buying a fuel-efficient car is one way you can help the environment.

*

Improving a Topic Sentence

• Single idea • Broad enough • Invite discussion

Single IdeaIncorrect: Baseball players

and lawyers get paid too much for the work they do.

Correct: Professional baseball players get paid too much for the work they do.

Correct: Lawyers get paid too much for the work they do.

Incorrect: The Internet provides computer users with a vast resource of information and creates worldwide marketing opportunities for businesses.

Incorrect: The Internet provides computer users with a vast resource of information and creates worldwide marketing opportunities for businesses.

Correct: The Internet provides computer users with a vast resource of information.

Correct: The Internet creates worldwide marketing opportunities for businesses.

Incorrect: Young children bring parents great joy as well as tremendous responsibility.

Correct: Young children bring great joy to parents.

Correct: Young children bring parents tremendous responsibility.

Broad Enough

Detail: Baking soda absorbs household odors in carpets and kitchens.

Detail: Lemon juice lightens stains and cuts grease.

Topic: Natural household products can be used for effective cleaning.

Detail: Genetic engineers have succeeded in cloning farm animals.

Detail: Lawyers use DNA tests in criminal court.

Topic: In recent years, genetic research has produced astounding, yet practical, results.

Invites Discussion

Weak: I went to Alabama last year

Good: Alabama is the ideal place to go for a winter vacation.

Weak: My uncle drives a black Nissan 300 ZX.TM

Good: People often choose a particular car as a reflection of their personality.

Weak: Autumn leaves are often multicolored.

Good: I love how the leaves on the trees explode into color each fall.

*

Supporting Details

• Do more than restate the main idea.

• Provide reasons and examples showing why the main idea is true.

• If the details digress from the topic the paragraph will be confusing to the reader.

*

Developing Supporting Ideas

• Consider what questions a reader might ask about your topic sentence.

Topic Sentence: Alabama is the ideal place to go for a winter vacation.

Reader May Ask: Where in Alabama?

How do you know it’s ideal?

What makes it ideal?

What kinds of things can you do there?

What if I like to go snow skiing?

Organizing Paragraphs

• Time Order

• Spatial Order

• Order of Importance

• Contrasting Ideas

Concluding Sentence

• Emphasize an important point

• Provide a summary of the topic and details

• Suggest a response for the reader

• Link one paragraph to another

*

Narrative Writing(tell a story – series of related events – climax – conclusion)

• Analyze the writing topic

• Organize your topic

a. Pre-writing

• Write a rough draft

• Edit, proofread

• Write final copy

Persuasive Writing(to convince readers to agree with your point of view)

• Remember, your audience for the writing assessment may be parents, students, or local officials, but professional readers will grade your essay.

• Strive for a more formal tone, use Standard American English. Avoid slang, colloquial expressions, and inappropriate language

• Use persuasive language your audience will understand and appreciate your arguments

Persuasive Writing cont.(to convince readers to agree with your point of view)

• Three steps to building an argument: make a claim, support the claim, answer objections

• Ethical arguments are based on assumptions about what is right and what is wrong

• Good arguments include logical reasons, solid evidence, and examples. Appeals to emotions also strengthen arguments.

Scoring Procedures Your response to the prompt is scored independently by two adult readers trained on the specific prompt with the appropriate rubric.

The rubric is based on the adopted competencies and reflects the expectations for high school writing.

While all areas are important, content and organization/clarity are key areas.

If there are wide discrepancies between the two graders, a third master reader will be brought in to score your essay.

More Tips Write on the assigned topic. Make sure you clearly

understand the topic, purpose, and audience. Focus.

Write in English

Write legibly.

Write a well-developed composition (take advantage of prewriting)

Write in prose. DO NOT WRITE ANY POETRY or MUSICAL LYRICS.

Write respectfully. No offensive language or discuss offensive content.

More Tips cont.

Write your prewriting and your rough draft on separate paper from your final copy. Bring and use pencils for all writing.

Prewriting can be a simple cluster diagram or a quick listing of major points you want to make about the topic. From this, you can develop a central idea and tone.

Write your own essay. Do not use a copied source or another student’s writing.

The Four Holistic and Analytical Traits

Content

Organization/Clarity

Audience/Purpose

Writing Mechanics, Grammar, Sentence Formation

Trait #1: Content

The writer develops a clear, focused main idea or ideas related to the prompt. He/she also demonstrates completeness in his or her writing through the use of support, elaboration, anecdotes, images, or carefully selected details that build understanding or hold a reader’s attention.

Trait #1: Content

Response to assigned task

Clearly established main idea

Sufficiently relevant supporting ideas

Clearly developed ideas appropriate to the audience, purpose, and topic

Sense of completeness (using effective concluding sentences)

Use of narrative, expository, or persuasive mode

Trait #2: Organization/Clarity

The writer should provide at least four paragraphs. A one-paragraph response will not receive a score. The writer uses his or her organizational method to provide logical links in each detail or new development in the essay, leading the reader to a turning point, key revelation, or well developed conclusion. The writer also provides smooth transitions between details or events in the essay.

Trait #2: Organization/Clarity

Clear, obvious organizational plan

Clear controlling idea, developed with examples, reasons, and details

Smooth and logical flow of ideas

Clear description of topic found in both the introduction and conclusion.

Trait #3: Audience/Purpose

The writer uses his or her ability to emotionally connect with the audience through using the following components:

Trait #3: Audience/Purpose

Varied and effective sentence structure

Tone (mood) consistent with topic and purpose

Sense of audience (make it obvious you know who your audience is)

Trait #4: Writing Mechanics, Grammar, and Sentence Formation

The writer pays particular attention to punctuation, subject/verb agreement, and precise diction.

Trait #4: Writing Mechanics, Grammar, and Sentence Formation

Appropriate usage (clear pronoun references, subject-verb agreement, etc.)

Appropriate mechanics (proper spelling, capitalization, punctuation, etc.)

Appropriate end punctuation

Complete sentences or functional fragments

Sentence variety

Scoring Rubric Level One-Four

Level 4Level 4A level four paper is superior. It does ALL or MOST of the following:

Displays a strong organizational plan. Displays a strong sense of author control. Uses one clear controlling idea and does not wander from it. Presents ideas with clarity and coherence. May provide a conclusion. Makes limited errors in grammar, usage, and mechanics. Uses a variety of sentence structures. Uses vivid, precise vocabulary. May display creativity in presenting information.

Scoring Rubric Level One-Four

Level 3Level 3A level three paper is above average. It does ALL or MOST of the following:

Displays an organizational plan. Displays a sense of author control. Uses one controlling idea with only minimal wandering from it. Presents ideas that flow smoothly together. May provide a conclusion. Makes occasional errors in grammar, usage, and mechanics. Uses a variety of sentence structures. Uses meaningful, precise vocabulary. May display creativity in presenting information.

Scoring Rubric Level One-Four

Level 2Level 2A level two paper is adequate. It exhibits ALL or MOST of the following:

Displays some evidence of an organizational plan. Displays some sense of author involvement. Uses a controlling idea but may wander from it. Introduces the topic and develops it minimally. Presents ideas with minimal attention to their flow. May commit some errors in sentence formation, grammar, usage, and mechanics that interrupt the flow of communication.

Scoring Rubric Level One-Four

Level 1Level 1A level one paper is inadequate. It is clearly flawed in SOME or ALL of the following:

Displays little or no evidence of an organizational plan. Displays little or no sense of author involvement. Presents one or more unclear controlling ideas. Gives little or no attention to topic development. May present irrelevant ideas. May commit many obvious errors in sentence formation, grammar, usage, and mechanics that interrupt the flow of communication.

Test-Taking Tips

• Be prepared. Get a good night’s sleep the night before your exam. Eat a well-balanced meal, with proteins and carbs.

• Arrive early. Allow yourself at least 15-20 minutes to find the room and get settled. Then you can relax before the exam.

Test-Taking Tips cont.

• Think success. Keep your thoughts positive. Turn negative thoughts into positive ones.

• Practice relaxation techniques. Some students become overly worried about exams. Here are some quick ways to relieve test anxiety:

RELIEVE TEST ANXIETY

• Imagine yourself in your most favorite place. Let yourself sit there and relax.

• Do a body scan. Tense and relax each part of your body starting with your toes and ending with your forehead.

• Use the 3-12-6 method. Inhale slowly for 3 seconds, hold breath for 12 seconds, exhale slowly for 6 seconds.

Good Luck!!!!Good Luck!!!!