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Let’s Get Writing!! Ready, Set, Write! Mrs. Denise Young
For Today’s Lesson <ul><li>You need: </li></ul><ul><ul><li>Paper </li></ul></ul><ul><ul><li>Pen/Pencil </li></ul></ul><ul>...
Today’s Lesson <ul><li>Defining Argumentative Writing </li></ul><ul><li>Structure of the Essay </li></ul><ul><ul><li>Focus...
What is Argumentative Writing? <ul><li>It focuses on evidence that justifies the writer’s position on the issue. </li></ul...
Structure of the Essay <ul><li>Focus </li></ul><ul><ul><li>Clearly establish a focus in response to the prompt </li></ul><...
Structure of the Essay <ul><li>Support and Elaboration </li></ul><ul><ul><li>Support: Details must relate to the focus of ...
Structure of the Essay <ul><li>Style </li></ul><ul><ul><li>The control of language that is appropriate to the purpose, aud...
Structure of the Essay <ul><li>Conventions </li></ul><ul><ul><li>Correctness in sentence: </li></ul></ul><ul><ul><ul><li>F...
Form of the Essay <ul><li>Five paragraphs </li></ul><ul><ul><li>Introduction: restates prompt, states position, states 3 m...
Scoring Rubric <ul><li>Score NS, 1, 2, 3 or 4 </li></ul><ul><li>Same rubric for 4, 7 and 10 th  grades </li></ul><ul><li>S...
Score NS <ul><li>This code may be used for compositions that are entirely illegible or otherwise unscorable:  </li></ul><u...
Score 1 <ul><li>Topic/subject is unclear or confusing  </li></ul><ul><li>May fail to establish focus on topic/subject </li...
Score 2 <ul><li>Topic/subject may be vague </li></ul><ul><li>May lose or may exhibit major lapses in focus on topic/subjec...
Score 3 <ul><li>Topic/subject is generally clear, though it may or may not be explicitly stated </li></ul><ul><li>May exhi...
Score 4 <ul><li>Topic/subject is clear, though it may or may not be explicitly stated ·  </li></ul><ul><li>Maintains focus...
Now Let’s Score!!
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Let’S Get Writing!!

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This is a lesson based PowerPoint for sixth and seventh graders preparing for the state writing assessment. It is based on a five paragraphy essay structure.

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Transcript of "Let’S Get Writing!!"

  1. 1. Let’s Get Writing!! Ready, Set, Write! Mrs. Denise Young
  2. 2. For Today’s Lesson <ul><li>You need: </li></ul><ul><ul><li>Paper </li></ul></ul><ul><ul><li>Pen/Pencil </li></ul></ul><ul><ul><li>To Focus on the Lesson!! </li></ul></ul><ul><li>Please take out your materials and </li></ul><ul><li>Get Ready to Write!! </li></ul>
  3. 3. Today’s Lesson <ul><li>Defining Argumentative Writing </li></ul><ul><li>Structure of the Essay </li></ul><ul><ul><li>Focus </li></ul></ul><ul><ul><li>Organization </li></ul></ul><ul><ul><li>Support and Elaboration </li></ul></ul><ul><ul><li>Style </li></ul></ul><ul><ul><li>Conventions </li></ul></ul><ul><li>Form of the Essay </li></ul><ul><li>Scoring the Essay </li></ul><ul><li>Let’s Score! </li></ul>
  4. 4. What is Argumentative Writing? <ul><li>It focuses on evidence that justifies the writer’s position on the issue. </li></ul><ul><li>Types include: problem/solution and evaluation </li></ul><ul><li>Strengthened by focus on purpose, audience and context. </li></ul>
  5. 5. Structure of the Essay <ul><li>Focus </li></ul><ul><ul><li>Clearly establish a focus in response to the prompt </li></ul></ul><ul><li>Organization </li></ul><ul><ul><li>Progression, </li></ul></ul><ul><ul><li>Relatedness, and </li></ul></ul><ul><ul><li>Completeness of Ideas </li></ul></ul>
  6. 6. Structure of the Essay <ul><li>Support and Elaboration </li></ul><ul><ul><li>Support: Details must relate to the focus of the response </li></ul></ul><ul><ul><li>Elaboration: Sufficient to present the ideas clearly </li></ul></ul><ul><ul><li>Writer establishes a direct relationship between the details, the elaboration and the focus. </li></ul></ul><ul><ul><li>Writer needs to present his/her ideas with power and clarity </li></ul></ul><ul><ul><li>Use concrete, specific details </li></ul></ul>
  7. 7. Structure of the Essay <ul><li>Style </li></ul><ul><ul><li>The control of language that is appropriate to the purpose, audience and context </li></ul></ul><ul><ul><li>Use appropriate words, phrases and descriptions that engage the audience </li></ul></ul><ul><ul><li>Sentence Fluency – using a variety of sentence styles </li></ul></ul>
  8. 8. Structure of the Essay <ul><li>Conventions </li></ul><ul><ul><li>Correctness in sentence: </li></ul></ul><ul><ul><ul><li>Formation </li></ul></ul></ul><ul><ul><ul><li>Usage </li></ul></ul></ul><ul><ul><ul><li>Mechanics </li></ul></ul></ul>
  9. 9. Form of the Essay <ul><li>Five paragraphs </li></ul><ul><ul><li>Introduction: restates prompt, states position, states 3 main reasons/ideas </li></ul></ul><ul><ul><li>3 Body Paragraphs: each paragraph focuses on one of the main reasons/ideas </li></ul></ul><ul><ul><li>Conclusion: restates 3 main reasons/ideas and draws a conclusion based on those reasons/ideas </li></ul></ul>
  10. 10. Scoring Rubric <ul><li>Score NS, 1, 2, 3 or 4 </li></ul><ul><li>Same rubric for 4, 7 and 10 th grades </li></ul><ul><li>Separate from conventions – grammar scoring </li></ul>
  11. 11. Score NS <ul><li>This code may be used for compositions that are entirely illegible or otherwise unscorable: </li></ul><ul><ul><li>blank responses </li></ul></ul><ul><ul><li>responses written in a foreign language </li></ul></ul><ul><ul><li>restatements of the prompt and </li></ul></ul><ul><ul><li>responses that are off-topic or incoherent. </li></ul></ul>
  12. 12. Score 1 <ul><li>Topic/subject is unclear or confusing </li></ul><ul><li>May fail to establish focus on topic/subject </li></ul><ul><li>Organizational structure may not establish connection between and among ideas and/or events </li></ul><ul><li>May consist of ideas and/or events that are presented in a random fashion and is incomplete or confusing </li></ul><ul><li>Support and elaboration attempts to support the topic/subject but may be unrelated or confusing </li></ul><ul><li>Consists of sparse details </li></ul><ul><li>Lacks use of vocabulary that is precise and purposeful </li></ul><ul><li>May not demonstrate sentence fluency </li></ul>
  13. 13. Score 2 <ul><li>Topic/subject may be vague </li></ul><ul><li>May lose or may exhibit major lapses in focus on topic/subject </li></ul><ul><li>Organizational structure may establish little relationship between and among ideas and/or events </li></ul><ul><li>May have major lapses in the logical progression of ideas and/or events and is minimally complete </li></ul><ul><li>Support and elaboration may have major weaknesses in relatedness to and support of the topic/subject </li></ul><ul><li>Consists of general and/or undeveloped details, which may be presented in a list-like fashion </li></ul><ul><li>Exhibits minimal use of vocabulary that is precise and purposeful </li></ul><ul><li>Demonstrates minimal use of sentence fluency </li></ul>
  14. 14. Score 3 <ul><li>Topic/subject is generally clear, though it may or may not be explicitly stated </li></ul><ul><li>May exhibit minor lapses in focus on topic/subject </li></ul><ul><li>Organizational structure establishes relationships between and among ideas and/or events, although minor lapses may be present </li></ul><ul><li>Consists of a logical progression of ideas and/or events and is reasonably complete, although minor lapses may be present </li></ul><ul><li>Support and elaboration may have minor weaknesses in relatedness to and support of the topic/subject </li></ul><ul><li>Consists of some specific details </li></ul><ul><li>Exhibits reasonable use of vocabulary that is precise and purposeful </li></ul><ul><li>Demonstrates reasonable use of sentence fluency </li></ul>
  15. 15. Score 4 <ul><li>Topic/subject is clear, though it may or may not be explicitly stated · </li></ul><ul><li>Maintains focus on topic/subject throughout the response· </li></ul><ul><li>Organizational structure establishes relationships between and among ideas and/or events· </li></ul><ul><li>Consists of a logical progression of ideas and/or events and is unified and complete </li></ul><ul><li>Support and elaboration are related to and supportive of the topic/subject· </li></ul><ul><li>Consists of specific, developed details· </li></ul><ul><li>Exhibits skillful use of vocabulary that is precise and purposeful </li></ul><ul><li>Demonstrates skillful use of sentence fluency </li></ul>
  16. 16. Now Let’s Score!!
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