Writing, Persuading, and Scoring Writing

Using the Jane Schaeffer Method of

writing, persuasive writing tips, and the six- trait rubric for scoring.

OverviewThe Jane Schaeffer Writing Formula allows us to communicate our ideas clearly and completely.

There are persuasive techniques that strengthen our writing.

The six-trait rubric allows us to evaluate written communication.

Long-term goals: Learning Targets

We will learn terminology for writing that we will use for the next four years and beyond.

Each of us will become a more clear communicator with words, sentences, paragraphs, essays, and letters.

We will each learn to recognize flawed written communication and improve it for more clarity.

We will implement effective persuasive techniques in our writing.

We will be able to pass the HSPE writing section next year with ease.

No one will ever be able to discriminate against us for jobs, college admissions, scholarships, etc. because your writing isn't clear.

The Current SituationEach of us enters this program with different skill levels in the area of

written communication.True?

However, we all need to get to the same finish line.

Also true?

Never fear: We've actually been getting ready for this!

We have been gaining fluency through journal writing.

We wrote the SHS Persuasive Writing Assessment which was a persuasive letter.

We’ve been analyzing prompts & writing essays for the SAT program.

Part I: Jane Schaffer: Definitions: Common Terms for Success!

We need to have some common terms in order to move forward with the instruction. Everyone needs to be able to communicate

clearly in the process. So...get ready to copy some terms for your

own personal glossary of writing terms.

Essay

An essay is a piece of writing that gives your thoughts on a

subject.

Letter

A way of sharing your ideas and

thoughts with a particular individual.

Fully Formed Essays and Letters...

Usually have AT LEAST FOUR FOUR paragraphs:an introduction

two body paragraphsa conclusion

So...what are those things?

IntroductionIntroductions are sometimes called introductory

paragraphs. They are the first thing your audience will read.They should include an attention grabber and a

thesis statement (usually the last sentence).

Wondering what a thesis statement is? The answer in a moment.

Ironically, I usually write the introduction last. Why? Because by the time I've written

my essay or letter, I'm more qualified to introduce it to my audience.

Thesis Statement

Your thesis is your audience's key to understanding what it is you want them to

understand. It is a road map of sorts.

It always contains a subject and an opinion about that subject (from now on we will call opinions CMs or commentaries), and usually

gives the audience a heads-up about the way in which you will prove your point.

Here comes an example...

Thesis Statement, cont.Example: The Sumner School Board should not require daily homework for high school students because it is unnecessary, it will stress kids out, and kids won't be able to participate in after-school sports.

Question: How many paragraphs will this letter have? How do you know?

Body Paragraphs

Body paragraphs come after your introduction and each one

will support a differentdifferent idea from your thesis.

Example follows...

Body Paragraphs, cont.Example:

The first reason the school board shouldn't require homework is that it isn't necessary. Kids in high school don't need to practice everything they learn in class. Many students can learn well enough in class to master the skills. And giving homework just for the sake of giving it wouldn't make them learn the skill better. Teachers already assign homework when it will help. They know their lessons and how much practice is required to help their students learn. Teachers should be trusted to judge when and how much homework their students need. Surely the board doesn't want to require teachers to create and give assignments for students that would essentially be busy work with no benefit to student learning.

What goes into a Body Paragraph?

One thing each body paragraph should have is a TS: Topic Sentence.

Topic sentences are the first ones in each body paragraph.

They are like mini-thesis sentences in that they let your audience know what your paragraph will be

trying to prove.

The TS should support the thesis statement in your introduction.

Want an example?

TS: More on Topic SentencesRemember this sample thesis?

The Sumner School Board should not require daily homework for high school students

because it is unnecessary, it will stress kids out, and kids won't be able to participate in

after school sports.

We learn the writer's opinion about required daily homework. We also learn that there are threethree reasons why the writer believes the way

he/she does.

Finally the TS!So that was the thesis.

Now, the topic sentencetopic sentence for the first paragraph...

The first reason the school board shouldn't require homework is that it

isn't necessary.

Now... your turn!

TS, con't.Again, the sample thesis was:

The Sumner School Board should not require daily homework for high school students because

it is unnecessary, it will stress kids out, and kids won't be able to participate in after school

sports.

I wrote the first TSTS. Now you try to construct a TS for the second

body paragraph.Tip: Include a transitiontransition like: In addition to,

Also, Similarly, or More importantly, etc.

Concrete Details

Concrete DetailsConcrete Details are facts and details that support opinions that we communicated in our thesis statements

and TSsTSs. We will call them CDsCDs.

Synonyms for CDs include: facts, details, examples, facts, details, examples, illustrations, descriptions, etc.illustrations, descriptions, etc.

For each body paragraph, we should include at least twotwo CDs per paragraph.

What does that look like?

Concrete Details, cont.

In my sample paragraph, I provided two CDstwo CDs to support the idea that daily homework wasn't

necessary. Reread them to determine whether or not they

support my TSTS:

CDCD: Kids in high school don't need to practice everything they learn in class.

CDCD: Teachers already assign homework when it will help.

Concrete Details, cont.

So, now it’s your turn! You wrote the second paragraph's TSTS from

my thesis. Take that TSTS and write two sentences of CDCD on your own.

P.S. A fact is not necessarily true, it just has the ability to be tested and either

proved true, or not true.

Commentary

CommentaryCommentary, or CMsCMs, are statements of opinion that support, analyze, describe,

explain, comment or expound on your CDsCDs.

There should be TWOTWO sentences of CMsCMs, for EACH CD in a sentence.

So, if there are two CDsCDs in each body paragraph, how many sentences of CMCM will

there be?

CMs, cont.

Look back at my first CDCD: Kids in high school don't need to practice

everything they learn in class.

Now check out the 2 CMsCMs that support my CD:CD:

CM 1CM 1: Many students can learn well enough in class to master the skills without any homework.CM 2CM 2: And giving homework just for the sake of giving it wouldn't make them learn the skill better.

CMs, cont.

Let's try again!

My second CD was: Teachers already assign homework when it will help.

CM 1: They know their lessons and how much practice is required to help their students learn. CM 2: Teachers should be trusted to judge when and how much homework their students need.

CMs, cont.You guessed it! Your turn now.

Take one of your CDs from your previous practice and write two CMs.

Hey, make sure they are opinions, descriptions, clarifications, analysis, insight, interpretation,

etc., and NOT more facts or CDs! Otherwise your essay/letter just sounds Otherwise your essay/letter just sounds

like a bulleted list.like a bulleted list.

Concluding Sentences Every body paragraph also has to have a Concluding

Sentence, or CS at the end.

Like a concluding paragraph, it shouldn't repeat points you have made, instead it should move the issue

forward, and leave your reader with a sense that your point has been made completely.

Check out my example:

Surely the board doesn't want to require teachers to create and give assignments for students that would essentially be busy work with no benefit to student

learning.

CSs, cont.

Don't make me say it...okay, it's your turn.

Try your hand at CSCS for your CDCD and 2 CMsCMs.

Conclusions

Every essay should have a satisfactory conclusion, or concluding paragraph. This paragraph should strive to give the writing a sense of closure and leave the audience with a

clear picture of what has been communicated.

Some believe that your conclusion should be a five to eight sentence paragraph.

I respectfully disagree. A well thought out, two-to-three sentence conclusion can be satisfying,

assuming you remember one thing...

Conclusions, cont.

The most satisfying way to end an essay and some letters is to leave your audience with a sense that what you have communicated is

bigger than just that one issue.

The way to do this is to leave them with some U.M.

“What’s that?” you asked.

U.M. That's right. U.M. Universal Meaning.

For instance, if I want the board to care about unnecessary homework assignments, it's a good idea to help them see this issue as it fits into the

bigger picture.Ex: Finally, though these issues may only seem important to Sumner High School students, a

closer look shows that people everywhere want to spend their time being productive instead of just

going through the motions.

Part II: Persuasive Techniques

How to win the argument. And, win big in the

“Ideas and Content” trait on the rubric!

Establish Audience

To a large extent, your issue determines your audience. Who cares about the issue? Who is affected by it? Who can do something about it?

Those are the people you want to address, and keep in mind when choosing your words, your tone, and the persuasive techniques you will employ.

You may also want to keep in mind anyone who may also influence your audience on your issue.

Establish Your Purpose

Your aim is to persuade readers to agree with you on a certain issue, but precisely how do you want them to react?

Do you want them to take action? If so, what action? Become enraged? Protest? Rebel? Become interested? Learn more about your issue? Spread the word with you?

Once you know your purpose let that influence your: writingword choicesentence structurepoint of viewpunctuation

Ethos• By using ethos in your persuasive writing, you are

appealing to your audience through their sense of right and wrong, or ethics.

• If you establish ethos in your writing, your audience will believe you to be reliable and of good character.

• The audience will want to agree with you because it is the right thing to do and you are the authority.

• Ethos is established either through a pattern of good behavior, like for politicians, or in your writing, by establishing yourself as an authority on your topic.

• Let’s look at an example of well-written ethos.

Ethos

Consider this example from Frederick Douglass’s Narrative—a text that’s intended, in its broadest terms , to persuade its audience to support the abolition of slavery. In the first part of the quote, Douglass establishes his ethos—his authority to speak on this subject.

Example of Ethos

“I have no accurate knowledge of my age, never having seen any authentic record containing it. By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant. I do not remember to have ever met a slave who could tell of his birthday. They seldom come nearer to it than planting-time, harvest-time, cherry-time, spring-time, or fall-time.”

So how did Douglass establish his ethos and his right to speak on the matter of slavery?

First and foremost there’s the fact that he was a slave.But additionally, he establishes himself as someone who has paid

close attention to the issue of slaves knowing their birthday, and the language indicates that he has done his research.

Example of EthosConsider this quote from Sojourner Truth’s “Ain’t I a Woman”

and ask yourself, does she establish authority?:

“That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ain't I a woman? Look at me! Look at my Look at me! Look at my arm! I have ploughed and planted, and gathered into arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain't I a barns, and no man could head me! And ain't I a woman? I could work as much and eat as much as a woman? I could work as much and eat as much as a man - when I could get it - and bear the lash as well! man - when I could get it - and bear the lash as well! And ain't I a woman? I have borne thirteen children, And ain't I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I and seen most all sold off to slavery, and when I cried out with my mother's grief, none but Jesus cried out with my mother's grief, none but Jesus heard me!heard me! And ain't I a woman?”

PathosPathos is Greek for suffering or experience. It is an appeal to the

feelings, imagination and sympathies of your audience or readers.

It is often an effective way to persuade, but I recommend coupling it with Ethos.

Here are some ways to employ pathos. 1. Evoke an emotional response on recognizable family, community

or neighborhood matters. 2. Provoke anger in the listener; stir them up to be as angry as you

are. 3. Make a promise, and ensure they can count on your efforts.4. Suggest something that looks impossible, and explain that it isn't

impossible to accomplish at all.5. Make an exaggerated comparison between two ideas, and state

which one is the best option to choose.

Pathos

6. Act as if you are being overwhelmed with emotions when you talk about a special theme.

7. Address the people who are not there in the public, give the listeners a we-feeling - apostrophe.

8. Make clear something is threatening the audience and describe what will happen if they don't agree.

9. Describe how the consequences of the suggested acts and changes will influence their life.

10.Ask provocative or indictive rhetorical questions and give simple and convincing answers.

11. Stir the audience by showing fiery feelings, let them follow you in your enthusiasm and spirit.

Pathos12. Repetition is one of the most powerful forms of pathos in

persuasive speeches. You can use this art of persuasion to enlarge the spectrum and context of the beliefs, values, and understandings of your speech topics.

There are many ways to do so, but these are the four that have been practiced successfully for ages by millions around the world; repeat:

a. a single word three or four times. b. a term of phrase throughout the whole

presentation or persuasive speech essay. c. the last word of a previous point. d. a phrase at the end or beginning of every

major point in persuasive speeches.

Example of PathosConsider this example from MLK’s “I Have a

Dream” speech: “With this faith, we will be able to hew out of the

mountain of despair a stone of hope. With this faith, we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.”

Combining rhetorical approaches…

Please note that there’s nothing wrong with simple pathos appeal,

arguments are strongest when they employ BOTH pathos and

ethos.

Example of a combination of Ethos and Pathos

Consider this additional quote from Bobby Kennedy’s speech to the nation the day of the assassination of Martin Luther King, Jr.:

“For those of you who are black and are tempted to be filled with hatred and distrust at the injustice of such an act, against all white people, I can only say that I feel in my own heart the same kind of feeling. I had a member of my family killed, but he was killed by a white man. But we have to make an effort in the United States, we have to make an effort to understand, to go beyond these rather difficult times.”

Here Kennedy not only acknowledges that the “wrong” outcome is possible and understandable, ethos, he also stirs the audiences sadness and sympathy for the loss of his own brother.

LogosBy using Logos in your persuasion you are

appealing to your audience’s sense of logic or reason. This approach is based on logically sound structure and reasoning and/or its degree of evidence.

The language in these appeals may be more dispassionate, appealing to the intellect rather than the emotions.

A core question for you to consider is this: how have I attempted to appeal to the audience’s reasoning or logic?

LogosYou can use two different types of logic. 1. You can use inductive logic, or “scientific method” by giving

your readers a bunch of similar examples and then drawing from them a general proposition. This logic is pretty simple given this, that, and the other thing-poof, there you go, a conclusion.

2. Or, you can use the deductive reasoning by giving your readers a few general propositions and then drawing from them a specific truth. Like, "because such-'n-such is true and such-'n-such is true and such-'n-such is true and everybody agrees on this other thing, then-poof, stands to reason, a new truth.

There are a couple of other Logos strategies to keep in mind… commonplace and concessions.

Logos: Establish a “Commonplace” Argument

• Commonplace is simply a piece of truth wrapped up in easily recognizable language.

• In other words, a thought or behavior that’s familiar and recognizable enough to a certain group of people that they’re going to respond positively to it, even if they can’t always precisely identify what it is that they find familiar or correct about that commonplace.

• An example of a commonplace for most Americans is the notion that we have a right to the pursuit of happiness.

“Commonplace” Argument

Why use commonplace?It’s a great way to get your audience to

associate something positive, something they already agree with, with your argument.

So, even if you are writing about listening to ipods during class, a commonplace argument like the following might help your case:

“While not all Americans may love ipods, we all cherish our right to pursue happiness.”

Logos: use of concessions

Admitting that alternative viewpoints exist can have the seemingly paradoxical effect of strengthening one’s own argument.

This may seem counterintuitive to some writers who might say: Why acknowledge the validity of some idea that may

compete with my own? Wouldn’t that undermine the argument I want to make? But the truth is: rather than undermining an argument,

concessions can strengthen it by acknowledging and dealing with counterevidence; you establish yourself

as a trustworthy commentator on a subject.Keep in mind, you must always offer a

counterargument with a concession!

Examples of ConcessionThe following comes from President Obama’s first “Back to School” speech

to America’s school children:

“I know that for many of you, today is the first day of school. And forthose of you in kindergarten, or starting middle or high school, it's yourfirst day in a new school, so it's understandable if you're a little nervous. I imagine there are some seniors out there who are feeling pretty good right now, with just one more year to go. And no matter what grade you're in, some of you are probably wishing it were still summer, some of you are probably wishing it were still summer,

and and you could've stayed in bed just a little longer this morning.you could've stayed in bed just a little longer this morning.

I know that feelingI know that feeling. When I was young, my family lived in Indonesia for a few years, and my mother didn't have the money to send me where all the American kids went to school. So she decided to teach me extra lessons herself, Monday through Friday - at 4:30 in themorning.

Now I wasn't too happy about getting up that early. A lot of times, I'd fall asleep right there at the kitchen table. But whenever I'd complain, my mother would just give me one of those looks and say, ‘This is no picnic for me either, buster.’ “

Here the President acknowledges that not all kids are glad to be back.

Examples of ConcessionThe Following is from Dr. King’s final speech in Memphis,

Tennessee:

“That's the question before you tonight. NotNot, "If I stopto help the sanitation workers, what will happen to my job. NotNot, "If I stop to help the sanitation workers what will happen to all of the hours that I usually spend in my office every day and every week as a pastor?" The The question is not,question is not, "If I stop to help this man in need, what will happen to me?" The question isis, "If I do not stop to help the sanitation workers, what will happen to them?" That's the question.”

Here he suggests the “wrong” ideas that he knows his audience has and dismisses them authoritatively and provides the “right” thinking for them.

Examples of ConcessionsThe following is from Cesar Chavez’ “Ending His Fast” speech

“When the strike started in 1965, most of our friends forsook most of our friends forsook us for a while.us for a while. They ran- or were just too busy to helpThey ran- or were just too busy to help. But the California Migrant Ministry held a meeting with its staff and decided that the strike was a matter of life or death for farm workers everywhere, and that even if it meant the end of the even if it meant the end of the Migrant MinistryMigrant Ministry they would turn over their resources to the strikers. The political pressure on the Protestant Churches The political pressure on the Protestant Churches was tremendous and the Migrant Ministry lost a lot of money.was tremendous and the Migrant Ministry lost a lot of money. But they stuck it out, and they began to point the way to the rest of the Church. In fact, when 30 of the strikers were 30 of the strikers were arrestedarrested for shouting “Huelga!” for shouting “Huelga!” 11 ministers went to jail with them. They were in Delano that day at the request of Chris Hartmire, director of the California Migrant Ministry.

Here the labor leader acknowledges the negative things associated with his cause to remove their impact on the good.

Examples of ConcessionConsider this quote from Bobby Kennedy’s speech to the nation the day of the

assassination of Martin Luther King, Jr.:

“In this difficult day, in this difficult time for the United States, it isperhaps well to ask what kind of a nation we are and what direction we want to move in. For those of you who are black--considering For those of you who are black--considering the evidence there evidently is that there were white peoplethe evidence there evidently is that there were white peoplewho were responsible--you can be filled with bitterness, with who were responsible--you can be filled with bitterness, with hatred, and a desire for revenge. We can move in that direction hatred, and a desire for revenge. We can move in that direction as a country, in great polarization--black people amongst black, as a country, in great polarization--black people amongst black, white people amongst white, filled with hatred toward onewhite people amongst white, filled with hatred toward oneanother.another.

Or we can make an effort, as Martin Luther King did, to understand and to comprehend, and to replace that violence,

that stain of bloodshed that has spread across our land, with an effort to understand with compassion and love.”

Here Kennedy suggests the temptation he wishes to avoid, and establishes a more desirable response to the tragic crime.

Questions to ask yourself BEFORE you write the final draft of persuasion…

How might I state the issue and my position on it more clearly?

Have I presented my evidence in the most effective order? Where might more transitions help?

Is my evidence relevant? persuasive? Is there anything I should add or delete?

Where can I add details to make my points clearer? Where can I add anecdotes to liven up the discussion?

Where can I use more precise and powerful words? SAT words?

How can I make my conclusion stronger? Where do I need to tone down my language? Have I fit the content and style of my editorial to my

purpose and audience?

Part III: Six TraitsCritics and writers agree that there are

at least sixsix traits that good written communication share.

So now that we have some common language about writing, and we know

what it takes to build a great persuasive essay or letter, let's talk about how we assess the observable skills at work in

its creation.

Trait One: Ideas and Content

This is the most important and heavily weighted trait. If you don't have good ideas and arguments, nothing else mattersnothing else matters.

This is where what you are trying to communicate is judged for quality.

For our rubric, this category is weighted sevenseven times its raw score.

Goal for Ideas and Content

To earn a four your message should be very clear and should be supported by multiple layers of

interesting and important ideas and detailsBroken down:

Clear, focused persuasive thesisContent (the message) is logical, varied,

effective, and supports the thesisConcrete details (CDs) are relevant, accurate,

and support the topic sentence (TS)BUT THAT'S NOT ALL!

Goal for Ideas and Content, cont.

Commentary (CMs) effectively explains concrete details' (CDs) relevance to the thesisCommentary draws from knowledge and/or

experience and shows insightIncludes quotes and parenthetical citations

from a variety of sources (when applicable)Text notes and citations properly used (when

applicable)

Ideas and Content

☺If all the aforementioned goals are met in an essay or letter, then the

writer has clearly communicated his/her well-thought-out ideas, and has made

his/her point. ☺When that happens the writer has

earned full credit in this category in the rubric.

Ideas and Content on the Rubric

Look at the rubric with me now. Find the Ideas and ContentIdeas and Content column. Read all of the

bullet points in the first box representing a “4.”

Do you agree that if an essay or letter accomplishes those things, the ideas and

content goals have been met and the piece will be effective at communicating with its

audience? Why? Why not?

Ideas and Content on the Rubric, cont.

Now look at the description of the “3”“3” under Ideas and ContentIdeas and Content.

What is different about the descriptions? Do you agree that if an essay is only adequate, or mostly does its job of

communicating ideas that it should receive ¾ of the credit¾ of the credit for that category?

Ideas and Content on the Rubric, con't

Guess what's next? That's right! Check out the “2” category.

Make a mental note about how the description has changed even more.Look back at the “4” and the “3.”

Comparatively, do you agree that an essay or letter that is described with words like:

inadequate, not relevant, not logical, ineffective, etc., deserves only ½ the credit½ the credit

possible?

Finally, the end of Ideas and Content in the

Rubric!Eyeball the “1”“1” description. Observe the

word choice in that block.

Finally, can you think of three suggestions for a person who has written

a “1” essay in this category? Take a minute to write them down.

We'll share when everyone has thought up his/her suggestions.

Organization

OrganizationOrganization is the second most heavily weighted category on the six-trait rubric. It is weighted six six

timestimes its raw score.

Why is organization so important?Have you ever tried to follow the thoughts of

someone who is half-asleep, or loopy from medications?

That's what it's like to try to read a disorganized essay or letter—all over the place, leaving you

saying, “Huh?”

Organization and the rubric

To earn a “4”“4” in organization the following description should be true:

The writing is well organized and easy to follow.The introduction is clever or unusual and pulls the

reader inConcrete details and commentary are sequenced in

an intentional way that makes senseTransitions are interesting and sound natural.

Paragraphing is equally proportioned The conclusion wraps up the writing in a unique

and compelling way.

Organization and the rubric, cont.

One criteria of a well-organized essay is that it grabs your attention.

What are some of the best first lines you've ever read?

What about first scenes in movies? What makes them good?

AND...what about the bad ones? What is the effect of a bad beginning?

Do you think about this as you write?What about now?

Organization and the rubric, cont.

And what about the conclusion? Can you remember a time that you were really

enjoying a song, film, book, or class, and then all of the sudden... IT'S OVER!

No warning. Just over. It's aggravating, right?

So your essay or letter MUST leave your readers with that sense of completion. It's the LAST chance you have to communicate with your audience. If you don't do it well, your audience won't forgive you.

Organization and the rubric, cont.

Additionally, I have to mention what I think are the BIGGEST mistakes people make in the area of

organization...Repeating themselves

Body paragraphs that don't seem to fit together to fulfil the promise of the thesis

My tip: reread your thesis between each of your paragraphs to make sure you are either focusing on your original thesis, or reshaping the thesis to

match the new direction of your essay.

Organization and the rubric, cont.

Finally, please look at the “3,” “2,” and “1” descriptions under OrganizationOrganization.

Do the descriptions match what you think would compromise clear communication in an essay or

letter?

What are some suggestions you would offer someone who is struggling with clear

organization? Write three of them down.

VoiceVoice: The Personality Behind the Essay and Letter

VoiceVoice is the third column in the six-trait rubric. This category is weighted three times its raw

score.VoiceVoice is judged based on how much of your

personality and energy comes through as you try to communicate your ideas through the essay or

letter.I always say, “The voice is effective if I can tell it was you who wrote it without seeing your name

on it.”

Voice, cont.

In order to score a “4” in voice, the reader must be able to clearly see the writer.

Look at the checklist of criteria for the “4.”

Underline or highlight the words and phrases that you think are most important.

Voice, cont.

Now check out the “3.”

What's different about the checklist?

Voice, cont.

Finally, read the checklist for the “2” and the “1” in the voice column.

Do you have questions about this category?

Word ChoiceThe next category on the six trait rubric is Word ChoiceWord Choice, sometimes called DictionDiction.

Scoring high in this column requires that the writer uses a variety of appropriate and

colorful words correctly.

Take a moment to read and notice the different descriptions of writing that scores

“4,” “3,” “2,” and “1.”

Word Choice, cont.

After reading the descriptions of the variety of scores for Word Choice, what

two pieces of advice would you give someone who is struggling in this

category?

Sentence Fluency

Take a moment to read the bullet lists under the umbrella of Sentence

Fluency.What skills have you practiced that could help you score a “4” in this

category?

Sentence Fluency, cont.

Let's take a moment to think about the bullet point dealing with how sentences begin. Why do you think a reader would

benefit from writing in which there is variety in the way sentences begins?

How would a conversation sound if you started every sentence with, “And then...”

Sentence Fluency, cont.

What advice would you give a reader who is struggling with this writing trait?

FINALLY, Conventions!

The final writing trait that is scored on this rubric is ConventionsConventions.

Please read through the bullet lists to determine which skills are being scored

in this category.

Conventions, cont.

What are the skills being scored here?

What practice have you had that might prepare you to score a “4” in

ConventionsConventions?

What advice would you give someone who is scoring a “2” in conventions?

The Scoring...

So, we've learned what good writing looks like, how to talk about it, and how

to score it.So let's score some!

Scoring Directions

I will be breaking you out into six groups.

Each group will get: A set of essays in a binder

A six-trait rubric practice sheet for each member of the group.

Essay ID # Ideas and Content

Organization Voice Sentence Fluency

Word Choice Conventions Overall ScoreIndividual/ Group

Real Score

              /  Comments

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              /  Comments

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Six Trait Rubric Practice SheetName __________________________ Class ____

Scoring Directions, cont.Each group should:

1.Circle up together2.Elect a group leader moderate and speak

for the group3.Pass out essay packets so that everyone

has his/her own packet4.Individually and silently read the first

essay in the packet5.Individually score the essay using the

rubric practice sheet and the rubric

Scoring Directions, cont.

Then once the first essay has been read and silently scored by each member of the group:

1.The group should compare scores and should discuss any difference of opinions using the

language from the rubric.2.Once enough discussion has taken place to make

a judgment call, everyone in the group should record the consensus.

3.If there is no consensus, the group leader makes the call on the score.

Scoring Directions, cont.

The group will repeat the process with all of the essays in the packet.

When a group finishes its task, notify me and I will get you a new set of essays to score.

At the end of each class period, I will let each group know what the WASL scoring board

scored each essay so that you will know how you're doing.

Final Slide, I promise.

Depending upon the results of the first two sets of essays each group scores, we may read more, or we may move

straight to peer evaluation of the District Writing Assessment.

Congratulations, you made it through the “Writing Seminar!”