It is important that when you are writing in these types of testing situations, that you work to make it believable. You won’t have time to research the topic, so you have to make up believable facts & statistics, quotes and expert testimony to make the reader believe what you are saying. Take the squirrel – What do you know about squirrels? What if you were forced to write a formal essay about them? What would you say?You must come up with ideas and support for those ideas.
November 7, 2011Let’s beat the boys again!!!
November 7, 2011• Please gather in groups of 8 – do not move chairs. Each group should have white boards and markers, as well as a paper towel. • Appoint two people to be recorders and two people to be spokeswomen. • The remaining group members will be active participants by contributing ideas and watching the time.• League members are requested to sit separately as you will be moving about the room throughout the afternoon.
Teacher’s Desk Area L E A G U E G I R L SScreen Screen
Georgia Eight Grade Writing Assessment The purpose of the 8th Grade Writing Assessment is to assess student achievement in the Georgia Performance Standards in writing and to improve writing and writing instruction. The 8th Grade Writing Assessment provides predictive information to eighth graders about their future writing performance in advance of taking the Georgia High School Writing Test (GHSWT) Taken from Cobb County Schools Web Site
•Assessment is based on a scaled score.•The scale score range for the Grade 8 WritingAssessment is 100 to 350. Writing scores are alsoreported in the following performance levels:•Does Not Meet - (100 – 199) = 73% or less•Meets - ( 200 – 249) = 74% - 79%•Exceeds – ( 250 – 350) = 80%+ •Taken from Cobb County Schools Web Site
•Will demonstrate limited focus on the assigned topic or genreand may lack an introduction or conclusion•A controlling idea may be unclear, or the controlling ideamay not address the assigned genre.•Development of the topic is minimal, and supportingideas are listed rather than developed.•Ideas may not be grouped or sequenced appropriately, andtransitions may be lacking.
•The writing shows little awareness of audience or readerconcerns.•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 mechanicsmay interfere with or obscure meaning.•Demonstration of competence may be limited by the brevity ofthe response.
Meets the Standard Writing samples that meet the standard are generally focused on the assigned topic and genre, and contain a clear introduction, body and conclusion. Expository compositions have a controlling idea that explains or describes the assigned topic. Persuasive compositions have a clear position on the assigned topic. Supporting ideas are relevant and developed with some examples and details, but some parts of the paper may be more developed than others.
Meets the Standard Ideas are presented in a 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.
Writing samples that exceed the standard are consistently focused on the assigned topic, genre, and audience, and have an effective introduction, body, and conclusion. Expository compositions have a clear controlling idea that fully explains or describes the assigned topic. Persuasive compositions have a well developed controlling idea that establishes the validity of the writer’s position. Supporting ideas are relevant and fully elaborated with specific examples and details that address reader concerns. Ideas 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.
8th Grade Writing Exam is also scored based on individualdomains. The domain scoring ranges from scores of 0-5. Thedomain areas are:Ideas – controlling idea, supporting detailsOrganization – logical planStyle – purpose, assigned genre, word choiceConventions- sentence structure, grammar, punctuation. Taken from Cobb County Schools Web Site Don’t ask how they get from a 0 – 5 point scale to a scaled score of 100 – 350. It’s a mystery unknown to man.
•Total 8th grade student population taking exam•420 (211 boys) (209 girls)•Total 8th grade student population in exceeds category•42 (14 boys) (28 girls)•6% of boys with exceeds scores•13% of girls with exceeds scores
•78% of total school population scored in the Meets category.•Out of 420 students•161 of boys scored in the meets category•167of girls scored in the meets category•79% of population of girls scored in meets•76% of population of boys scored in meets•This means over ¾ of total population just does o.k.•WE NEED EXCEEDS!
Lovinggood Middle School 8th Grade Writing Scores 90.0Pe 80.0r 70.0c 60.0en 50.0 Series1t 40.0 Series2 30.0To 20.0t 10.0 2009 Data Series2a .0 2010 Datals Series1 Percent in PL1 Percent in PL2 Percent in PL3 Levels of Performance - Does Not Meet, Meets, Exceeds
•Total 8th grade population scheduled to takewriting exam•397 (approx.) (209 boys) (188 girls)To achieve same percentage of exceeds scores, wewill have to do it with 21 less girls and 4 less boys.Goal – increase exceeds percentage from 13% to20% for girls. - increase exceeds percentage from 6% to 15%for boys.
•That means……•At least 36 out of 188 girls will need to score in exceedscategory on the writing exam.•At least 31 out of 209 boys will need to score in exceedscategory on the writing exam. •BUT, WE WANT MORE! •WE CAN DO IT!
W – Write with vivid verbsO – Open with a hookM – Make it believableA – Always close with a restatementN – Note the time
Remember your brush strokes andliterary devices. Don’t use the same oldboring verbs. Mix it up. Remember “said is dead.” What fabulous vocabulary can you impart?
•Use a statement•Use a description•Use a statistic or fact•Use dialogue•Use a rhetorical question•Use a quotation•Use an unusual detail
Idling in an unendingline of smog infestedcars, Mrs. Brown waitedto pick up Molly, onceagain asking herself“Why don’t I just makeher ride the bus?”
Nose twitching, earslistening, the koalaclung to theeucalyptus tree.
Did you know that 72percent of EmperorPenguins dance aspart of their dailyexercise ritual?
“Give me your tired, yourpoor,Your huddled massesyearning to breathe free;The wretched refuse ofyour teeming shore,Send these, thehomeless,Tempest-tossed to meI lift my lamp beside thegolden door!”
Make up questions to consider before you write.Grey squirrel 1. How many grey squirrels get hit by cars in suburban neighborhoods each year? 2. How far can red squirrels fly when they leave the tree limb? 3. What do the local park rangers have to say about the grey squirrel populations at the park? 4. Are red squirrels native to the USA? Believable Answers to made up questions 1. 67.4% of all grey squirrels meet their demise by being on the business end Red Squirrel of a motor vehicle. 2. Red squirrels are able to soar over 6 feet when they expand the skin flap between their front and rear legs. This allows them to move through high tree tops and avoid predators on the ground.3. Ranger Ron said in a recent interview “Grey squirrel populations have gotten so high that their existence has made it hard for patrons to enjoy the picnic areas. Something needs to be done to control them.”4. Red squirrels are native to coniferous forests in England, Scotland and Norway, and can be found at higher elevations in Ireland.
•Remember it is just as important to end a paper strongly as it is to begin one. You can do this by reminding the reader what the paper was about. Here are some ideas: • Bring back some idea from your introduction • Summarize your thoughts • Ask a question • Give a charge or Call to Action for a persuasive
You will have 100 minutes. You should take all of that time.Here is the “suggested” time line, but yours can vary slightly.•Prewrite – 15 minutes (Think about the topic, brain stormideas/supporting details, believable facts, etc).•Draft – 35 minutes (Write your first draft. Include specific informationabout the topic & make sure you are staying on topic).•Revise – 20 minutes (Read back through your paper to makecorrections. Look at your word choice, can you make your transitionsbetter, did you address the appropriate audience, etc).•Prepare Final Draft – 20 minutes (On the correct form, write your finaldraft incorporating the corrections & changes you made in yourrevisions).•Proof – 10 minutes (Take the last few minutes to read your final draftand do any little tweaking that needs to be done. You don’t have time tostart over, so don’t make big changes).
Expository Writing Persuasive Writing-Introduction -Introduction-Descriptive information -Supporting reasons-Conclusion -Conclusion-Introduction -Argument-Description of events in -Address Counter argumentchronological order -Conclusion-Conclusion-Introduction -Introduction-Comparison/contrast -One side of the issue-Conclusion -Another side of the issue -Conclusion -Introduction -Anecdote illustrating position -Conclusion
Demonstrating Demonstrating Awareness Awareness of the of the Persuasive Purpose Expository Purpose Establishes a clearEstablishes a clear position on the issuecontrolling idea on the Provides relevantassigned topic supporting ideasProvides relevant Selects convincing detailsdetails that explain or and examples appropriatedescribe the writer’s to the audience assigned intopic the writing prompt.Defines any Anticipates andtechnical terms the addresses reader concernsreader may not know and counter-arguments
Weight of Domains Scoring Domain Weight % of total Domain 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% 37
What Expository Writing Is and Is NotAn effective expository composition . . . An effective expository composition is NOT:Establishes a clear controlling idea Copying words or information from the writing topicUses clear, complete descriptions and/or A list of facts, a story, and/or personalexplanations to develop the controlling idea anecdotes that are unrelated to the topicContains an appropriate organizational A response in which ideas are notstrategy for the purpose of explanation, presented in logical orderdescription, comparison and contrast, orproblem and solutionIs multi-paragraph writing A single paragraphFully develops the controlling idea with Formulaic writing or a repetitive, standardspecific details and examples five-paragraph formula that overshadows the information instead of explaining itBlends personal experience and knowledge An encyclopedic coverage of facts or anto inform the reader about the topic abundance of facts that are unrelated to the topic 38
What Expository Writing Is and Is NotAn effective expository composition . . . An effective expository composition is NOT:Uses a lively writing voice that develops the Flat, uninteresting writingreaders interestUses engaging language and varied An essay that contains imprecise languagesentences and little sentence varietyIntroduces the reader to the topic, fully Writing that provides information withoutdevelops the topic, and provides a sense of introducing, developing, and/or concludingclosure the topicMay contain a short narrative in the Writing that consists entirely of a story thatintroduction to engage the audience does not inform the audience about the topicContains correct sentences, usage, Incorrect sentences, usage, grammar, andgrammar, and spelling that make the spelling that distract the reader from thewriters ideas understandable writers ideas 39
What Persuasive Writing Is and Is NotAn effective persuasive composition . . . An effective persuasive composition is NOT:Clearly establishes a position on the issue Copying words or information from the writing topicFully develops an argument with specific details and Formulaic writing or a repetitive, standard five-examples paragraph formula that repeats the writer’s position and supporting reasonsDefends the writer’s position with relevant evidence A list of irrelevant ideas or supporting ideas that arethat is appropriate for the audience identified in the inappropriate for the audience identified in the writingwriting topic topicDemonstrates that the writer can anticipate and Writing that fails to consider the audience’s positioncounter the audience’s position on the issue on an issueUses specific facts, personal experience and A list of facts, a story, and/or personal anecdotes thatknowledge, and/or statistics to support the writer’s are unrelated to the writer’s positionpositionIncludes appeals to logic and/or emotion A chance for the writer to simply vent about a topicContains an organizational structure appropriate forpersuasion 40
What Persuasive Writing Is and Is NotAn effective persuasive composition . . . An effective persuasive composition is NOT:Contains an organizational structure Writing in which ideas are presented in anappropriate for persuasion illogical or confusing orderIs multi-paragraph writing that supports a A single paragraphspecific side of an issueUses appropriate writing voice to engage the Flat, uninteresting writingreaderUses precise language and varied An essay that contains imprecise languagesentences and little sentence varietyIntroduces the reader to the issue, fully Writing that presents ideas withoutdevelops a position, and provides a sense of introducing, developing, and/or providingclosure closureMay contain a short narrative in the A story that does not address the persuasiveintroduction or a skillful extended narrative purpose of the topicthat supports the writer’s positionContains correct sentences, usage, Incorrect sentences, usage, grammar, andgrammar, and spelling that make the writers spelling that distract the reader from theideas understandable writers ideas 41
Sample Expository Writing TopicWriting Situation: In order to save money, your principal is thinkingabout canceling all field trips for the remainder of the year.Directions for Writing: Write an expository essay explaining whyfieldtrips are an important educational experience. Be sure toinclude important facts & details. 42
Sample Persuasive Writing TopicWriting Situation: In order to save money, your principal is thinkingabout canceling all field trips for the remainder of the year.Directions for Writing: Write an essay persuading her to allowstudents to continue attending field trips. Use specific reasons andexamples to support your response. 43
Sample Expository Writing TopicWriting Situation: Childhood obesity is a real problem in America.As a way to help combat this, school cafeterias are beingchallenged to change their menu selections to includehealthier, non-processed foods.Directions for Writing: Write an expository essay suggesting ahealthy menu you would like to see offered in our cafeteria. 44
Sample Persuasive Writing TopicWriting Situation: Childhood obesity is a real problem in America. Asa way to help combat this, school cafeterias are being challengedto change their menu selections to include healthier, non-processedfoods.Directions for Writing: Write an editorial for the local paper arguingwhether or not school lunches should be reformed. Be sure toinclude specifics to support your argument. 45
Sample Expository Writing TopicWriting Situation: Your school is going to add new connectionsclasses next year. The choices include drafting, self defense, woodshop, or dance.Directions for Writing: Write a letter to your principal to explainwhich of these classes would be the best selection. Be sure toprovide support for your explanation. 46
Sample Persuasive Writing TopicWriting Situation: Your school is going to add new connectionsclasses next year. The choices include drafting, self defense, woodshop, or dance.Directions for Writing: Write an essay persuading the committee toselect a specific class. Be sure to provide statistics and evidence tosupport your argument. 47
Sample Expository Writing TopicWriting Situation: Many of the schools in Cobb County went torequired school uniforms this year. The school board is discussingwhether or not to make this a county wide policy.Directions for Writing: Write a report to the school board explainingthe pros/cons of school uniforms.
Sample Persuasive Writing TopicWriting Situation: Many of the schools in Cobb County went torequired school uniforms this year. The school board is discussingwhether or not to make this a county wide policy.Directions for Writing: Write a speech to present to the school boardarguing either for or against the move to uniform all students.
Writing Situation: Everyone has thoughtGet into groups with about what it would be like to travel throughelbow partners and time and visit the past or the future.talk about thesepapers as they appear Directions for Writing: Before you begin writing, think about where and when in timeon the screen. Decide you would like to travel and why you wouldon the four domains like to go there.what score the paper Now write an essay telling where you wouldwould receive. To like to go in time and explaining why youthe right is the topic would like to visit there. Support your ideasinformation. with specific examples and details.
Competition For Lovinggood, one in every three men failed the writing test, where one in every ten ladies failed. Let’s keep up the good work! The men don’t have to fail; we just have to do better than they do! Our goal is to see more ladies in the exceeds standards group this year. It is my challenge & expectation that every young lady sitting in this room today will exceed on the writing test. The group that shows the greatest improvement on the writing test (moving from does not meet to meets and/or from meets to exceeds) will be rewarded in the spring after scores come back.
We are quietly going to go and join the rest of the ladies to hear someinspirational words and music by localtalent. Please stackchairs in stacks of 8each before leaving.Pick up all trash andmove quietly to the café.