This document discusses various types and purposes of writing including informative, expressive/narrative, and persuasive writing. It also discusses different approaches to assessing writing such as holistic scoring, primary trait scoring, and analytic scoring. Key stages of the writing process are outlined including prewriting, writing, and post-writing. Strategies for writing instruction, summaries, self-assessment, and peer assessment are also summarized.

1. Sandra L Rodriguez
Abel Periñan
Milton Ferney Morales

2. PURPOSE AND TYPES OF WRITING
 1. Informative writing
You can tell when a text is informative as it:
• has one subject. (for example: Cats)
• uses a specific type of language. (Cats are
predators).
• contains new information. (Cats are members
of the feline family.)
• uses facts and data. (Cats were held in high
regard in ancient Egypt.)
• has taught you something by the end of it.
(Cats have been domesticated for centuries.)

3. 2. Expresive /narrative writing
is personal writing. It expresses and explores the
personal feelings of the writer.

4. Persuasive writing
 Persuasive writing is a type of writing where your main
goal is to persuade or convince someone to do
something that you want them to do

5. Grade Five Writing Assessment
Types of Writing
Narrative
1. Creating an imaginative story in a short story form
Informational
1. Writing related to any non-fiction writing in order to inform or
explain a topic to the reader
Persuasive
1. Students will take a position on a issue topic that they are familiar
with

6. WRITING INSTRUCTION
Exist 3 stages of writing process
• Prewriting, or motivation, discussion, and concept
development.
• Writing: which takes place in the clasroom or at home
• Post writing: students share their writing with others .

8. Today’s assignment
 Today you will write about something that happened to
you of something that interest you. You may choose
your own topic. For example, you might want to write
abouty something that hapened when you were a child,
or about someone in your family, a trip you had, or a
game you liked to play.

9. The criteria
 A standard, rule, or test on which a judgment or
decision can be based
 At the end of the module, the learner is expected to be able to -
- demonstrate detailed understanding of the influences of the
historical and social context within which the chosen text is set,
both from the study of the text itself and from the study of other
contemporary literature.

10. Criteria for assessment should be
 specific to each task
 clear and sufficiently detailed so as to provide
guidance to students undertaking assessment task
 transparent
 justifiable (i.e. linked to learning objectives) and
achievable
 appropriate to weightings
 where appropriate, supported by a verbal or written
statement about what constitutes the various levels of
performance

11. Integrating language assessment

12. Types of scoring
 Holistic scoring
 Primary trait
 Analytic scoring

13. HOLISTIC SCORING
 Variety of criteria to produce a single score.
 Total quality is a sum of many components
 Writing is viewed as a whole.
Idea development and organization.
Fluency/structure
Word choice
Mechanics

14. FEATURES
 The focus of a score reported using a holistic rubric is on the overall
quality, proficiency, or understanding of the specific .
 Quick scoring process.
 This is basically due to the fact that the teacher is required to read
through or otherwise examine the student product or performance only
once, in order to get an "overall" sense of what the student was able to
accomplish

15. Level 6  Conveys meaning clearly and effectively.
 Multi-paragraph organisation, with clear introductions, development of ideas, and conclusion.
 Shows evidence of smooth transitions.
 Uses varied, vivid, precise vocabulary consistently.
 Writes with few grammatical/mechanical errors.
Level 5  Conveys meaning clearly.
 Multi-paragraph organisation, though some parts may not be fully developed.
 Shows some evidence of effective transitions.
 Uses varied and vivid vocabulary appropriate for audience and purpose.
 Writes with some grammatical/mechanical errors, without affecting meaning.
Level 4  Expresses ideas coherently most of the time.
 Develops a logical paragraph.
 Writes with a variety of sentence structures with a limited use of transitions.
 Chooses vocabulary that is (often) adequate to purpose.
 Writes with grammatical/mechanical errors that seldom diminish communication.
Level 3  Attempts to express ideas coherently.
 Begins to write a paragraph by organising ideas.
 Writes primarily simple sentences.
 Uses high-frequency vocabulary.
 Writes with grammatical/mechanical errors that sometimes diminish communication.
Level 2  Begins to convey meaning.
 Writes simple sentences/phrases.
 Uses limited or repetitious vocabulary.
 Spells inventively.
 Uses little or no mechanics, which often diminishes meaning.
Level 1  Draws pictures to convey meaning.
 Uses single words, phrases.
 Copies from a model.

16. PRIMARY TRAIT
 Could be a language-based feature emphasizing any
one or more of the criteria for holistic scoring .
 If focuses in one specific aspect.

17. ANALYTIC SCORING
 Separates the features into components htat are each
scored separately.
 results initially in several scores, followed by a
summed total score-their use represents assessment
on a multidimensional level
 The degree of feedback offered to students-and to
teachers-is significant.

19. •Teacher collects information about student writing
processes, progress, and response to instruction.
•Direct observation of writing…
•Conferencing with students…

20. STRATEGIES FOR PROCESS
WRITING
*Prewriting Strategies: Formulates topics before.
*Writing Strategies: monitors writing, uses adaptive
techniques.
*Postwriting Strategies: edits, revises, rewrites, get
feedback from others.
*Applications of Interests: writes for pleasure, uses
writing to communicate, write in others subjects areas,
participate in discussions about writing, edits writing
of others.

21. WRITING SUMMARIES
 Here students are able to:
 Identify the topic.
 Identify the main idea.
 Combine similar details.
 Paraphrase accurately.
 Delete minor detail and redundant informat…
 Recognize author’s purpose.
 Reflect author’s emphasis.

22. SELF-ASSESSMENT IN WRITTING
 Self-assessment encourages Students to think about
the purpose in writing.
 *Dialogue journals.
 *Learning Logs.
 *Surveys of interest and awareness.
 *Writing checklist.

23. PEER ASSESSMENT IN WRITING
 It involves students in evaluation…
 Each St is encouraged to respond to the other Sts
paper by answering three questions: …
 Look for this think to editing someone’s paper:
 Punctuation
 Sentences
 Spelling
 Overall paper (main idea, is logical, organization)

24. USING WRITING ASSESSMENT IN
INSTRUCTION
 Select prompts that are appropriate for Sts.
 Select rubrics Sts can use.
 Select the rubrics with Sts.
 Identify benchmark paper.
 Review how Sts write not just what they write.
 Provide time and instructional support for self- and
peer assessment.
 Introduce self-assessment gradually.
 Use conferencing to discuss writing with Sts.

25. CONCLUSION
 Writing is a process that must be
understood and applied rather
than simply as a product to be
evaluate.